UGC New Rules Against Caste Discrimination

• 22 Jan 2026

Source: TH

Why in News? 

The University Grants Commission has notified the University Grants Commission (Promotion of Equity in Higher Education Institutions) Regulations, 2026, aimed at tackling caste-based discrimination in higher education institutions (HEIs). 

What are the Key Provisions of the UGC (Promotion of Equity in Higher Education Institutions) Regulations, 2026?  

• Broad Coverage of Caste-Based Discrimination:  The regulations define caste-based discrimination as any unfair or biased treatment against Scheduled Castes (SCs), Scheduled Tribes (STs), and Other Backward Classes (OBCs), thereby explicitly extending legal protection to OBCs and correcting a major omission in the earlier draft framework. 
• Expanded Definition of Discrimination: Discrimination is defined as any unfair, biased, or differential treatment, whether explicit or implicit, on grounds such as caste, religion, race, gender, place of birth, or disability, including acts that impair equality in education or violate human dignity. 
• Mandatory Equal Opportunity Centres (EOCs): Every higher education institution is required to establish an Equal Opportunity Centre (EOC) to promote equity, social inclusion, and equal access, and to address complaints related to discrimination on campus. 
  • Each institution must form an Equity Committee under the EOC, chaired by the head of the institution, with mandatory representation from SCs, STs, OBCs, persons with disabilities, and women, ensuring inclusive decision-making. 
• Reporting and Compliance Framework: EOCs must submit bi-annual reports, while institutions are required to file an annual report on equity-related measures to the UGC, strengthening institutional accountability. 
  • The regulations place a clear duty on institutions to eradicate discrimination and promote equity, with the head of the institution made directly responsible for effective implementation and compliance. 
• National-level Monitoring Mechanism: UGC will establish a national monitoring committee comprising representatives from statutory bodies and civil society to oversee implementation, review complaints, and suggest preventive measures, meeting at least twice a year. 
• Penalties for Non-compliance: Institutions violating the regulations may face debarment from UGC schemes, prohibition on offering degree, distance, or online programmes, or even removal from UGC recognition, making the rules enforceable rather than advisory. 

Significance 

• They strengthen the legal and institutional framework against caste-based discrimination in higher education, addressing a serious concern highlighted by a 2019 IIT Delhi study, which found that 75% of students from historically disadvantaged castes faced discrimination on campus. 
• Inclusion of OBCs marks a more comprehensive approach to social justice. 
• Strict penalties signal a shift from advisory guidelines to enforceable regulation. 

University Grants Commission 

• India's first effort to establish a national education system began with the 1944 Sargeant Report, which recommended creating a University Grants Committee.  
  • Formed in 1945, the committee initially supervised Aligarh, Banaras, and Delhi universities. By 1947, its scope expanded to include all existing universities.  
  • In 1948, the University Education Commission, led by Dr. S. Radhakrishnan, recommended its restructuring based on the UK model.   
  • In 1952, the Union Government designated the University Grants Commission (UGC) to oversee grants for Central Universities and higher education institutions.  
    • Formally inaugurated by Maulana Abul Kalam Azad in 1953 , it became a statutory body in 1956.  
• UGC is headquartered in New Delhi, it consists of a Chairman, Vice-Chairman, and ten other members appointed by the Central Government. 
• Its key functions include allocating grants to universities, advising on higher education reforms, and promoting quality and standards in higher education.

How Does Caste-Based Discrimination Impact Access to Education in India? 

• Threat to Constitutional Values: Caste discrimination undermines the principles of equality, dignity, and fraternity enshrined in the Constitution.  
  • It weakens public faith in affirmative action policies and democratic institutions, and contradicts India’s commitment to inclusive and equitable development. 
• Restricts Entry into Quality Institutions: Caste-based discrimination leads to poor schooling outcomes and entrenched prejudice, which together reduce the representation of SC/ST/OBC students in elite schools and colleges. 
  • Limited access to education traps communities in low-income occupations, weakening education’s role as a social equaliser. 
• Psychological Exclusion Stigma attached to “reserved category” identity leads to anxiety, low self-esteem, and reduced academic performance. 
  • The Thorat Committee (2007) highlighted how segregation in hostels, dining halls, and sports isolates marginalized students, creating "ghettos" within elite campuses. 
• Failure of Grievance Redressal: SC/ST Cells in many universities are often dysfunctional or lack "legal teeth." They frequently prioritize protecting the institution's reputation over delivering justice to the victim. 
  • The Thorat Committee (2007) noted that while SC/ST Cells exist on paper, they often lack autonomy. 
• Higher Dropout Rates: Caste discrimination combined with financial, social, and psychological pressures results in disproportionately higher dropouts among marginalised groups.

India's Initiatives to Address Caste Discrimination in Education 

• Constitutional & Legislative Safety Valve:  
  • Article 15: Enables the State to make "special provisions" (reservations) for SC/STs in admission to educational institutions, including private ones (added by 93rd Amendment). 
  • Article 46: Directive Principle mandating the State to protect SC/STs from "social injustice and all forms of exploitation" (the bedrock for anti-discrimination laws). 
  • SC/ST (Prevention of Atrocities) Act, 1989: Criminalizes acts like preventing entry into educational institutions or insulting a member of SC/ST in public view. 
• Financial & Academic Access Initiatives:  
  • SHRESHTA: Provides residential education to meritorious SC students in reputed private schools, helping break the ghettoisation of government schooling and improving access to elite education. 
  • National Fellowship for SC/ST: Supports SC/ST M.Phil and Ph.D. scholars financially, reducing dependence on faculty grants and improving academic autonomy. 
  • Top Class Education Scheme: Fully funds SC/ST students in premier institutes like IITs and IIMs, removing financial barriers to elite higher education. 
  • PM-AJAY: Focuses on building hostels for SC students, ensuring safety, reducing social isolation, and improving retention in higher education. 

What Measures are Required to Dismantle Institutional Casteism in Education? 

• Social Audits: The National Commission for Scheduled Castes (NCSC) should conduct annual social audits of "Zero Discrimination" compliance in Central Universities. 
• Curriculum of Inclusion: Decolonize the curriculum to include Dalit History and Literature across disciplines. Seeing their history represented intellectually validates the presence of marginalized students in elite spaces. 
• Mentorship Circles: Institutionalizing mentorship programs (like the Sathi initiative in some IITs) to bridge the cultural capital gap for freshers. 
• Faculty Sensitization: Mandatory "Unlearning Caste" workshops for faculty and staff. Professors must be trained to identify "micro-aggressions" (e.g., asking ranks publicly, segregating lab groups) that contribute to a hostile environment. 
• Special Recruitment Drives (SRD): The massive vacancy in SC/ST faculty positions (often 30-40% in IITs) must be filled on a war footing. A diverse faculty body is the strongest deterrent against discrimination.

Conclusion 

Education is not only the birthright of every human being but also the weapon of social change. If higher education institutions continue to be exclusionary spaces, they fail their primary purpose of nation-building. To ensure true access, India must move from "Right to Education" to "Right to Equal Education," strictly penalizing discriminatory practices within campuses. 

Drishti Mains Question:

Discuss the significance of the UGC (Promotion of Equity in Higher Education Institutions) Regulations, 2026 in addressing caste-based discrimination in India’s higher education system.

Frequently Asked Questions (FAQs) 

1. What are the UGC (Promotion of Equity in Higher Education Institutions) Regulations, 2026?
They are legally enforceable regulations aimed at preventing caste-based discrimination and promoting equity and inclusion in higher education institutions.

2. Who is covered under caste-based discrimination in the 2026 regulations?
The regulations explicitly cover Scheduled Castes (SCs), Scheduled Tribes (STs), and Other Backward Classes (OBCs).

3. What institutional mechanisms are mandated under the new rules?
All HEIs must establish Equal Opportunity Centres (EOCs) and Equity Committees with representation from marginalised groups.

4. How will compliance with the regulations be monitored?
Through bi-annual and annual reporting, and oversight by a national-level monitoring committee set up by the UGC.

5. What penalties can institutions face for violating the regulations?
Penalties include debarment from UGC schemes, prohibition on academic programmes, and loss of UGC recognition.

UPSC Civil Services Examination, Previous Year Question (PYQ)

Prelims 

Q. Which of the following provisions of the Constitution does India have a bearing on Education? (2012)

1. Directive Principles of State Policy   
2. Rural and Urban Local Bodies   
3. Fifth Schedule   
4. Sixth Schedule   
5. Seventh Schedule   

Select the correct answer using the codes given below:   

(a) 1 and 2 only   

(b) 3, 4 and 5 only   

(c) 1, 2 and 5 only   

(d) 1, 2, 3, 4 and 5   

Ans- (d) 

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Mains

Q1. How have digital initiatives in India contributed to the functioning of the education system in the country? Elaborate on your answer. (2020)  

Q2. “Caste system is assuming new identities and associational forms. Hence caste system cannot be eradicated in India.” Comment. (2018)