The proposal for the dual degree programme gained approval at the academic council meeting held recently. Opposition to this decision became evident as some council members voiced their reservations.
On 30th November 2023, the Academic Council of University of Delhi held a meeting where the decision was taken to proceed with the implementation of a dual degree system starting from the next academic session. The program will involve a combination of traditional and remote classes, giving students a chance to accumulate additional academic experience within the standard time frame. Moreover, the possibility of providing twinning degrees was also taken into discussion. A program enabling Delhi University students to pursue a degree from select foreign institutions with which the university plans to establish partnerships. However, the decision has currently been deferred.
In December, 2022 the university put together a committee to discuss the potential idea of twinning, joint and dual degrees, keeping in mind the guidelines issued by the National Education Policy 2020. 11 months later, while most council members gave the proposal a thumbs up, 15 of them raised some genuine concerns. It was argued that offering students dual degrees will dilute the value of their main subject, given the full-time nature of their academic programmes, and put more strain on students and teachers alike. Former Executive Council member Abha Dev Habib pointed out that the students will benefit more from “quality education and not a bag full of degrees.” Despite the apprehensions that came to light, the resolution was approved and starting next session, both undergraduate and postgraduate students keen on pursuing a dual degree can communicate so to their respective colleges. The proper procedure will be laid down by the university, which will include both in- person and distance-learning models as mentioned before.
The 1016th meeting of the Academic Council of University of Delhi under the chairmanship of Vice Chancellor Professor Yogesh Singh also discussed the number of undergraduate, postgraduate and PhD admissions that were made this academic year, the few modalities made in the syllabus for the current academic session, the new orphan quota and awarded a total of 6115 promotions to professors of the university.
Present age has taken the definition of ‘trends’ to a whole new level. Now, trends come and go in the blink of an eye. But behind these fleeting trends, lie multiple implications that sound the alarm for something far-more concerning.
This hyper-fast generation is quick to tug you with them, oftentimes not even realising that you are now a participant in this hustle of life. One such area is the bustling world of fashion, which has become more fast-paced than ever. Basics don’t do it anymore, the need to stand out and receive compliments on your outfit is stronger than ever. OOTDs, try-on hauls, must-have items, outfit ‘inspo’, aspirants wish to pull a Komal Pandey and carve their name on the social media landscape. The world of micro-trends, fast fashion and ultra-fast fashion is aided by a hyper-presence of social media in our daily lives. Overconsumption has become normalised, but the planet and the marginalised workers, in particular, bear the brunt of this phenomena.
Fast fashion refers to the production of cheap clothes in accordance to the rapidly changing fashion trends, to profit from the newest trends at the height of their popularity. Consumers try to fit in and keep up with the micro-trends by overconsumption of these inexpensive fast-fashion apparels. But the rationale behind this overconsumption drive is that these clothes go out of style or simply wear out due to their cheap materials after a short while, and subsequently the garments are discarded after a few wears. Then, we behold another micro-trend that grips the masses, and the cycle resumes all over again. You might recall the Maddy outfit phenomena that stormed the internet when Euphoria peaked, or the recent Barbiecore with the release of Barbie, when people all around were rushing to add their contribution these trends. It is quite evident that social media plays a major role in creating the demand for fast fashion.
The Haul Culture created by social media is a prime example. It started with SHEIN, then moved to other popular websites and brands like Urbanic, Urban Outfitters, ZARA, FOREVER 21, H&M, FASHION NOVA, UNIQLO to name a few. The growing popularity of short-video content like Reels, TikToks and YouTube Shorts is indeed a driving force behind these trends. This is accompanied by the rise of influencers and micro-influencers which is also leveraged by brands. Brands have started mass-collaborating with hopefuls seeking to increase their social media presence. In turn, their audience gets inspired to follow their footsteps and starts buying from the same platforms. Brands have also partnered with social media platforms to collect extensive data from consumers, so any person expressing even the slightest interest on their platform gets bombarded with advertisements of the product or similar products. And so, these attractive advertisements successfully promote impulsive and unnecessary purchases.
But the truth is, these attractive prices come at a cost of something far greater. This pocket friendly price comes to you after cutting the wages of overworked marginalised workers. The globalisation of supply chains in the fast-fashion production system has led to serious violations of human and labour rights. The labour force to make these newest trendy garments comes majorly from developing countries like Bangladesh, India, Cambodia and Myanmar, to name a few. The labour force is made up of primarily women and children, who work under terrible conditions and do not receive even minimum wage. The working hours are intense, and the deadlines very short owing to the ‘fast’ fashion. Many such big names like SHEIN, H&M and ZARA have been exposed for violating several labour laws and exploiting workers. According to Fashion Transparency Index 2023, only 1% of brands disclose the number of workers being paid a living wage. It won’t be far-fetched to equate this exploitation with modern slavery.
Additionally, the environment also pays the true cost of the cheap garments. Micro-plastics are some of the primary materials used in the cheap clothes, which end up piling on the landfills, polluting oceans and cause serious damage. The discarded clothes end up as overflowing heaps of waste. The industry also uses huge amounts of energy and water (an estimated 93 billion cubic metres a year) and generates up to ten percent of global CO2 emissions. Dyeing and finishing not only emit huge amounts of greenhouse gases, but also cause water pollution. Resources are depleting rapidly, to meet the false demands created by the fast-fashion sector.
The way forward for industries is to address the lack of transparency in the global supply chains, which has been the root cause of exploitation of workers. As consumers, the onus lies on us to ensure that we make informed choices about the brands that we consume from. The age-old saying “quality over quantity” can easily be applied in this scenario. So rather than investing on heaps of cheap, low-quality clothes that are both unsustainable and a fruition of exploitative practices, invest on good-quality clothes that you know would survive fleeting trends. Make the best out of your investment and wear the apparels for as long as possible. The 5 Rs of Fashion: Reduce, Rewear, Recycle, Repair, Resell all the way! Thrifting is very much in, since you care about trends.
Recently, headlines of the NIRF ranking started circulating in print and social media, sparking a discussion over the credibility of this ranking framework. Some of the most well-known allegations levelled against the legitimacy of this evaluating mechanism include data manipulation, corruption, and a lack of transparency. But are concerns like data manipulation and transparency the sole reasons, or are there flaws in the ranking framework’s entire methodology?
National Institutional Ranking Framework(NIRF) is a national-level government institution ranking system that was approved by the Ministry of Human Resource Development (MHRD) and launched on 29th September 2015. This ranking outlines a methodology drawn from overall recommendations and a broad understanding arrived at by a core committee set up by MHRD. For the last 7 years, Miranda House has been ranked as the best college in India. Almost every year, at least 5 colleges of the University of Delhi appear in the top 10 of the NIRF ranking.
The most heated discussion in student groups on the credibility of the NIRF ranking starts when a south campus college emerges in the top 10. With little focus on the ceilings of their college rooms, which frequently visit the classroom floor, which helped the college obtain 10th position last year and 9th this year.
-A student of Kirori Mal College
NIRF PARAMETERS EXPLAINED VIA FLOW CHART Image Credits: Quora
The NIRF ranking primarily ranks institutions based on five major parameters. Each parameter shares a separate weightage. The most alarming aspect of these metrics is that academic achievement of a college is given 80% weightage, which includes Teaching, Learning & Resources, Research & Professional practice, and Graduation outcome, while Inclusivity and Public Perception are given 10% weightage, each. When you look closely at the sub-parameters of each parameter, you will notice that the majority of the criteria that should be regarded as crucial for any public institute are either absent or there for the sake of being included there.
Investment in education has declined significantly in recent years. This reduces the budget that a college is granted each year, forcing institutions to seek alternative funding sources. Utilization of even granted funds is challenging for a government institute, forcing educational institutions to raise funding from private corporations to continue providing students with basic amenities and to preserve their reputation and status. So, if you look very carefully at everything, you will see a close connection between every little thing. NIRF is nothing more than a key to the systematic privatization of public institutions.
-Rudrashish Chakraborty, Associate Professor, Department of English, Kirori Mal College
In terms of data fabrication, one subparameter of Teaching, Learning, and Resources (TLR) is one of the most disputed. The student strength subparameter in the year 2022 ranking is what drew attention to this problem.
Amid the admission of the fresh batch after the cancellation of class 12th boards in 2021, headlines and reports of over-admission in DU began to circulate. Hindu College was one of the most hit, with 146 students admitted to B.A. (H) Political Science, a subject with a sanctioned capacity of 49 seats. Even with such a large admission intake, Hindu College maintained the same score in the student strength metric, which is computed based on the number of students accepted to the sanctioned allowed intake. Similar trends can be observed in SRCC, Miranda House, IP College, and many other DU colleges.
(Score out of 20)
2023
2022
2021
2020
Miranda House
18
18
16
16
SRCC
14
12
12
12
Hindu College
16
16
16
16
IP
14.53
14.60
12.59
12.73
Many argued that the score stayed constant since there was little variation in overall strength. However, it is more concerning that the score was balanced by over-admissions in a few courses and under-admissions in others. Such cases concern the quality of education of such institutions. Not just over-admission, but also under-admission, has an impact on the quality and choice of subjects, particularly for Honors degree students, who are obliged to study what is given or subjects towards the bottom of their preference triangle, as their options for DSE decline with low student strength.
Almost all DU institutions are equally inundated, yet the finger is pointed at the legitimacy of the ranking when a south campus college enters the top 10.
I remember opening my class’s unofficial group, which was flooded with 120+ messages. My classmates were discussing how ARSD could be in the top ten when north campus colleges like SRCC and Stephan’s are ranked 11 and 14, respectively. They don’t care about their institution’s rating, which isn’t even in the top 50, but they doubt the ranking of another college just because it isn’t on the north campus?
-A student of Ramjas College
The divide between the North and South campuses of Delhi University (DU) is largely rooted in the University’s historical development and the initial establishment of its colleges. North campus, being one of DU’s oldest, has an extended history and is home to some of the most prominent and known colleges. This historical advantage has contributed to the idea that North campus institutions perform better or have a higher standing than South campus colleges.
The presence of notable alumni from North campus universities such as Amitabh Bachchan, Shah Rukh Khan, Naveen Patnaik, Manoj Bajpayee, Nimrat Kaur, Amitav Ghosh, and many more build up the belief that these colleges are more prominent. These graduates have achieved significant success in a variety of disciplines, including acting, politics, and writing, adding to the North campus institutions’ history and reputation. The establishment of DU’s South campus, on the other hand, is relatively newer than that of the North campus. South campus colleges emerged and developed in response to Delhi’s expanding demand for higher education and the necessity for new academic institutions. As a result, the South campus lacks the long-established history and the same roster of famous alumni that the North campus possesses”
To some extent, the idea that South campus colleges are questioned or seen as inferior is probably related to this lack of historical significance and a smaller number of noteworthy alumni. It is crucial to highlight, however, that this notion does not always represent the quality of education or the potential for success of students attending South campus universities. Academic standards, staff expertise, and learning and growth opportunities might differ amongst institutions on both the North and South campuses. ARSD has one of the top science faculties at DU, as well as better infrastructure than north campus colleges such as Kirori Mal, Hansraj, and Ramjas.
“It is ironic that institutions are obsessing so anxiously about their ranks when they themselves advise students not to worry about marks and the rat(e) race and focus instead on learning”
-Prof Anurag Mehra, Head of Department of Chemical Engineering, IIT Bombay in an article in NDTV
Prof Mehra in his article, “The Far From Magnificent Obsession with Ranks at IITs,” mainly addresses the ranking structure in the context of IITs, but he also critiques the methodology’s two fundamental parameters, “Research and Professional Practice” and “Graduation Outcome.” Professor Mehra writes:
“Having more teachers does not necessarily mean that teaching is better, or that the teachers are good. Having a larger fraction of students graduating does not imply that their degree is truly worth something. It can also imply that the university has set very low standards to pass students. Publishing more papers does not tell us much about the quality of research. In fact, the correlation can sometimes be inverse. Too many publications may suggest a lot of incremental work, while fewer papers may signal that these have something significant to say. A very impactful paper will have many citations but a large number of citations does not imply that a paper is great. This is because research communities have a spread across quality and we often have a situation where a large amount of mediocre, incremental research simply cites similar research. In metrics-based calculations, an institution that publishes a large number of low-quality papers will almost always win against one that publishes a few high-quality papers.
The focus of NIRF parameters on quantity rather than quality is one of the most alarming shortcomings and the strongest point that strengthens the foundation of questioning the legitimacy of this ranking framework system.
The vast majority of articles criticizing the reliability of NIRF focus on these three metrics, with some also focussing on the “Peer Perception” criterion. There is little to no discussion of NIRF’s worst-framed parameter, “Outreach and Inclusivity.” One of the reasons that even critics of this ranking fail to address the Outreach and Inclusivity parameter is a lack of awareness in their age group. The most vocal critics of NIRF are senior professors who have little to no knowledge of queer issues, women’s issues, or racism experienced by northeast and south students. The same is true for those who developed the ranking system.
The issue is that people who design these parameters are individuals who have been conditioned to sound inclusive.
-Rudrashish Chakraborty, Associate Professor, Department of English, Kirori Mal College
The Outreach and Inclusivity parameter, which receives only 10% of the weightage, is divided into four sub-parameters: the percentage of students from other states/countries, the percentage of women, the percentage of economically and socially challenged students, and facilities for Physically Challenged Students.
It is evident that a women’s colleges will receive full marks in the percentage of women subparameter even if the institution fails to offer a secure environment for them, even in an all women’s college. Whether it’s the Diwali Mela last year in Miranda or the Reveri Fest night in Gargi in 2020. Even after many complaints and CCTV recordings, they still fail to provide justice to the women of these colleges.
-A student of Gargi College
The fact that there are no parameters or subparameters related to campus safety and sexual harassment laws reflects the government’s and institutions’ incompetence. Even after multiple instances of men scaling the walls of DU colleges, the administration has consistently failed to provide justice and safety, and if students at India’s top colleges are not safe from such harassment from both outsiders and college administration, one can only speculate what students at the lowest-ranked colleges can expect.
The fight for DU’s queer students is far away from over. There are queer collectives at a lot of DU’s colleges, but all except one are unofficial and are not recognized by the college. Homophobia and transphobia are quite frequent on campus, and the college administration’s failure to address the issue leaves queer students with little choice but to seek refuge in these spaces for their safety. Miranda House is the only college in Delhi University with an official Queer Collective.
I’d say Miranda House’s QC is one of the most inactive in the entire DU circuit. Other colleges’ unofficial QCs are more active. It seems that involving the administration makes it harder to get stuff done. However, during the NAAC visit, it is depicted in such a way that the administration is doing all possible to help this community through this society.
-A student of Miranda House
Not only that, but the DU college administration exploits this one sub-parameter as a subject to get marks without having to study. Even though the colleges fail to provide basic amenities, the majority of DU’s colleges in the top 50 have a score of 20 out of 20 in facilities for Physically Challenged Students.
Our college’s science block does not have a lift and a ramp to access the science block from the main block. Just days before the NAAC visit, the Centre for Disability, Research, and Training was allotted a room, which can be found at the other end of the college near the hostel. Most PwD students find it challenging to gain access to that room on their own.
-Aarish Gazi, Kirori Mal College
One of the most shocking revelations can be seen in the Economic and Socially Backward Students category, which is calculated on the number of UG students who receive a complete tuition fee waiver. Most DU colleges have a score of less than 3 out of 20, and their scores have fallen after the implementation of CUET. This raises questions about the diversity of students from various economic and social backgrounds at public universities such as DU.
One of the most difficult issues in ranking systems is the addition of subjective criteria such as “perception” or reputation, which is also a NIRF ranking parameter. While it attempts to include qualitative factors, perception may also be impacted or controlled. Institutions might intentionally choose survey participants or engage in other practices to artificially boost their reputation. This might lead to a distorted perception that does not correspond to the institution’s true quality or originality.
The most important question that arises is: Who is the target audience of these frameworks? Is the government listening to them in coming up with solutions that can bring most (if not all) higher education institutions on the same page? Undoubtedly, it is a matter of celebration for the institutions leading the ranks, but the precarity of the scenario that this NIRF presents also needs immediate consideration and effective action.
-Kaibalyapati Mishra, Junior Research Fellow, Centre for Economic Studies & Policy, Institute for Social & Economic Change, Bangalore, and Krishna Raj, professor of economics, Centre for Economic Studies & Policy, Institute for Social & Economic Change, Bangalore in an article in DownToEarth
In conclusion, rankings often focus on the overall institutional level, which may not represent variations in performance between individual departments, programs, or disciplines within an institution. University systems are complicated, with several departments and programs, each with its own set of strengths and areas of specialization. These accomplishments may be underrepresented in the overall institutional ranking. Institutional rankings frequently prioritize quantitative measures such as research output, faculty-to-student ratios, or funding, which can create an environment that encourages institutions to prioritize these metrics over broader educational goals such as fostering critical thinking, creativity, and personal development. This discrepancy can result in a gap between the ideals that institutions proclaim and the measures that they prioritize.
However, it is worth noting that rankings might be useful in offering an overall assessment of institutional quality and repute. They can help prospective students, researchers, and employers collect preliminary information and make well-informed judgments. Rankings may also serve as a benchmark for colleges to evaluate their performance and identify areas for improvement. Along with their pursuit of rankings, colleges should prioritize a student-centered approach that supports genuine learning, personal growth, and the development of critical skills. By doing so, they could deliver a more balanced and meaningful educational experience for their students.
Trigger Warning – Sensitive content with mentions of Rape and Abuse
On 3 May 2023, an ethnic clash erupted in India’s north-eastern state of Manipur between the Meitei people, the majority of whom live in the Imphal Valley, and the tribal group hill areas, which includes the Kuki and Zo peoples. Many houses and vehicles were burned while many people are forced to leave their homes with their livelihoods destroyed.
As the ethnic hostilities in Manipur enter their second month, the situation is far from normal. The state is still experiencing violence and terror, with over 50,000 people driven out and 100 people dead. The state, which was once known as the ‘jewel of India’ because of its stunning beauty and beautiful environment, is now making headlines due to the Hill-Valley Divide. Crimes against humanity are on the rise, with people getting targeted purely on the basis of their identity, with no fault of their own.
In times of turmoil, there is also a spark in protests, candle marches, and awareness campaigns about the issue. Such efforts are particularly undertaken by the youth and student community, who are consistently attempting to raise knowledge about the issue.
Thousands of such students from the north eastern states attend Delhi University, and the city itself is home to many others who travel in pursuit of a better life and possibilities. With rising atrocities back at the home state, people here in Delhi are also at a greater risk of attack.
One such instance happened in May 2023.
A group of Kuki students were followed and attacked by a group of 30 other students who identified themselves as belonging to Meitei community.
–according to source
Students from both communities have expressed similar safety worries, leading to a number of peaceful protests in Delhi. These gatherings are intended to provide a safe setting for students to discuss their traumas and experiences, as well as connect with the entire Delhi University circle in order to obtain additional support and aid as needed.
As a result, it’s vital that we give safe platform to these students so that they can share their voices and also raise awareness. While one might search up political data, lookup the main cause of the entire issue on the internet, but this is Manipur Violence from the perspective of those who have experienced the horror firsthand.
This is about their journey and individual experiences.
I’ve been preparing for UPSC for the last two years; I was set to give the paper this time. When the clashes happened, I came to Delhi as it was my center for exams. But I was constantly worried about my family and people who were back at home. I couldn’t sleep the night before my exam. Just hours later, I received the message from our villagers, that they failed to defend our village. When we left our village we did not even take a blanket, our cattle was still there, we had hopes of returning some day! But I missed my UPSC paper while my home was burned down in Manipur
– A former student of Delhi University and a native of Manipur.
We were able to identify numerous issues through our talks with Manipuri students. It also gives rise to many questions in our mind regarding the whole situation. We tackled these curiosities during our conversation.
To begin, know that the entire northeast India is not a demographically and ethnically homogenous region, it has its own fair share of differences and diversity.
Just like north India has Bihar, Uttar Pradesh, Delhi, is it possible to club them to one? The answer is no. In the same way north east cannot be clubbed together as one. The culture, the food, the language and art of every state differs greatly in the north eastern region too. People since years have been making the mistake of generalizing all the states making assumptions on how we look
– A post graduate Manipuri student from DU.
It was also revealed that ethnic discrimination, scams and derogatory name-calling are also rampant in Delhi.
Rickshwalas used to quote a higher price than the common pricing when I was new to the city. They think I’m a foreigner who doesn’t speak the language because of my appearance, so they can simply cheat me. I learned to ignore it over time, but such treatment makes us feel different in our own nation.
– A fresher from the state of Manipur.
People are always surprised with my fluency in Hindi, and because I don’t have typical features that usually north-east Indians have, people again find it hard to believe that I come from North-east region.
– A student from Assam.
Hearing such incidents reveals how deeply rooted this mistreatment is in our ideas and behaviour. Furthermore, these students suggested to their friends that removing assumptions and bias and just asking questions about their state and culture is an excellent way to help people feel at ease rather than striking up dialogues that are full of assumptions.
Secondly, it is crucial to understand and know how the various communities interacted in the state of Manipur. What, for example, triggered this abrupt violence and the divide between two populations that had previously coexisted peacefully? Or is this simply the culmination of the separation and discrimination that existed between the two tribes?
We got conflicting answers for this – It can be observed that some people reminisce about the peace and harmony they shared in their daily lives while others locate us to the issues simmering on the back burner.
We mingle together but there was always some kind of divide that I felt while growing up, this was specially in the case of language for me.
– A first year Manipuri student from DU.
The source emphasized in this conversation how language was a big issue because kids in Manipur had to learn many languages including their mother tongue, Hindi, English, and in certain cases Manipuri if that was not spoken by their tribe. The students describe it as a “pressure that they had to deal with their entire primary school life.”
We were always proud of the unity shared between the two communities, in school we would dress up in our traditional attires and celebrate each other’s festivals, It was something we cherished. After the violence started, it created gaps in our personal bonds as well. My friend from the other community, we don’t even talk these days. It is definitely different now. I don’t know if it will ever be like old days.
– A research student from DU.
This discourse, on the other hand, provides a viewpoint of ‘unity in variety,’ in which some people cherished their shared culture and customs by not letting their differences infiltrate. However, the fallout of the ethnic confrontations has disrupted the formerly shared unity. At this point, one could ask if life will ever return to normal in either of these communities, or if the conflict will leave its terrible imprint.
When it comes to the clash, ever since the ethnic riots began, there have been new concerns among both populations and the students we questioned discussed how the word used to describe them is not only offensive but rather an “attack on their identity,” as one source put it.
For instance, Kuki students expressed their displeasure with the harsh labels being used to describe them – including ‘illegal immigrants’ and ‘armed terrorists’.
My grandfather and father served in the Indian army; they are very much Indian and love their country, but they are now being targeted as foreigners and asked to leave the state.
– a former student of DU.
Such anecdotes make one wonder if terms like ‘Illegal immigrants’, ‘terrorists’ and ‘outsiders’ should be used loosely in extremely sensitive situations like this one or if questions of citizenship supersede considerations of humanity and respect towards communities?
Not only students, but intellectuals all around the country, have been arguing against the injustice of using such labels against a group. There has been recent news of illegal migration into the states of Manipur and Assam from neighbouring countries such as Bangladesh and Myanmar, but students believe that this issue should be handled cautiously rather than aggressively. Meanwhile, the government can create preparations to protect its national interests and borders, but we must all be mindful of the language we use to communicate with one another.
While people are being target solely on the basis of their identity, crimes against Women and children are also rising, and thousands are being driven from their homes. There is no bitterness between Kuki and Meitei students in any of our talks with them. Everyone wants solutions to their problems and for this mayhem to end. Nevertheless, what we noticed was that they cared most for the lives of innocent people.
I don’t know if I’ll ever be able to go back to the place where so many were murdered. I don’t know if I’ll be able to forgive.
– A student from Manipur
The education of the children is at risk and even those who are unaffected and safe are under emotional stress as a result of what they see on the news every day. I have no harsh thoughts towards my friends from the other community, but I’m concerned about what will happen if the situation does not change.
– A student from the north-eastern community.
This section of our discussions gets us to a place where we all reflect on how the differences have taken a nasty turn, and there is now a larger concern about implications of these fights. The once insignificant division has now penetrated people’s lives, hurting not just their livelihoods including safety and education, but also their mental health. Trauma and fear are significant obstacles that many people are still unable to overcome.
Previously, seeing someone from my state gave me a sense of familiarity and comfort, but now I’m not sure if the stranger I’m gazing at is from my community or not. I’m worried about my safety. Now, there’s a sense of fear.
– a fresher from DU.
While Manipur continues to seek hope and peace, Manipuri students are dissatisfied with how the mainstream media has failed to report the situation fairly and how many people have remained silent on the subject. They are concerned that the false narratives disseminated by the media channels will worsen the situation. Not only this, but also sharing information which is not based on facts is harmful to both the communities. Anyone on the internet searching and reading on this subject has to use the sources very wisely. ‘Misinformation is our biggest enemy in such times’, as stated by one of the students.
We have been organizing peace talks and discussions in the campus regarding the issue and I also frequently post on social media which I feel is very important to do in order to educate people who don’t know what is going on in Manipur. For all outsiders – We don’t want you to be ignorant about the issue. What we need the most right now is to support us and listen to us. Simply reaching out to and making an effort to understand the situation will help us a lot.
– a post-graduate Manipuri student from DU.
Land, demography, the fight for ST status, development inequity, and the complexity of who is truly on the receiving end are all issues that have multiple answers. There’s a Kuki and a Meitei version!
We don’t know what will happen next, but there’s a lot more at stake than just land: personal relationships, lives, scenic beauty, resources, the economy, and, most importantly, humanity. Regardless of differences, what everyone shares is a sense of hope and the need for peace. History has shown that in times of crisis, kindness has always helped people endure the storm. Whether it’s the Covid-19 pandemic, or one of the world’s great conflicts, a natural disaster – there are always episodes of kindness and humanity that have made a difference. This is similar to the efforts of students who exemplify the optimism that Manipur requires right now!
This was Manipur’s chapter through the eyes of students, as they simply wish to raise more awareness and have hopes to end this chaos and heal from this harsh experience.
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.
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.
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.
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.
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.
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
