Latest news with #UndergraduateCurriculumFramework
Indian Express
17-05-2025
- General
- Indian Express
DU Vice-Chancellor: ‘Fourth year a good step for growth of students… will shape them into bright citizens'
Delhi University Vice-Chancellor Yogesh Singh defends the flexibility provided by the Undergraduate Curriculum Framework (UGCF) 2022 under which the four-year undergraduate degree is being rolled out this year, outlines the rationale behind its design, and explains how the varsity plans to address concerns being raised across campuses. DU is moving into the fourth year of undergraduate education for the first time. What is the strategy? Our strategy is to ensure maximum students join the fourth-year programme. We were giving three tracks for Honours students, but now we have introduced an additional track for Programme students in which the student can complete the fourth year only by studying coursework, without taking on projects. This will be particularly beneficial for students of SOL (School of Open Learning) and NCWEB (Non-Collegiate Women's Education Board), but all three other tracks are also available to them. So, it is up to the student. The implementation of UGCF is part of the National Education Policy (NEP) 2020 rollout. How do you see this benefiting students in the long run? The four-year degree has come from NEP 2020. Fourth year is essential and it's a good step for the growth of students… shaping them into the bright citizens of our country. But if someone wants to pursue research, they can pursue a PhD too. But if one wants to pursue post-graduation (PG), a one-year PG will also be available for students. It's a student-centric choice-based system, and students don't have to run around unnecessarily. The fourth year will be a terminal degree, and it is a flexible system. The UGC has directed institutions to adopt an '8 to 8' teaching schedule to accommodate academic load. How is DU responding to this? Worldwide, universities run for longer periods in a day… (having classes) 8 am to 8 pm is a good concept. Infrastructure will improve in colleges… already (infrastructure) is improving based on the need and capacity demanded by students. Confusion on campus is natural, as this is being implemented for the first time. But this will stabilise as we go forward. Research is now central to undergraduate education. Are DU colleges and faculty prepared for this shift? Research is very important for higher education institutions. Worldwide, if you look at big universities, they are all research-oriented… This is definitely going to be a shift for our teachers. Colleges are already submitting requests to the UGC for additional postings. For the fourth year to begin smoothly, we've made arrangements for guest faculty and teachers would be paid and given incentives for putting in extra hours. If teachers take up extra courses, they will be paid an additional Rs 50,000. Many teachers will be happy with this.' A concern raised by faculty and students is that BA Programme students are being denied 'Honours with Research' tag, even after completing the 4th year. Is this justified? We don't think it's unfair. The students have been admitted into the BA Programme and not under Honours and will be leaving with an Honours degree at the end of four years. This is because the focus of BA Programme students is not on a particular discipline. After the third year, they will focus on the main discipline and will be awarded an Honours. For Science students, research requires lab space and specialised equipment. How will DU address these needs? Requirements and expansion of labs will be decided based on how many students will join the fourth year. We will get a clear idea of the total number of students in August. If there are challenges, we will create additional infrastructure. We can also think about permitting students to use labs in various departments, depending on availability.
Indian Express
17-05-2025
- Business
- Indian Express
Delhi Hardlook: To pursue or not to pursue? Delhi University's undergraduates face a crucial decision on the new four-year degree programme
Sitting with his juniors, surrounded by the red-brick corridors of St Stephen's College, Delhi University student Adithyan Ajith is clear about his plans for the future — he wants to pursue a fourth year at the varsity. 'It's not just about one more year,' he says. 'It's about opening the door to places like the London School of Economics.' The 20-year-old History (Honours) student from Kerala will be among the first batch of DU undergraduates who, come July, must choose whether to continue with the newly formalised fourth year under the National Education Policy (NEP) 2020 or exit with a standard three-year degree. For Adithyan, who comes from a middle-class family — his father is an engineer and his mother a homemaker — the decision is clear. 'I want to build a solid application — dissertation, recommendations, everything. That fourth year gives me the kind of academic depth and research experience that top global universities expect.' DU officials agree. The four-year course under the Undergraduate Curriculum Framework (UGCF 2022), which replaces the three-year system, is more than just an academic extension, they argue. It's a move to ensure students from India's largest central university are no longer turned away from graduate programmes abroad for lack of a 'complete' undergraduate degree. 'A four-year BA course is being introduced not only to align with NEP provisions but to ensure a DU student can easily apply to colleges abroad,' says a senior DU official. 'Every student admitted in 2022 was enrolled under the four-year framework. It's up to them whether to exit after the third year. If they wish to leave, they have to inform their college, which will issue a transfer certificate.' The final year offers four academic tracks: Dissertation Writing: For academic research, higher studies. Academic Projects: Involving fieldwork, data collection, and documentation. Entrepreneurship: To design business models and develop startups. Additional Discipline-Specific Electives (DSEs) and Skill-Based Modules: For Programme students, students of the School of Open Learning, and Non-Collegiate Women's Education Board (NCWEB). Students can choose either option should they opt for the fourth year. They must complete 176 credits to graduate, up from 132 (under the three-year programme). The DSE track is a recent addition, meant for students pursuing Programme courses. 'Not all students want to write a dissertation or build a startup,' says Ratna Bali, Dean of Academic Affairs. 'We've added a fourth track to make it more inclusive, especially for those in BA (Programme) or from Open Learning backgrounds.' DU officials say the curriculum for the seventh and eighth semesters was passed by the Academic Council (AC) on May 10 and will be presented before the Executive Council on May 23. The Indian Express speaks to students, teachers and colleges on the ambitious course and the challenges that come with it. While Adithyan is clear about the value of a fourth year, many of his peers are not. He says, 'In our orientations, professors shared presentations about the various tracks, but the details were vague. Nobody has shown us how it will be implemented.' Adithyan will complete his required 80 credits by the end of his third year. If he chooses to exit in July, he will receive a BA Honours degree, as per the Undergraduate Curriculum Framework (UGCF) 2022. If he continues into the fourth year and opts for a research track, he stands to graduate with a BA Honours with Research degree — a distinction that significantly strengthens applications for postgraduate programmes abroad. For students in Programme courses, however, the course structure doesn't appear to be in their favour. Sujeet Gupta, who is studying a BA Programme course in History and Political Science from Sri Venkateswara College, aspires to pursue a PhD. But the 20-year-old, who hails from Bihar's Gopalganj, says there is a lot of confusion. 'They've held multiple orientations, but every time we ask questions, we get different answers. Even the faculty is unsure. I am pinning my hopes on CUET-PG — if I get a good opportunity in counselling, I'll exit after three years.' If Gupta does exit at the end of three years, he won't be eligible for an Honours degree. He will only receive a BA Programme degree. Under the current framework, students enrolled in the BA, BSc, or BCom Programme courses wanting an Honours-level qualification must accumulate the minimum of 80 core discipline credits by completing the fourth year. If Gupta continues into the fourth year and completes additional DSEs and two-credit skill-based modules in both semesters, he would be awarded a BA Honours degree — but without the 'Research' nomenclature. This is because, as per DU's current policy, students in Programme courses are not eligible for the 'Honours with Research' tag — even if they undertake academic projects or a dissertation. 'This is unfair, I believe,' says Gupta. 'A student who joined in the same year is going to get a research degree after completing four years, but a programme student will not get one!' 'I would prefer to exit and apply for a two-year Master's degree because in our country, especially in good universities like JNU, PhD seats are limited. And preference is always given to a student who completes a two-year Master's programme rather than just one year,' he adds. This is not the first time DU has experimented with a four-year UG programme — nor is it the first time it has divided the academic community. In 2013, under then V-C Dinesh Singh, the varsity introduced the Four-Year Undergraduate Programme (FYUP), framed as a bold step towards aligning Indian undergraduate education with global standards. It proposed multiple exit points — a certificate after one year, a diploma after two, a general degree after three, and an honours degree after four. From the start, the programme was met with resistance. The Delhi University Teachers' Association led vocal protests, arguing that the implementation had been rushed, poorly conceived, and carried out without meaningful consultation. When the BJP-led government took office in 2014, the FYUP was among the first education reforms to be scrapped. The University Grants Commission (UGC), which had initially supported the programme, reversed its position. Then UGC Chairman Ved Prakash ordered DU to roll back the programme just ahead of the admission season. Speaking to The Indian Express, Dinesh Singh defends the programme: 'FYUP introduced at DU was the first major reform at the undergraduate level in India. It steered the curriculum, without academic compromise, towards addressing the needs and challenges of society and the nation. As a result, the university's global rankings surged ahead of several IITs and came very close to breaking into the top 200.' A member of the 70-member task force that helped implement the FYUP says, 'We saw graduates from top DU colleges doing well in exams but failing to secure jobs — not because of poor scores, but because they couldn't communicate in basic English or demonstrate critical thinking. FYUP was designed as a necessary intervention to change that. UGCF 2022 under NEP 2020 is essentially the same idea, only with a different name…' Even though the four-year programme has come into force now, DU still has several challenges ahead. With over 70,000 new undergraduate students each year across 70+ affiliated colleges, accommodating a fourth year will strain already limited resources. To prepare for the student influx, colleges have begun expanding their campuses. At Aryabhatta College, expansion is in full swing. The college is adding around 40 more classrooms and 20 labs to accommodate the academic load of the fourth year. 'This is the youngest college of Delhi University, and this is how we are gearing up for the fourth year,' says Principal Manoj Sinha. At Ramjas College, Principal Ajay Arora says similar efforts are on. 'We just finished constructing a fifth floor in one of the buildings for incoming students,' he says. 'All we need to do is add some furnishing and wiring in these rooms. We have come up with six big rooms which can be converted into 12 classrooms and two seminar halls.' As per official college data, Ramjas currently has 83 classrooms, 32 labs, and 26 washrooms for over 5,000 students. 'Beyond the 9-to-5 time structure, if colleges are not in a position to add physical infrastructure, they will have to create flexibility in the timetable,' Arora says, referring to the University Grants Commissions's '8 to 8' policy that allows class scheduling from 8 am to 8 pm to optimise space. 'Teacher requirements will increase. All colleges will be approaching the funding agency for sanctioning of additional posts for both teaching and non-teaching staff,' he adds. At Hindu College, the current infrastructure includes 45+ classrooms and over 20 labs, but Principal Anju Srivastava says even that may fall short. 'In today's situation, we can't accommodate all students. More teachers are required, and labs will have to be modified accordingly,' she says. 'We had meetings with teachers even in April to discuss the new curriculum. Now that CUET-PG results are out, we'll get a clearer picture of how many students might opt to stay on [for the fourth year].' Srivastava estimates that approximately 35–40% of the college's 5,000 students will likely continue into the fourth year. 'Around 5–10% of students are interested in research, especially those who want to apply for prestigious scholarships like Rhodes.' On the residential front, the girls' hostel accommodates around 150 students, while the boys' hostel, previously capped at 250, is being expanded to 500. There are also plans to double the girls' hostel capacity. At Shri Ram College of Commerce (SRCC), infrastructure includes approximately 34 classrooms and seven labs, but the college faces unique constraints. Located within walking distance of the Rajpur Cemetery, the final resting place of soldiers who died in the 1857 revolt, SRCC falls within a heritage-regulated zone. The campus is governed by the Ancient Monuments and Archaeological Sites and Remains (Amendment and Validation) Act, 2010; the Delhi Ancient and Historical Monuments and Archaeological Sites and Remains Act, 2004; and the MCD bylaws. These laws prohibit any alteration to buildings within 100 metres of a heritage site, limiting SRCC's ability to construct new blocks or expand vertically. Principal Simrit Kaur says, 'We estimate that around 30-40% of students will return for the fourth year, while the rest may opt for placements. The modalities are still being worked out — workload is being divided, and we are awaiting a concrete plan. There is going to be a faculty resource crunch, and apart from increasing teaching hours, we don't see any other way out.' Miranda House, too, is undergoing spatial restructuring. The college currently has 78 classrooms, six computer labs, and 10 research labs, with a student strength of over 4,000. 'At least 60% of students will stay back for the fourth year,' says Principal Bijayalaxmi Nanda. 'Around 5–10% of our students go abroad for higher education every year. We are waiting for the master plan approval. They wanted a new hostel; now we're planning to add a floor to the existing hostel building instead.' To meet immediate space demands, Miranda has added two porta cabins on the top floor of one of the buildings and started holding classes in them. 'We are freeing up areas, emptying storerooms, and reorganising spaces to accommodate teaching,' Nanda adds. The girls' hostel currently accommodates around 450 students, with plans to double this capacity in the long term. As colleges scramble to expand physical space, recruit teaching staff, and restructure timetables to accommodate a new academic year, faculty members across institutions remain divided — not on the merits of the fourth year, but on the feasibility of implementing it meaningfully. Dr Maya John, faculty at Jesus and Mary College and elected AC member, says, 'What bureaucrats… conveniently will not tell you is that an additional year of UG teaching comes without additional funds and faculty…' She warns of systemic failure unless additional resources are provided: 'Without increased funding and sanctioned teaching positions, we are looking at a scenario of chaos, compromised quality of UG-level research, and reinforced inequality.' John also points to the lack of awarding 'Honours with Research' designation for BA, BSc, and BCom Programme students in both regular and distance modes. 'This amendment comes in light of the administration's reluctant recognition that current faculty cannot supervise scores of dissertations. But to make such a change after students were admitted amounts to cheating…,' she says. Dr Harendra Nath Tiwari, faculty at SRCC and member of DU's Standing Committee on Academic Affairs, voices support for the structural goals of the four-year programme — though he too acknowledges infrastructural and funding constraints. 'It introduces students to research, allows them to complete their master's in a year… It also aligns students with global postgraduate systems — no bridge course is required abroad.' Tiwari urges the government to step up with resources. 'We are already demanding that the government provide additional funds and sanctioned posts.' He says these demands were raised at the AC meeting on May 10. 'We flagged the need for more infrastructure, expansion of research labs, and faculty hiring — both teaching and non-teaching — to make this rollout successful. The vision is good, but we need real support to implement it.' For now, students are at the juncture of pivotal academic decisions. 'Maybe the system will become clearer for future batches,' says Gupta. 'For us, it feels like we're experimenting with it.'
Time of India
14-05-2025
- Business
- Time of India
At DU, No ‘Research' Degree For BA Prog
New Delhi: Students enrolled in Delhi University 's BA (Programme), BSc (Programme), and BCom (Programme) courses will not be awarded the " Honours with Research " degree even if they complete fourth year with a dissertation or academic project — unlike their counterparts in Honours is now planning to offer an alternative fourth-year structure for these students under the Undergraduate Curriculum Framework, (UGCF) 2022, which replaces research work with extra Discipline Specific Electives and short skill-based courses. The move is aimed at easing implementation for large cohorts, particularly from the School of Open Learning (SOL) and Non-Collegiate Women's Education Board (NCWEB). Under the Four-Year Undergraduate Programme (FYUP) structure, students get an undergraduate certificate after the first year, a diploma after the second year, a bachelor's degree after the third year, and they are eligible for a bachelor's degree with Honours or Honours with Research after the fourth year, provided they choose to complete a research change was presented as an agenda item in the university's academic council meeting held last week and approved. The approval was for "the introduction of a flexibility for the 4th year of UG Programmes of the UGCF 2022, which are conventionally referred to as 'Programme Courses' namely, BA (P), BSc (P) and BCom (P)."According to the proposal, the fourth-year structure under FYUP currently includes three approved tracks for all undergraduate students: dissertation writing, academic projects, and DU noted that implementing these tracks for Programme course students — especially those from SOL and NCWEB — would be difficult due to their large numbers. "The operationalisation of the three tracks may be challenging in view of the quantum of students who may possibly progress to fourth year. There was thus a need to bring in some flexibility," the agenda has particularly drawn attention is the clarification that even if Programme course students choose to undertake dissertations or academic projects, they will still not be eligible for the "Honours with Research" degree. Instead, these students will simply be awarded an "Honours" degree after completing fourth year, unlike Honours programme students who qualify for a more advanced "Honours with Research" title if they complete a research component in their final year."In this regard, it was noted that students pursuing BA (P) or BSc (P) or BCom (P) will get a simple degree after completion of 3rd year and an Honours degree after completing fourth year. Such students will not get the 'Honours with Research' degree after completion of the 4th year even if such students write 'Dissertation' or do Academic Projects," the document address this gap, the university has proposed an alternate fourth-year structure specifically for BA (P), BSc (P), and BCom (P) students who either do not wish to opt for or cannot be accommodated under the standard research or entrepreneurship tracks. Under the alternative plan, students would instead complete additional Discipline Specific Electives (DSEs) and a 2-credit skill-based course or workshop in each of the final two semesters. These skill-based modules may include laboratory work, hands-on training or structure will amount to 22 credits per semester in the final year, combining core papers, electives, general education components, and skill courses. However, DU clarified that this flexibility will not be extended to students of Honours programmes, where the traditional "Honours with Research" track remains intact. Critics argue that students in Programme courses—often from less privileged or non-traditional backgrounds such as those in SOL and NCWEB — are being denied equal academic opportunities despite putting in similar years of study and effort.
Hindustan Times
11-05-2025
- Politics
- Hindustan Times
Delhi University academic panel clears syllabus redo amid dissent
Delhi University's (DU) Academic Council (AC) on Saturday approved changes to the syllabi of several departments based on recommendations made by its standing committee on academic affairs, despite dissent from multiple elected council members. The changes were passed during a meeting of the AC, the university's top academic body. Several elected members submitted dissent notes during the zero hour, raising objections over the bypassing of statutory procedures. 'If the standing committee makes suggestions, those must go back to the Committee of Courses (CoC) of the concerned department. CoCs consist of subject experts who have the mandate to frame or revise syllabi. But in this case, the process was short-circuited despite protests from heads of departments and AC members,' said one academic council member, who was among the signatories of a dissent note. At least eight such elected AC members submitted dissent notes, according to one of the dissenting members of the AC. The council has a maximum strength of 166 members, of which 26 are elected. Under DU's academic norms, departments are responsible for framing their syllabi, which are first vetted and approved by the departmental CoC. The CoC's proposals then go to the standing committee, which may offer recommendations. These recommendations are not binding and are meant to be sent back to the CoC for final approval or rejection. Once cleared by the CoC, the syllabus is submitted to the AC for final approval. 'The standing committee can check whether the syllabus aligns with the overall structure and credit requirements, but it cannot interfere with academic content,' read one dissent note. 'Changes in content are the sole prerogative of departments and their CoCs.' Despite this, sweeping changes were made following three meetings of the standing committee on May 2, 6, and 8. These involved syllabi from departments such as Psychology, Sociology, History, and Political Science. In Psychology, for instance, topics including sexual orientation, dating apps, caste and religious identity, Kashmir, and the Israel-Palestine conflict were reportedly recommended for removal. The committee also proposed the inclusion of the Mahabharata and Bhagavad Gita in the syllabus to understand the 'psychology of peace.' Elected members criticised these revisions as arbitrary and unacademic. 'The conduct of these meetings undermined the autonomy of the departments,' another dissent note stated. 'None of the university officials involved had disciplinary expertise in Psychology, Sociology, Philosophy, or History. Yet they instructed heads of departments to alter syllabi in ways that are disconnected from academic objectives.' DU, in its post-meeting statement, said, 'Considering the recommendations made in the meetings of the standing committee of the Academic Council on academic affairs, the syllabi of various faculties based on the UGCF (Undergraduate Curriculum Framework) 2022 were also accepted after discussion.' Another dissent note, submitted during the zero hour, raised concerns about the UGCF itself and its implementation. 'There are structural issues with the framework, including reduced credit hours for core papers and an increased number of papers per semester, which overloads students while compromising academic depth,' said an AC member. Concerns over the growing use of guest faculty also featured in the meeting. 'We must prioritise permanent appointments. The reliance on ad hoc and guest teachers affects the quality of education and job security,' a member said. Mental health emerged as another point of discussion. Latika Gupta, an elected AC member and professor at DU's Department of Education, said, 'I raised the challenge of rising mental health issues among students. The Vice Chancellor acknowledged the concern, and a demand was made to create an institutional mechanism where teachers can report cases and ensure timely support.' The meeting also included a statement of solidarity from the university on the ongoing geopolitical tensions between India and Pakistan. 'The University of Delhi stands firmly with the Government of India in this hour of crisis. This is a difficult time for our soldiers as well as citizens,' DU Vice Chancellor Yogesh Singh said. Despite criticism from within the council, the approved changes are now set to be implemented under the UGCF 2022. However, the controversy has underscored long-standing concerns about the erosion of academic autonomy and the centralisation of syllabus-making in one of India's most prestigious public universities.
The Hindu
10-05-2025
- Politics
- The Hindu
Prioritise permanent appointments over guest faculty posts: V-C to DU college principals
Delhi University Vice-Chancellor Yogesh Singh on Saturday directed principals of all colleges to prioritise permanent appointments instead of hiring guest faculty and issue advertisements about the vacant posts as soon as possible. Speaking during a meeting of the Academic Council (AC), Mr. Singh said the principals must factor in posts that would be vacated in the near future due to the retirement of the existing faculty members and initiate 'the appointment process at least once or twice a year'. The V-C also informed the council that talks are going on with the Delhi government to start the appointment process in the colleges funded by the Delhi government and that 'positive results are likely soon'. The university said that the recommendations made in a recent meeting of AC's Standing Committee on Academic Matters, regarding the syllabus of the seventh and eighth semesters for the first batch of the four-year undergraduate programme (FYUP), had also been accepted following a discussion. The first FYUP batch is set to enter the final year in July. It added that approval has been given to a proposal to include subjects such as Robotics and Automation in the list of Skill Enhancement Courses based on the Undergraduate Curriculum Framework, 2022. The AC also accepted a proposal by the Department of Distance and Continuing Education to start certificate-level courses in French, German, Spanish, Italian and Portuguese. It also gave a nod to the recommendations of the Faculty of Social Sciences to start certificate, diploma, and advanced diploma courses for Chinese, Japanese, and Korean languages.
