The Indian Government has implemented the National Credit Framework (NCrF) as part of the National Education Policy 2020 to create a comprehensive credit system spanning elementary, school, higher, and skill education. The framework enables creditisation of all learning, including assignment, accumulation, storage, transfer, and redemption of credits subject to assessment, while establishing academic equivalence among skill, general, and experiential education.
According to AISHE 2023-24 data, the NCrF has been adopted by more than 700 universities and over 7,500 affiliated colleges nationwide. The University Grants Commission has notified a Standard Operating Procedure for NCrF implementation that allows students to earn up to 50% of total program credits from skill-based courses.
The All India Council of Technical Education's Approval Process Handbook 2023-27 aligns technical programs with NCrF, permitting 10th pass + 2-year ITI students to gain admission directly to the second year of diploma courses in engineering and technology. Additionally, lateral entry to the third year is available for candidates holding a 2-year UG Diploma in Engineering at NCrF Level 5.0.
The National Council of Vocational Education and Training has developed Guidelines for Recognition of Prior Learning (RPL) that provide a roadmap for seamless RPL implementation and empower industrial bodies to conduct workforce assessments. Credits are awarded based on assessment of learning outcomes for specific skills, competencies, and knowledge acquired.
India's Gross Enrolment Ratio in higher education has shown significant improvement, rising from 23.7% in 2014-15 to 30% in 2023-24. Female GER increased from 22.9% to 31.2% during the same period. Total higher education enrolment grew from 3.42 crore students in 2014-15 to 4.50 crore in 2023-24, representing an addition of over 1.08 crore students to the system.
The NCrF aims to support the NEP 2020 vision of transforming India into an equitable knowledge society by establishing equivalence and mobility between general and skill education, encouraging lifelong learning, recognition of prior learning, multiple entry and exit options, and continuous professional development.