How does the Academic Bank of Credits operationalise the vision of the National Education Policy 2020? Examine the role of Digital Public Infrastructure in enabling flexible, multidisciplinary higher education.

The Academic Bank of Credits (ABC) is an online repository that stores academic credits in dematerialised form, enabling their recognition, accumulation, transfer and redemption across institutions [1]. It converts NEP 2020's promise of flexible, learner-centric education from principle into administrable practice.

How ABC operationalises the NEP 2020 vision

• Multiple entry and exit (MEE): stored credits let a learner exit with a certificate, diploma or degree and re-enter later without forfeiting prior study — the mechanism NEP's flexible degree architecture depends on [4].
• Multidisciplinarity and mobility: credits earned at different Higher Education Institutions, including online SWAYAM courses, are pooled against one account, ending the single-institution lock-in [1].
• Breaking silos: ABC operationalises the National Credit Framework (2023), which integrates school, higher and vocational-skill education into one credit meta-framework [3].
• Equity: learners who pause education — rural, first-generation and women students — retain credit history, converting dropout into deferred completion [4].

Role of Digital Public Infrastructure

• Unique identity layer: the 12-digit APAAR ID under "One Nation, One Student ID" anchors every credit entry to a verified learner, making credits portable and tamper-resistant [1][2].
• Access layer: DigiLocker delivers verifiable academic documents on demand, replacing manual transcript verification [6].
• Last-mile delivery: APAAR/ABC registration through Common Service Centres extends the platform to remote villages, so flexibility is not urban-only [5].
• Consent and safeguards: APAAR generation is consent-based, aligning with the Digital Personal Data Protection Act, 2023 [2].

Challenges persist: verified APAAR IDs still trail those generated, uneven institutional data-upload capacity slows credit portability, and lifetime academic records demand strong privacy audit.

ABC thus shows that policy reform succeeds when matched by public digital rails. Strengthening HEI capacity, closing the verification backlog and enforcing privacy audits would let this DPI stack deliver NEP 2020's goal of an equitable, lifelong-learning society — advancing SDG 4 on inclusive quality education.