UGC Draft LO-CF Framework released in 2025 by the University Grants Commission (UGC) has opened a fresh chapter in India’s higher education reforms. The Learning Outcomes-based Curriculum Framework (LOCF) seeks to weave Indian Knowledge Systems (IKS) into core subjects such as anthropology, chemistry, commerce, economics, geography, home science, mathematics, physical education, and political science. While the initiative aligns with the National Education Policy’s vision of decolonising education, it has triggered sharp debates, particularly from opposition-ruled states concerned about ideological bias.
Redefinition of Discrimination
One of the most contested aspects of the UGC Draft LO-CF Framework is its redefinition of discrimination. The draft specifies that caste-based discrimination will only be recognised if it is directed against Scheduled Castes (SCs) and Scheduled Tribes (STs). This narrow framing has implications for how social justice is taught in disciplines like political science, sociology, and law. Critics argue that such an approach sidelines discrimination faced by other backward communities and minorities, thereby weakening the inclusivity of higher education curricula.
Inclusion of Indian Knowledge Systems
A central feature of the UGC Draft LO-CF Framework is the mandatory inclusion of Indian Knowledge Systems across disciplines. The framework positions IKS not as optional enrichment but as foundational to every subject.
- Chemistry courses, for instance, are expected to begin with an invocation to Saraswati, the goddess of knowledge. They also integrate ancient Indian atomic theories alongside modern models.
- Commerce modules bring in lessons from Kautilya’s Arthashastra to emphasise ethical trade practices and leadership rooted in Bhartiya philosophy.
- Mathematics introduces mandala geometry, yantras, rangoli patterns, and ancient contributions to algebra and calculus.
Proponents argue that such integration restores pride in India’s intellectual traditions, while critics call it a selective reinterpretation of knowledge that risks marginalising global perspectives.
Subject-Specific Indian Content
The draft provides detailed outlines for discipline-wise incorporation of Indian Knowledge Systems:
- Commerce – Focuses on Bhartiya ethical leadership, sustainable business practices, and the concept of Ram Rajya linked to corporate social responsibility (CSR) and ESG frameworks. It also introduces guild systems and dharmic trade ethics.
- Economics – Explores indigenous concepts of wealth, trade, labour, and ecological values, highlighting the king’s role in economic governance and community-driven exchange systems.
- Chemistry – Adds modules on traditional Indian fermented beverages like kanji, mahua, and toddy. It revisits ancient atomic theories, connecting them with modern scientific thought.
- Anthropology – Draws on Charaka, Sushruta, Buddha, and Mahavira to discuss human-nature relationships and cultural evolution, aligning with the NEP’s push to decolonise knowledge.
This subject-specific content is designed to showcase how Indian traditions intersect with modern academic disciplines, but many educators question whether it dilutes global best practices in science and commerce.
Credit Distribution and Multidisciplinary Approach
The UGC Draft LO-CF Framework appears to diverge from the National Education Policy’s emphasis on multidisciplinary learning. Instead of promoting flexible, broad-based degrees, the draft leans heavily on single-major courses.
For example, the proposed BSc Chemistry Honours degree requires 172 credits, with 96 dedicated to core subjects and only a limited number for electives. Similarly, Commerce programs restrict cross-disciplinary exposure, limiting students’ opportunities to explore subjects outside their majors.
This credit-heavy model has raised concerns among academics who argue that it could stifle creativity, critical thinking, and interdisciplinary research.
Stakeholder Engagement and Controversy
The UGC has invited feedback from universities, educators, and policymakers on the UGC Draft LO-CF Framework. However, the release has sparked political controversy. Opposition-ruled states have criticised the framework, calling it an attempt at “saffronisation” of education. They argue that embedding cultural and religious symbols in scientific disciplines undermines secular academic traditions.
On the other hand, proponents of the framework assert that it represents a long-overdue reclamation of India’s intellectual heritage. They highlight how ancient Indian thinkers made pioneering contributions in mathematics, medicine, economics, and astronomy, which deserve rightful recognition in modern curricula.
Balancing Tradition and Modernity
The debate over the UGC Draft LO-CF Framework reflects a broader tension in India’s education system: how to balance global competitiveness with cultural rootedness. Supporters believe the integration of IKS can provide students with a sense of identity and belonging while fostering values-based learning. Critics, however, warn that overemphasis on cultural content could compromise academic rigor and global acceptance of Indian degrees.
Conclusion
The UGC Draft LO-CF Framework stands at the crossroads of education, culture, and politics in India. By embedding Indian Knowledge Systems into diverse disciplines, it aims to reshape how knowledge is imparted to future generations. Yet, the controversies surrounding its approach to discrimination, curriculum balance, and academic freedom highlight the complexities of reforming higher education.
As the UGC collects feedback and moves toward finalising the framework, the challenge will be to strike a balance between honouring India’s knowledge traditions and maintaining global academic standards. The decisions taken now will shape not only the classroom experience but also India’s global standing in higher education for decades to come.
