Reforming Higher Education in India: Opportunities and Challenges in the Draft UGC Regulations, 2024
The Draft UGC (Minimum Standards of Instruction for the Grant of Undergraduate Degree and Postgraduate Degree) Regulations, 2024 propose significant changes to India’s higher education landscape. Among the key changes are bi-annual admissions for undergraduate (UG) and postgraduate (PG) courses, the option for students from any stream to pursue any discipline at the UG and PG levels, provided they pass a relevant national qualifying examination, and the ability to extend or accelerate courses.
Additionally, students will be allowed to pursue multiple degrees simultaneously. Higher education institutions will have the autonomy to determine attendance requirements for students. According to UGC Chairman M. Jagadesh Kumar, these reforms aim to reduce rigidity in the system and ensure that Indian education aligns with global standards.
While the intent behind these changes is commendable, one provision that further centralizes examinations as a qualifying criterion could potentially limit flexibility. The draft regulations also align with the National Education Policy (NEP) 2020, which advocates for hybrid learning models and skill-based education. Moreover, the rules support the implementation of the National Credit Framework, allowing students greater academic flexibility in their learning journey.
However, despite the clear goals of these reforms, concerns about resources and the capacity for implementation remain. Systemic challenges such as insufficient faculty strength, underfunded institutions, and a lack of adequately trained or motivated teachers persist. Furthermore, the regulatory framework governing affiliated colleges, where the majority of students are enrolled, is not well-equipped to support these new provisions. These rules may be easier to implement in autonomous institutions, but the majority of Indian students study in affiliated colleges, where challenges like class strength requirements and outdated administrative processes might hinder the reforms’ success.
Since education is on the concurrent list, State governments often initially comply with new regulations, only to backtrack later due to a variety of reasons. The inertia within academic bodies and bureaucratic processes further complicates the adoption of reforms such as the ‘academic bank of credits’. This innovative initiative allows students to register at one institution, take courses from another, and complete apprenticeships with companies, with the degree ultimately awarded by the first institution. While this model promotes flexibility, it faces considerable resistance from traditional academic structures, which may be reluctant to change established norms.
Moreover, the success of these reforms will depend heavily on a significant increase in investment in the education sector. Unfortunately, the current year’s Budget allocates 15% less funding to higher education compared to the revised estimates of the previous year. This reduction in funding poses a serious obstacle to the effective implementation of the proposed changes.
While the draft UGC regulations present a promising vision for the future of higher education in India, their success will be contingent on addressing existing systemic challenges and ensuring sufficient resources are available to support these reforms. Without adequate investment and structural overhaul, the ambitious vision outlined in the draft regulations risks being undermined by the realities on the ground.
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