Students in the Andaman and Nicobar Islands Resist Shift to Deemed University: A Cry for Clarity, Continuity and Confidence
In recent days, the serene tranquillity of the Andaman and Nicobar Islands, a Union Territory best known for its pristine beaches and unique biodiversity, has been pierced by a wave of student protests that reflect deep unease and legitimate concern. At the core of the unrest is a proposal that has struck at the heart of higher education in the archipelago: the Government of India’s plan to reconstitute the affiliation of several established colleges by integrating them into a new deemed‑to‑be university known as the Netaji Subhas Chandra Bose Institute of Higher Learning.
This proposed educational restructuring, presented by the island administration and backed by central authorities, has triggered a groundswell of opposition among students across several disciplines, notably medicine, law and engineering who fear that the reorganisation may upend current academic programmes, undermine the recognition of their degrees, and saddle them with additional financial burdens.
The unfolding dispute raises fundamental questions about agency, transparency, and the stewardship of educational reform in remote regions of India. It also highlights the delicate balance between administrative aspiration and the lived realities of learners whose future prospects hinge on institutional credibility and educational stability.
The Contested Proposal: From Pondicherry University to a Deemed Institution
At present, the principal colleges in the islands, including esteemed institutions such as Jawaharlal Nehru Rajkeeya Mahavidyalaya (JNRM), Andaman Law College, Andaman College (ANCOL), Andaman and Nicobar Islands Institute of Medical Sciences (ANIIMS), the Dr BR Ambedkar Institute of Technology (DBRAIT), Tagore Government College of Education (TGCE) and Mahatma Gandhi Government College (MGGC) are all affiliated with Pondicherry University, a central university recognised nationally and internationally for its academic rigour.
Under the contested blueprint, these colleges would be transitioned in a staggered manner to fall under the newly notified Netaji Subhas Chandra Bose Institute of Higher Learning, a deemed university established through an official Gazette notification in March 2024. The proclaimed rationale for this transition is to create a unified and autonomous higher‑education framework for the islands, purportedly better suited to address local educational needs and aspirations.
However, this administrative reimagining has been met with fervent protest from students who argue that the sudden realignment lacks adequate consultation and threatens the continuity of their academic journeys. For many, the prospect of graduating under the aegis of a relatively nascent institution, one yet to demonstrate its academic efficacy has provoked anxiety and calls into question the prudence of such an abrupt shift.
Protests and Demands: Students Seek Reassurance and Transparency
For the past several days, groups of aggrieved students have taken to peaceful demonstrations, pressing the administration to withdraw the proposal entirely and maintain the long‑standing affiliation with Pondicherry University at least until the completion of the current academic year. Their demands are simple yet poignant: written assurances guaranteeing academic continuity, recognised degrees, no fee hike, and clarity about the future course of their studies.
One student protester articulated a sentiment that resonates widely among their peers: “We fear that the transition could adversely affect ongoing courses and examinations, lead to an increase in fees, and impact the recognition of degrees.” Such a declaration encapsulates not merely logistical concerns, but a deeper anxiety about the legitimacy and stability of their academic credentials.
Student representatives have made it abundantly clear that any decision of such far‑reaching consequence should not be taken unilaterally by authorities, but rather should be preceded by meaningful consultation with those most directly affected — the learners themselves. “We want clarity and transparency,” said another student leader, emphasising the need for inclusive dialogue before reshaping the educational landscape of the islands.
Political and Organisational Support: A Broad Coalition
The student agitation has not gone unnoticed by political and civil society actors. Major national parties such as the Indian National Congress and the Communist Party of India (Marxist) have voiced their solidarity with the demonstrators, framing the issue not just as a local grievance, but as part of a larger debate about equitable access to high‑quality education for students in India’s far‑flung regions.
Similarly, prominent student organisations including the National Students’ Union of India (NSUI), the Akhil Bharatiya Vidyarthi Parishad (ABVP), and the Students’ Federation of India (SFI) have rallied around the campaign, underscoring that the concerns transcend political divides and speak to fundamental principles of academic fairness and accountability.
TSG Bhasker, Chairman of the Campaign Committee of the Andaman and Nicobar Territorial Congress Committee (ANTCC), has expressed support for the protests, urging the administration to reconsider the plan in the students’ best interests. “Decisions that impact thousands of students must not be imposed without transparency and proper consultation,” he emphasises a sentiment that encapsulates the broader frustration in the archipelago.
Government Response: Reassurances and Partial Concessions
In the midst of mounting protests, the Andaman and Nicobar Administration has sought to allay fears by issuing statements affirming that there will be no immediate hike in fees and that efforts are underway to ensure a “smooth academic transition”. Officials have emphasised that the constituent colleges will retain their existing infrastructure and that stipends and financial support for students will continue unabated.
Director of Education Vikram Singh reiterated that fees will remain “nominal” to ensure that education remains accessible to all, and that any future institution, including the proposed deemed university will strive to meet national accreditation standards such as those mandated by NIRF and NAAC under the University Grants Commission (UGC) regulations.
Perhaps most notably, in a partial concession to the protesters, the administration has confirmed that there will be no change in the existing affiliation structure for the current academic year (2025–26), and that degrees will continue to be conferred by Pondicherry University for this period. This step was taken, officials suggest, to facilitate academic continuity and avoid disruption while the broader transition is deliberated upon.
However, the future beyond the current academic year remains unresolved, with officials indicating that decisions on longer‑term affiliation will be taken at an appropriate time, albeit without compromising the academic interests of students.
Underlying Issues: Autonomy vs Assurance
The friction encapsulated by these protests reflects a broader tension that often accompanies educational reform: the desire for institutional autonomy and self‑determination on the one hand, and the imperative of protecting students’ academic rights and trust on the other. In many respects, this conflict is heightened in remote and peripheral regions like the Andaman and Nicobar Islands, where access to high‑quality higher education is already constrained by geography and infrastructure.
The debate also underscores the importance of consent and consultation in policymaking, particularly when changes have enduring implications for learners’ qualifications, mobility and career trajectories. For students who have invested years of effort under the assurance of a recognised university affiliation, the sudden prospect of reclassification is not merely an administrative modification, it is a profound disruption with real‑world consequences.
Conclusion: A Call for Inclusive Reform
The ongoing protests in the Andaman and Nicobar Islands offer a compelling reminder that educational reform, however well‑intentioned, must be pursued with sensitivity, transparency and respect for the voices of those it is designed to serve. The students’ demands for clarity, continuity, and equitable treatment are not unreasonable; rather, they articulate the foundational principles upon which trust in academic institutions is built.
As the administration and central authorities navigate this complex transition, there is an opportunity to model a more inclusive process that honours both the aspirations of reformers and the legitimate concerns of the academic community. In doing so, the islands may yet find a pathway that enhances educational quality while preserving the rights and confidence of its student population.
