New Education Policy


DUTA demands boycott over delays in processing promotions, parity for librarians, opposition to proposed New Education Policy (NEP) and other changes.

Convening on 25th November 2019, the Delhi University Teachers’ Association (DUTA) came to a few conclusions regarding the long-pending demands of the teachers and their future course of action at the General Body Meeting (GBM). In a press release summarising the discourse of their meeting, teachers expressed their agitation over the illegal Delhi University (DU) circular of August 28th, 2019 that only allows the appointment of guest teachers against full-time posts in departments and colleges, which has adversely impacted the teaching-learning process.

Teachers are also angered with the University’s administration’s inordinate delay in processing promotions for long years, causing harassment and demoralisation of teachers. The demand for stopping of illegal recoveries from teachers and an end to the harassment of the physical education teachers were also raised. Immediate utilisation of the Second Tranche positions of Other Backward Classes (OBC) expansion and implementation of the Kale Committee report also figure in the list of their demands.

The GBM also called upon the Ministry of Human Resource Development (MHRD) to respond to the demand for a One Time Regulation for Absorption of Ad-Hoc and temporary teachers. The DUTA GBM also denounced the attitude of the MHRD that has found reflection in the University Grants Commission (UGC) Regulations 2018, certain provisions of which threaten to exclude teachers in service due to unjust screening criteria and by not accounting for teaching experience adequately in the selection process.

The DUTA GBM also demanded that “the government/UGC immediately approve the provisions regarding relaxation in Academic Performance Indicators (API) for promotions made by the Academic Council and the Executive Council of the Delhi University to correct an infirmity in the UGC Regulations 2018 which has rendered the scheme meaningless.” The GBM also reiterated the demand for complete parity for librarians with the teachers. It also demands a restoration of the parity of instructors and programmers with respect to pay and service conditions.

The DUTA GBM reiterated its opposition to the proposed National Education Policy of 2019, as a proposal that seeks to privatise higher education and hand over these institutions to privatised the Board of Governors (BoGs) with full powers over educational activities and teachers. The privatised BoGs are to enjoy powers that till now were exercised by the Government or UGC, the Executive Councils and Governing Bodies of colleges. Teachers will have no say in the affairs of educational institutions. It threatens dismemberment of Delhi University (DU) by separating colleges from DU as autonomous units under separate BoGs. The DUTA GBM resolved to broaden the struggle against the proposed NEP through coordinated campaigns and protest actions with teachers, students and concerned citizens across the country.

DUTA President, Rajib Ray and Secretary, Rajinder Ray have also demanded immediate action on the DUTA White Paper on “Acts of mis-governance by the Vice-Chancellor of the University of Delhi”.

In order to press for the above demands, the DUTA GBM has decided on a complete evaluation boycott of the semester-end examinations and an indefinite strike starting from the second week of January in case the MHRD and the DU administration do not respond. The GBM also demanded that all Ad-Hoc teachers be allowed to re-join on 1st January failing which the strike may be advanced. The GBM also resolved to undertake outreach programmes, Jan Sampark programmes, Press Conferences and meetings with leaders of political parties and Members of Parliament (MPs) and other participatory action programmes will be held to highlight the issues and to spread awareness about the issues. The GBM also decided to join the All India Trade Union Strike scheduled for January 8th, 2020.


Image Credits: India TV

Bhavya Pandey 

[email protected]

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

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

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

The draft NEP mentions,

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

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

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

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

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

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

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

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

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



Feature Image Credits: Edex live


Sriya Rane

[email protected]