Page 9 - Guidelines to Provide Equitable Opportunity forthe SocioEconomically Disadvantaged Groups (SEDGs) in the HEI

Section II

Interventions to make the HEIs Inclusive, Equitable, and Sensitive to
SEDGs

There is a need to provide a robust framework to HEIs for formulating measures to make HEIs inclusive,
equitable, and sensitive to students belonging to SEDGs. To facilitate learning for all students, with
special emphasis on SEDGs; the HEIs may undertake appropriate affirmative action such as Bridge
Courses, Earn-while-Learn, Outreach programme, SEDGs Special Education Zones, and Sensitizing
Stakeholders of HEIs. It is to ensure the implementation of these measures, primarily for making the
HEIs more inclusive, equitable, and sensitive to SEDGs; the HEIs shall establish the SEDGs Cell. A brief
account of each of these measures is given as follows:

2.1 Bridge Courses:

Bridge courses are helpful, especially for newly admitted students in the transition to studying in higher
education institutions. It is aimed at helping the moderate and below moderate level students belonging
to the SEDGs at the entry-level to bridge the gap between the subjects studied at the previous level and
those to be examined at the entry level of the new academic programme that the students have been
admitted to. It provides an adequate foundation in the core subjects so that such students do not have
difficulty when the classes commence.

The bridge courses are intended to help the students of SEDGs category perform academically at par
with other category students. Such courses are to be conducted every year before the commencement of
the semester programme. The bridge courses (in physical or online mode) are to provide in advance, both
primary and supplementary knowledge on the subjects taught to these students during the semesters. For
this purpose, HEIs need to identify the SEDGs students who are required to undergo the bridge courses,
and wherever possible, the bridge courses can be offered in the local languages. The bridge courses should
be tailor-made to meet the requirements of SEDGs students, and a separate timetable should be prepared

to deliver the content.

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University Grants Commission