Jagadesh Kumar’s tenure as UGC Chairman: Controversies and milestones Premium

Former UGC Chairman Mamidala Jagadesh Kumar focused on student-centric initiatives, NEP implementation, and enhancing inclusivity in higher education.

The University Grants Commission Chairman, Mamidala Jagadesh Kumar, who superannuated from the top academic post on Monday, maintains that he pursued student-centric initiatives in the three years he spent at the helm of country’s higher education regulator. During his tumultuous innings at the UGC, soon after an equally unquiet tenure as the Vice Chancellor of Jawaharlal Nehru University (JNU) in Delhi, he brought in steps such as the introduction of the Common University Entrance Test (CUET) for undergraduate and postgraduate admissions and most recently, draft guidelines for the appointment of faculties and Vice Chancellors at universities recognised by the UGC.

A report of the Parliamentary Standing Committee on Education, citing the example of JNU entrance examination, had recommended review of the quality of question paper and the design of the CUET exam to ensure that it meets the purpose envisaged in National Education Policy (NEP), 2020. Like in JNU, he had to face protests from students’ organisations and opposition parties over several of his initiatives. He, however, is unfaced.

Talking to The Hindu, Prof. Kumar, said any initiatives he pursued as the UGC Chairman were deeply student-centric. “Coming from a small village and my father, who had a monthly salary of ₹70 as a school teacher, I have lived through the challenges that countless students from rural backgrounds and weaker sections face. That experience shaped my understanding and conviction that the reforms must work for the most disadvantaged, not just the privileged few. Whether it was implementing CUET to ensure fairness in admissions, promoting education in Indian languages, or integrating skill-based learning to enhance employability, my efforts have consistently aimed to make the system more inclusive, empowering, and attuned to the real needs of students,” Prof. Kumar said.

For him, the most fulfilling work was implementing key components of the NEP. “It involved creating awareness among the academic community and the institutional leaders and taking them on board by involving them in providing feedback and suggestions. Initiatives such as the Academic Bank of Credits (ABC), the National Credit Framework (NCrF), the Multiple Entry-Exit System, and the introduction of the Four-Year Undergraduate Programme (FYUP) have provided students with greater flexibility and interdisciplinary learning opportunities,” the former IIT Delhi professor said.

On the implementation of the NEP too, he had to face criticism, particularly on the issue of funding the State governments. The Parliament panel noted that NEP compliance requires substantial costs on several heads and the expenditure for this compliance is borne by States even as the goals are set by the Union Government. He had to face criticism on a draft regulation on implementing reservation criteria in higher education institutions. The UGC had to withdraw the provision in the draft on filling unfulfilled posts for reserved categories from general candidates after protests.

When asked about his most challenging task as UGC Chairman, Prof Kumar says: “One of the most challenging yet rewarding tasks was the introduction of the CUET for undergraduate and postgraduate admissions. CUET has enhanced fairness and transparency in the admissions process. CUET has ensured that students from metros or small towns have equitable opportunities,” he says adding that the implementation of the Malaviya Mission Teaching Training Programme (MMTTP) to create motivated, energised, and capable faculty was also an encouraging experience.

Some guidelines issued by the UGC during his tenure include Guidelines for Transforming Higher Educational Institutions into Multidisciplinary Institutions, Inculcation of Human Values and Professional Ethics, Curriculum Framework and Credit System for Life Skills, Guidelines for Accelerated and Decelerated Degree Programmes and Guidelines on Incorporating Skill-Based Education and Micro/Nano Credentials.