“Respecting UGC norms is not just a requirement; it is a commitment to quality, integrity, and the dignity of education.”
By Dr Firdous Ahmad Qazi
Higher education forms the intellectual foundation of every nation. It shapes character, nurtures innovation, and builds human capital capable of driving social and economic progress. In India, the University Grants Commission (UGC) is entrusted with the responsibility of maintaining academic standards, regulating universities, and ensuring uniformity in quality across institutions. UGC guidelines are not merely bureaucratic instructions; they are designed to safeguard academic integrity, transparency, and fairness. However, in several parts of India—including Jammu & Kashmir—serious concerns have been raised regarding the manner in which the Higher Education Department is implementing or, more accurately, overlooking several UGC norms. This disconnect between policy and practice has created a worrying atmosphere marked by uncertainty among teachers, declining morale of scholars, and academic instability for students.
Violation Of Recruitment Standards: The most pressing issue relates to faculty recruitment and engagement. As per UGC regulations, appointments to teaching posts must follow a transparent and merit-based system involving:
• Defined qualifications such as NET/PhD
• Screening and selection committees
• Proper advertisement of posts
• Reservation guidelines
• Equal and fair opportunity to all eligible candidates
Yet, deviations are increasingly visible. In many cases, contractual, temporary, and academic arrangement positions are filled without strict adherence to UGC rules. Changes in eligibility criteria, reduction of vacancies, and abrupt administrative decisions have created confusion and inconsistency. Qualified candidates—many of whom hold PhD degrees and have cleared NET or SET—find themselves marginalized, waiting year after year for stable opportunities. Such ad-hoc practices weaken the credibility of the recruitment system. When deserving scholars are ignored or denied fair recruitment processes, not only is academic merit compromised, but the very essence of higher education suffers.
Plight of Contractual and AcademicArrangement Teachers
Jammu & Kashmir has witnessed an especially distressing scenario. For years, hundreds of talented and highly qualified teachers have served colleges on contractual or academic arrangement terms. They have dedicated their prime working years to teaching, research support, and academic supervision. Yet, instead of regularization or dignified recognition of their service, many are abruptly removed, replaced inconsistently, or left uncertain regarding future engagement. This situation raises vital questions:
• Why should scholars who devoted years to serve the system be discarded without a fair policy?
• Why are UGC norms regarding qualified teaching staff not consistently followed?
• Why is the system unable to ensure long-term academic planning?
It is a painful irony that scholars are encouraged to pursue PhD and NET qualifications, yet when they return to serve society, they face bureaucratic bottlenecks and procedural inconsistencies.
Impact On Students, Academic Quality: The ultimate losers in this administrative maze are students. Frequent teacher changes, shortage of faculty, irregular academic calendars, and absence of long-term academic planning negatively affect learning outcomes. Students deserve stability, guidance, and exposure to experienced educators. UGC norms exist precisely to ensure qualified teachers are available consistently. When rules are not followed, students pay the price in the form of:
• Disruptions in teaching
• Poor research support
• Limited mentorship
• Decline in academic environment
A region’s development depends on an educated youth. Academic instability today means economic, research, and social stagnation tomorrow.
“Higher education in India, particularly in Jammu & Kashmir, needs a drastic overhaul guided by transparency, merit, and academic dignity. Our institutions must become centers of knowledge and innovation, free from administrative confusion, to empower youth and produce globally competent graduates. The focus must be on taking responsibility and leading reform to protect the integrity of the system.”
Contradiction Between Policy, Ground Reality: Government policies emphasise research, innovation, and youth empowerment. National Education Policy (NEP) 2020 highlights teacher quality, research culture, and academic autonomy. Yet, the ground reality tells a different story. Policies promise excellence, but implementation reflects inconsistency. This contradiction weakens faith in the system and demotivates young scholars.
The Psychological Toll On Scholars: Beyond professional consequences, there is a human side. Highly qualified youth who invested years in research, sacrificed financial stability, and nurtured academic ambitions now struggle emotionally and socially. Dreams are shattered, and careers are delayed. Many are forced to abandon academia—not due to lack of talent, but due to lack of opportunity and system inefficiency. A society that discourages its brightest minds silently destroys its own future.
Need For Institutional Accountability, Reform : It is not criticism but constructive reform that the academic community seeks. The aim is not to blame but to improve—to build an education system that values merit, ensures fairness, and respects UGC norms. To restore credibility, the following steps are crucial:
• Strict adherence to UGC recruitment rules
• Transparent and merit-based hiring
• Clear policy for contractual teachers
• Long-term academic manpower planning
• Respect for qualified scholars
• Timely advertisement and filling of posts
• Student-centric academic management
These steps are neither idealistic nor difficult. They are simply just and necessary.
Conclusion: Education is not a favour from the state—it is a right, a foundation, and an investment. UGC norms are not hurdles—they are safeguards. When departments bypass them, the system loses credibility, scholars lose hope, and students lose opportunity. It is time for introspection and corrective action. Higher education in Jammu & Kashmir and across India must be guided by transparency, merit, and academic dignity. Our universities and colleges should not be places of administrative confusion but temples of knowledge, innovation, and fairness. If we wish to empower youth, build a knowledge-driven society, and produce globally competent graduates, we must protect the integrity of higher education. The question is not who is at fault, but who will take responsibility and lead reform. Our students deserve better. Our scholars deserve respect. Our system deserves accountability.
(The author is engaged in teaching at the Department of Management Studies at GDC Shopian. The views, opinions and conclusions expressed in this article are those of the author and aren’t necessarily in accord with the views of “Kashmir Horizon”)
