BALANCING EQUITY AND MERIT : THE IMPACT OF RESERVATION QUOTAS  ON GENERAL CATEGORY ASPIRANTS IN NATIONAL ENTRANCE EXAMS

AUTHOR – C S SREEDEVI, STUDENT AT AMITY LAW SCHOOL, AMITY UNIVERSITY, MUMBAI

BEST CITATION – C S SREEDEVI, BALANCING EQUITY AND MERIT : THE IMPACT OF RESERVATION QUOTAS  ON GENERAL CATEGORY ASPIRANTS IN NATIONAL ENTRANCE EXAMS, INDIAN JOURNAL OF LEGAL REVIEW (IJLR), 5 (9) OF 2025, PG. 37-48, APIS – 3920 – 0001 & ISSN – 2583-2344.

This article is published in the collaborated special issue of Amity Law School, Amity University, Mumbai and the Institute of Legal Education (ILE), titled “Emerging Trends in Law: Exploring Recent Developments and Reforms” (ISBN: 978-81-986345-1-1).

Abstract

India’s reservation system is among the world’s most extensive affirmative action schemes, aimed at redressing centuries-old social and educational imbalances. Based on constitutional provisions, it seeks to enhance access to education and employment for historically disadvantaged groups like Scheduled Castes (SC), Scheduled Tribes (ST), and Other Backward Classes (OBC). Gradually, its ambit has been extended to include provisions for the general category’s Economically Weaker Sections (EWS). The effect of reservations on national entrance tests such as JEE and NEET has been widespread and multifaceted. While reservations have increased representation and access for disadvantaged group students, concerns regarding merit, access to unreserved positions, and increased pressure upon general-category aspirants have created widespread debates. Concerns regarding misuse of caste certificates, faulty exclusion of the creamy layer, and regional inequities have emphasised implementation issues. Also, inequalities in the quality of school education, particularly in rural and underprivileged pockets, continue to influence the success of these policies. Specialists contend that without simultaneous enhancements to foundational education, vocational training, and anti-discrimination policies, the complete value of the reservation cannot be achieved. In such a scenario, a balanced response integrating affirmative action with institutional reforms might be called for to balance the aim of substantive equality with fairness and efficiency concerns over access to education.