Page 12 - Guidelines to Provide Equitable Opportunity forthe SocioEconomically Disadvantaged Groups (SEDGs) in the HEI

c. Publicize the “Earn while Learn” opportunities widely.
d. Draw a transparent selection process. Priority may be given to needy students.
e. Institutions must collaborate with Government, Non-Government agencies and
corporate sector for funding or seeking projects for implementing the scheme.
f. Provide necessary weightage to the scheme by including it as a criterion for assessment
and accreditation.
g. Students engaged in “Earn while Learn” may be issued a certificate.

2.3 Outreach Programme - SEDGs Special Education Zones:

An outreach program aims to help, uplift, and support those who are in need of certain services. It
involves learning, social planning, health support, and other projects for their empowerment.

Students from SEDGs require encouragement and support to make a successful transition to higher
education. HEIs should strive to provide services such as language translation, recording services,
and assistive technologies. HEIs need to mobilize resources to carry out this effectively. Professional,
academic, and career counselling are to be made available to all the students; also counsellors to ensure
the physical, psychological, and emotional well-being of the students.

2.3.1 Steps to be taken by the HEIs:
• Institutions have to ensure students’ flexibility for outreach programme.
• Guidelines and principles relating to implementing the outreach programmes must be
prepared.
• HEIs have to design the curriculum to embed outreach programmes.
• HEIs must collaborate with Government, Non-Government agencies and corporate
sectors to conduct such outreach programmes.
• Yearly budgetary allocation could be made by HEIs for out-reach programmes.

2.4 Sensitizing the HEIs on Challenges related to SEDGs:

Appropriate sensitization programmes are to be introduced and regularly organized for all teachers,
administrators, functionaries, and students of HEIs so that the latter become more open to valuing the
relevance of inclusive policies such as reservation policy, etc. There is a need to adhere to the principles of
inclusion and equity at all levels of the HEIs’ engagement with the SEDGs students, and it requires more
sensitivity to the challenges faced by the SEDGs students, particularly concerning their self-respect, self-
esteem, and dignity.

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University Grants Commission