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No time to prepare Delhi University’s new structure: Teachers | Delhi News

NEW DELHI: Teachers have expressed several concerns over the draft curriculum framework for undergraduate courses under the national education policy that the University of Delhi posted online for suggestions on Friday.
For many of them, it is unrealistic to think of preparing a new structure and a new program in the few months left for the start of the 2022 academic year when the university plans to implement the undergraduate program in four years.
Pankaj Garg, Professor of Mathematics at Rajdhani College, said: “The new framework proposes an increase in the number of core papers from the existing 14 to 20 and has reduced the credit for each paper to four out of the existing six. These involve a major overhaul of courses. Such redesigns involve processes that require numerous meetings. Where is the need to implement these things in a hurry? Until today, the framework has not even been finalized, when will the syllabus be done? Garg expects the program development process to take over a year.
The last meeting of the Academic Council adopted a framework with 14 basic articles. Not only core materials, but credits for Generic Elective Courses (GECs) have also been reduced, as have Capacity Building Courses (AECs). “For the AEC, the credits have been reduced to two against four. It will definitely affect the workload with a substantial reduction,” said political science professor Rajesh Jha. “In this context, the discipline-specific electives and the GEC are also optional. Speaking of workload, even for the three-year program, the total credits went from 148 to 132.”
Debraj Mookerjee, head of the English department at Ramjas College, said the course options offered to students actually dilute the education. “The children have just finished class XII and are at an age where they are confused about which course to take, engineering or liberal arts or commerce. Here you give them so many extra options. In theory, this sounds great, but what is the real value offered by these choices? Is it an enrichment of knowledge or, in fact, a dilution? I would say it is a dilution. The choices must be meaningful. In this case, they are not,” Mookerjee said.
He also questioned the multiple entry/exit system and said it seemed like a way of saying that students who could not afford to study for four years, perhaps due to financial constraints, would only get a lower degree.
“First of all,” added Mookerjee, “do we have the infrastructure to handle all of this? Who will be responsible for the academic administration of the system? Do DU departments and colleges have secretariats because when you have a complex system you need secretariats to run things. »
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