A future-ready education system demands flexibility, choice and learning pathways that empower every student to thrive. The traditional higher education system in India has followed a rigid, linear structure that offers limited flexibility and restricts students from exploring diverse learning pathways. The National Education Policy (NEP) 2020 introduces the Multiple Entry and Multiple Exit (MEME) framework to address these limitations by promoting flexibility, multidisciplinary learning, and lifelong education. Supported by mechanisms, the Academic Bank of Credits (ABC) MEME allows students to pause, leave, or rejoin their programmes while earning recognized qualifications at different stages. Within this reform context, the National Council for Teacher Education (NCTE) has introduced under NEP 2020 the Integrated Teacher Education Programme (ITEP), a four-year dual-major programme that combines subject expertise with professional training for school teaching. This paper examines the key concepts, structural features, and policy guidelines of the MEME framework and explores how they align with ITEP. Although the system aims to reduce dropout rates, improve access, and increase learner choice, its implementation faces several challenges, including academic continuity, institutional capacity, teacher-student ratios, credit transfer, and infrastructural preparedness etc. By analysing these issues, the paper offers recommendations to strengthen MEME within teacher education and improve the overall quality, relevance, and inclusiveness of higher education in India.
Mondal et al. (2026) studied this question.