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Educational Institutions: Secular or Saffron?

By DU Beat November 21, 2024

The recent conflict over the Madarsa Act, struck down on secular grounds, highlights rising
discrimination against Islamic Institutions in India. The SC ruling, though a relief, doesn’t discount the
growing hostility.

All governments affect education, but a totalitarian government disguised as a democracy does
that in the most detrimental way. It is easy to marginalize minority groups when the government
frames every unfavorable policy as a step towards equality, benefiting a majority that already
holds significant power. India has been no stranger to such circumstances. Over the past few
years, the Indian education curriculum has gone through several alterations. From the
infamously contentious New Education Policy 2020 to the controversial removal of chapters
Based on the Mughal empire from the Class 12th NCERT syllabus of history, the Indian education system has been victim to the very active saffron agenda. Another evidence for the
claim comes forward as we look into the recent case involving the Madarsa Act.

The Uttar Pradesh Board of Madarsa Education Act, 2004 (Madrasa Act) was introduced to
regulate madrasas, or traditional Islamic educational institutions, under the state’s supervision in
order to ensure the standardization of madarsa education and align it with the state’s
mainstream educational policies. It provided a legal framework where religious education was
being imparted alongside the curriculum designed by the NCERT. The act came into the
Allahabad High Court’s attention when a lawyer argued that the Act violated Constitutional
articles 14, 15, and 21 and claimed that Madarsas failed to deliver quality education compulsory.
up to class 8th. The Allahabad HC went ahead with the case, and the resultant verdict argued for
the striking down of the Act completely. The Allahabad HC argued that the Act violated the
principle of secularism, it violated the Right to Education (RTE) and was in conflict with the
University Grants Commission Act, 1956.

The Allahabad HC’s decision to invalidate the Madarsa Act on the grounds of secular principle
and Right to Education is troublesome when viewed against the selective enforcement of such
principles. Madarsas were placed under intense scrutiny under the argument that secularism
requires all educational institutions to conform to a uniform standard. However, similar
measures are rarely directed towards other religious educational institutions, such as Hindu
Gurukuls, or Christian Convent schools. These institutions also emphasize religious teachings,
and promote particular values, yet operate with little government supervision or pressure to
succumb to state-mandated curriculum. This discrimination highlights a problematic double
standard, where secularism and educational rights are invoked solely in order to regulate
Islamic educational institutions. This selective application of ‘secular’ oversight makes one
question about the true intent behind such rulings, as it suggests that traditional Islamic
Educational practices are somehow less aligned with national educational interests or public
good compared to those of other faiths. By focusing specifically on madarsas, it can be inferred
that the ruling implies that Islamic educational practices uniquely require reform, while similar
religiously affiliated schools are free to operate without government interference. This exposes the
selective pressures placed upon Muslim communities in India.

This differential treatment of religious institutions not only negates the secular ethos that the
The court aims to uphold but also brings into light a growing trend of Islamophobia within the Indian
socio-political landscape. By disproportionately subjecting madrasas to perusal, the judiciary
has subjected the broader population to believing that Islamic practices and institutions are
inherently suspect and perhaps even in conflict with Indian values. This selective regulation
feeds into the existing narrative that Muslim communities and their institutions are somehow at
odds with the nation’s aspirations, further marginalizing them in public spheres. The current
government’s nationalist and right-wing policies have already contributed to rising Islamophobic
sentiment, and the Allahabad HC’s seemingly one-sided ruling reinforces this hostile climate by
validating the suspicions and prejudices against the Muslim community. In a time where
Secularism is used selectively to pressure one religious group; true equality under law seems to
be a utopian goal.

The Supreme Court’s final decision to overturn the Allahabad HC’s ruling has been welcomed.
by the Muslim community, however, this doesn’t discount the lengthening traces of Islamophobia.
in the nation. One might argue that the judicial rulings, including those on the Madarsa
Act and operate independently of the legislative government in power, emphasizing the principle of
judicial autonomy. Nevertheless, it is crucial to recognize that the government has significant
influence over the broader social and cultural climate in which these legal decisions are
interpreted and received. The current rightist government of India increasingly casts minority
communities, especially Muslims, in a negative light. By promoting narratives that depict Islamic
practices as extremist and backward, the Allahabad HC has, directly or indirectly, nurtured a
social environment that is more tolerant of Islamophobic attitudes. This shift in public sentiment
can create an atmosphere where biased perspectives subtly creep into various institutions,
including the judiciary, making it challenging for minority communities to maintain their rights.
and identities without facing suspicion or prejudice.

Featured Image Credits: Hindustan Times

Ashita Kedia
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Campus Central

TISS Dismisses and Reinstates Staff Following Funding Assurance from Tata Education Trust

By DU Beat June 30, 2024

Tata Institute of Social Sciences (TISS) initially dismissed over 100 staff members on June 30, 2024, due to a funding shortfall from the Tata Education Trust (TET). Following an assurance of funds from TET, TISS promptly reinstated the affected staff, resolving the immediate crisis.

The Tata Institute of Social Sciences (TISS) found itself at the center of a controversy after dismissing over 100 contractual staff members, including 55 faculty and nearly 60 non-teaching employees, across its four campuses on June 30, 2024. This drastic move, made without prior notice, primarily impacted the Guwahati campus, where half of the teaching staff and all non-teaching staff were let go. The reason cited for these dismissals was the non-receipt of grants from the Tata Education Trust (TET), which funded their salaries.

On Friday, June 28, staff members were informed of their termination via email. The message, sent by the office of the officiating registrar, Anil Sutar, stated, “In the event of non-receipt of approval/grant from Tata Education Trust, their services would come to an end with effect from June 30.” This sudden notice left many staff members, some of whom had been with TISS for over a decade, shocked and uncertain about the future.

A faculty member from the Guwahati campus expressed their dismay, saying, “Our annual contracts actually ended in May, but at the beginning of this month, we got an email requesting us to continue with institute work till the Tata Trust funding is renewed. We had no inkling that they would not honor the commitment given to us.” Another faculty member added, “We were also working to revamp the entire Masters program in compliance with the New Education Policy during this period. All faculty members worked to develop the new syllabus and courses were allotted for the upcoming semester.”

The TISS Teachers Association held an urgent meeting to discuss the dismissals. According to the administration, they had made several attempts over the past six months to secure the grant from TET. An official from TISS stated, “The institute made several attempts for the release of grants through official correspondence and personal meetings with the Tata Education Trust, but the decision regarding further extension of the grant period has not yet been received from the Tata Education Trust.”

Faculty members linked the dismissals to changes in the University Grants Commission (UGC) regulations, which last year brought TISS under the central government’s purview of appointments along with other deemed-to-be universities receiving over 50% funding from the Center. However, the TISS administration dismissed any connection between the two events.

Just a few days later, on Sunday, TISS announced the withdrawal of the dismissal notices after TET assured that funds would be made available. The institute issued a statement signed by the Registrar, stating, “TET has committed to releasing funds for the salaries of TET project/program faculty and non-teaching staff.” The statement further informed that the dismissal letter dated June 28 was withdrawn immediately and staff members were requested to continue their work. It added, “They are requested to continue their work, and salaries will be released as soon as the TET Support Grant is received by the institute.”

The resolution brought relief to the affected staff. An official from TISS commented, “The institute is now able to continue with the TET Project based contractual staff as it is. Meanwhile, the institute in the future will work on identifying the requirements of the staff and appointing them with a regular process of advertising for the post as per the other UGC-approved appointments.”

A senior TISS official in Mumbai reflected on the situation, highlighting the impact on the institution’s mission and the dedication of the dismissed faculty. “The dismissed faculty members were not just NET-passed PhD scholars but individuals selected by a highly regarded panel of the Tata Education Trust. Many of these professors turned down lucrative offers from newly emerged private universities in Delhi and other metropolitan cities because of their dedication to the TISS style of social science research and interventions.”

Featured image credits: Hindustan Times

Lakshita Arora

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Campus Central

UGC urges Universities and Colleges to Set Up Selfie Points in Campus

By DU Beat December 10, 2023

To raise awareness among youngsters about India’s achievements in various fields, the University Grants Commission has asked universities and colleges across the country to set up ‘Selfie Points’ at various strategic locations on their campuses.

The initiative by UGC to set up ‘Selfie Points’ across all campuses is aimed at raising awareness among young individuals about India’s accomplishments across various domains, particularly the new and latest major thrust initiatives under New Education Policy (NEP) 2020, like ‘Ek Bharat, Shreshth Bharat’.

These selfie points are to be created “in accordance with approved designs in 3D layouts shared by the ministry of education.” The directive carried various themes for their creation; these included the internationalization of education, unity in diversity, the Smart India Hackathon, the Indian knowledge system, multilingualism, and India’s rise in higher education, research, and innovation.

These selfie points will not only serve as a source of pride but also enlighten every citizen about the transformative initiatives that have propelled India’s growth on the global stage. Students and visitors should be encouraged to capture and share these special moments on social media platforms, fostering a sense of collective pride.

–Manish Ratnakar Joshi, UGC secretary

The UGC urged all institutes across the length and breadth of the nation to adhere to these designs to maintain uniformity across campuses.

There is a unique opportunity to harness the energy and enthusiasm of youngsters, molding their minds with inspiration drawn from India’s progress in diverse fields. The selfie points will emerge as a dynamic and engaging place to instill a sense of national pride.

UGC is expecting the selfie points to become dynamic and engaging spaces, instilling a sense of national pride and awareness among students with the goal of inspiring generations.

These designs were shared on a Google Drive link attached to the UGC’s letter. Each design carried a large image of the Prime Minister along with snapshots of the government’s achievements in the fields of education, research, and innovation, in addition to certain representative pictures on the theme.

The notice received a considerable amount of criticism from faculty members and academicians. In an article by The Telegraph, a faculty member called this directive ‘full-blown propaganda to build a cult figure’, while another faculty member saw it as ‘promotion of a single opinion by dominant forces’.

However, days after the notice was issued, UGC withdrew the suggested designs linked to the directive. The regulatory body did not specify the reasons behind this withdrawal, though the directive to set up the selfie points remains intact.

Featured Image Credits: Himanshu Kumar for DU Beat

Kavya Vashisht

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Campus Central

‘Dilution of Discrimination’: Dilemma over Ambedkar Elective at DU Economics Faculty

By DU Beat August 23, 2023

The Economics Faculty of Delhi University welcomed a new elective on Ambedkar while replacing the old elective paper, ‘Economics of Discrimination’, going against the decisions taken by the Academic Council of the institution on August 11 and introducing a series of changes to elective papers in the syllabus.

‘Economic Thought of Dr. B.R. Ambedkar’, an elective paper welcomed by the Economics Department of Delhi University to be taught to undergraduate students this year has caused the axing of another elective subject, ‘Economics of Discrimination’, resulting in several faculty members expressing concerns.

The new paper includes Dr Ambedkar’s views and understanding of various aspects of economic systems; theories of economic development; labor welfare; economic policy making; and other issues in the Indian economy during the colonial period. It replaced a new ‘Economics of Discrimination’ paper, which was decided in the Academic Council meeting on August 11 while introducing a series of changes to elective papers in the syllabus.

The syllabi of this paper signifies that the subject talks about Dr. Ambedkar’s pioneering thought in the field of economics, relevance in the contemporary world and its implication for ‘social justice’, ‘equality’ and ‘inclusive development’.

An associate professor of Economics at Kamala Nehru College and an elected Academic Council Member, Monami Basu, mentioned to The Indian Express that the paper on Dr. Ambedkar was welcomed by the entire faculty as it talks about him as an ‘economic policy-maker’ during the post-colonial period, his thoughts on ‘colonial economy’ and how caste and labor are interconnected. However, she adds that the paper on discrimination was dropped without consultation with Academic Council members, departments or committees of courses.

Another professor who has been teaching economics at DU for over two decades has professed to the Indian Express on conditions of anonymity that the focus on ‘caste discrimination’ has been diluted in the new Ambedkar paper and it is only 10% of the paper now. According to other faculty members, the now-dropped paper was the only one that focused on the concept of discrimination in the UG economics syllabus. It had themes such as gender and unequal burden of work; inequalities in access to land; and intersection of discrimination though race, caste, class and disability.

The first suggestion to drop three elective papers, including ‘Economics of Discrimination’, was made in an Academic Council meeting on May 26 and opposed by faculty members of several colleges. Vice Chancellor, Yogesh Singh had then consulted a six-member panel to revisit the syllabi.

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Priyanka Mukherjee

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News

UGC Approves Guidelines; Makes Internships Compulsory for UG Courses

By Manasvi Kadian May 15, 2022

The UGC-approved guidelines make internships compulsory for students pursuing undergraduate courses. The guidelines come after the UGC’s previous attempt at bolstering student participation in internships and other similar activities. Read to find out more.

On Tuesday, 10th May 2022, the University Grants Commission (UGC) approved the guidelines for making research internships compulsory for students pursuing undergraduate courses. These guidelines come in accordance with the National Education Policy (NEP) 2020 which also aimed at making such internships compulsory for all graduation courses. The guidelines mention two purposes of these internships– “to enhance employability of an individual student” and “to develop research aptitude of an individual student”.

The integration of Research, Innovation and Technology Development is the foundation of Atma-Nirbhar Bharat (Self-reliant India). An institutionalisation of Research Internship at Undergraduate Levels is expected to play a pivotal role in catalysing inter-disciplinary/multi-disciplinary/transdisciplinary and translational research culture embedded in NEP 2020,” read the guidelines from UGC.

Internship Length

While this step makes internships compulsory for all students, the length of the internship would depend upon the duration of the course a student might be pursuing. Students pursuing a four-year degree course with research would have to do 10 weeks of internship along with one year of actual research work. The students pursuing a four-year undergraduate course without research will also have to do at least 8-10 weeks of internship. Even in the case of students wishing to exit their FYUP programme after the second or the fourth semester, the completion of one internship of 8-10 weeks is compulsory.

ugc internships

Source: news.careers360.com

Credit System

The completion of the internship would award the student with 10 credits upon a completion of 450 hours. This means that 1 credit implies a minimum of 45 hours of engagement in internship work and activities. Students in FYUP would have to complete an internship amounting to a minimum of 20 credits.

In addition, the UGC has also proposed to respective higher education institutions (HIEs) to offer Research Ability Enhancement Courses (REAC) worth 10 credits.

Few Research Ability Enhancement Courses (RAEC) in research and analytical tools and techniques, worth 10 credits, to be offered during the 7th semester as pre-requisite courses for 4-year degree (Research) students, …. Research work in the form of dissertation/project work preferably in interdisciplinary/multi-disciplinary/trans-disciplinary areas worth 30 credits,” read the draft.

Research Supervisors

Under research projects, students will be attached to research supervisors, preferably belonging to other HEIs, for a specified duration at the research facility of the supervisors to conduct a time-bound internship project. Students would be given hands-on training in research equipment, methodologies, techniques, etc., and would learn other aspects of research training, allowing them to gain experience.

Research internship experience can be gained by working with faculty/ scientists in education institutes, research institutions, industrial research labs, nationally reputed organisations and individual persons distinguished in specific fields,” the guidelines read.

Application

Students would be allowed to apply for internships on their own or through faculty mentors by registering on an online portal. After registration and application, students will be selected based on the selection criteria specified under different internships. Further communication would take place with the potential intern through the portal itself or via email, with the host organisation asking for confirmation or acceptance. After that, the students can join the internship upon getting permission from the parent organisation.

Monitoring and Evaluation

Student will undergo internship in the supervisor’s lab/ working space at the host organisation. During the period of internship, the parent HEI through the mentor will arrange to keep track of the activities and performance of students as interns at the host organisation, based on periodic reports submitted by students,” the draft reads.

After completing the internship, the students will also have to submit an internship report, copies of which will be submitted to their parent organisation and the host organisation.

Upon completion of the internship, the student would be given a certificate by the organisation.

Feature image: Financial Express

Manasvi Kadian

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DUB News

Students Raise Concerns as UGC puts Recommendations

By DU Beat May 2, 2020

Recommendations by UGC’s Expert Committee surface differing concerns. A fraction of students desire abrogation of examinations amid the Pandemic scare; while some urge preponement of examinations.

On 27th April 2020, an Expert Committee, headed by Professor R.C. Kuhad, was constituted by the University Grants Commission (UGC) in view of the Covid-19 pandemic and subsequent lockdown to delve into the issues related Examinations and the Academic Calendar to avoid academic loss and take appropriate measures for the future of students. Although an advisory in nature, the suggestions have sparked varying concerns.

One of the suggestions put forth by the committee was- conducting examinations for students (who have terminal semester) in July. This proposition has turned out to be a cause of concern. Some students at University of Delhi have, in turn, appealed to the UGC, to conduct the final semester exams in May instead of July as the delay would render negative consequences for students who were supposed to start working from July 2020; given that several companies may give preference to students from other colleges who have already written their exams.
“It [delay] is causing a lot of mental distress because a lot of MNCs will revoke job offers for those who will not be able to get their provisional degrees by July,” said a PG student who wished to remain anonymous.

On the other hand students have also stated their concerns about conducting examinations amid the pandemic scare. A message circulated in the WhatsApp groups of one the colleges affiliated to the University of Delhi which raised similar concerns and have started an initiative to a write letter to the concerned authorities-
“To say that we have been shaken by the circumstances around us would be an understatement. The given circumstances add to the social, academic, and professional pressure being faced by each one of us. Amidst this, the idea of sitting for examinations is scary. Therefore, being the primary stakeholders, we are writing to the UGC, University of Delhi, and the HRD ministry, asking them to cancel our examinations.”

The letter also furnished alternatives such as changes in the pattern of evaluation such as constitute 50% of students’ marks, with the remainder 50% marks being derived from the students’ previous 5 batches of examinations. Alternatively, following the 25-75 marks ratio followed by Delhi University, derivation of 25% marks from the Internal Assessment conducted in the current academic year (2019-20), and the rest 75% marks represented by an average of the theory examinations attempted by the students in previous semesters. Thirdly, 10% increase in the average marks being derived from previous theory examinations. Fourthly, degrees awarded to final year students must necessarily display the fact that students underwent an interrupted final semester/year due to a global pandemic. Lastly, final year students should still have access to improvement examinations in the foreseeable future for their respective subjects.

The committee’s output is not final and binding hence, further developments and conclusions on the matter are awaited.

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Priyanshi Banerjee

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Coronavirus

UGC Recommends Revised Academic Calendar

By DU Beat May 1, 2020

Keeping in mind the present Coronavirus situation, the University Grants Commission has issued suggestions with respect to the functioning of universities post lockdown.

The University Grants Commission (UGC) on Wednesdayreleased a fresh set of guidelines on how universities and colleges should function after the lockdown ends. The guidelines suggested a special emphasis on ensuring learning while ensuring social distancing. It was suggested that colleges open from August for enrolled students and for the new batch, admissions begin in August and classes by September.

The universities shall follow a six day week once they resume operations, as per the recommendations of the UGC panel. For laboratory or practical experiments, students will be allowed to work through virtual laboratories.

Here are some other suggestions by the UGC:

— The universities and colleges have been advised to hold their final year or terminal semester examination from 1st July to 15th July. They can declare their results at the end of the month.

— For first and second-year students, the varsity can conduct exams from July 16-30 and announce results by 14th August, if possible. If not, the students will be graded based on the internal assessments of the past two semesters.

— Universities have also been asked to use innovative modes of examinations and assessments. The duration of exams will be reduced from three hours to two hours. This might be a one-time move.

— The universities have been asked to develop virtual classroom and video conferencing facility and all teaching staff to be trained with the use of technology. Further, all the content of universities will be uploaded in digital form on its official website to be accessed anytime, as per the guidelines of the UGC panel.

— Faculty would be thoroughly trained in information communication technology (ICT) skills as well as online teaching tools. Teachers will be asked to publish 25 per cent of the syllabus through online teaching and the rest through face to face traditional classrooms.

— Every university will establish a COVID-19 cell for handling student grievances related to exams and academic activities during the coronavirus pandemic. The UGC has also announced to establish a helpline for monitoring student grievances in this regard. Among other immediate measures, attendance will be granted to all students for this period.

— The UGC also suggested universities to devise a proforma to record the travel/ stay history of the staff and students for the period when they were away from the university due to lockdown.

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Khush Vardhan Dembla

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ABVP Submits Memorandum to UGC Committee

By DU Beat April 27, 2020

Akhil Bhartiya Vidyarthi Parishad (ABVP) substitutes a nine-point memorandum to the University Grants Commission (UGC) based on suggestions provided by students.

On 23rd April 2020, in a press release, ABVP revealed that it has submitted a nine-point memorandum to the UGC Expert Committee based on students’ suggestions. The party took detailed suggestions from students from various institutions of higher education in Delhi to draft the memorandum. The institutions include- Jawaharlal Nehru University, Delhi University, Ambedkar University, and the Delhi Technological University, amongst others. The suggestions were taken via Google Forms regarding the issues that are being faced by the students during the COVID-19 lockdown and reached out to over 3000 students. The questions were regarding the conduct of examinations in online mode, internal assessments etc, seeking their opinions and suggestions.

The suggestions offered to the expert committee were based on the student replies to these questions. The nine points that were made are:

The ABVP insisted upon refusal by the student community regarding the adaption of online examinations and insisted that all further decisions regarding the issue be taken after considering the stakeholders.

Priority is given to the examinations for final year students. These exams should be held after the lockdown is over, and not online.

The course content for final year students’ exams should be reduced. Only the course covered by in-class lectures should be considered.

The exams should be conducted at a time decided after considering the lockdowns is all states, so that outstation students can safely and comfortably travel back to their campuses.

Due to the fact that final year students would have to safeguard future options after the exams, priority should be given to them.

In case of extension of the lockdown further, examinations for 1st and 2nd-year students of Undergraduate courses and 1st-year students of Postgraduate courses be shifted to future semesters, with the number of papers being evenly distributed.

Online submissions should not be made compulsory. Students should be given an option for offline submissions.

ABVP requests that universities should relax the eligibility criteria as far as possible after deliberation with stakeholders to facilitate admissions for final year students and students joining after 12th boards.

Teachers and students should also be appealed to go the extra mile to complete their academic programs.

Sidharth Yadav, State Secretary, ABVP Delhi, stated in the press release that, “The situation arising out of the COVID-19 pandemic is unprecedented. These are tough times and no such decision that augments the hardships being faced by students must be taken. The recommendations that we have submitted today to the University Grants Commission’s Expert Committee have been arrived upon after detailed deliberations and discussion with students. The suggestions offered by students have been attached with the memorandum. We have rejected the idea of online examinations and we hope that any decision taken by the government will take into account the welfare of students.”

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Shreya Juyal

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Delhi HC Responds to Release 5th Semester Results

By DU Beat April 25, 2020

The Delhi High Court has finally sought the response of Delhi university, on a student’s plea to seek results of her Economics fifth semester results.

A final year student of Economics hons., Daulat Ram College, Delhi University was accused of cheating in one of her examinations, by carrying some notes in her pouch. The student claimed of appearing in all the examinations and in the ‘International Trade’ exam, held on 3rd December 2019, she got late due to traffic and mistakenly carried some notes in her pouch. She says of informing the invigilator when she realised, and was ready to surrender them, despite which she wasn’t allowed to continue with her exam. Till the time a fresh answer sheet arrived the time for the examination got over.

A show cause notice was issued to her, on 12th March and her entire examinations were cancelled. Agitated by this she filed a petition in court, seeking assessment and result of all the four examinations she appeared for. The student further claimed of making representations to the university but receiving no response in return. She said of getting no hearing before cancelation of her exams, the results of other students of the same course has already been declared. As per the invigilator’s allegation, the girl was indulged in cheating and hence was rightfully debarred.

The university council submitted of the woman not filing any reply to the show cause notice, or seeking a personal hearing. It further said of being under lockdown, hence needing more time for records retrieval, to file before the court. The court considering the woman to be a meritorious student, and admitting of her not receiving any hearing with respect to the show cause notice, declared to consider her request of revealing the results of her other three papers, in the next hearing on 11th May.

“Accordingly, at this stage, the respondent (DU) is permitted to file a counter affidavit along with the relevant documents within a period of two weeks. On the next date, the University of Delhi shall also place in a sealed cover before this court the result of the other three examinations where the petitioner (student) had appeared in her fifth semester,” said justice Pratibha M Singh.

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Kriti Gupta

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Admissions 2020

Govt. Proposes Delayed Start to New Academic Session

By DU Beat April 25, 2020

A seven-member committee set up by the University Grants Commission (UGC) has deliberated that the new academic session is to experience a two-month delay, with a beginning in September instead of July, 2020.

As per the report submitted by the UGC committee on Friday, 24th April 2020, the Covid-19 lockdown has officially caused the academic session of 2020-21 to stand delayed, as reported by a government committee. This government committee has also recommended that the beginning of the session be postponed to September, instead of mid-July, as is traditionally.

This decision was taken by a seven member committee set up by the University Grants Commission (UGC), curated you deliberate on the examination and academic related issues that have arisen due to the world’s current situation. The panel was headed by Haryana Central University’s vice-chancellor R C Kuhad. Additionally, A C Pandey, director of Inter-University Accelerator Centre; Aditya Shastri, vice-chancellor of Banasthali Vidyapeeth; and Raj Kumar, head of Panjab University, are among its other members.

As the pandemic hit the globe and the Covid-19 lockdown was instated throughout the country, universities and colleges have been under lockdown since 16th March 2020. This was done in lieu of the order given by the Union government, announcing a countrywide lockdown in order to prevent the spread of the Coronavirus disease.

The UGC committee has also proposed the re-scheduling of the universities’ end of the semester examinations. The examinations, which were to be held in May, have been proposed to be rescheduled for July. The UGC is set to frame the guidelines regarding examinations based on the report submitted by the committee. A source, under the condition of anonymity, told the Indian Express that, “The guidelines will not be binding on higher education institutions, but they will lay down the outer time limit by which the government expects them to start their new academic year.”

The decision to hold examinations, however, has been widely criticised by students and teachers across the country. Delhi University Teacher’s Association (DUTA) has urged the faculty to reject their varsity’s attempts to gather information for aiding the examination process, insisting that scheduling exams by taking only online classes into consideration, is discrimination against students with lesser means and lack of the availability of resources.

“The online classes aren’t enough. There’s either problems with connectivity, or a lack of extra reading material. You definitely can’t hope that online lectures would be able to suffice for class lectures. Many of us didn’t even take all of our textbooks back home because the Holi break was so short, and the lockdown news came with no warning. Plus, a lot of students don’t have a peaceful environment to attend these lectures either. I think it’s insensitive of DU to even consider examinations unless they plan to somehow compensate for the classes that we haven’t gotten to attend,” Pragya, a 2nd Year student from IPCW, told DU Beat.

As of now, all colleges and other educational institutions remain at an indefinite hiatus.

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Shreya Juyal

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