UGC Draft Regulations for Equity in Higher Education 2025

The University Grants Commission (UGC) released the ‘Draft University Grants Commission (Promotion of Equity in Higher Education Institutions) Regulations, 2025’. This initiative follows a Supreme Court directive linked to the cases of Rohit Vemula and Payal Tadvi. The regulation aims to combat discrimination based on religion, race, caste, sex, or place of birth and to encourage equity in Higher Education Institutions (HEIs). This draft is part of ongoing efforts to implement the National Education Policy 2020.

Objectives of the Regulation

The primary goal of the draft regulation is to eradicate discrimination against Scheduled Castes (SC), Scheduled Tribes (ST), and other socially and educationally backward classes. It seeks to promote equity and inclusion among all stakeholders in higher education. The regulation proposes the establishment of an Equality Opportunity Centre within HEIs.

Structure of the Equality Opportunity Centre

The Equality Opportunity Centre will have a Chairperson, usually the Vice-Chancellor or Principal, and nine other members. This group will include representatives from SC and ST categories. The regulation mandates the formation of subordinate bodies like ‘Equity Squads’ and the appointment of ‘Equity Ambassadors’ in each department.

Previous Regulations and Their Impact

This regulation follows prior measures such as the Equal Opportunity Cell established in 2012 and the Students’ Grievance Redressal Committee from 2023. These previous initiatives aimed to address social justice and discrimination in education. However, they have often been criticised for being nominal and ineffective.

Data and Effectiveness

The UGC reported the establishment of over 3,000 Equal Opportunity Cells and SC/ST Cells, resolving a limited number of complaints. Critics question the validity of these figures, given the large number of SC/ST students in India. Reports indicate that discrimination and violence against students from lower social orders are on the rise, denoting the failure of existing measures.

Challenges and Concerns

The regulation faces scepticism regarding its effectiveness. Data reveals a troubling trend – thousands of SC, ST, and OBC students have dropped out of prestigious institutions between 2018 and 2023. Additionally, instances of suicide among these students raise serious concerns about their well-being in educational environments.

Societal Implications

The ongoing challenges to human dignity in the education sector have sparked outrage. Critics argue that the education system perpetuates social inequality rather than alleviating it. The regulation’s ability to bring about real change remains uncertain, especially given the historical context of previous regulations.

Questions for UPSC:

1. Critically analyse the impact of caste-based discrimination on educational outcomes in India.
2. What are the major challenges faced by Scheduled Castes and Scheduled Tribes in higher education? Explain.
3. What is the role of the University Grants Commission in promoting equity in higher education? Discuss.
4. With suitable examples, comment on the effectiveness of existing regulations aimed at ensuring social justice in educational institutions.

Answer Hints:

1. Critically analyse the impact of caste-based discrimination on educational outcomes in India.

1. Discrimination leads to lower enrollment and higher dropout rates among SC/ST students.
2. Students from marginalized communities often face hostile educational environments, affecting mental health and performance.
3. Reports indicate an increase in suicides among SC/ST students in prestigious institutions, denoting distress.
4. Social stigma and caste hierarchies hinder equal participation and opportunities in education.
5. Education systems often reproduce social inequalities rather than mitigate them, impacting long-term socio-economic mobility.

2. What are the major challenges faced by Scheduled Castes and Scheduled Tribes in higher education? Explain.

1. Systemic discrimination and social stigma create barriers to access and retention in higher education.
2. Economic constraints limit opportunities for SC/ST students to pursue higher education.
3. Lack of supportive infrastructure and mentorship in institutions exacerbates feelings of isolation.
4. Inadequate representation in faculty and administrative positions reduces visibility and support for SC/ST students.
5. Violence and harassment in educational institutions contribute to a hostile learning environment.

3. What is the role of the University Grants Commission in promoting equity in higher education? Discuss.

1. The UGC formulates regulations aimed at reducing caste-based discrimination and promoting inclusion.
2. It establishes frameworks like Equal Opportunity Cells to address grievances and support marginalized students.
3. UGC monitors compliance with regulations to ensure that institutions take necessary actions for equity.
4. It advocates for awareness and sensitization campaigns within educational institutions.
5. UGC’s initiatives aim to create a more equitable educational landscape, although effectiveness remains questioned.

4. With suitable examples, comment on the effectiveness of existing regulations aimed at ensuring social justice in educational institutions.

1. Previous regulations, like the Equal Opportunity Cell, have been criticized for being nominal and ineffective in practice.
2. Reports show that despite the establishment of these cells, complaints of discrimination remain high.
3. The dropout rates and suicides among SC/ST students indicate that existing measures have not adequately addressed issues.
4. Examples of failed initiatives include the limited success of the 2012 regulations in improving conditions for marginalized students.
5. Critics argue that without robust enforcement and genuine commitment, regulations cannot bring about real change.