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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 🙂

Read Also: The Home Conundrum, and the Battle of Graduating

Featured Image Credits: Fegans (Google Images)

Priyanka Mukherjee

[email protected]

 

 

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.

Read Also: Deja paper: Wrong Question Paper Haunts Students Yet Again

Featured Image Credits: DU Updates (Google Images)

Priyanka Mukherjee

[email protected]

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.

 

Read also: Gandhi Replaced With Savarkar In BA Syllabus Row Erupts In DU 

Image credits: Mint, Google images

Priya Agrawal

[email protected]

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.

 

Read Also: DU Standing Committee Proposes to Drop History Elective Course on Caste and Gender

Featured Image Credits: DU Updates (Google Images)

 

Priyanka Mukherjee

[email protected]

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.

 

 

Read also: DU Philosophy Department Opposes Decision to Scrap Course on Ambedkar – DU Beat – Delhi University’s Independent Student Newspaper

 

Featured Image Credits: World Bulletin

 

Manvi Goel

[email protected]

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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Student societies are a quintessential part of Delhi University. DU is a melting pot of cultures, but can the same be said about its societies? This is an attempt at examining student-run societies through the DEI (Diversity, Equity, and Inclusivity) Lens.

Delhi University continues to be known as a hub of academic excellence and scholastic development. Equally popular and beloved is the vibrant extracurriculars and co-curricular scene at the University. The idea of ‘Learning beyond the classroom’ is on the rise, and college student-run societies are the perfect playing ground for students looking to explore diverse passions. Be it the sharp-witted eloquence of Debating Societies, the dynamic hubbub of Dramatics Societies, or the intellectually-stimulating discussions of academic societies, most colleges offer students a wide range of options to choose from.

Delhi University is a popular destination for students from not just all parts of the country but abroad as well. DU is always scoring points for diversity within its student and staff bodies – whether this is tokenistic or empowering remains to be seen. While academic spaces have thrown their doors open for all individuals irrespective of their backgrounds, the same cannot be said about activities outside the classroom. Student-run societies, clubs, and cells are often ridden with elitism, bigotry, and toxicity.

Bade Log Societies

With several societies (numbers going as high as 50+) jostling for space, funds, and popularity within the college, insurmountable hierarchies are established and meaningful change seems improbable. In an already elitist university, some societies project themselves as top-tier owing to their legacy, work, or alumni. The rivalry between newly minted clubs and age-old soc machinery with admin backing is a familiar scene. This essentially pits creative pursuits like dance, drama, or music against co-curricular ones like economics, political science, or consulting. The never-ending battle for supremacy is won semester after semester on metrics like the number of students joining a society or the grandeur of its annual fest.

Despite their goals to be safe spaces for one to explore their passions and interest, entry into these societies is quite similar to the race for meeting the sky-high cut-offs of the ‘dream colleges’ in DU. Starry-eyed freshers flock to orientations that promise them riches in the form of self-development, CV pointers, and a second family. Societies battle for prime-time slots and locations to conduct these orientations – while some can book the air-conditioned seminar hall or provide refreshments (as bribery perhaps), others are stuck discussing their activities in sun-beaten lawns.

Turns out the seminar room was booked two months in advance for orientation by 5-6 societies. We didn’t even know when the new batch would be coming in.

– Secretary of a student club.

Equity – A Level Playing Field?

These societies are characterised by rigorous application processes involving elements like group discussions, personal interviews, research tasks, and auditions. More often than not, those with a certain level of pre-existing expertise in the field have the upper hand. Students from privileged, high-income, English-speaking backgrounds have a clear edge over their peers from marginalised sections. Tier 1 societies in colleges are often crowded with students who had access to private schooling or have connections and money for societies to exploit.

Also, applications often open around the same time, bombarding freshers with countless options and hollow promises. Societies that were set up to provide solace from academic rigour and a space to unwind, end up becoming a key source of frustration. A student’s worth which was earlier measured in marks and percentages is now linked with the societies or extracurriculars they choose to pursue.

I think getting into SRCC was easier than making into its societies. I would rather get 99% in boards than sit through another GD.

– a frustrated first-year from SRCC.

Diversity

With ‘woke’ culture and progressive and liberal ideas on the rise, these societies are quick to join the bandwagon. Competitions and discussions on topics like women empowerment, queer solidarity, tackling casteism, and body positivity are popular. However, the irony lies when one takes a cursory glance at the organisers of such events – upper class, high-income and privileged. Authentic representation takes a tumble when societies erect entry barriers for minority students.

“Galore – the fashion society, has a narrow view when it comes to selecting candidates – thin, tall, and fair. I find this funny since every event of theirs focuses on body image and body positivity.” – a student of Maitreyi College calls out the double standard of DU Fashion Societies.

The recent transphobia incident at Mark-It, the marketing society Shaheed Sukhdev College of Business Student also raised outrage and questions about the lack of queer representation within the society which allowed such an event to transpire.

Even when entry is granted, non-confirming thinkers are ostracised and targeted. Group think and bias are widely prevalent with juniors acting as ‘Yes-Men’ for seniors.

“Debating allows you to express your opinions. However, I was actively discouraged and shunned from putting forward views which went against those of the Society President. This was especially sad seeing that it was a Debsoc.” – a student recounting her time at Trenchant, the English Debating Society, Maitreyi College.

Often students from South-Indian and North-East states have to deal with microaggressions or blatant discrimination from seniors and peers within these societies.

Inclusivity – The Way Ahead

After repeated call-outs and introspection, societies are acknowledging their shortcomings and working towards creating diverse and inclusive spaces. Open societies are such a step where everyone, irrespective of experience is granted entry and collaborative learning is pursued. Proactive changes to the induction and cabinet election processes have done small but meaningful wonders.

We recently had our executive council elections and the council also holds reserved seats for caste and gender minorities. In our soc, we have people from several different backgrounds, even people from non-English medium backgrounds who have unique ideas, and with debating are also honing their English skills

– A First-year member of The Debating Society, DCAC talks about inclusivity within the collegiate debating circuit.

Experiences vary across societies and colleges. Ultimately it is the student body, POR holders, and TICs who can create and incorporate mechanisms to tackle elitism. Age-old restrictive practices need to be done away with and massive structural upheaval is necessary. DU societies should actively reflect the rich diversity of its student body. There is much ground to cover ahead but the power to create sincere change lies with every student interacting with these societies in any capacity.

Featured Image Credits: Dramsoc SRCC Instagram

Read Also: Toxic Culture of DU Societies: Seniors with Junior Mindsets

 

Bhavya Nayak

[email protected]

How the inexpensive readings market of DU becomes a student’s saviour, from course textbooks to previous years’ papers. 

After watching hundreds of videos on “a day in the Life of a Delhi University Student”, when the freshers finally enter the campus, realizing the necessity to survive such an academically rigorous structure takes its most miniature form – the study material. Kamala Nagar, Delhi School of Economics, Patel Chest, Satya Niketan, or Tilak Nagar – something that they all share in common apart from their bustling food corners and hundreds of students crowding in lines is that all of these places and many more, provide the much-needed gear up for every student panic-stricken with approaching exams. We are talking about the readings! 

Notes, readings and study materials form the crux of studying in an institution like DU, where the curriculum prescribes textbooks and references of numerous national and international writers. This is where such complexes step in and act as the “friend indeed” to thousands of students, providing all reading material at heavily slashed prices. Some of these work factorially and produce appropriate study material, handpicking readings from various authors and bringing statistics, factual information, research papers, archives, essays, and even photocopied versions of expensive branded textbooks – all into a thick bound spiral. 

Opting for History as a Generic Elective means reading essays from about ten historians in a single unit. Instead of looking for them all over the internet, it is extremely comfortable to purchase the readings from DSE (Delhi School of Economics) at a price much more affordable than what costs for actually buying the prescribed textbooks.

said Janhavi, a second-year student from Ramjas College.  

Delhi School of Economics has transformed into a hub catering to all the students completely dependent on notes and reading material because of their low attendance in classes due to ECA or internships. From Commerce to Economics and from History to Political Science, you can get neatly catalogued readings for every course at the cheapest possible rate. The photocopy lane at Patel Chest consists of dedicated stores providing readings specific to colleges like SRCC or St. Stephen’s, as well as course-specific bindings. 

Another such place that has garnered a monopoly over students’ textbooks, reference books, as well as competitive manuals, is Bookland – now a major textbooks brand in the Kamala Nagar market. The bookshop has a partnership with Shivdas and Worldview, two leading publishing companies dominating the market of textbooks prescribed under the University of Delhi’s curriculum as well as the previous years’ question papers for the majority of the courses the varsity offers, supporting a large DU-centric audience. Worldview publishers have entirely monopolized the varsity’s English literature syllabi and keep publishing texts with supportive critical essays authored by academic scholars and professors proficient in the area, along with detailed background information about each of them. Be it William Shakespeare’s Macbeth or Jane Austen’s Pride and Prejudice, they have got you covered. With hawk eyes on any changes in the curriculum, the company makes sure to provide the amended material from the subsequent academic session. Shivdas’ previous years’ question papers cater to nearly all the courses and are bought by students preparing for their exams looking for glimpses of expected questions along with their solutions. 

While the offline readings market makes everything affordable and readily available, the Undergraduate study material of the varsity’s School of Open Learning is a priced possession not just for the students enrolled at the SOL, but also those pursuing the offered courses from other regular colleges. Prepared by qualified academicians of the SOL, online notes have proved to be a boon for students of Commerce, Political Science, BA Programme, Economics and English, spanning and serving everything the students need to study in just one PDF file. Clearly, it is a thesaurus since it is available to access free of cost and has become so reliable amongst the students that a day when the SOL website went dysfunctional sent chills down the spines of the stakeholders.

Thus, a discussion of DU’s reading market leads us to a common ground of similarity to its quarters – the affordability that it dispenses which makes it easier for students to manage their academic expenses along with their usual budget. While we get readings and question papers at a cheaper price, it is evident and rather important to interrogate the ethical immorality that much of this market substrates upon. Neglecting copyright regulations and editing out research credits from the material highlights that quality education gained from the readings of renowned authors is sold at the stake of honesty and ethical obligations. This leads us to juggle with the idea of how much plagiarism and research denouncement are negotiable for the sake of affordable learning. What becomes important for university education – is it the benefit of the student body for cheaper resources or crediting the work of academics, critics, and scholars who have prepared it after years of assessment? 

 

Image credits: So City

Read also: Five Tips to Sneak in Extra Time for Reading 

Aryan Vats

[email protected] 

On 15 May, a story covered by the Press Trust of India (PTI) revealed that teaching faculty from the University of Delhi wrote a letter to the Vice-Chancellor, Yogesh Singh in order to report the lapsing of Scheduled Tribe reserved teaching positions in some departments of Indraprastha College of Women. 

Delhi University professors have accused the college of “twisting the roster” in order to practically do away with ST teaching positions in the commerce and economics departments. In both the aforementioned departments, the positions have decreased from a singular vacancy in 2019 to none in 2023. 

As written in the letter, close to 10 teachers have expressed their concern over the issue and urged the University to take some action, 

It is a harsh reality of the current times where we see the various efforts done by administrators to oversee the category section in the context of recruitment blindly.

The Press Trust of India has claimed that their attempts to reach out to the administration as well as the principal, Poonam Kumaria have been unfruitful, due to the lack of response. Even the DU Beat’s request for a statement has been left unanswered. Reports in the past few years have pointed out DU’s failure to allot reserved teaching positions to SC/ST candidates, even though the University has had qualified and suitable candidates, a response that has been criticized before. Such discrepancies, however, have prevailed previously as well.

On 12 May, DU Beat itself covered an ongoing issue at Keshav Mahavidyalaya regarding teacher’s union protests following the alleged lack of adherence to reservation policy, in regard to teaching posts among other issues. Moreover, as recently as October 2022, the SC/ST/OBC Teacher’s Forum had expressed concern over the non-implementation of University guidelines when it came to reserving administrative and faculty vacancies in colleges across DU. The chairmen of the Forum, Dr Kailash Singh Yadav had said that while teachers were still given reserved spots at a later date, the same had never been done for the position of principal ever. 

 

Featured Image Source: collegedunia.com 

Read Also: DCW Seeks Report on IPCW from Police   

Reviewing the SC/ST Act 

 

Chaharika Uppal

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In yet another instance, students in the fourth semester of Delhi University’s BA Programme SEC Economics (Research and Methodology) received an incorrect question paper.

May marked the beginning of the examination season at Delhi University, and as usual, the university preserved its tradition of giving students incorrect question papers causing confusion among students and faculty members. The problem was brought to light after an Instagram post by SFI Miranda House started making the rounds around student groups.

Inefficiency of Delhi University in conducting exams!! – Exam held (16th May 2023) for BA Programme (Research and Methodology) SEC Economics of 4th sem was provided with question paper of 2nd sem. Out of 8 questions, 6 were out of the syllabus. Each and every student was forced to write the other 2, the right of choosing options of questions was denied to thousands of students writing this exam! Examination authorities of Delhi University should take responsibility and rectify the issue immediately!!

-SFI Miranda House

The examination at Kirori Mal College was cancelled. The professors informed the students that the question paper is incorrect and that the exam has been cancelled; they would be notified of any updates as soon as possible. However, this was not the case across all colleges of DU.

The invigilator said someone might come to inform you all about it, till then do whatever you know. A few minutes later they asked us to sign a letter addressed to the dean of the examination branch of the university about the issue. 

-Udita Narru, ST. Stephen’s College

At SGTB Khalsa College, the question papers were distributed, taken back after noticing “Semester 2” written on the top of them, and subsequently redistributed with the explanation that it was only a printing error.

The professor instructed us to answer the questions (one from the syllabus) while noting down the other questions (one out of the curriculum) and indicating “out of the syllabus” in front of them. Later, we were asked to sign a letter addressed to the dean. 

 -Ayush Rah, SGTB Khalsa College

Ayush further stated that the invigilator instructed them not to leave the examination hall even if they were finished with their exams in case there can be updates from the examination branch. However, even after waiting for 1.5 hours, no notification was delivered.

Later, the professor of SEC Economics at SGTB Khalsa College addressed the students, assuring them not to worry because the question paper was not from the syllabus and that the university will handle the marking scheme.

Read Also: Errors In Econometrics Exams Create Panic Among Students 

Image Source: – Delhi University Examination Wing Website

Dhruv Bhati

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