The University Grants Commission (UGC) published draft curriculums for nine undergraduate subjects in 2025. States ruled by opposition parties have raised objections. Karnataka and Kerala have set up panels to review the proposed frameworks. This move has sparked debate on the content and ideological orientation of higher education syllabi.
Background and Recent Developments
UGC’s draft curriculums cover anthropology, chemistry, commerce, economics, geography, home science, mathematics, physical education, and political science. These are based on learning outcomes-based curriculum frameworks (LOCFs). LOCFs specify the skills and concepts students must acquire. The drafts align with the National Education Policy (NEP) 2020, which promotes four-year multidisciplinary undergraduate programmes. The NEP also emphasises integrating Indian Knowledge Systems (IKS) into education.
Key Features of the Draft Curriculums
The drafts assign credit values to each paper and include elective courses with Indian traditional knowledge. For example, the mathematics curriculum offers ‘Kala Ganana’, exploring ancient Indian timekeeping and calendar systems. Another elective is Philosophy of Indian Mathematics, covering Vedas and Darshanas. Chemistry includes food chemistry units featuring Ayurvedic dietary practices. Commerce proposes courses on Indian management principles citing scriptures like the Bhagavad Gita and Ramayana. These inclusions mark a distinct shift from previous syllabi.
Integration of Indian Knowledge Systems
The LOCFs aim to smoothly incorporate IKS into mainstream subjects. This approach extends beyond superficial mentions and embeds traditional Indian knowledge in scientific and social contexts. For instance, Ayurvedic concepts are integrated into chemistry, and Indian scriptures inform management studies. This reflects the NEP’s vision to revive indigenous knowledge and its relevance to contemporary education.
Opposition and Criticism
Kerala’s Higher Education Minister R Bindu criticised the drafts for containing obsolete and unscientific ideas. She accused the curriculum of promoting Hindutva ideology. The commerce draft’s inclusion of Ram Rajya linked to corporate social responsibility and political science’s recommended reading of V D Savarkar’s works have been contentious. Karnataka’s Higher Education Minister M C Sudhakar alleged ideological imposition and UGC interference in academic autonomy. These states argue the curriculum politicises education and undermines scientific rigour.
University Autonomy and Implementation
UGC officials state that universities retain autonomy to adapt or redesign modules to suit regional and institutional priorities. Earlier LOCFs had been adopted by universities, including the University of Kerala, after UGC’s recommendations. The Higher Education Commission of India (HECI), tasked by NEP to frame learning outcomes and curriculum frameworks, is yet to be constituted. This leaves the current drafts as guidelines rather than mandatory syllabi.
Implications for Indian Higher Education
The draft LOCFs represent shift towards embedding Indian cultural and traditional knowledge in modern education. This raises debates on academic freedom, ideological neutrality, and curriculum relevance. The opposition from states marks the challenges of balancing national education policies with regional diversity and political perspectives. The ongoing discussions will shape the future direction of undergraduate education in India.
Questions for UPSC:
- Critically discuss the role of the University Grants Commission in shaping higher education curriculum in India and examine the challenges to academic autonomy.
- Analyse the National Education Policy 2020’s approach to integrating Indian Knowledge Systems in higher education. What are the potential benefits and drawbacks?
- Estimate the impact of politicisation in education on social cohesion and national integration in a diverse country like India.
- Point out the significance of multidisciplinary undergraduate education in the context of India’s evolving knowledge economy and how it can be effectively implemented.
