Teachers’ dignity is not a privilege, it is the foundation of higher education

A university grows when its teachers grow. When teachers are denied dignity, institutions ultimately deny themselves excellence.

In every generation, universities are judged not merely by their buildings, rankings, or research output, but by the respect they accord to their teachers. The quality of higher education depends upon the confidence, security, and dignity of those entrusted with the task of shaping minds. History shows that whenever teachers have been empowered, universities have flourished; whenever their legitimate rights have been curtailed, academic institutions have suffered instability and decline.

Today, the teaching community of the University of Delhi finds itself at a critical juncture. Questions surrounding appointments, promotions, and the interpretation of the UGC Regulations 2018 have once again brought into focus a larger issue—whether promotion policies are meant to facilitate academic growth or become instruments of exclusion.

The present debate cannot be viewed in isolation. It is the culmination of six decades of struggles, negotiations, agitations, and legal battles undertaken by generations of teachers and their representative bodies. The rights that teachers enjoy today were neither accidental nor gifts bestowed by any authority; they were earned through persistent collective efforts.

The first major victory came in the early 1970s with the abolition of the Assistant Lecturer system, which effectively functioned as a fixed-salary arrangement with little scope for advancement. Even after the Third Pay Commission, promotions remained elusive. Teachers entered service as lecturers and often retired in the same position. Democratic functioning itself suffered during the Emergency years, when academic freedoms and institutional autonomy were severely constrained. It was only after the restoration of democracy that regularisation measures helped restore confidence among teachers.

The next watershed moment arrived during the historic 109-day DUTA strike of 1982-83. Teachers fought not merely for salaries but for dignity and a just promotional framework. Eventually, Readership in colleges and promotions up to Professor in universities became realities, benefitting teachers across the country. Yet the cumbersome and highly centralised mechanisms often delayed justice. Persistent efforts by teacher leadership subsequently ensured more transparent and department-based evaluation mechanisms.

The Fifth Pay Commission period witnessed another phase of reforms that recognised the diverse contributions made by teachers—as researchers, educators, and institution-builders. These measures made promotions more inclusive and acknowledged that academic excellence cannot be measured by a single yardstick.

However, the Sixth Pay Commission and the API-PBAS framework introduced in 2008 created significant hurdles. Promotions slowed down and recruitment processes became increasingly cumbersome. For nearly a decade, thousands of deserving teachers faced stagnation. Delays in appointments and promotions weakened morale and compromised social justice within the academic system. Those years remain among the most difficult chapters in the history of the teachers’ movement.

The Seventh Pay Revision and the UGC Regulations 2018 marked a turning point. These regulations represented years of sustained advocacy and provided a more humane and accessible career advancement framework. For the first time, teachers in colleges could aspire to Professorship, while university departments saw the introduction of Senior Professorship. More than eighteen thousand promotions at the University of Delhi alone testify to the transformative impact of these reforms. Regularisation of thousands of ad hoc teachers and the filling of reserved posts further strengthened the cause of social justice and institutional stability.

Yet, despite these achievements, fresh concerns have emerged. Increasing reliance on commercially sponsored journals and the tendency to disregard several established journals published by universities and public institutions have created uncertainty. Many teachers fear that the spirit of the UGC Regulations 2018 is gradually being replaced by interpretations that are restrictive rather than facilitative.

The issue is not a defence of poor-quality research or unethical academic practices. Academic integrity must remain non-negotiable. Predatory publications and fraudulent activities deserve no protection. However, there is an equally important principle that must not be forgotten: genuine research and deserving scholars should not become collateral damage in the pursuit of excessive gatekeeping. The existence of cloned journals or cyber fraud cannot automatically invalidate sincere academic work. Teachers should not be presumed guilty without fairness and due consideration.

A promotion system must encourage scholarship, not create anxiety. It should reward merit, not breed uncertainty. Uniformity and transparency across departments and colleges are essential to ensure that teachers are treated equitably. Institutions thrive when policies are implemented in both letter and spirit, not through discretionary interpretations that create disparities.

Universities are not factories, and teachers are not merely employees processing paperwork. They are mentors, researchers, innovators, and custodians of intellectual traditions. Their dignity is inseparable from the credibility of the institution itself. A teacher-friendly environment is not contrary to academic excellence; rather, it is the very condition that makes excellence possible.

As the Academic Council and Executive Council deliberate on these important issues, they must remember that promotion policies are not simply administrative matters. They are instruments that shape the morale of an entire academic community. The University of Delhi has long been a beacon of higher education in India. Its decisions carry implications far beyond its campuses.

The time has come to reaffirm the original spirit of the UGC Regulations 2018—facilitative rather than restrictive, equitable rather than discriminatory, and transparent rather than arbitrary. Protecting the dignity of teachers is not merely about promotions; it is about safeguarding the future of Indian higher education itself.

Call to action

The University of Delhi’s statutory bodies, policymakers, and academic leaders must act decisively. They should ensure that the UGC Regulations 2018 are implemented faithfully and uniformly, preserving the principles of fairness, social justice, and academic dignity. Teachers’ rights should not become victims of procedural rigidity or shifting interpretations. A university that respects and empowers its teachers strengthens the very foundations of knowledge, democracy, and national development.

The future of higher education depends on the dignity we accord to those who dedicate their lives to it.

END OF ARTICLE