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Live: DU Releases Second Cut-off List; Most Colleges Close Admission to Various Courses

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The much-anticipated second cut-off list gives aspiring students a chance to either secure their admission, or upgrade colleges.

With 23,780 seats filled out of 63,000 and huge crowds observed in many University of Delhi (DU) colleges in the first cut-off list, all eyes are on the second cut-off list now. Despite some of the highest cut-offs being declared for B.A. Political Science courses, various colleges, including Miranda House, Ramjas and Kirori Mal reported that seats for the programme had been filled up and a second cut-off list would not be released, as reported by The Hindu.

 

Beginning now, DU colleges have begun releasing cut-off lists on their respective college websites. Watch out this space for live news; keep refreshing this article for timely updates.

 

 

Click here to view the complete second cut-off list for Arts and Commerce Courses at DU.

Click here to view the complete second cut-off list for Science Courses at DU.

 

 

Click here to check the second cut-off list for Bhagini Nivedita College.

Click here to check the second cut-off list for Keshav Mahavidyalaya.

Click here to check the second cut-off list for Shaheed Sukhdev College of Business Studies.

Click here to check the second cut-off list for Ramanujan College.

Click here to check the second cut-off list for Gargi College.

Click here to check the second cut-off list for PGDAV College.

Click here to check the second cut-off list for Shri Ram College of Commerce.

Click here to check the second cut-off list for Satyawati College (Evening).

Click here to check the second cut-off list for Shaheed Rajguru College of Applied Sciences for Women.

Click here to check the second cut-off list for Kirori Mal College.

Click here to check the second cut-off list for Satyawati College.

Click here to check the second cut-off list for Acharya Narendra Dev College.

Click here to check the second cut-off list for Shaheed Bhagat Singh College.

Click here to check the second cut-off list for Deshbandhu College.

Click here to check the second cut-off list for Shyam Lal College.

Click here to check the second cut-off list for Mata Sundri College for Women.

Click here to check the second cut-off list for Janki Devi Memorial College.

Click here to check the second cut-off list for Vivekananda College.

Click here to check the second cut-off list for Jesus and Mary College.

Click here to check the second cut-off list for Zakir Hussain Delhi College.

Click here to check the second cut-off for Swami Shradhanand College.

Click here to check the second cut-off for Miranda House.

Feature Image Credits: Akarsh Mathur for DU Beat

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A Guide to DU Protest Culture: Responsibility to Dissent

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The University of Delhi (DU) can be a social laboratory to understand how democratic processes work. But sustaining this laboratory needs effort.

 You could have been in any other university in India or even abroad – some arguably better, and some worse than DU.

But now that you have ended up here, just like thousands of others from all corners of the country, you have a chance of understanding how democracy and dissent work. That is not to say that this is something exclusive to DU – indeed, it might not even be the best in equipping you with this understanding – but, this is one highlight of this university.

If you choose to, you can allow yourself to be bombarded by a multitude of varying, often conflicting ideologies and thoughts. The sheer magnitude and diversity of people who study in this University is enough of an indicator of how many different kinds of ideas can flourish in and out of its walls. If you don’t choose to live under a rock, this will invariably challenge many beliefs and biases, predilections and prejudices, opinions and outlooks that you might have. Even though soaking in so many conflicting ideas becomes difficult at first, this kind of internal dissent is absolutely necessary for those who wish to have clearer and truer perspectives about issues and who wish to refine their understandings and solidify their arguments.

This “internal dissent” is a much longer, drawn-out process and is just one part of the whole picture though. The other part is the live physical manifestations of dissent that are not rare in the University by any account. You will see students, teachers and others protesting about issues and problems, the impacts of which on people would have probably never occurred to you before.

When various student organisations came together to support the contractual sanitation workers of the university, who, after years of their job, faced the risk of termination and loss of livelihood, it told you how routine official tasks like a change of contract from one company to another can have human costs. When students and teachers protested against the 13 point roster system of teachers’ appointments or against privatisation, it spoke of a struggle to ensure representation and the presence of diversity on our campuses. When sides clashed over the Virgin Tree pooja controversy at Hindu College, it exemplified not only ideological differences but also how conflicting parties act out those differences in politics. This is by no means an exhaustive list.

The University can be a social laboratory to understand how democratic processes work, but sustaining this laboratory needs effort. It’s disheartening to see very few people showing up to many such protests. Many come and attend classes and go back, without fostering this democratic engagement. Many issues slide by. Unresponsive authorities sometimes make protests ineffective.

In this context, it becomes the prerogative of students to make sure a culture of democratic discussion, questioning and peaceful dissent is fostered and sustained. The most crucial step that authorities take to keep themselves safe is suppression of dissent. Orwell’s 1984 comes to mind.

Thankfully, we are not in Oceania and can hence dissent against the wrongdoings to keep the authorities in check. Question what you are taught and not taught; question the authorities; question ideologues and ideologies. Question the protests, and question the media as well.

 

Feature Image credits: Prateek Pankaj for DU Beat

 

Prateek Pankaj

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The Three Language Formula and Unity in Diversity Do Not Go Hand in Hand

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The progressive National Education Policy (NEP) was in headlines recently when an old controversy reappeared in its document.

‘Balkanisation’ is a geo-political term used to explain the fragmentation of a large sovereign territory into smaller units due to social, political or cultural differences. The optimal examples of countries that surrendered themselves to this phenomenon are Yugoslavia and USSR. There are other failed attempts of segregation where states could not attain sovereignty because of compromise or suppression. Among others, the Indian state of Tamil Nadu is an astute example. The unflattering and relentless opposition of Tamilians towards the Hindi language has an 80-year-old history. It has led to violent protests, polarization and demand for a separate nation at different epochs of 20th century.

The current draft of the NEP is progressive in many ways. Orchestrated by noted scientist K. Kasturirangan, it promises to revitalize the ailing education system of India. Among other reforms, it changes the focus group for imparting education from 6-14 to 3-18 years. It also brings accreditation system in schools and envisions that by 2035, the gross enrolment ratio in schools will increase to 50% compared to the current 25%. But these amendments did not grab the eyeballs as much as a paragraph in the policy to implement the Three Language Formula did.

The Formula first appeared in the NEP in 1968. The clause suggests that along with Hindi and English, any Modern Indian Language be taught to students in Hindi-speaking states and the regional language be taught in non-Hindi speaking state. The formula resurrected the long-running resistance against Hindi imposition in South Indian states, especially Tamil Nadu. Tamilians, in order to conserve their identity and culture, have been protesting against compulsory Hindi education since 1937. Leaders like Periyar, who formed the Dravidar Kazhagam, initiated this anti-Hindi agitation when the then Indian National Congress government made teaching of Hindi compulsory in schools of Madras Presidency. The anti-Hindi sentiment has given genesis to the idea of Dravida Nadu, a hypothetical sovereign country comprising the non-Hindi speaking states of Southern India. E.V Ramasamy (Periyar) and C.N Annadurai, who were the initial proponents of Dravida Nadu, made an attempt to Balkanise India as they feared the hegemony of Hindi would repress their native languages.

But the fear is not inappropriate either. One of the most controversial subjects in the Constitutional Assembly debate was the selection of India’s official language. Noted historian Ramachandra Guha writes that when R.Dhulekar, a member of the house from United Provinces stood up to move an amendment, he started speaking in Hindustani. When the chairman reminded him that many people do not know the language, he replied, “People who do not know Hindustani have no right to stay in India.” The amount of chauvinism reflected in his majoritarian perspective makes it evident why our dear ones in the South are sceptical about compulsory Hindi education.

Following backlash from political parties in Tamil Nadu and Kerala, the government officially amended a portion of the NEP. In the new draft, students will have the choice of changing any language they want to. The war of language has been very sensitive and controversial in India. It has fabricated the politics of Tamil Nadu in such a drastic way that the implicit advocate of Hindi imposition, the Congress party has never come back to power after 1967 following the anti-Hindi agitation of that year.

The ship of Unity in diversity sails only when there’s unity without uniformity and diversity without fragmentation. Imposing uniformity by enclosing a country like India will bring consequences that we don’t need or deserve.

 

Feature Image credits: NCERT

Priyanshu

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Andhra Board Students Anxious Over Varying Grading System

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The differing rates of  Cumulative Grade Point Average (CGPA) to percentage conversion have led to considerable confusion and disappointment among the students from Andhra Pradesh.

After the University of Delhi (DU) released its first cut-off list for the academic session 2019-20, over 500 students from Andhra Pradesh made their way to the capital to seek admissions in prestigious colleges of their choice. These students graduated from schools that subscribe to the Board of Intermediate Education of Andhra Pradesh (BIEAP). Due to the changes implemented by the BIEAP with regard to their marking structure this year, students were caught in the midst of extreme confusion on the day of their admissions.

This year, the BIEAP decided to release board results in the CGPA format, instead of the commonly used percentage format. The percentage format is also preferred by national level boards such as the Central Board for Secondary Education (CBSE) and the Council for the Indian School Certificate Examinations (CISCE). Due to its common use, DU also subscribes to the same format and hence releases cut-offs as percentages.

Before coming to Delhi, students belonging to the Andhra Pradesh Board were under the impression that their CGPA would be multiplied with 10% in order to determine their percentage. For example, a student scoring a 9.6 CGPA would have a score of 96%. This was also the official position of the BIEAP with respect to the method of conversion. However, DU is still considering the standard conversion rate of multiplying CGPA scores with 9.5%.

When students visited colleges on the 28th and 29th July to complete their admission process, they were subjected to the University conversion rate due to which a lot of students were unable to take admissions. According to the University rate, even students scoring the maximum CGPA score which is a 10 would only have 95%. A score of 95% is lower than what is required to get admission into some of the best colleges in DU.

Aikyatha, the Telugu Students’ Association of DU, has appealed to the Resident Commissioner (RC), Andhra Pradesh Bhavan on behalf of the students. The office of the RC has reached out to the Ministry of Human Resource Development (MHRD) and the Vice Chancellor’s office to fix an official conversion rate so students can start taking admissions soon. They expressed that, “The saddest part is that these students came all the way to Delhi to pursue education by leaving their IIT and NIT ranks. The trend for graduating from DU is increasing year by year.”

In response to the problem, the Andhra Pradesh Government has decided to give students access to their statement of marks via an official link. Earlier, students only received their CGPA’s. With their statement of marks, they can approach the Andhra Bhawan where they can update their marks in the official University portal. With scores of individual subjects being made available to them, students can now determine their percentage easily in the format suitable to the University.

However, representatives of the Aikyatha expressed that, “The problem is that students are not aware of the statement of marks.” Spreading information about this development is proving to be difficult as the organization will never know whether all the students are fully aware. Subsequent groups will also travel to Delhi after the second cut-off is released and the use of the statement of marks will have to be communicated to them as well.

Feature Image credits: DNA India

 

Pragati Thapa

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The Curious Case of a Bespectacled Girl

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Girls who wear glasses are often considered nerdy, studious, and boring. Here is an insight into what our glasses really mean to us.

In an absurd way of flirting, Sunny Singh’s character in the song ‘Bom Diggy Diggy’, removes a girl’s glasses when she sits down with him. That isn’t the most problematic thing from the film or that song, but it did pinch my heart somewhere. More prominently, movies over time have presented girls with specs as submissive, studious, diligent, patient, and nerdy. As soon as those glasses are removed, they turn into a carefree, outgoing, extroverted, singers and dancers.

But the truth is, that in my group of six girlfriends, five of us wear glasses. We are all separate individuals, and no one would call any of us nerdy or boring. One of us five is a part of Lady Shri Ram dramatics society, while another one is an actor in her film-making society. Our glasses have never deterred us in any way or form. Rather, they are a part of us like a body organ, which is inseparable and necessary, and we love it.

My glasses form a part of my personality. They ground me to be who I am. Recently, wearing an all-out Indian outfit I still pulled off my glasses with ease. Despite all my relatives asking me to remove them, I didn’t do so. “I don’t find lenses comfortable and I am happier with my glasses on,” was my staple answer to anyone and everyone who asked me about my precious eyewear. In that heavy hairdo, glorious ethnic dress and a tonne of make-up, my glasses were my only solace which made me feel like myself.

“Glasses become so precious to us that routine things with glasses become interesting,” one of my friends said. My other friend shared that she often forgets to remove her glasses before washing her face and it is always hilarious. Going for a swim and watching a 3D movie wearing spectacles are problems within themselves. Shubhi says that she finds the meme “we have to actually pay to see the world” very relatable. There is always a weird glare in our pictures, and our glasses become foggy when we come out of a cold room. We mistakenly sit on our glasses, or lay down with glasses on, which leads to them breaking, along with our hearts and pockets.

In spite of all this, glasses still remain essential and significant. One of my friends added, “I look like a totally different person with my glasses on. So, I can easily carry two different looks, it is an advantage.” Every girl who wears glasses gets used to them, and making glasses a tool of judging one’s personalities or likes and dislikes is unfair.

 

Image Credits: Times Now

 

Sakshi Arora

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DU to Set up a Centre for Research on Public Policy and Governance

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The University of Delhi (DU) has taken a step further to enhance the range of discussion and opportunities available for students, proving that it has the ability to respond to changing needs.

In a welcome decision taken by the University’s Academic Council, DU is now preparing to set up a center for research on Public Policy and Governance. The proposal for the establishment of such a center had been longstanding and was finally passed during the meeting held on 21st June 2019.

The minutes of the meeting revealed that the centre would be named ‘Delhi School of Public Policy & Governance’ or ‘DSP&G’. The minute added,” The School is the University’s endeavour to contribute to the quality of policymaking and governance in an increasingly complex and challenging world. It will provide a platform wherein a wider community of academics and practitioners will come together to initiate, develop and share ideas to address various emerging domestic and international public policy challenges.”

The subjects that the school intends to focus on are so vast that it presents an opportunity for researches and teachers from various departments and colleges to pursue projects at the centre. A member of the Academic Council, while speaking to Hindustan Times mentioned, “They (researchers) may continue working in their respective departments and colleges, and at the same time, carry out their research project in the School and participate in its programmes.”

The centre will, however, not limit itself to research scholars and plans on providing short term courses to practitioners such as lawmakers and policymakers working with the Government.

As per the proposal, the school will be governed by a Governing Body, an Advisory Council, and Area Coordinators. The Governing Body will have the Vice Chancellor or his nominee as the Chairperson. It will also have representatives from leading institutions in the field of Public Policy and Governance.

Further details about the functioning of the centre and the kind of courses and specialisations it would provide would be publicly available as its establishment takes shape.

 

Feature Image Credits: University of Delhi

 

Pragati Thapa

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Pride of the National Education Policy 2019

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The draft of the New Education Policy (NEP), 2019 is a progressive step towards liberal education in India. The guidelines laid down by the policy for the education of the transgender community is momentous in view of the discrimination faced by them for eons now. However, a pragmatic view is critical for its actualisation in a complex society like ours.

The current draft NEP has been spearheaded by former Chairman of Indian Space and Research Organisation (ISRO), and noted scientist K. Kasturirangan. It has brought about some encouraging reforms like conferring of the Right to Education to children under six and above 14, doubling of the overall financial allocation to education and strengthening the teaching profession which was much acknowledged.

One of the transcending steps taken by the NEP is to provide equitable and inclusive education to transgender students. The plight of the transgender students to pursue an education in a society where they are perceived as taboo and face harsh criticism, this move to make educational spaces inclusive was a much-needed effort.

The draft NEP mentions,

“The Policy recognises the urgent need to address matters related to the education of transgender children and initiating appropriate measures to remove the stigma and discrimination they face in their life with respect to education. The creation of safe and supportive school environments which do not violate their constitutional rights will be accorded priority.”

It lays down guidelines for ensuring participation of transgender children in school education and thus exposing students about the issues faced by transgender children at an early stage for better social acceptance. The policy talks about developing a plan in consultation with transgender students and their parents regarding the use of their names and access to restrooms and other spaces, corresponding to their gender identity. Although this is a positive move to secure access based on their sexual identity, in a country like India with a high incidence of sexual crimes, it is unclear how the policy aims to safeguard their access to such places and deal with the stigma associated with it.

“The curriculum and textbooks will be reoriented to address issues related to transgender children, their concerns, and approaches that would help meet their learning needs,” the policy outlines. Our curriculum in primary, secondary or high schools has never talked about transgender and sexual identity. Including these topics in the syllabus and empathising with these issues will bring in a new wave for social acceptance.

Tanay Sinha, a 21-year-old from Rajdhani College welcomed the move and commented, “This will definitely help in making students aware and have empathy for the struggles transgenders have to go through on a day to day basis. Education and awareness about them and also how they’re just like any other human being, would make children respect and normalize the idea of being transgender. Most importantly, textbooks at school level are seen as The Truth so children would take no time in humanising the idea of transgenders.”

Transgender activist Laxmi Tripathi said in an interview, “I was bullied at school for being feminine, and my confidence was destroyed.” Introducing transgender rights and sensitisation on the topic would play the role of a catalyst in changing the stigmatized picture of the transgender community. However, the policy doesn’t touch upon sexual identities pertaining to the LGBTQ+ community, other than transgenders.

Exclusion and discrimination they face have severely restricted their social existence, rights to education and livelihood and has created gender identity crisis. The gender issues have always been decked in forcing people to opt for the category of either masculine or feminine; in our culture, the answer both or neither are generally not acceptable.

“I have noticed how they (people identifying with the LGBTQ+ community) are never accepted fully, and it’s not a welcoming and conducive environment for them to learn. You have to deal with confused people and then go on to take lessons explaining them. This is where the real hardship lies,”  Tanay adds further on this discussion.

Although the NEP has attempted to create guidelines, the implementation and actualisation in our complex social scenario remains unclear. It is reiterated by the fact that even the higher educational institutes struggle to bring the transgender students into mainstream education which was seen in this year’s University of Delhi application process. According to the official data released by the varsity, there was only one transgender applicant among 3.67 lakh candidates.

Prejudice based on gender has always been prevalent. Sensitization and awareness do not necessarily mean social acceptance and their integration in mainstream education. Inclusivity, awareness, and respect is a step forward for correcting the social offences the society has committed against the transgender community. The draft NEP 2019 has provided a basis for a much required progressive change. However, its implementation in the current scenario and its standpoint on the other stripes of the rainbow remains unclear.

 

 

Feature Image Credits: Edex live

 

Sriya Rane

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Summers and Self-Care

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Make this summer the most unforgettable one by knowing yourself more, and doing what you love. Here is a checklist that you can’t miss to make your summers unforgettable.

The longer days in summers mean more time to take care of the wonderful you. Make use of these summers to do everything that your busy schedule doesn’t allow you otherwise. Take out time for yourselves, try to know more about your own self and practice self-care. Going on beaches and pools is something that you’ve been doing for years; so try doing something new this time. Slow down and unwind. Here are a few tips for nurturing yourself this summer.

  • Take a Break From Technology:

Summer is a time when everything seems to slow down and thus, it can be a good time to take a break from constant use of technology. Try meeting people in person instead of texting them on WhatsApp. Take a day off from Instagram, Facebook, and all other social media platforms and give yourself a chance to reconnect with yourself and your loved ones.

  • Write:

If you do not already own a journal, then go buy one and pen down your thoughts, ideas, and feelings in it. Write down everything about your life. Journaling relieves you from stress. If you are new to journaling, then start with a gratitude journal in which you can write down about three things you are grateful about, followed by writing the emotional acts and feelings experienced by you throughout the day.

  • Click and Capture:

Summers and photography tend to go hand-in-hand. If you love to capture nature, then go out early morning and capture the sunrise. Click pictures of the pretty flowers that bloom in this month of happiness. Try to get the perfect shot of the sunset. Take your friends out and click good pictures of them to make their Instagram profile a little more colourful.

  • Sketch, Draw, and Paint:

Art is something that provides our mind with peace. Creating and enjoying art has a lot of health benefits as well. It reduces stress and calms down your mind. Painting is a wonderful way of practicing self-care as it lets us know a lot about ourselves. The colours we use and the designs we make reflect the choices that we make in life. To make art is to make choices and making choices necessitates ourselves to pay attention to which elements please us and which do not please us.

  • Binge Watch:

Catch up on all the movies and TV shows that you’ve missed because of your exams, and watch the ones you love all over again. Binge watching shows is a non-isolating way to practice self-care, so make a list of all the shows you need to watch this summer, fall in love with those characters and make them a part of your life.

  • Read More and More:

Reading is an escape for many people, it lets you explore the world without really leaving your room. It provides you with an opportunity to unplug from the world, run away from all the real-life problems for some time and learn something new. If you are not a movie person and someone who doesn’t like noise, then reading is the best way to practice self-care for you. Being involved in a book provides time to our body and mind to relax, rest and get ready for whatever comes next.

  • Travel and Explore:

Take out some time for a vacation or a staycation. Go out and explore new places, meet new people and learn to see things from a different dimension. Taking a break from everyday life and travelling will give you time to think about yourself and it will make you aware of what you really want in life.

  • Redo Your Room 

Your bedroom can be transformed into a self-care sanctuary by making a few changes. Start with decorating your room with everything you like and give it a new, pleasing look with decent lighting. Imagine an ideal relaxation scenario and convert your bedroom into the same. Remove all the things that prevent your mind from unwinding and make it a work-free zone in order to make it a happy place.

  • Meditate:

Meditate, spend time alone and introspect. Meditation helps us both physically and emotionally. It connects us to our inner self and helps improve and mental and spiritual well-being. It is the perfect practice of sustainable self-care as it is an investment in not just your own personal well-being but also the well-being of others. Once in a while, it is necessary to slow down to focus on yourself. Taking time to channel your inner peace will give you the energy to enjoy the rest of your day.

 

There is no better time to start taking care of yourself than right now. So start right away by doing one small thing for yourself. Have a relaxing, refreshing and fun summer!

 

Image Credits: Social Worker

 

Priya Chauhan

[email protected]

 

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The Three Language Formula and Unity in Diversity Do Not Go Hand in Hand

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The progressive National Education Policy (NEP) was in headlines recently when an old controversy reappeared in its document.

‘Balkanisation’ is a geo-political term used to explain the fragmentation of a large sovereign territory into smaller units due to social, political or cultural differences. The optimal examples of countries that surrendered themselves to this phenomenon are Yugoslavia and USSR. There are other failed attempts of segregation where states could not attain sovereignty because of compromise or suppression. Among others, the Indian state of Tamil Nadu is an astute example. The unflattering and relentless opposition of Tamilians towards the Hindi language has an 80-year-old history. It has led to violent protests, polarization and demand for a separate nation at different epochs of 20th century.

The current draft of the NEP is progressive in many ways. Orchestrated by noted scientist K. Kasturirangan, it promises to revitalize the ailing education system of India. Among other reforms, it changes the focus group for imparting education from 6-14 to 3-18 years. It also brings accreditation system in schools and envisions that by 2035, the gross enrolment ratio in schools will increase to 50% compared to the current 25%. But these amendments did not grab the eyeballs as much as a paragraph in the policy to implement the Three Language Formula did.

The Formula first appeared in the NEP in 1968. The clause suggests that along with Hindi and English, any Modern Indian Language be taught to students in Hindi-speaking states and the regional language be taught in non-Hindi speaking state. The formula resurrected the long running resistance against Hindi imposition in South Indian states, especially Tamil Nadu. Tamilians, in order to conserve their identity and culture, have been protesting against compulsory Hindi education since 1937. Leaders like Periyar, who formed the Dravidar Kazhagam, initiated this anti-Hindi agitation when the then Indian National Congress government made teaching of Hindi compulsory in schools of Madras Presidency. The anti-Hindi sentiment has given genesis to the idea of Dravida Nadu, a hypothetical sovereign country comprising the non-Hindi speaking states of Southern India. E.V Ramasamy (Periyar) and C.N Annadurai, who were the initial proponents of Dravida Nadu, made an attempt to Balkanise India as they feared the hegemony of Hindi would repress their native languages.

But the fear is not inappropriate either. One of the most controversial subjects in the Constitutional Assembly debate was selection of India’s official language. Noted historian Ramachandra Guha writes that when R.Dhulekar, a member of the house from United Provinces stood up to move an amendment, he started speaking in Hindustani. When the chairman reminded him that many people do not know the language, he replied, “People who do not know Hindustani have no right to stay in India.” The amount of chauvinism reflected in his majoritarian perspective makes it evident why our dear ones in the South are sceptical about compulsory Hindi education.

Following backlash from political parties in Tamil Nadu and Kerala, the government officially amended a portion of the NEP. In the new draft, students will have the choice of changing any language they want to. The war of language has been very sensitive and controversial in India. It has fabricated the politics of Tamil Nadu in such a drastic way that the implicit advocate of Hindi imposition, the Congress party has never come back to power after 1967 following the anti-Hindi agitation of that year.

The ship of Unity in diversity sails only when there’s unity without uniformity and diversity without fragmentation. Imposing uniformity by enclosing a country like India will bring consequences that we don’t need or deserve.

Feature Image Source: NCERT

Priyanshu

[email protected]

 

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A Brief Study in College Vacations

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Comparing my first college vacations to my summer vacations back in school, I realise that one word that I associate with these holidays is ‘voluntary’. Read to find out why.

Summer vacations in colleges are certainly ‘voluntary’. For two months students are left without subordination, projects or stress about studying. Unlike school vacations, one does not have to worry about constant supervision by parents or heavy load of holiday homework. These two months college vacations are your own to enjoy, work, read, study, play, travel or catch up on your favourite shows.

Despite being unsupervised, these vacations do not remain as carefree as one expects them to be. Himanika Agarwal, from Gargi College said, “College vacations bring a load of insecurity along with them, I am always curious to know what my friends and classmates are doing. Some are doing internships, some are completing language courses, everyone around me is doing something productive and that pushes me to also take part in something which enhances my CV.” Along with her, many others also feel that there is an intense pressure of not letting your vacations go to waste.

On the other hand, Praachi Ratra, from Jesus and Mary College said that she is grateful for this time of peace because she was able to utilise it to go on a trip with her group of girlfriends. She added “My school friends and I have been planning this trip since our boards ended, but that time is too hectic and we didn’t get enough time throughout the year., Tthis summer vacation gave us the opportunity to actually go on that trip and fulfill our dream.”

Comparing them to schools’ summer vacations, Gaurvi Rustagi from Shaheed Sukhdev College of Business Studies added that these vacations are far more relieving and relaxing. According to her, she has been successfully able to utilise this time for her artistic tendencies and complete her volunteering at an NGO.

Many students also feel ecstatic when they get a chance to go back to their hometown for a longer and unrestricted period of time. Students who come to the University from far away cities believe that the summer vacations bring with them a remedy to their long established homesickness and make them ready for another year in Delhi.

For many, this year’s summer vacation might be the last vacation they have in (or outside) the University. Post this, they might end up navigating through the boulders of life; getting a routine job or prepping for a competitive examination. So, utilise this vacation to the fullest. Do not hold back from exploring new interests or polishing your old ones. Go intern for a new experience or travel to create new memories. Breathe in the positivity of doing nothing, or stay busy with load of projects. Wake up every morning with a purpose, because this time never comes back.

Feature Image Credits: Sakshi Arora for DU Beat

Sakshi Arora

[email protected]

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