Healthcare Programmes Under NCAHP Act Barred from Online and ODL Modes

UGC Notification 2025 Enforces Campus-Based Training for Healthcare Education

The University Grants Commission (UGC) has announced a pivotal policy shift in the realm of healthcare education in India, reaffirming its commitment to professional rigour, clinical integrity, and public safety. Through a notification issued on 12 August 2025, the Commission confirmed its decision to prohibit programmes in healthcare and allied disciplines, governed by the National Commission for Allied and Healthcare Professions (NCAHP) Act, 2021, from being offered via Open and Distance Learning (ODL) or online mode. Commonly referred to as the UGC ban on online healthcare courses, the move has been described as essential to preserving the quality and credibility of professional training in this sensitive sector.

The decision was formally adopted during the UGC’s 592nd meeting on 23 July 2025, following recommendations from the 24th Distance Education Bureau (DEB) Working Group, which convened earlier in April. As per the circular, the prohibition will take effect from the July–August 2025 academic session, and is underpinned by growing concerns that disciplines requiring hands-on learning, clinical exposure, and supervised training cannot be effectively delivered through remote methods.

The UGC notification 2025 explicitly bans online or distance learning courses in the following specialisations: Psychology, Microbiology, Food and Nutrition Science, Biotechnology, and Clinical Nutrition & Dietetics. These subjects, the Commission emphasised, fall directly under the regulatory scope of the NCAHP Act, and therefore necessitate rigorous in-person training and assessment. The decision reflects a broad consensus that experiential learning, particularly in clinical and laboratory settings, is indispensable for ensuring professional competence and safeguarding patient outcomes.

In respect of institutions already recognised to offer such programmes in the upcoming session, the Commission has issued stringent compliance measures. Recognition granted for these courses will be withdrawn, and multi-specialisation programmes (such as a BA combining Psychology with other subjects) must discontinue only the restricted specialisation. Moreover, higher education institutions have been directed not to admit new students to these courses from the July–August 2025 intake onwards.

To facilitate institutional compliance, the UGC is expected to release implementation guidelines, including protocols for programme restructuring, student notification, and academic record adjustments. Institutions must also revise their prospectuses, websites, and admission portals to reflect the updated regulatory stance. Affected students may require transition support, such as credit transfers or migration options to conventional programmes. The Commission reiterated that, although remote learning frameworks have proven valuable in other disciplines, they cannot adequately replicate the experiential aspects of healthcare education. For instance, Psychology demands supervised practicum and clinical observation; Microbiology and Biotechnology require laboratory experimentation; and Nutrition Science involves fieldwork, dietary assessments, and case-based interventions. These pedagogical demands underscore the rationale behind the ban.

Observers have noted that the decision will have far-reaching implications for distance learning in healthcare, including areas such as online medical education, paramedical studies, nursing, and pharmacy, many of which had begun experimenting with digital formats during the pandemic. With the UGC’s directive now in force, only UGC-approved universities offering conventional, campus-based education will be permitted to run such programmes. The move also raises pertinent questions regarding the future of blended learning and simulation-based training in healthcare. While the current ban excludes online delivery, stakeholders may explore whether augmented reality (AR), virtual labs, or supervised internships could be integrated into future policy frameworks, provided they meet the standards of clinical fidelity and regulatory oversight.

From a broader perspective, the directive aligns with international norms. Countries such as the United Kingdom, Australia, and the United States maintain strict controls over online healthcare education, often mandating in-person clinical placements and licensure examinations. India’s decision, therefore, reflects a global trend towards protecting patient outcomes and ensuring professional accountability. The UGC regulations 2025 further emphasise that universities, colleges, and all relevant stakeholders must comply with the directive without exception. The Commission has framed this step as necessary to uphold professional standards, particularly in light of increasing scrutiny over online healthcare courses and concerns regarding insufficient practical training. The directive marks a decisive step towards safeguarding the future of healthcare education in India by prioritising competence, credibility, and clinical excellence over digital convenience.

Editor’s Note

The University Grants Commission's timely and necessary prohibition of online and distance learning in key healthcare disciplines underscores a crucial point: not all subjects are suited for remote delivery. While digital education rapidly expands, this directive highlights that fields requiring clinical judgment, patient interaction, and laboratory precision are exceptions. Healthcare education extends beyond theoretical knowledge, demanding practical skills, ethical understanding, and real-world exposure for students in fields like Psychology, Nutrition, and Biotechnology. These crucial elements cannot be replicated through virtual platforms or screens. The UGC's decision rightfully prioritises public safety and professional competence over mere convenience. While this ban might pose challenges for some institutions and students, it establishes a clear standard: quality in education must not be sacrificed for accessibility. The Commission's position aligns with international norms, where hands-on training is vital for professional licensing and practice. It also delivers a strong message to universities: adherence to regulations is mandatory, and oversight will be strictly enforced. While blended models offer innovative potential, their implementation requires stringent supervision and demonstrated effectiveness. Until then, healthcare education must prioritise traditional methods, including physical classrooms, clinical training, and supervised practical experience.

Skoobuzz believes that this approach is crucial for rebuilding confidence in professional training and ensuring that future healthcare professionals are not merely credentialed but genuinely equipped to perform their duties.