The first is to make caste discrimination a criminal offence , similar to the anti-ragging act. The Protection of Civil Rights Act 1955 and the Scheduled Caste and Scheduled Tribe (Prevention of Atrocities) Act, 1989, outlaw 37 forms of discrimination. But they don’t adequately cover discrimination in education institutions. Recognising this, in 2012, UGC issued regulations that prohibited discrimination, harassment, unfavourable treatment, and victimisation based on caste, creed, religion, ethnicity, and gender. But this guideline wasn’t effectively implemented. When I recently visited IIT Bombay, the administration appeared unaware of these norms. Therefore, making caste discrimination on campus a criminal offence is an appropriate alternative to be explored. A successful story related to policies issued by the ministry of education is the control of ragging over the past decade — and I argue that the same template should be followed. The practice of discrimination could be minimised once students know that any act of caste bias would endanger their career. Had the government made discrimination in education institutions a criminal offence, cases of suicides could have been avoided.

The second measure is to introduce a compulsory course to educate and sensitise students about the problem of discrimination and inequality .Traditional values contradictory to democratic norms and practices continue to shape the behaviour of our children in their formative stages through socialisation in the family and society, which is reflected in their behaviour on campus . A compulsory course for all students could help to unlearn these undemocratic values. JA Banks, an African-American academic, observed that “the role of education in the 21st century is to prepare students is to know, to care, and to act in ways that will develop and foster a democratic and just society” and to “develop a commitment to personal, social, and civic action, as well as the knowledge and skills needed to participate in effective civic action”. Universities in the United States and a few other countries introduced civic learning courses in 2000, which have proved useful. Also, by bringing students face-to-face in class and initiating discussions, the courses enabled them to minimise prejudices, stereotypes and learnt to respect differences. Since the National Education Policy 2020 proposed value education, the government should take steps to introduce a compulsory course to sensitise students on the persistence of discrimination and inequity, and make aware about the principles enshrined in the Constitution.

A third measure should be remedial academic assistance to students who trail their peers — a must given the immense diversity in standard among the students. The policy of remedial coaching is not new, but unfortunately, it is not taken seriously by institutions. UGC should pass regulations to make the remedial assistance programme compulsory to improve proficiency in English language and core subjects. This will assist students to improve academic performance and take away psychological pressure. Jawaharlal Nehru University is an example of the positive impact of the personalised remedial assistance programme introduced in 2000.

Lastly, the 2012 norms provided for the establishment of equal opportunity cells and anti-discrimination officers to implement and carry out measures related to courses in civil learning and academic assistance programmes, among other issues.

It is high time that the government moves immediately on these fronts, fulfilling promises made to student bodies in the past, and avoiding the spectre of student suicides in the future.

Sukhadeo Thorat is former chairman, UGC

The views expressed are personal