In a striking reflection of changing academic aspirations, a majority of undergraduate students especially those from BA and BSc programmes have chosen to pursue a fourth-year honours degree as per the National Education Policy (NEP) 2020 reforms.
At a leading central university, over 50,000 out of 72,000 eligible students have expressed interest in continuing into the fourth year of their undergraduate programme to earn an honours or honours with research degree. This trend indicates a growing awareness and ambition among students to go beyond a conventional three-year education.
Why the Shift Toward the Fourth Year?
For many students, especially those in BA and BSc tracks, the fourth year offers more than just an additional qualification; it opens doors to research, deeper subject expertise, and better postgraduate opportunities, both in India and abroad.
As one student from the humanities stream put it, “Up until now, we could only dream of getting honors. I think I really have a chance to excel academically with this new option.
The new academic structure gives students a chance to build their portfolios and strengthen their prospects for higher studies or competitive job markets.
Colleges and departments are going through growth pains, despite the obvious enthusiasm. The assignment of research supervisors, the management of multidisciplinary courses, and the availability of sufficient resources to support everyone have all caused uncertainty among students.
Faculty members have also raised concerns, suggesting that while the policy has been welcomed in principle, more clarity and support are needed on the ground to ensure a smooth experience for students and staff alike.
The NEP Framework: Reshaping Undergraduate Education
NEP 2020 aims to align Indian higher education with global standards by introducing a flexible structure:
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1 year: Certificate
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2 years: Diploma
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3 years: Regular UG degree
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4 years: Honours / Honours with Research
By providing a more flexible academic path and encouraging multidisciplinary study, this four-tiered model allows students to leave and return with acknowledged credentials.
More Inclusive, But Demands More Support
Previously, only students enrolled in honours courses could graduate with an honour’s degree. Now, students in broader BA, BSc, and BCom programmes are eligible to upgrade in the fourth year.
This progressive move creates academic parity but it also raises logistical questions. Are there enough supervisors? Will laboratories and libraries meet demand? Are faculty across disciplines prepared to guide students in research-based coursework?
Students have also expressed concerns about the availability of electives and transparency in selection criteria.
In the past, only students who were enrolled in honors courses were eligible to earn an honors degree. In the fourth year, students enrolled in more general BA, BSc, and BCom programs can now upgrade.
Academic equivalence is established by this progressive action, but logistical concerns are also raised. Is the number of supervisors sufficient? Will libraries and labs be able to meet demand? Do academics from various fields have the necessary skills to mentor students in research-based coursework?
Concerns have also been raised by students over the openness of the selection process and the availability of electives.
