The University of Delhi has a scheme that allows aspirants, including professionals, to apply for a single paper from any age group, eliminating the need to apply for a whole programme. Launched a few years back, this adds to the accessibility to higher education provided by national-level examinations like NEET and GATE.
The question remains how such courses can be integrated completely into higher education and, if so, what their impact would be.
“Yes, I have a firm belief that adaptable learning models can gain popularity,” says Dr. Devesh Kumar Singh, Chairman, Noida International University. However, he adds that it is possible as long as they develop from single practically applied projects to an integrated institutionally based approach. “The makeup and professional identity of learners is changing rapidly. People are entering new careers, switching industries and acquiring new skills well into their working lives.”
The changing nature of careers is also forcing universities to rethink how learners engage with education. Instead of treating higher education as something that happens only at the beginning of a career, institutions may increasingly have to provide opportunities for people to return, learn and move into new fields.
Singh believes that the policy framework for this transition is already taking shape. He pointed to the National Education Policy (NEP) 2020, which introduced several measures aimed at making higher education more flexible. “The policy describes the system of higher education as one which would bestow lifelong learning opportunities, contrary to the traditional perception of it as a one-time event.”
However, providing flexibility on paper may not be enough. Universities would also need to develop courses that allow learners to enter education according to their individual requirements, particularly when they are balancing studies with employment or other professional commitments.
“The subsequent step is for institutions to actually make this flexibility available in practice by offering modular courses, micro-credentials, and credit-based learning,” he said.
Why Continuous Learning Is Becoming Important
The growing demand for new skills is another factor behind the push for flexible education. Technology, artificial intelligence and changing business models are altering job roles faster than traditional degree cycles can accommodate.
“This is largely a legacy of the traditional education-to-employment model, where a degree was viewed as the final qualification before entering the workforce. This model is becoming increasingly disconnected from today’s economy.”
Singh further explained why education may increasingly have to continue throughout a person’s professional journey. “The processes of technological advancements, artificial intelligence, and changes in business models are constantly redefining job functions. Some skills which are useful today can become outdated in a couple of years. Thus, education should not finish with graduation; it ought to become a never-ending process.”
This also changes what universities need to offer. For a working professional, returning to education may not always mean pursuing another three- or four-year degree. Shorter academic modules, individual papers and skill-based courses could provide a more practical way to continue learning.
Manish Mohta, Managing Director, Learning Spiral, said the traditional distinction between students and professionals is also becoming less relevant. “People should know and develop new skills even when they are already employed. This means that educational institutions should be ready to work with all learners, which means flexibility that goes further than a change in one’s attitude toward education.”
Mohta believes the change therefore needs to happen at the institutional level and not remain limited to admission policies. “The purpose of flexible higher education models must not be limited to implementing flexible admission. The institutions must create a flexible academic environment that would make it possible for the students to change their learning strategies.”
Degrees Could Become One Part Of A Longer Learning Journey
The role of a university degree could also evolve as professionals increasingly learn new skills during their careers. Ritika Gupta, CEO and Global Educator, Aaera, said career changes are making it necessary for people to access education at different stages of their working lives.
“Indeed, flexible higher education models can be the order of the day, as career paths grow less straightforward and career transitions require individuals to return to university at different points in their lives.”
According to Gupta, flexibility would need to extend to the academic structure itself. Universities would require “more flexible credit systems, modular courses, online and hybrid options, and acknowledgment of prior learning” to make such a system effective. “The greater goal will be establishing a system that would allow the learners to stop off, continue, or even change the direction of their studies,” she added.
This could gradually shift the focus from obtaining one degree and considering education complete to building knowledge over several stages of life. Singh said a degree would continue to have value, but would not necessarily remain sufficient for an entire career.
“I would argue that this transition is not merely desirable—it is becoming essential. A degree will continue to provide foundational knowledge, critical thinking and professional credibility, but it cannot be expected to remain the sole indicator of employability throughout a 30–40-year career.”
Mohta also stressed that continuous learning should complement rather than replace conventional degrees. “The nation of India must transition towards a continuous upskilling and reskilling process, while it should realise that degrees will still play a highly significant role as the academic basis.”
Gupta similarly said formal degrees would continue to matter, while other forms of learning could add to a learner’s professional profile. “Degrees are not losing their relevance altogether, but they should be supported by certificates, industry experience, internships, and special training,” said Gupta.
Ultimately, initiatives such as DU’s ‘Any Course, Any Age’ scheme point towards a broader change in how higher education could be approached. Instead of limiting university learning to a particular age or stage of life, institutions could increasingly become places that learners return to whenever their academic or professional needs change.
“Universities should increasingly function as lifelong learning ecosystems where an individual can return at different stages of their career to acquire knowledge, update skills or explore an entirely new discipline,” says Singh.
