University Grants Commission (UGC) has issued guidelines for Higher Education Institutions (HEIs) to provide equitable opportunities to Socio-Economically Disadvantaged Groups (SEDGs)

University Grants Commission (UGC): The University Grants Commission (UGC) has issued guidelines for Higher Education Institutions (HEIs) to ensure equitable opportunities for Socio-Economically Disadvantaged Groups (SEDGs) in higher education. Aligned with the recommendations of the National Education Policy (NEP) 2020, these guidelines emphasize accessibility, equity, and inclusivity. The UGC urges all universities and HEIs in India to adhere to these guidelines, outlining specific actions to enhance the participation of SEDG students in higher education. These measures aim to bridge socio-economic gaps and foster a more inclusive educational environment

What are Socio-Economically Disadvantaged Groups (SEDGs)?

As per the Government of India, Socio-Economically Disadvantaged Groups (SEDGs) are the segments of the population facing significant economic, social, and educational challenges due to various factors such as poverty, low income, limited access to resources, and social discrimination. These groups include marginalized communities, rural populations, persons with disabilities, and socially excluded minorities

New Guidelines for Universities and HEIs for Socio-Economically Disadvantaged Groups (SEDGs)

1. Enhanced Flexibility in Learning and Earning:

• Universities and HEIs are encouraged to provide flexibility in learning schedules, allowing students to gain knowledge and skills while simultaneously earning a living.

1. Identification of On-Campus Work Opportunities:

• Institutions should actively identify on-campus part-time work opportunities that are aligned with local needs and languages, providing students with practical experiences while studying.

1. Promotion of “Earn While Learn” Programs:

• Universities should promote “earn while learn” programs, publicizing opportunities for students to engage in employment while pursuing their studies, thus supporting their financial needs.

1. Transparent Selection Processes:

• It is essential to ensure transparent selection processes, giving priority to students with financial needs when offering on-campus work opportunities or other support programs.

1. Collaboration and Funding:

• Universities are encouraged to seek collaboration with government agencies, non-governmental organizations (NGOs), and companies to create employment opportunities for students and secure funding for inclusive initiatives.

1. Inclusion in Assessment and Accreditation:

• The concept of “earn while learn” should be integrated into the assessment criteria for accreditation, recognizing institutions that effectively support students in balancing work and study commitments.

1. Sensitization Programs on Inclusion:

• Institutions must conduct sensitization programs for all stakeholders, including faculty, staff, and students, to raise awareness and understanding of inclusive policies such as reservations. These programs should foster empathy and support for SEDG students, addressing challenges related to dignity, self-respect, and self-esteem.

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