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Measuring NEP 2020 Academic Bank of Credits and Cross-State Mobility, A Multi-Site Study

The structural operationalisation of the Academic Bank of Credits under the National Education Policy 2020 establishes a digital mechanism intended to facilitate multidisciplinary pathways and inter-institutional credit transfer across Indian universities. Persistent regional variances in regulatory alignment, digital readiness, and curricular equivalence create structural friction that challenges equitable cross-state student mobility. A comparative policy evaluation highlights the necessity for harmonised accreditation protocols, robust inter-state governance, and institutional capacity-building to realise seamless credit portability.

कार्य का लक्ष्य

Evaluate regulatory consistency and operational bottlenecks governing cross-state credit transfer under the Academic Bank of Credits in Indian higher education.

कार्यप्रणाली

Comparative policy analysis of regulatory guidelines, statutory university frameworks, and published institutional readiness reports.

वैज्ञानिक नवीनता

Synthesises inter-state regulatory divergences and structural constraints governing academic credit transfer across disparate Indian tertiary institutions.

दस्तावेज़ विवरण

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Master's Dissertation

Degree:
Measuring NEP 2020 Academic Bank of Credits and Cross-State Mobility, A Multi-Site Study

Author:

Group

First M. Last

Advisor:

Dr. First Last

City, 2026

Contents

Introduction
Conceptualizing Credit Portability under the National Education Policy 2020
Evolution of Credit Systems and the Architectural Framework of the Academic Bank of Credits
Institutional Autonomy, State Higher Education Councils, and Curricular Harmonisation
Epistemological Shifts and Flexible Learning Pathways in Indian Tertiary Education
Methodological Design for Multi-Site Comparative Policy Evaluation
Comparative Assessment Framework across Diverse Regional Higher Education Ecosystems
Data Synthesis Protocols, Regulatory Metrics, and Operational Verification Benchmarks
Evaluating Cross-State Student Mobility and Credit Transfer Mechanisms
Disparities in Digital Infrastructure, State-Level Adoption, and Inter-University Mutual Recognition
Inclusion Dynamics and Equity Constraints in Cross-Regional Credit Portability
Operational Governance, Policy Misalignment, and Institutional Adaptability
Administrative Bottlenecks and Inter-State Regulatory Discrepancies
Strategic Roadmaps for Standardised Credit Transfer and Sustainable Student Mobility
Conclusion
Bibliography

Introduction

The implementation of the National Education Policy 2020 marks a transformative shift within Indian higher education by introducing structural mechanisms designed to enhance flexible learning and seamless institutional transitions [1]. Central to this reform is the Academic Bank of Credits, a digital repository conceptualised to store, verify, and transfer student credit records across diverse degree-granting bodies [4]. While the policy outlines ambitious provisions for inter-institutional mobility, the decentralised nature of state universities presents complex operational dynamics regarding mutual recognition and curriculum equivalence.

Institutional disparities and regional educational policies complicate the standardisation necessary for fluid cross-state academic progression [2]. The structural transition from conventional pedagogical models to multidisciplinary frameworks requires synchronised credit equivalency guidelines, robust institutional governance, and equitable digital infrastructure [5]. Discrepancies in regional funding, administrative readiness, and technological capacity risk creating uneven mobility corridors, particularly affecting students navigating across distinct state jurisdictions and institutional hierarchies [3].

Evaluating the systemic efficacy of the credit repository demands a critical synthesis of regulatory documentation, inter-state accreditation frameworks, and institutional transition pathways [7]. By applying a comparative multi-site analytical framework to existing policy documentation and published institutional assessments, this study evaluates structural bottlenecks and institutional alignment. The inquiry clarifies how administrative coherence and standardised credit frameworks can support equitable cross-state mobility without diluting disciplinary rigour or institutional autonomy across varied higher education environments [8].

Operational Governance, Policy Misalignment, and Institutional Adaptability

The architectural integration of the Academic Bank of Credits functions as a vital instrument to facilitate learner autonomy and inter-institutional mobility across Indian higher education institutions ("National Education Policy 2020 and the Academic Bank of Credits System in the Context of Educational Development in India," 2023). Existing evaluations underline that the national reform framework prioritises multidisciplinary learning pathways, creative potential, and equitable access for historically marginalized populations regardless of geographic location ("India National Education Policy (NEP) 2020," 2020). Furthermore, institutional entities, including academic libraries and support centres, are posited as key catalysts for delivering infrastructural equity and multidisciplinary resources ("Libraries and National Education Policy (NEP 2020) of India in Higher Education," 2024). However, a critical synthesis of these scholarly positions reveals a significant gap: current discourse primarily evaluates structural mandates and theoretical mechanisms without investigating the operational frictions that emerge during cross-state credit transfer. While the Academic Bank of Credits establishes a digital repository to verify, store, and transfer academic credits across diverse programmes ("National Education Policy 2020 and the Academic Bank of Credits System in the Context of Educational Development in India," 2023), empirical literature fails to address how uneven state-level adoption, differing curriculum frameworks, and digital access disparities impact cross-regional mobility. This study operates under notable analytical limitations. The investigation relies upon descriptive policy evaluations and document analyses rather than longitudinal student-tracking datasets. Additionally, institutional variation across state universities limits the broad generalisability of administrative findings. Future scholarship must address these gaps by conducting inter-state empirical assessments to evaluate how institutional governance adapts to mutual credit recognition.

References

  1. National Education Policy (NEP 2020): An Analytical View that Reforms will be Learned in School and Higher Education in India
    Dr. Rakeshkumar C. Patel, Mr. Jainin N. Dave
    DOI लिंक
  2. Transition in Indian higher education under National Education Policy (NEP) 2020
    Narender Thakur, Vaishali
    DOI लिंक
  3. SOCIAL DISCRIMINATION IN HIGHER EDUCATION AND NATIONAL EDUCATION POLICY-2020
    Dr. Om Prasad, Dr. Debashis Mandal
    DOI लिंक
  4. NATIONAL EDUCATION POLICY 2020 AND THE ACADEMIC BANK OF CREDITS SYSTEM IN THE CONTEXT OF EDUCATIONAL DEVELOPMENT IN INDIA
    Dr. Nitesh Rawat, Dr. Vijay Kumar, Vinay Kumar Yadav et al.
  5. EPISTEMOLOGICAL SHIFTS IN INDIAN HIGHER EDUCATION: IMPLICATIONS OF THE NATIONAL EDUCATION POLICY 2020
    Prof. (Dr.) B. C. Swain, Dr. Pranay Pandey
  6. Impact of national education policy (NEP 2020) on school education in India
    Shuvashish Sarkar
  7. India National Education Policy (NEP) 2020
    Kandi Kamala
  8. Libraries and National Education Policy (NEP 2020) of India in higher education
    Dhananjay Bhagwan Sutar

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