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DU Law Aspirants Complain CUET Paper was Dominated by Maths

By DU Beat June 14, 2023

DU LLB aspirants complained that most of the CUET paper had mathematics-based questions, while questions based on legal studies hardly featured in the test.

Many applicants for the three-year LLB programme have complained that the Common University Entrance Test (CUET) test featured more questions about mathematics than their chosen field. The same has been true this year for a number of other programmes, including African studies and library sciences.

Several aspirants claimed that 75% of the paper had mathematics based questions, while featuring hardly any questions on legal studies. It had been reported that a separate paper had not been assigned for LLB aspirants and that they would have to give a general paper. Many students complained that they were being asked about terms like “dot matrix printer”.

“There were around 12 questions that covered general knowledge and legal aspects. Around 20 were related to English, which law aspirants can attempt. Beyond that, everything was high-level mathematics. As a law aspirant, I don think this will help us in any way.” said Muskan Jain, a graduated from Dyal Singh College, in conversation with the Times of India.

With several questions being beyond their purview in the entrance test conducted on June 8, many students say that they have given up hope of getting into Delhi University and will now have to fall back on private universities. Expressing her disappointment, Jain further added,

“I had taken a gap year, and I cannot afford to miss another year. I will probably have to give up on my plans for DU. This is really disappointing.”

Another aspirant, Lisa Kukreja, who graduated with a BA (H) in English from Sri Venkateswara College told TOI,

“The question paper was filled with mathematics-based questions and that too on the lines of what one would expect for RBI entrance or UPSC. DU has obviously been my first preference as it is a leading central university. But with the current status of the exam, I will have to look for a private university.”

Topics like Language Comprehension, General Knowledge and Awareness, Logical Reasoning, Verbal Ability, and Computer Basics were to be covered in the question paper in accordance with the CUET 2023 LLB Syllabus. However, candidates for this programme claimed the otherwise.

Image Source: The Hindu

Vanshika Ahuja

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Features

Of Indoctrination and Liberalism: A History of Homophobia in Education

By DU Beat June 13, 2023

The recent Parental Rights in Education bill passed in Florida, USA is just the latest in a long line of
homophobic legislation and policies in and around schools and education. This piece attempts to
trace the history of international and local legislation surrounding LGBTQ+ issues in educational
institutions.

Educational institutions are regarded as the bedrock for development and windows to the world for
young, impressionable students. Educators are trusted by parents and tasked with the enormous
responsibility of guiding, instructing, and leading bright minds of the future. So, who decides what a
child should be taught to equip them with the necessary cognitive, social, and emotional intelligence
to thrive in society – the parents, the teachers, or the government?
With increasing open discourse on historically ‘inappropriate’ themes, particularly LGBTQ+ issues, it
is only natural for such discussions to make their way to classroom settings. However, this liberal
and unorthodox approach to learning has caused widespread alarm among parents and legislatures
internationally. Parents have expressed disapproval and even hostility towards educators trying to
make inclusive learning spaces, saying it goes against their ‘personal beliefs’. Right-leaning,
conservative legislators have weaponized this vitriol to push their own agendas in school
curriculums, severely limiting the scope for necessary discussions to take place.

International Scenario
Recently, in Florida, USA, Governor Ron DeSantis expanded the scope of the Parental Rights in
Education bill which essentially bans lessons in sexual orientation and gender identity up to grade
12. Topics such as these which were part of courses on reproductive health have been made
optional for students. Critics have called this the ‘Don’t Say Gay Bill’ which aims to limit or outright
prohibit open conversations on LGBTQ+ positive issues.
At least 15 other states in the United States are considering bills in the current legislative session
that target Queer Clubs in schools, faculty’s and students’ use of gender pronouns, gender-neutral
washrooms, trans students in sports or restrict curriculum, instruction, and library books that
feature queer themes. Educators are being forced to adhere to students’ genders assigned at birth,
not openly discuss matters of sexual orientation, and cannot state their personal attributes or beliefs
on a host of issues including race, religion, and sexuality.
In 2014, in Birmingham, UK, an assistant head teacher designed the ‘No Outsiders’ programme
which sought to educate children about protected attributes under the Equality Act such as sexual
orientation and religion through age-appropriate literature. Storybooks were to be used to introduce
students to ideas of diversity and equality. However, the programme was halted in many schools as
there were widespread protests by parents stating that it goes against their religious beliefs and not
to ‘pollute’ their children.

Dire Consequences
These homophobic legislations or protests often stem from parental fear that educators are
‘indoctrinating’ students in liberal ideas or social justice. There are concerns about teaching ‘sexually explicit’ topics to young children and often homosexuality falls under this umbrella. There exists a
belief that openly homosexual teachers, social workers, and counsellors can encourage sexual
deviation in children. Ideas of ‘perversion’, ‘promotion’, and ‘exploitation’ of children’s innocence
have been widely used in homophobic contexts.
However, this refusal to acknowledge the diversity within communities from the grass-root level can
have detrimental effects on budding learners. Ignoring gender dysmorphia and questioning sexuality
can prove to be psychologically harmful. It serves to boost a sense of internalised homophobia and
isolation among queer students. Furthermore, children with LGBTQ family members, friends, or
children who do not know any LGBTQ people within their near circle are fed the idea that it is
inappropriate to even acknowledge homosexuality.

Closer Look
Moving on to a more microscopic view of the sentiments on queer issues within Delhi University, the
varsity has often been hailed for its progressive student body. Recently SFI organised a Pride Parade
in North Campus which saw active participation from members of the queer community and allies.
However, there are very few colleges in the university with a formally recognised Queer Collective.
There is often hesitance or hostility from the admin to legitimize such collectives despite there being
demand from the student body. Reasons such as ‘this is a minority religion / women-only institute’
or roadblocks such as ‘get permission from your parents’ are presented.
Gender studies within the curriculum are often limited to women’s struggles and refuse to
acknowledge a wider spectrum of gender identities. Despite UGC guidelines preventing
discrimination on the basis of sexuality, there exists a glaring chasm where LGBTQ+ discussions
should take place.

Education is an essential element in combatting homophobia. Therefore, healthy discourse on topics
such as sexual orientation, gender, and sex and its nuances goes a long way in educating the youth
and eliminating bias that has been handed down over generations.

Image Credits: DU Beat Archives

Read Also: The Need for Queer Collectives in Colleges

Bhavya Nayak
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DUB Speak

Time-Out or Burn-Out: Considering a Gap Year

By DU Beat May 31, 2023

The term “gap year” has always connoted something bittersweet in the context of Indian schooling. It’s perfectly understandable to be paralysed by uncertainty and to feel hurt when you watch your peers enjoying college life. However, taking a gap year can also be thought of as “life-changing” in a good sense.

So, the crucial query becomes: Are they actually worthwhile?

The fifteen years of schooling are nonstop, from the daily coaching sessions to the long hours spent studying for college admission tests. Every student has been accompanied by weekly in-class assessments, assignments, home assignments, summer projects, and presentations since the young third grade. We are unaware of the burnout boiling behind all of this work, extracurricular activities, submissions, and deadlines. With the impending idea of the “right degree and the right college,” high school students face more difficult hurdles as they compete for the “perfect” score on entrance examinations, hunting for the “perfect” private coaching facility. The coaching centre then adds to the already enormous mountain of homework, exams, projects, and improbable demands.

Faced with the rapid pace of growing up and the steadily building burnout, most students lose touch with themselves and fall into the never-ending cycle of living up to other people’s expectations. Even professionals in their thirties and forties, such as doctors, lawyers, academics, businesspeople, and others, frequently exhibit the appearance of being disoriented ex-cons of some perplexing lifelong boot-camp. Some even claim that they chose their profession out of obligation to others or that they just happened to drift into it without stopping to consider if they truly enjoyed their employment. They frequently claim to have completely lost their youth because they never lived in the moment and were constantly focused on some vague future objective.

Hence, the question arises: is a gap year a solution to all of these problems?

Most likely, yeah. In order to ponder, “recreate” themselves without the constant pressure to succeed as an influence, and build up strength for the upcoming college years, students need plenty of free time. Long lectures, demanding curricula, deadlines, presentations, research papers, resumes, internships, and a seemingly never-ending struggle to achieve a balance between academics and career define a new period of our educational endeavours in college (not to mention cramping in campus societies as well). A gap year gives a student this important amount of time to dedicate to themselves and carefully plan their future studies.

However, it is crucial to ask: how can one make a gap year useful?

Students have plenty of opportunities during a gap year to work, study, and travel. While most students lack the resources to travel or engage in such exotic pursuits, spending more time reading, keeping up with old friends, participating in small-scale internships, and developing new interests can also be beneficial. However, for both students and their parents, taking time off can be a terrifying concept. Students frequently wish to follow their companions down old and secure roads. Parents are concerned that their children will get distracted from college and may never join. Both worry that taking a break could cause pupils to “fall behind” or permanently lose their study skills. Yet, the advantages of a gap year typically outweigh the hazards, so there is rarely a need for concern. Many students believe that their gap years were a “life-altering” experience whose entire value will never be known and which will benefit them for the rest of their lives. Many students arrive at college with fresh ideas for their academic goals, extracurricular interests, the intangibles they intended to acquire there, and the career options they saw during their gap year.

Is then a year-long breather worth it after all?

Although the emphasis here has been on measures to reduce stress for today’s high-achieving generation, it is important to emphasise that the majority of kids are really prospering under pressure. The foundation of extraordinary accomplishments is never imitating the successes of others. More often than not, well-intentioned but mistaken parents strive to shape their kids into the kind of success they value, and since kids are so easily moulded, they readily accept the programme before they are old enough to make such decisions for themselves. The paradox is that the only way to truly succeed is to fully express who you are, to be successful in what you do, and to do it on your terms. Thus, the demands put on many kids unintentionally delay their ability to discover who they are and flourish on their own terms. We should all be able to admire Amartya Sen’s accomplishments in economics while also making our own, more modest strides in our respective disciplines and methods. Redefining success as the accomplishment of the student’s own goals, including those that are yet to be found, benefits both parents and kids. Burn-out is an inevitable result of trying to live up to alien goals. Time-out can promote discovery of one’s own passions.

Growing up today is a vastly different experience. While some families and students are suffering as a result of the hectic pace, others are coping but are not as happy with their life as they would like to be. Even the “happy warriors” of today’s ultra-competitive landscape, who are doing very well, run the risk of becoming less human as they struggle to meet what may be growingly unattainable demands.

The unfortunate truth still is that the world has traditionally characterised success as being characterised by high test scores, medal winners, and exam top scorers. However, it is always important to remember that graduation is not a race and life doesn’t always have to be competitive.

It’s okay to occasionally stand back, take a deep breath, look around, and live a little, just for you and your tiny being.

Trust me, it all ends up well 🙂

Featured Image Credits: Fegans (Google Images)

Priyanka Mukherjee

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Campus Central

University Mulling Relief Measures Over Out-of-the-Syllabus Questions in BA Exam

By DU Beat May 31, 2023

Several students of Delhi University’s BA (programme) Economics have claimed that most of the questions in the research methodology paper were out of the syllabus, causing the university administration to consider providing relief measures to the concerned same.

The research methodology paper for semester four of BA (Programme) Economics was conducted on May 16, during which several students had raised concerns about nearly all questions being out of the syllabus. The students claimed that they managed to attempt just two or three questions out of eight. Moreover, the question paper given to the students of semester four mentioned second semester. Following such concerns raised by the students, the university was considering that the answer papers be evaluated based on three questions with each being allotted 25 marks.

With the examinations of graduate and postgraduate courses currently underway, similar issues have been reported in other courses as well.

The research methodology paper consisted of eight questions of 15 marks each out of which only five questions needed to be attempted. However, what came as a shock to most students was that only two questions were from the syllabus, one was partially related to the syllabus while the rest were alien to them. On raising the matter with the invigilator, the issue was conveyed to the university officials who responded that the question paper was fine. However, the discontent among the students led them to submit a representation to the Head of Economics and based on these representations, a meeting was called and it was decided only three questions will be evaluated, as alleged by the faculty members.

The examination branch of Delhi University mentioned that it received several representations in this matter and those were forwarded to the Economics department. On May 24, a meeting of the research methodology question paper setters with all the teachers and moderators concerned was held by the Department of Economics to look into the issue.

The minutes of the meeting confirm that since most students were unable to attempt more than three questions out of eight, they will be evaluated based on three questions and each will be allotted 25 marks. For those who have attempted more than three questions, the best three questions will be considered, the minutes further clarified.

Reacting to such developments, Academic Council member Naveen Gaur claimed that similar issues have been reported in the question papers of other courses as well which reflects poorly upon the DU Examination system. Students have reported that the questions of second-year political science examination were out of the syllabus and an EWS exam for Non-Collegiate Women’s Education Board (NCEWB) students too had questions outside the syllabus.

Naveen Gaur emphasises that the ‘collapsing’ DU Examination system is because of the ‘barrage of so-called reforms’ including the ‘semester-system’ that has been imposed on Delhi University. He alleges that the system is ‘incapable of such large-scale changes’, with ‘six major changes in the last fourteen years’ and the examination system has to take the ‘maximum burden’ of these changes.

Gaur even goes on to add, ‘Similar things are happening in many papers and sadly as a community, we have stopped getting outraged by such things. This is also indicative of our degradation.’

Nevertheless, our best hopes rely on positive relief measures coming underway and students not being haunted by alien questions in the upcoming sessions as well.

Featured Image Credits: DU Updates (Google Images)

Priyanka Mukherjee

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Campus Central

Divided Opinion on Karl Marx: Another Debate at Delhi University Over Syllabus

By DU Beat May 31, 2023

Professors express concern over modifications to the economics curriculum, while the VC claims that it is an attempt to provide students with more options.

Following controversies over removing a chapter on Muhammad Iqbal and adding Savarkar in the syllabus for Political Science students, the University made another move that has sparked criticism. The changes made to the economics syllabus for undergrad students at Delhi University have not been accepted by many, and members of the University’s Academic Council have expressed their concerns.

The two elective papers that caused this debate are Economy, State, and Society and Production Relations and Globalization. These papers contain sections on Karl Marx which the members felt were identical. One of the Academic Council members, Monami Sinha, highlighted that these works are not similar and that Karl Marx is an integral part of the subject. Marx made one of the most significant contributions to the field with his theories that led to the formation of Marxism, although he, like many others, defined production relations, which are explored in the papers cited above.

Furthermore, Sinha claims that this should be viewed from the perspective of an academician and that one cannot and should not remove parts from the curriculum just because they do not align with their ideologies.

“Even if one wants to criticise the theory, it should be taught to students first. The VC has now constituted a committee where this will be revisited. It was suggested that we teach other models as well, which we are already doing” states Monami Sinha.

Yogesh Singh, the Vice-Chancellor of DU, also spoke during the discussion and clarified the situation. He claims that the University should be a platform that provides students with a variety of options and that they are in the process of incorporating other US and European models to broaden the base. He notes that the Core papers contain features of Karl Marx that are already being taught and that there are no changes to that. The goal was to provide students with more options through elective papers.

The committee has previously approved elective papers on Karl Marx and is attempting to introduce new models for students that would include Ambedkar and Gandhi’s economic ideas.

It appears from these statements that the University aims to extend the learning matter for students and that their preferences will be prioritised.

These curriculum changes made for the four-year degrees under the New Education Policy have been strongly discussed among academic circles in recent days. VD Savarkar’s ideals will be taught before Gandhi’s in Semester V, while Gandhi’s will be taught in Semester VII. This would imply that students pursuing a three-year degree curriculum would be unable to study Gandhi.

According to a recent declaration from the VC, this approach has been reversed, implying that the paper on Gandhi will be taught in the fourth semester, followed by Ambedkar and Savarkar in the next two.

With these recent developments, professors and students have continued to express their ideas and concerns about the overall shift and how it may effect students’ learning.

Image credits: Mint, Google images

Priya Agrawal

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Campus Central

Gandhi Replaced with Savarkar in BA Syllabus; Row Erupts in DU

By DU Beat May 29, 2023

Currently preparing the syllabi for four-year programmes for several subjects under the National Education Policy, Delhi University has replaced a paper on Mahatma Gandhi in semester V of BA (Hons) Political Science with one on Hindutva ideologue, VD Savarkar leading to a lot of discontent among academic circles.

The National Education Policy introduced the concept of a four-year degree course of eight semesters following which, the University is now currently devising a formal syllabus for all subjects. What caused great discontent among the academic circle, was the replacement of Gandhi with Savarkar in the BA Political Science (Hons) curriculum. The ideologies of VD Savarkar will now be taught in semester V while Mahatma Gandhi has been shifted to semester VII, allege several DU teachers, adding that this would mean students opting for a three-year graduation course instead of a four-year programme will not study Gandhi.

The motion in this regard was passed at the Academic Council meeting on Friday, May 26, inviting heavy dissatisfaction among a section of teachers, who deemed it as a ‘saffronisation’ of education and an ‘attempt to compare Gandhi and Savarkar’. The final call in this matter will be taken by the Executive Council, the highest decision-making body in DU.

Previously, the curriculum included a paper on Gandhi in semester V and Ambedkar in semester VI. However, the council also decided to introduce Savarkar in the syllabus, under the National Education Policy. Academic Council member, Alok Pandey commented that the proposal to teach Savarkar in semester V at the ‘cost’ of Gandhi was disagreed upon in the standing committee meeting, where it was decided to teach Gandhi in semester V, Savarkar in VI and Ambedkar in VII, as per their age chronology. However, the resolution was brought to the Academic Council meeting despite the disagreement.

Opposing the move, Rajesh Jha, a former Executive Council member said that students should be exposed to Gandhi in initial semesters to develop ‘critical thinking’ as Gandhian ideas are ‘inclusive’ and ‘reflect the collective consciousness of our freedom struggle’. He also adds that Mahatma Gandhi’s philosophy ‘stands for good politics as well as good individuals’ and hence, teaching Gandhi before Savarkar would have prepared students to understand the latter’s thought in a ‘broader and more balanced perspective.’

As per the PTI review, ‘Understanding Gandhi’ was previously a paper in semester V which aimed to acquaint students with the social and political thoughts of the Mahatma. The course objective mentions that the themes in Gandhian thought that are chosen for close reading are ‘particularly relevant to our times.’

While all these issues have been burning, the Vice Chancellor, Yogesh Singh refused several PTI calls to comment on the matter.

Several such major shifts have been observed in the syllabus of other courses as well, as the University gradually revamps its educational curriculum according to the National Education Policy, leading to growing discontent among teachers and students alike.

Featured Image Credits: DU Updates (Google Images)

Priyanka Mukherjee

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Campus Central

St. Stephen’s College at War Again With DU; HC Defers St. Stephen’s Plea over Minority Admissions

By DU Beat May 29, 2023

St. Stephen’s College and the University are battling again on the prospectus of admission procedure for minority students. The Delhi High Court deferred St. Stephen’s plea against the university’s notification for securing admissions solely based on CUET scores, including minority students.

On 24 May 2023, the Delhi High Court deferred St. Stephen’s College and Jesus and Mary College’s (JMC) plea insisting against Delhi University’s (DU) notification to conduct the admissions solely based on the Common University Entrance Test (CUET) test scores. The petition has been deferred to 23 August 2023, with the university’s Vice-Chancellor, Yogesh Singh stating that the admission process will go forward based on the notification issued by the University with the CUET being the sole criteria for admissions.

They can go ahead with the admission, but the university will not recognise the admission

-the Vice Chancellor said while asked about the admission prospectus of St. Stephen’s where 50% of the seats are guaranteed for minority students based on an 85% weightage to CUET and a 15% weightage to the interviews.

The bench headed by Chief Justice Satish Chandra Sharma was also listed for hearing on the same date when JMC filed for a similar petition. A woman named Sharon Ann George also filed a petition against the conduction of interviews for minority students for admission in addition to the interviews.

All three matters we cannot touch. There is an SLP (special leave petition). We will not touch it. The matter is pending before the apex court

-commented the bench, also comprising Justice Subramonium Prasad.

The court stated that the parties can approach the top court to redress their grievances.

It has been brought to the notice of the court that against the judgement (in cases about admission to St Stephen’s College), an SLP has been filed in the apex court. In light of the SLP, hearing of cases is deferred

-stated the court.

In the academic year of 2022-23, the university and St. Stephen’s were involved in a legal case where St. Stephen’s insisted on conducting interviews of 15% weightage for all students rather than only the minority students. However, the university permitted them to only conduct interviews for 50% of the minority students.

The high court ruled in favour of the university and issued a fresh admission prospectus instructing the colleges to admit students based on 100% CUET scores. St. Stephen’s filed a separate appeal before the Supreme Court contending that as a minority educational institution, its right to conduct the admission process can not be disrupted in any way.

The impugned decision of the University denying the petitioner College its right to conduct interviews for admission to undergraduate courses in the minority category is contrary to the judgment of this Hon’ble Court dt. 12.09.2022 in W.P. (C) No. 8814/2022 in St. Stephen’s College Vs University of Delhi which recognized the Petitioner’s right to select students of minority category by conducting interviews–the petition stated.

The petition was subsequently rejected. The apex court also directed all colleges to secure admissions for the general category based on CUET scores only. The college later conducted interviews carrying a weightage of 15% only for Christian students.

For the academic year 2023-24, the admissions will be secured solely based on CUET scores. Owing to this, the university stated that one college out of the 62 colleges can not conduct a separate admission process and a uniform procedure needs to be implemented across all colleges and student categories.

For Christian minority candidates, the college will adopt the marks secured in the CUET with 85% weightage and the college’s interview for shortlisted candidates with a weightage of 15%. This is as per and by the judgement of the division bench of the Hon’ble Delhi High Court dated 12.09.2022. The Christian minority applicant must register on St. Stephen’s College’s admissions portal as and when the registration form is ready

-stated the prospectus issued by St. Stephen’s for the conduction of the academic year 2023-24 admissions.

For the general category candidates, admission will be solely based on CUET scores. JMC is yet to take a stance on how it will proceed with the admission process.

Image Credits: Hindustan Times

Sri Sidhvi Dindi

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Campus Central

DU passes motion to drop chapter on “Saare Jahan Se Achha” poet Muhammad Iqbal

By DU Beat May 29, 2023

In a recent move, Delhi University’s Academic Council has decided to scrap a chapter on Mohd. Iqbal, who is often assumed to initiate the idea of Pakistan. Simultaneously, the University has approved the setting up the new Partition, Hindu, and Tribal study centres.

On May 26, Delhi University’s Academic Council (AC) approved a motion to eliminate a chapter on Pakistan’s national poet -Muhammad Iqbal- writer of the celebrated song “Saare Jahan Se Achha”. The chapter titled ‘Modern India Political Thought’ was part of the political science syllabus for a sixth-semester paper for the Bachelor of Arts (B.A) program. The decision for its removal was taken during the University’s 1014th Academic Council meeting. The proposal, however, will need to receive final approval from DU’s Executive Council (EC), which is expected to meet next on June 9.

A motion was brought regarding a change in the syllabus of political science. As per the motion, there was a chapter on Iqbal that has been removed from the syllabus.

– stated a member of the Academic Council.

Muhammad Iqbal, born in 1877 in undivided India, was considered the brain behind the idea of Pakistan. Often referred to as the honorific Allama, he was a widely recognised Urdu and Persian poet in the Indian subcontinent. According to India Today, Vice Chancellor of the University, Professor Yogesh Singh commented that “those who laid the foundation to break India should not be in the syllabus” and emphasised teaching Dr.Bhimrao Ambedkar and others. Reportedly, the House unanimously approved the Vice Chancellor’s proposal.

Among the 11 units part of the syllabus, the one on Iqbal titled ‘Iqbal: Community’, was reviewed by the Press Trust of India (PTI), as reported by the Mint. The course intends to study important themes through individual thinkers, some of which include Rammohan Roy, Pandita Ramabai, Swami Vivekananda, and Mahatma Gandhi.

The course has been designed to give students a glimpse into the richness and diversity within Indian political thought. The thematic exploration of ideas is meant to locate the topical debates on important subjects on a historical trajectory and reflect over the diverse possibilities exhibited in the writings of the respective thinkers.

– the syllabus mentions.

According to sources, DU registrar Vikas Gupta mentioned that the proposals for establishing various new centres were also approved in the council meeting on Friday.

Proposals on setting up of centers for Partition, Hindu, and Tribal Studies have been passed. Mohd Iqbal has been dropped from the syllabus

– DU registrar Vikas Gupta

However, 5 members of the Council, claiming the ideas as “divisive”, opposed the proposal for Partition Studies. They stated that such a discussion would only “provide an opportunity for venomous communal speeches,”.

The proposal for the center is meant to be divisive. Its objective states that the center will study past invasions, suffering, and slavery over 1300 years. It is offensive, communally divisive, and intellectually coherent

– asserted a statement signed by 5 members of the AC, according to the Hindustan Times

The Delhi unit of the Rashtriya Swayamsevak Sangh (RSS) affiliated Akhil Bharatiya Vidyarthi Parishad (ABVP) issued a statement welcoming the decision to scrap Iqbal – a “fanatic theological scholar” – from the syllabus.

Mohd Iqbal is called ‘the philosophical father of Pakistan’. He was the key player in establishing Jinnah as a leader in Muslim League. Mohd. Iqbal is as responsible for India’s Partition as Mohammad Ali Jinnah is.

– a statement issued by ABVP on the matter.

The recommendations for the fourth, fifth, and sixth semesters of various courses under the Undergraduate Curriculum Framework (UGCF) 2022 were also passed during the meeting. Additionally, the University held deliberations on its decision to adopt the four-year Integrated Teacher Education Programme (ITEP) from the 2023-24 session.

Featured Image Credits: World Bulletin

Manvi Goel

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Campus Central

The Right to Degree? Mix-up with results at CVS

By DU Beat May 25, 2023

A graduate from the College of Vocational Studies (CVS) got in touch with DU Beat recently regarding a mix-up with their fourth, fifth and sixth-semester examination results in 2021 and 2022, leading to them being unable to receive their undergraduate degree and being asked to wait, practically for two years in order to reappear for their fifth and sixth semester exams, of which the college seems to have no prior record.

The student, who prefers to remain anonymous, claims that in November 2021, while the University had shifted to the online mode due to the COVID-19 virus, they had appeared for her fourth-semester examination given through the open book format and mostly depending on internal assessment. However, afterwards, it was brought to their notice that the examination results from that semester were not uploaded on Delhi University’s website. When they approached faculty within their department as well as the dean (Dr Inderjit Dagar), B. Voc in Small and Medium Enterprises, she was asked to simply wait citing that it may be an administrative lag. It’s important to note here, that the student was suffering from COVID at the time and due to the online mode, most of the correspondence was taking place while they were in their hometown, Gorakhpur.

By the time of their fifth-semester examinations in January 2022, the fourth-semester results were still nowhere to be found. This was also when colleges returned to the offline mode. Upon approaching the examination head at CVS, it transpired that there was in fact, no record of their fourth-semester examination form with the college and hence, they’d have to reappear for the fourth-semester examinations along with their sixth-semester one. However, even after doing so, she encountered a similar issue after her final undergraduate wherein her fifth and sixth examination results were also not uploaded on the website, once again. At this point, they started working in Bangalore and required their university results for further placements. They claim to have their fifth and sixth-semester exam registration forms as well.

Upon approaching the college and the South Campus administration through email, they didn’t receive a response to emails supposedly. This was during the time when the student was still not in Delhi as she had started working in Bangalore. When they raised the matter that she wouldn’t be able to submit the proof of examination offline due to the aforementioned reason, one South Campus administration member supposedly responded,

“Aapka matter hai, aap khud nahi aaogi toh phir hum kya kar sakte hai?” (it’s your matter, if you yourself don’t come then what can we do)

After managing to get the documents physically submitted in Delhi, they allege that they received a lacking response from the University, which now asked them to resit for their fifth and sixth semester exams again, as the college had no record of their results. They were also told that they should’ve never been allowed to sit for the following two semesters if they hadn’t received the fourth semester exams, in the first place. In order to do this, they would end up receiving their degree after two years eventually and moreover, miss out on additional grades through internal assessment. This would also interfere with their higher education and further job opportunities.

They expressed their disappointment in CVS, stressing that the college refuses to acknowledge that they ill-advised them, causing a great deal of stress and mental burden. They also added that they were taken aback by the University’s inefficient response given the gravity of the situation and their insensitivity towards their circumstances.

Featured Image Source. Website of CVS

Chaharika Uppal

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Campus Central

DU Reconstitutes a Women Safety Committee in All-Women Colleges

By DU Beat May 25, 2023

To address the safety concerns transpiring recent incidents at all-women colleges, DU issued a notification to reconstitute a women’s safety committee to strengthen the security of female students and employees.

On 8 May 2023, Delhi University (DU) issued a notification to reconstitute a committee on women’s safety and security in light of the incidents threatening the safety of students in all-women colleges. The committee, consisting of six members, will be headed by university proctor, Dr. Rajni Abbi.

The competent authority of the university has re-constituted a committee on women safety and security to strengthen the safety and security of female students and employees of the university

–stated the notification issued by DU on May 8 2023.

The notification is issued to address the recent incidents in cultural fests raising concerns regarding the safety and security of female students and employees on campus. On 29 March 2023, male trespassers harassed and catcalled women during Indraprastha College for Women (IPCW) annual fest, Shruti. A similar harassment incident was reported in Miranda College in October 2022 where several men scaled down the college walls and sexually harassed the female students attending the college’s Diwali fest. These incidents have also caused Gargi College’s annual fest, Reverie, to be cut short to only a one-day affair held on April 10, with limited participants and events.

The university felt the need to have a specific committee to look into the issues of female safety. The committee that was formed after these incidents created generalized guidelines. But it was not specific to the safety of girl students

–Dr. Rajni Abbi stated, in conversation with Press Trust of India (PTI).

Alongside Dr. Rajni Abbi as the Chairperson, the six-member committee will consist of Law Center II’s Prof. Vageshwari Deswal as the Member Secretary, joint proctor Prof. Geeta Sahare, Dr. Mallika Kumar from SRCC, Assistant Registrar Sh. Girish Kumar and Advocate Ms. Niyati Sharma as members.

Previously, on 17 April 2023, DU varsity issued an 17-point advisory notice to colleges and departments clearly stating the “responsibility for events shall lie with the college/department authorities” and the college will be responsible for any “untoward incident”.

Entry for events should be through pre-registration like on Google Forms with details of the event, that is, date, venue, and the expected number of participants, should be maintained and submitted to the police with a copy to other above-mentioned departments

–the advisory added.

Image Credits: Hindustan Times

Sri Sidhvi Dindi

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