A significant group of faculty members from the University of Mumbai, under the banner of the Bombay University College Teachers’ Union (BUCTU), held a protest on Monday against what they describe as a poorly executed implementation of the National Education Policy (NEP) 2020. The protest, held at the Fort campus gate, was also joined by a few Senate members of the university, drawing attention to what they believe are major structural flaws and inadequate planning surrounding the policy rollout.
Concerns Raised by the Teachers
The teachers argued that while NEP 2020 aims to create a more flexible academic system, its execution has led to abrupt and unstructured changes. They highlighted that these transformations were implemented without proper consultation with the teaching community or adequate groundwork.
One of the primary grievances is the introduction of interdisciplinary and co-curricular courses without a clear teaching plan or resource allocation. This, they claim, has caused confusion across departments, reduced the academic weight of core subjects, and negatively impacted subject specialisation.
In their collective statement, the teachers said, “The haphazard introduction of interdisciplinary and co-curricular courses during the NEP 2020 implementation is reducing the weightage of major disciplines. The university has failed to consider concerns that this could hinder students’ employability prospects.”
Impact on Core Subjects and Faculty Workload
Protesters stressed that critical subjects such as Environmental Science—which has been made compulsory under Supreme Court guidelines—have been sidelined in the new curriculum framework. Core subjects like Mathematics, Business Economics, and EVS are being offered under optional categories in several colleges, which the teachers claim undermines their significance.
Additionally, teachers said they are being compelled to handle courses outside their subject expertise due to the changed course structures and lack of clear guidelines. This has altered their original workload, creating dissatisfaction and confusion, especially in colleges already facing a shortage of permanent faculty.
A senior faculty member shared, “Many departments are struggling to cope. Teachers with specialisation in specific subjects are being asked to teach unrelated disciplines. This is not just unfair to teachers but detrimental to students’ learning outcomes.”
Greater Challenges in Rural and Resource-Deficient Colleges
The challenges are reportedly more acute in colleges located in rural and hilly regions, where existing infrastructure and teaching resources are already limited. The lack of faculty, digital resources, and support services in these areas further complicates the policy implementation.
Teachers emphasized that NEP 2020’s blanket approach has ignored ground-level realities, and instead of strengthening the education system, it has led to disarray in many colleges.
Additional Grievances and Circular on Protest Ban
Beyond curriculum-related concerns, the protesting faculty also raised issues related to administrative mismanagement. They cited repeated delays and errors in the Mumbai University’s examination section, over-dependence on contractual teaching staff, poor infrastructure in sub-campuses, and overall inefficiency in academic operations.
The protestors also condemned a university circular issued in September 2024, which restricts any organisation or individual from holding a protest on university grounds without prior approval. They argued that such restrictions on peaceful demonstrations infringe on their right to express legitimate academic concerns.
Call for Structured Implementation and Dialogue
The protesting teachers have demanded that the university halt the current model of NEP 2020 implementation and initiate a structured dialogue with stakeholders, including faculty members, to assess ground realities and refine the rollout.
As NEP 2020 continues to be seen as a transformative education policy nationwide, the protest at Mumbai University reflects a growing call from educators to ensure that such reforms are inclusive, well-planned, and practically viable for institutions across diverse geographies.
