UGC Equity Regulations Rooted in Article 15 to Correct Injustice
UGC's equity regulations, based on Article 15, aim to address historical caste discrimination.
Photo by Sara Kurfeß
The University Grants Commission (UGC) Regulations, 2026, aimed at promoting equity in higher education, are under scrutiny in the Supreme Court. Petitioners argue that these regulations wrongly presume caste discrimination is uni-directional, affecting only Scheduled Caste (SC), Scheduled Tribe (ST), and Other Backward Classes (OBC). The regulations were prompted by petitions following the suicides of Rohith Vemula and Payal Tadvi, who faced caste biases in higher education institutions.
The petitioners accuse the regulations of reverse discrimination, arguing that the definition of caste-based discrimination is restrictive and exclusionary. However, the regulations draw strength from Article 15 of the Constitution, which prohibits discrimination on grounds of caste and mandates the State to correct historical injustices.
Key Facts
UGC Regulations 2026: Promote equity in higher education
Article 15: Prohibits discrimination on grounds of caste
Petitioners: Regulations champion reverse discrimination
Regulations prompted by suicides of Rohith Vemula, Payal Tadvi
UPSC Exam Angles
GS Paper II: Social Justice, Governance
Constitutional provisions related to equality and affirmative action
Potential questions on the evolution of reservation policies and their impact
Visual Insights
Evolution of Equity Regulations in Higher Education
This timeline highlights the key events leading to the UGC's equity regulations and the subsequent legal challenges.
Caste-based discrimination in higher education has been a persistent issue, leading to the formulation of regulations aimed at promoting equity and social justice.
- 2015Rohith Vemula's suicide highlights caste discrimination in higher education.
- 2016Petitions filed in response to caste-based discrimination in universities.
- 2019Payal Tadvi's suicide further intensifies the focus on caste discrimination in medical colleges.
- 2020National Education Policy (NEP) 2020 emphasizes inclusive education and addressing social disparities.
- 2025UGC Regulations, 2026 are formulated to promote equity in higher education, drawing from Article 15.
- 2026UGC Equity Regulations challenged in the Supreme Court, alleging reverse discrimination.
More Information
Background
The roots of affirmative action in India can be traced back to the colonial era, with early measures aimed at addressing the social and educational backwardness of certain communities. The Government of India Act, 1935, provided for reserved seats for depressed classes in provincial legislatures. However, the real impetus came after independence with the framing of the Constitution.
The Constituent Assembly debated extensively on the need to address historical injustices and ensure social equality. The inclusion of Article 15(4) through the First Amendment in 1951, empowering the state to make special provisions for socially and educationally backward classes, marked a significant milestone. This amendment was a direct consequence of the Supreme Court's ruling in the Champakam Dorairajan case, which initially restricted the scope of reservations in educational institutions.
The subsequent Mandal Commission report in 1980 further expanded the scope of reservations to include OBCs, leading to significant political and social upheaval in the 1990s.
Latest Developments
In recent years, there has been increasing scrutiny of the implementation and impact of reservation policies in India. The debate has centered around issues such as the definition of 'backwardness,' the creamy layer criterion, and the effectiveness of reservations in achieving social mobility. The introduction of the 10% reservation for Economically Weaker Sections (EWS) in 2019 through the 103rd Constitutional Amendment has further complicated the landscape of affirmative action.
This amendment has been challenged in the Supreme Court, raising questions about its constitutionality and its impact on the existing reservation framework. The ongoing discussions also involve exploring alternative approaches to address social inequalities, such as focusing on quality education, skill development, and targeted welfare programs. The future trajectory of affirmative action in India will likely involve a combination of legal interpretations, policy reforms, and evolving social attitudes.
Frequently Asked Questions
1. What is the main aim of the UGC Regulations 2026 mentioned in the news?
The UGC Regulations 2026 aim to promote equity in higher education by addressing caste-based discrimination.
2. Which article of the Constitution is the basis for the UGC's equity regulations?
The UGC's equity regulations draw strength from Article 15 of the Constitution, which prohibits discrimination on grounds of caste.
3. Who are the key personalities associated with the events that prompted these regulations?
The regulations were prompted by petitions following the suicides of Rohith Vemula and Payal Tadvi, who faced caste biases in higher education institutions.
4. What is Article 15 of the Indian Constitution and why is it relevant to this issue?
Article 15 prohibits discrimination on grounds of caste, religion, sex, or place of birth. It is relevant because the UGC regulations aim to prevent caste-based discrimination in higher education, aligning with the constitutional mandate.
5. What is the main argument of the petitioners against the UGC Regulations 2026?
The petitioners argue that these regulations wrongly presume caste discrimination is uni-directional, affecting only SC, ST, and OBC, and accuse the regulations of reverse discrimination.
6. Why are the UGC equity regulations in the news recently?
The UGC Regulations 2026, aimed at promoting equity in higher education, are under scrutiny in the Supreme Court.
7. What are the potential pros and cons of the UGC's equity regulations?
Pros include addressing historical injustices and promoting inclusivity. Cons include potential for reverse discrimination and challenges in defining and implementing equitable policies.
8. How might the UGC equity regulations impact common citizens?
These regulations can potentially improve access to higher education for marginalized communities, leading to better opportunities and social mobility. However, they may also lead to concerns about fairness and meritocracy among other sections of society.
9. What is the historical background of affirmative action in India, as it relates to the UGC regulations?
The roots of affirmative action in India can be traced back to the colonial era, with early measures aimed at addressing the social and educational backwardness of certain communities. The Government of India Act, 1935, provided for reserved seats for depressed classes in provincial legislatures. The UGC regulations are a continuation of these efforts to address historical inequalities.
10. What are the key facts about the UGC Regulations 2026 that are important for the UPSC Prelims exam?
Key facts include that the regulations aim to promote equity in higher education, are based on Article 15 of the Constitution, and were prompted by suicides of Rohith Vemula and Payal Tadvi. Also, remember that petitioners argue the regulations champion reverse discrimination.
Practice Questions (MCQs)
1. Consider the following statements regarding Article 15 of the Indian Constitution: 1. It prohibits discrimination on grounds of religion, race, caste, sex, or place of birth. 2. It allows the State to make special provisions for women and children. 3. It was amended by the First Amendment Act, 1951 to include provisions for socially and educationally backward classes. Which of the statements given above is/are correct?
- A.1 and 2 only
- B.2 and 3 only
- C.1 and 3 only
- D.1, 2 and 3
Show Answer
Answer: D
All three statements are correct. Article 15(1) prohibits discrimination on the specified grounds. Article 15(3) allows special provisions for women and children. Article 15(4), added by the First Amendment in 1951, enables the State to make special provisions for socially and educationally backward classes. The First Amendment was a response to the Champakam Dorairajan case, where the Supreme Court ruled against reservations in educational institutions based solely on caste.
2. Which of the following committees/commissions is associated with the issue of reservations for Other Backward Classes (OBCs) in India?
- A.Sachar Committee
- B.Mandal Commission
- C.Nanavati Commission
- D.Liberhan Commission
Show Answer
Answer: B
The Mandal Commission, established in 1979, is directly associated with the issue of reservations for OBCs. It recommended 27% reservation for OBCs in government jobs and educational institutions. The Sachar Committee examined the social, economic, and educational status of Muslims in India. The Nanavati Commission investigated the 1984 anti-Sikh riots, and the Liberhan Commission inquired into the demolition of the Babri Masjid.
3. Assertion (A): The UGC Regulations, 2026 aim to promote equity in higher education by addressing caste-based discrimination. Reason (R): Article 15 of the Constitution prohibits discrimination on grounds of caste and mandates the State to correct historical injustices. In the context of the above statements, which of the following is correct?
- A.Both A and R are true, and R is the correct explanation of A
- B.Both A and R are true, but R is NOT the correct explanation of A
- C.A is true, but R is false
- D.A is false, but R is true
Show Answer
Answer: A
Both the assertion and the reason are true, and the reason correctly explains the assertion. The UGC Regulations, 2026 are indeed aimed at promoting equity by addressing caste-based discrimination in higher education. Article 15 provides the constitutional basis for such regulations by prohibiting caste-based discrimination and mandating the State to correct historical injustices.