 Dear friends, as we all know that the national education policy 2020 approved by the union cabinet on 29th July 2020 outlines the vision of the new education system of India. Built on the foundation pillars of access, equity, quality, affordability and accountability, the policy aims to transform India into a vibrant knowledge society and global knowledge superpower by making education more holistic, flexible and multidisciplinary. Some of the important features of NEP are to promote holistic education that covers a wide range of subjects, academic, non-academic and vocational, promoting Indian languages, Indian knowledge system and value education, integration of vocational and mainstream education into the school curriculum and higher education starting from class 6, increasing GER of higher education to 50 percent by 2035. Holistic and multidisciplinary education with multiple entry and exit option, internationalization of education, regulars teachers training to ensure the quality of teaching, use of modern technology to facilitate learning such as virtual classrooms, online collaboration and interactive digital learning platforms. Promotion of field trips, project based learning and hands on activities, large number of workshops has already been conducted by the institutions on implementation of NEP and most of the higher education institutions have already implemented most of the provisions of the NEP. Government of India and UGC have recently announced national credit framework. It is felt that some clarity may be brought on multidisciplinary education, entry, exit, credit transfer and role of academic leaders. Today, I will throw some light on multidisciplinary education. Multidisciplinary education is a way of learning which gives focus on diverse perspective of different disciplines. The word is undergoing rapid changes in the knowledge landscape with various scientific and technological advances such as the rise in big data, machine learning, artificial intelligence, robotics and IOT. It is expected that many unskilled jobs worldwide may be taken over by the machines. On the other hand, the need of skilled workforce particularly having knowledge of mathematics, computer science and data sciences blended with multidisciplinary abilities across the discipline such as sciences, social sciences and humanities will be increasingly in greater demand. With climate change, increasing pollution and reducing natural resources, there will be a huge shift in how we meet the world's energy, water, food and sanitation needs. This will result in the need of new skilled resources particularly in biology, chemistry, physics, agriculture, climate science and social science. The growing emergence of epidemics and pandemics will also call for collaborative research in infectious disease management and development of vaccine involving multidisciplinary knowledge. If we see in past, the aim of education was not just to acquisition of knowledge but for complete realization and liberalization of the self, world class institutions of ancient India such as Takshila, Nalanda, Vikramshila are examples. They have set the highest in standards of multidisciplinary education and teaching and research and hosted scholars and students from diverse backgrounds and countries. Now, let us understand how such provisions can be implemented in institutions. I will start with an example, AICTE revised the model curriculum of engineering courses which have 160 credits for 4 years degree program. The 160 credits have been divided into 7 baskets. 59 percent of the credits are covered by professional core courses, professional elective courses relevant to the chosen specialization and engineering sciences courses including workshop, drawing and the remaining 41 percent are covered by basic sciences courses including biology, humanities, social sciences including management, art and craft, music, dance, etc. Open subjects electives from other technical or emerging subjects and project for seminar and internship in industry or elsewhere. Apart from core courses, the baskets give freedom to the students to select courses from the diverse disciplines. This is an example only, universities and colleges have flexibility to change it as per their expertise and the local needs. But such type of structure gives flexibility to offer courses from diverse backgrounds. If the faculty or courses of interest of students are not available in the institution, students may be allowed to do it online. Also provision of minor degree can be started. Suppose a student of undergraduate in mechanical engineering is doing 18 to 20 extra credits in music or in robotics. He or she may be awarded undergraduate degree in mechanical with minor in music or robotics. So the multi-disciplinary education gives an opportunity to student to explore, experiment and apply his or her interest. I hope the session was useful and I was able to communicate the concept of multi-disciplinary education. I will stop here for now with the promise that I will be back with more information and insight about the provisions of NEP. Stay tuned. Namaskar.