Graded Autonomy and Accreditation Dynamics in Indian Higher Education: A Longitudinal Comparative Study of the Pre- and Post-NEP 2020 Reform Period (2005–2024)

This study analyses the evolution of graded autonomy and accreditation dynamics in Indian higher education through a comparative structure from 2005 to 2024. Institutional autonomy and quality assurance have become central pillars of governance reform under regulatory oversight of the University Grants Commission (UGC) and the National Assessment and Accreditation Council (NAAC). The National Education Policy (NEP) 2020 introduced a structural shift by promoting graded autonomy, multidisciplinary transformation, and universal accreditation objectives. Using year-wise institutional data, the study applies statistical analysis and mean comparison techniques to examine differences between the Pre-NEP (2005–2019) and Post-NEP (2020–2024) periods. Findings show a significant rise in the approval of autonomous colleges after NEP 2020, along with sustained expansion in accreditation coverage despite small interruptions during the pandemic period. The comparative evidence confirms that NEP 2020 functioned as a reform breakpoint in India’s higher education governance architecture. The results show the growing interdependence between autonomy expansion and accreditation-linked accountability mechanisms. The study contributes to policy evaluation literature by offering systematic empirical evidence on institutional reform trajectories in an emerging higher education system.