presentation on delhi university

University of Delhi

Oct 31, 2021

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University of Delhi is one of the best public research universities located in India. It got established in 1922 by an Act of the Central Legislative Assembly. DU was then granted the status of Institute of Eminence. Read more at - https://www.cheggindia.com/university/university-of-delhi-du-new-delhi-10924/

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ADMISSION University ofDelhi COURSE& FEE LATESTUPDATES

Table of Content • AboutUniversity • Important Facts andFigures • History • Ranking • Infrastructure • Courses • FAQ

University ofDelhi The University of Delhi is one of the best public research universities located in India. It got established in 1922 by an Act of the Central Legislative Assembly. DU was then granted the status of Institute of Eminence. Thereby, it became the first University in India to acknowledge that status. Moreover, it includes 16 faculties and 86 departments across North and South campuses in Delhi. The University of Delhi likewise also consists of 77 affiliated colleges and four affiliate institutions. Hence DU has become India's largest higher learninginstitution. Delhi University is a premier learning institution in India. It likewise ranks 501 in the World QS status. Furthermore, the University of Delhi has worldwide recognition academics. And many colleges in Delhi are now affiliated with DU. The campuses at DU lie in the regions of North, South, West, and East of Delhi as well. Now, read below to know more about its campuses, present structure, and other details.

IMPORTANT FACTS ANDFIGURE

HISTORY Delhi University got established as a unitary in1922. It came into existence by an Act of the then Central Legislative Assembly of British India. The University likewise started operations with fourcolleges. Subsequently, the College got affiliated with the University. It started its education endeavor with St. Stephan's College (1881), Hindu College (1899), Zakir Hussain College (1792), and Ramjas College(1917). Furthermore, Delhi University only had two faculties back then, namely, Arts and Science. And these faculties consisted of approximately 750 studentsonly.

RANKING University of Delhi(NATIONAL &INTERNATIONAL) Delhi University is a pioneer of education in India. It similarly witnesses a massive inflow of students every year. Moreover, Delhi University ranks among the top Universities in India and the world. According to the World QS ranking of 2020, it ranks 454 worldwide. Now, read below to know more about the domestic and global ranking of DelhiUniversity.

INFRASTRUCTURE The University of Delhi provides a great learning experience to its students. Additionally, DU hasalso ensured to make the student experience better as well. Now, read below to know more about the Infrastructure at the University ofDelhi: Library First of all, Delhi University has a DULS system, known as Delhi University Library System. Itlikewise consists of thirty-four libraries across various campuses in Delhi. Moreover, it consists of a high- quality electronic database for its students, teachers, and research scholars. Additionally, DULS promotes open access to e-resources to its students and teachers aswell.

Shodhganga To be more precise, Shodhganga is a repository of Indian Dissertations and Electronic Thesis. It furthermore has submitted plagiarism reports mechanism and guidelines to the library. And the mechanism is followed before the submission of theThesis. Hostel Since Delhi University is a premier institution of learning in India. Therefore, it witnesses the admissions of a large number of students from India and abroad as well. That is why it provides excellent hostel facilities for male and female students across its campuses. Moreover, it offers single and double accommodations as well. ComputerCentre DU provides excellent resources to its students. It further provides e-resources with the help of an ICT network available at the computer centers. Apart from providing internet services, it also offers other facilities for its students and staff aswell. MedicalFacilities In the first place, it is recommended for an educational institution to provide excellent health services to its students. Therefore, DU brings its WUS Health Center to its students that provides advanced health services. It lies on the Main Campus of the University and provides health facilities to its members and beneficiaries. Furthermore, it operates from 10:30 AM to 8:30 PM on weekdays. Also, the WUS center provides Pathology lab-related services aswell.

Courses Delhi University brings numerous courses for its students across various disciplines. It likewise provides courses in bachelors, masters, M.Phil. And Ph.D. Moreover, DU also offers multiple diploma and vocational courses as well. Now, read below to know about courses at DelhiUniversity. Bachelors: DU is famous for its bachelor courses. Besides, its undergraduate courses offer a wide array of subjects in various disciplines. Furthermore, it provides courses like BSC, B.Com, BA (Hons), BBE, BMS, and others. These courses, however, have a duration of three years, unlike professional bachelor's degrees for fouryears. Masters: Masters courses at DU, as a matter of fact, are also recognized for their comprehensive level of education. Delhi University offers master's courses in various disciplines as well. It provides MA courses, namely, MA, M.Sc., M.Com, andmore. M.Phil./Ph.D.: Lastly, DU provides the highest level of education to scholars from M.Phil. & Ph.D. programs. Moreover, the University also offers financial assistance to scholars during their research tenure. Likewise, DU offers multiple Ph.D. andM.Phil. Programs in variousdisciplines.

The Frequently Asked Questions(FAQs): Is admission open inDU? DU has only one intake in a year. With the ongoing scenarios, the 2020 admissions got delayed to September. However, generally, the admissions for DU start in the middle of theyear. Since the admissions at Delhi University for 2021 will commence in the last week of May or the first week of June. Therefore, all students must visit DU's official website to know more aboutadmissions. What is the fee of DelhiUniversity? DU is a public university in India; hence the fee structure is quite minimal. The average fee at Delhi University is Rs.7000 for a year. However, students must visit Delhi University's official website for moreinformation. Which campus is best inDU? DU has three campuses in Delhi, namely, North, South & Off-Campus colleges. The most prestigious colleges of DU are in the North Campus. However, South Campus colleges have equally great educationalvalue. Is a DU degreevaluable? DU is one of the best universities in India for higher studies. Therefore, the University of Delhi's degree is one of the most valuable assets for a student's career. Why are DU cut-offs sohigh? The University of Delhi is one of the most prestigious institutions in India. It is one of the oldest and also one of the most prominent institutes of education. DU brings together the highest forms of education. Hence, raising its cut-off percentage every year. It happens to admit the best students at theUniversity.

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Delhi and its university: How an institution helped shape a city

The first three universities in india were established in calcutta, bombay and madras in 1854. delhi just had three colleges — ramjas, hindu and st stephen’s. a 1917 commission set up to suggest improvements in calcutta university paved the way for an independent varsity for the new imperial capital..

The history of Delhi University, which completes 100 years on Sunday, is closely linked with the history of New Delhi, the capital of the country. Before the capital was shifted from Calcutta in 1911, Delhi, once the intellectually and culturally vibrant Mughal capital, suffered decades of neglect at the hands of the British after the Revolt of 1857.

The first three universities in the country were established in Calcutta, Bombay and Madras in 1854. Delhi had no university. It only had three colleges — St Stephen’s College, founded in 1881; Hindu College, founded in 1899, and Ramjas College, established in 1917. These colleges were affiliated with Punjab University in Lahore, which had become the hub of art, culture and education after the fall of the Mughal empire. But Delhi’s declining fortunes changed in 1911 when the British announced that the capital of India would be transferred from Calcutta to Delhi. That was when the idea of a university was first mooted.

But no one was quite sure if Delhi needed a university at all.

The matter was settled by the report of the Calcutta University Commission, set up in 1917 under Sir Michael E Sadler, vice-chancellor of the University of Leeds, to look into the model of the Calcutta University and suggest improvements.

According to the Delhi University Calendar, 1923-24, which also dwells on the history of its establishment and the report of the Sadler Committee, “The Committee recommended that the Calcutta University and the other Universities of India instituted on the model of the London University as purely federal and examining bodies, should be reorganized, and that the Universities in India should, in future, be of a unitary teaching and residential type.”

This recommendation, said the Calendar, led to the universities of Allahabad and Punjab “re-shaping their constitution”, which meant that “the colleges in Delhi could no longer be affiliated with the University of Punjab, and so the Government of India felt the necessity to provide an independent university for the students of the new Imperial capital”.

Act No. VIII of 1922 (The Delhi University Act, 1922) came into force on May 1, 1922, and Delhi University was established as a unitary, teaching and residential university with three constituent colleges — St Stephen’s, Hindu, and Ramjas — in accordance with the recommendations of the Sadler Committee with Viceroy Lord Reading as Chancellor and Hari Singh Gour, a distinguished lawyer, as vice-chancellor. The representatives of the constituent colleges had a major share in the teaching and administration of the new university.

Within a few months, however, the university’s existence was threatened, with a government-appointed Retrenchment Committee headed by Lord Inchcape recommending in 1923 that the plan for a university in New Delhi should be reconsidered as there was “no lack of university education in north India” and the “present financial conditions do not justify the foundation of a new university”.

Vice-chancellor Gaur and the principals of the three colleges, FF Monk (St Stephen’s), NV Thadani (Hindu) and Kedar Nath (Ramjas), vehemently opposed the recommendation. The question was finally settled by the Imperial Legislative Assembly in March 1923 when, after much debate, it decided in favour of the continuance of the university.

The first convocation of Delhi University was held on March 26, 1923, with 750 students of the constituent colleges, who were de-affiliated from Punjab University, as invitees. Honorary degrees were conferred on Viceroy Lord Reading, pro-vice-chancellor Muhammad Shafi and the vice-chancellor Gaur.

The search for a campus

For the next decade, the university, which initially functioned from the Ritz cinema building at Kashmere Gate, did not have a permanent campus. In fact, when EdwardLutyens planned New Delhi, the site for a university was allotted where the Kasturba Gandhi Marg is located today. It was anointed Great College Street, but the plan was later dropped.

In an essay for the book Delhi Through The Ages, edited by RE Frykenberg, late historian Prof Aparna Basu wrote, “The university was housed in rented buildings in different parts of the old city. Its administrative offices were successively housed on Underhill Road, in Curzon House on Alipore Road…”

In 1926, the university was allotted a portion of the Central Legislative Assembly building, which also housed a temporary secretariat (today’s Delhi Vidhan Sabha) comprising the assembly hall and the adjacent rooms on a monthly rent of ₹ 350. (It was here that the Delhi University Act was passed on February 28, 1922).

The university itself appointed a site committee which examined the possibilities of housing the university in areas such as Kashmere Gate; the Viceregal Estate and the old Metcalfe estate. In 1927, it was recommended that the university be shifted to the Viceregal Lodge, a not-so-grand bungalow of Palladian design which served as the residence of five viceroys till 1931.

But the problem was that the Delhi Conspiracy Case commission (the panel that was probing the bomb attack on Lord Hardinge in 1912) was also housed in that building. It is believed that Bhagat Singh was kept in the windowless dungeon-like basement here before he was hanged in Lahore in March 23, 1931. Finally, in 1933, the Viceregal Estate was transferred to the university for a rent of ₹ 3,480 per year. The university offices and the library were the first to move to the new site. Until the 1930s, the science laboratories were partly housed in the kitchen of the Viceregal Lodge.

Initially, the university had only two faculties — arts and science. Faculty of arts had departments such as English, history, economics, Sanskrit, Arabic and Persian, and the science faculty had only physics and chemistry departments. No wonder, two decades after Delhi University was founded many students in Delhi still preferred to go to Allahabad and Lucknow universities.

But Delhi University underwent many far-reaching changes in the 1940s under the stewardship of Maurice Gwyer, who was appointed the vice-chancellor in 1938.

In 1942, honours and postgraduate classes were started in science. Delhi University was also the first in India to institute professorial chairs. VKRV Rao (he later founded Delhi School of Economics) was the first to be appointed a full-time professor of economics, and DS Kothari was appointed the professor of physics. In 1943, SN Sen was appointed professor of History. The university also instituted Readerships in different subjects. “Gywer was a visionary who radically reconfigured the academic, cultural landscape of the Delhi University. The university transformed the socio-civic ethos of the capital city and created a whole new intellectual culture,” said Sydney Rebeiro, 80, former advisor and dean, alumni affairs, Delhi University.

DU post-Partition

Delhi University celebrated its silver jubilee in 1947, the same year that India became independent. Delhi was flooded with refugees, and the university was forced to change its rules to give admission to the displaced students. Ramjas College was the first institution to run the classes in two shifts to accommodate students who came from East Pakistan to Delhi after Partition. The morning classes were affiliated with Delhi University, and the evening classes with the Punjab University. A camp college was started in Harcourt Butler School on Mandir Marg to accommodate staff and students displaced from various colleges in West Punjab (Pakistan).

In 1947, Delhi had six colleges, and only one, St Stephen’s, was on the campus. Post-Independence, the university saw rapid growth. Several new colleges were started to accommodate students from West Punjab. The university campus also grew, and later colleges such as Hindu College (1953) and Ramjas (1951)shifted to the university campus.

Hansraj College was started in 1948 by the managing committee of DAV College Lahore. Miranda House — named after Gwyer’s favourite Shakespearean character from The Tempest — was started the same year. In 1954, Kirori Mal College came into being.

“There were few colleges on the campus, which wore a deserted look those days. Hindu College had shifted to the campus only three years back,” says Satish Sundra, 85, who joined St Stephen’s in 1956 to pursue history. “The best thing was teachers and students enjoyed a close relationship, and students often turned to their teachers for help not only with academic but also personal issues. Delhi University had become a much sought after institution by the time I joined college.”

In the 1960s, several new women’s colleges — Lakshmibai, Kamala Nehru, Gargi, and Janki Devi — came up.

In 1973, as the city expanded, the South Campus of Delhi University was started at the initiative of then vice-chancellor Sarup Singh. Originally located in six residential buildings in South Extension, it moved to Benito Juarez Road, near Dhaula Kuan, in 1984. Many new professional courses such as electronic sciences, genetics, and biophysics were introduced on the South Campus.

Over the 100 years of its existence the university has come a long way. Starting with 750 students and three colleges as a unitary, teaching and residential university, today it has 91 affiliated colleges, over 700,000 students, 16 faculties, and 86 academic departments.

“It is a matter of pride for me to serve as the vice-chancellor of the varsity at a time it is completing its centenary. The university has done extremely well in academics. We have produced excellent social scientists, engineers, and policymakers,” said Yogesh Singh, Delhi University vice-chancellor. “Now our goal is to enter the league of the world’s 200 best universities and we have both the capacity and capability to achieve this.”

Sydney Rebeiro, who also set up the university’s Culture Council in 1985, said,“Delhi University has many firsts to its credit during its 100 years of journey. Hardly any university has had such a transformative effect on a city as DU has had on the Capital.”

(With inputs from Sadia Akhtar)

Manoj Sharma is Metro Features Editor at Hindustan Times. He likes to pursue stories that otherwise fall through the cracks. ...view detail

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Undergraduate

Syllabus and scheme of examination for b.a. history honours and b.a.programme three year full time programme: choice based credit system (cbcs), ba history honours programme:.

The Department of History is one of the founding departments of the University of Delhi and its Honours and Programme courses are regarded as the strongest in the country. There are few reputed Departments of History in the world that do not have teachers and students that received instruction in History at Delhi University. We believe that History is a discipline which instructs students on how to read and process data on people, societies, cultures, events and places that are far removed in time and space from our own experience. A knowledge of this past is critical in understanding the ways in which our world is connected and responds to its history in sometimes overt and at other times more complex ways that is missed by most people.

At a general level, our courses are structured with the   objective   of giving requisite information about different aspects of the past to students, to teach them how to parse this information, instruct them on how historians research, frame an argument and debate details that have significance to how we understand the past and the present. The   outcome   is to provide students with a sense of how interconnected our present is with the past, how learning about the past provides them with the skills to understand the present. To facilitate this understanding, our courses, class room instruction and assignments give students the ability to think and reach their own conclusions. Our tutorial discussions, written assignments, class room presentations, field-work projects, consolidate their ability to analyse, research and process information.

The duration of the BA History Honours Programme is three academic years. Each academic year is divided into two semesters. The History Honours Programme therefore spans six semesters. Each semester is for the duration of sixteen weeks.

The teaching and learning modalities in the Honours programme will involve theory classes (lectures) of one hour each and tutorial classes. The curriculum will be taught through formal lectures with the aid, wherever the teacher feels the need, of power-point presentations, audio and video tools. There are additional requirements in certain courses for documentaries, cinema, field and archival work, visits to museums, class reports, discussions and project work. These are built into the teaching and assessment of many courses. Assessment is in two parts. The first comprises internal evaluation of term papers, presentations, exams, and project work which is carried out throughout the term and comprises 25% of the final grade. The second is the end of semester examination which comprises 75% of the final grade.

The programme consists of six and four credit courses. The six credit course will comprise of theory classes (five credits) and tutorials (one credit). The four credit courses will comprise solely of theory classes. Each credit is equivalent to one hour of class-room instruction per week.

To acquire a degree in BA History Honours a student must study   fourteen Core Courses (CC)   – two each in semesters 1 and 2, three each in semesters 3 and 4, and two each in semesters 5 and 6. These are compulsory courses of six credits each.

The student also needs to take   four Discipline Specific Elective Courses (DSE).   DSE papers are elective and out of the fourteen offered, students have to select any four – two each in semesters 5 and 6. These are all of six credits each.

Students are also required to take   four interdisciplinary General Elective Courses (GE).   GE papers are elective, and students can take any four courses offered in cognate disciplines by the   different   departments in their colleges. They have to opt for one course in each of the semesters 1, 2, 3 and 4. The Department of History lists ten GE papers in its Honours curriculum. These are of six credits each and open to enrollment for Honours students from other disciplines.

Students are expected to take two discipline centred   Skill Enhancement Courses (SEC ). There are six SEC courses offered by the Department of History in semesters 3 and 4. Students are required to opt for one SEC paper in each of these semesters. These are of four credit each.

Additionally they must also take two Ability Enhancement Compulsory Courses (AECC), one each in semesters 1 and 2. The AECC courses, are of four credit each. Please note that AECC courses are not in history. The two courses are: AECC 1, English/ Hindi/ Urdu Communication, and AECC 2, Environmental Sciences.

BA  PROGRAMME IN HISTORY:

The curriculum of B.A. Programme in History offers students access to recent  historiography in the field organised in a pedagogical form that is accessible and  interesting. It is structured for students in an inter-disciplinary programme providing  them with a concise and thorough introduction to the discipline of History and remaining  sensitive to the cognate discipline that they are also studying. It seeks to provide multiple  points of intersection with disciplines in the Humanities and the Social Sciences,  communicating modes by which a historical sensibility can enrich analysis and problem  solving. The B.A. Programme is flexible to their needs and works with the objective of  trying to achieve observable intellectual outcomes through its three year duration.

The B.A. History Programme is organised to provide the greatest flexibility to its  students. There are Core Disciplinary papers that provide the fundamental knowledge  in the discipline of history and in the study of the History of India and the World. The  programme is otherwise envisaged to provide a large amount of choice so that students  can tailor their education on the basis of their interests. These provide not just skills in  history but also a vital skill in other disciplines as well. The B.A. History Programme  course is interdisciplinary keeping in mind that specialisation in History is the key to  access cognate skills from other disciplines. With its mix of Core, Discipline Specific  Electives and Skill Enhancement Courses it provides multiple points where students  can participate in inter-disciplinary reflections on cross-cutting themes.

The duration of the BA History Programme is three academic years. Each academic  year is divided into two semesters. The B.A. History Programme therefore spans six  semesters. Each semester is for the duration of sixteen weeks.  The teaching and learning modalities in the B.A. History Programme will involve  theory classes (lectures) of one hour each and tutorial classes. The curriculum will be  taught through formal lectures with the aid, wherever the teacher feels the need, of  power-point presentations, audio and video tools. There are additional requirements in  certain courses for documentaries, cinema, field and archival work, visits to museums,  class reports, discussions and project work. These are built into the teaching and assessment of many courses. The curriculum includes majors in Core Courses (CCs), of which  four Core Courses are in the discipline of History while the remaining are from other  subjects in which the B.A. Programme student is enrolled. A student of B.A. History Programme would also need to complete two Discipline Specific Elective Courses  (DSEs) in History, and two Inter-disciplinary Generic Electives offered by cognate  disciplines. Each of the Core Courses, Discipline Specific Elective Courses and  Generic Elective Courses are of six credits each. The B.A. History Programme also  includes minors in four discipline-centred Skill Enhancement Courses, with each of  these four courses carrying four credits. BA Programme students of non-history stream  and students of B.Com Programme can also opt for the History courses specifically  designed in lieu of M.I.L. These courses are of six credits and are offered in the first/  second and third/fourth Semster.

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NEP 2020’s impact and implementation: A case study of Delhi University

National Education Policy of 2020 emerges as a catalyst for an equitable, resilient, and flourishing educational future

“The aim of education is knowledge, not of facts, but of values.” – W. Edwards Denim

The New Education Policy (NEP) of 1968 and 1986 had the goal of promoting fairness in educational opportunities. The 1968 NEP aimed to revamp the education framework, while the 1986 NEP emphasised the need to eradicate educational inequalities. In contrast, the latest National Education Policy of 2020 is centred around fostering equity and inclusion through educational means. Introduced in July 2020, this new policy ushers in significant reforms, especially within higher education institutions (HEIs). It advocates for a balanced regulatory approach for both public and private entities and actively encourages private philanthropic engagement in the education sector.

NEP 2020 set sail on a journey aimed at revitalizing India’s educational landscape. Designed with a nuanced understanding of Indian knowledge traditions, combined with Gandhiji’s visions, and the contemporary aspiration of an Atmanirbhar Bharat (Self-reliant India), the policy echoes a symphony of diversified yet harmonized doctrines. At its heart, NEP-2020 carries the promise of a holistic educational paradigm. In its embrace, theoretical knowledge waltzes with practical application, and multilingualism blooms amidst rich societal values. Embarking on an era marked by transformative thought and action, the New Education Policy (NEP) 2020 has woven a narrative of remarkable innovation and revitalization in the realm of higher education over the last three years. A plethora of initiatives have burgeoned, each painting strokes of accomplishment on the vast canvas of India’s educational landscape.

The policy presents a modern, future-oriented objective aimed at revolutionising India’s higher education system, focusing astutely on essential elements such as:

• Establishing a fair and inclusive educational atmosphere for every student.
• Creating a versatile educational infrastructure that caters to the unique needs, ambitions, and interests of every student, ensuring it is universally accessible.
• Enhancing the calibre of universities and colleges.
• Undertaking organisational transformation and unification.
• Offering a comprehensive and interdisciplinary education, ensuring a conducive learning atmosphere and ample support for all students.
• Encourages multilingualism as a pedagogical asset.
• Ensuring the faculty is driven and competent.
• Promoting vocational education.
• Fostering superior academic research via the National Research Foundation.
• Overhauling the regulatory framework and governance of higher education and enhancing the leadership of Higher Education Institutions (HEIs) in India.

Visionary Pathways of NEP 2020:

Student Focus

Adaptable syllabus offering various completion pathways.

Repository for Academic Credits.

Skill-based education available to half of the enrolled students.

Innovation and Exploration

Institutions promoting diverse educational and research activities (MERUs).

Establishment of a centralized National Research Foundation (NRF).

Accessibility and Diversity

• Aiming for a 50% Gross Enrollment Ratio (GER) by 2035, with specialised support for Socially and Economically Disadvantaged Groups (SEDGs).
• Global partnerships and creation of International Branch Campuses (IBCs) and offices dedicated to international students.

Educator Development

• Institutes dedicated to Educator Training (TEIs).
• A comprehensive National Strategy for Mentorship (NMM).
• Programs focusing on continual professional growth and leadership skills.

Organisational Autonomy

• Promoting autonomous Higher Education Institutions (HEIs).
• Strategical restructuring and integration for promoting multidisciplinary HEIs.

Technological Advancement in Education

• Enhancing the quality of Remote and Open Distance Learning (ODL).
• Launching a platform for Educational Technology – National Education Technology Forum.
• Promoting educational platforms like SWAYAM/DIKSHA.

There have been numerous transformative changes all over the country on NEP. Universities are changing how they teach. They are mixing different subjects to give a comprehensive education. Students can now choose subjects they like, making learning more flexible and personal. Technology is playing a big part in this change. Online learning is now common, with many resources like virtual labs and digital libraries available. This makes education richer and more accessible. Universities are also focusing more on research and new ideas. More money and support are given for this, encouraging a culture of innovation and problem-solving. Universities are also working more with institutions worldwide. This brings in different ideas and improves the quality of education, making it more global.

Efforts are also being made to include everyone in education. The Academic Bank of Credit (ABC) proposed by the NEP is where higher education institutions (HEIs) will digitally deposit credits earned by students for the course they studied. Students can opt for either a three-year honours program, or a four-year honours program, or a four-year honors program with research. They can also exit/enter at any level with appropriate certification. The ABC is expected to aid the multiple entries and exit system as well as be multidisciplinary in higher education.

The Government of India wants to promote Indian languages, arts, and culture through education and the NEP 2020 emphasizes the same. The higher educational institution will adopt the regional language or mother language and the local dialect will be the medium of instruction in teachings. The policy supports the inclusion of multiple languages in the educational process, enhancing cognitive development and cultural appreciation, and promoting inclusivity and broader communication skills among students. It will help increase the gross enrolment ratio (GER) in higher education as students who are not proficient in English will be encouraged to pursue further studies in regional languages. Financial help and special programs are available to make sure everyone has equal opportunities. Teachers are getting continuous training and support to improve their teaching methods. Lastly, universities are being given more freedom and better management. This allows them to improve and innovate more effectively and quickly.

“With NEP 2020, every classroom holds the promise of being a garden where the diverse flowers of capabilities, aspirations, and talents bloom in the nourishing light of quality education.”

New Educational Paradigm in DU

Delhi University (DU), one of the premier universities in India, has been at the forefront of implementing the National Education Policy 2020 (NEP). In the spirit of global integration and inclusivity, DU’s journey under Professor Yogesh Singh has also been marked by the establishment of numerous international collaborations. Signified by strategic MOUs with globally reputed universities, these partnerships aim to foster a vibrant ecosystem of academic exchange and mutual growth. Among these strides are remarkable initiatives that have propelled DU’s image as a hub of internationalization and innovation, marked by programs such as the DU Global Exchange Program and the DU International Summer School. Parallelly, an emphasis on inclusivity has seen the light with the introduction of various scholarships and fellowships facilitating an enriched educational access to students from diverse backgrounds. DU has introduced new scholarships and fellowships to support students from disadvantaged backgrounds. DU’s remarkable strides in NEP implementation symbolize its dedicated commitment to cultivating a learning environment that is contemporarily relevant and globally competitive.

In the past two-three years, DU has made significant progress in implementing various provisions of the NEP, with a focus on flexibility in curriculum, multidisciplinary, research and innovation, college autonomy, and teacher training. The University emerges as a flagship of success in this national odyssey. Demonstrating unwavering commitment, DU anchors the visionary principles of NEP-2020 into academic curricula, fostering an environment vibrant with flexibility, cross-disciplinary exploration, and innovative learning paradigms. For increased flexibility in the Curriculum and Choice-Based Credit System (CBCS), DU introduced the CBCS in all its undergraduate and postgraduate programs. The CBCS allows students to choose the courses they want to study, and to design their own learning paths. This has given students greater flexibility and control over their education. A massive overhauling of the curricula and the introduction of new pedagogies has taken place with UGCF syllabi introduced in 2022 to ensure holistic learning under NEP 2020. This will help students to build broader and deeper knowledge, and to develop skills that are relevant to their career goals.

To encourage focus on multidisciplinary and interdisciplinary research, DU has launched several new multidisciplinary programs, such as the BA (Hons.) in Liberal Arts and the MA in Interdisciplinary Studies. This program allows students to study a wide range of subjects from different disciplines. This program is designed to help students develop critical thinking, problem-solving, and communication skills, which are essential for success in the 21st century economy. The University has also encouraged its departments to collaborate with each other and to conduct interdisciplinary research. This focus on multidisciplinary and interdisciplinary research is in line with the NEP’s emphasis on holistic and integrated education. It is also aligned with the growing demand for multidisciplinary skills in the workplace.

The National Education Policy (NEP) is notably characterized by its emphasis on multilingualism, a domain where Delhi University (DU) has been pioneering. DU has initiated the teaching of all Indian languages listed in the 8th schedule of our Constitution. The NEP accentuates not only the teaching of Indian languages but also promotes learning and instruction in these languages across various fields such as humanities, social sciences, sciences, engineering, and medical studies. DU has significantly contributed at the national level by facilitating the translation of engineering course materials into 11 Indian languages. These materials, hosted on the ‘Swayam’ portal by the Ministry of Education, lay the groundwork for delivering education in sciences, engineering, and medical sciences in regional languages.

The University has launched several new initiatives, such as the DU Start-up Fund, Udyamodaya Foundation, Delhi University Foundation and the DU Research Park. It has also established new research centers and institutes, such as the Center for Innovation and Entrepreneurship and the Institute of Interdisciplinary Studies. New centres specializing in Hindu Studies, Tribal Studies, and Himalayan Studies have blossomed. These centres are the nexus of cultural and academic enrichment, fostering an environment where tradition intertwines with contemporary insights, nourishing minds with a diversified knowledge palette.

Further, as part of the execution of the NEP-2020, DU has curated ‘Value Addition Courses’, marking a monumental and inventive stride in the country’s university framework. Crafted to cultivate character and foster the holistic development of students, these courses are enriched with the essence of the Indian knowledge system, and they resonate with Indian values and traditions.

These initiatives have helped to promote a culture of research and innovation at DU. They have also provided students and faculty with the resources and support they need to conduct cutting-edge research. For example, the DU Startup Fund provides financial assistance to students and faculty who want to start their own businesses. The inception of the Udyamodaya Foundation illuminates the university’s canvas with a flourish of entrepreneurial spirit and innovation. This has helped to foster a vibrant entrepreneurial ecosystem at DU.

DU cultivates an ethos of innovation and skill development. The University nurtures entrepreneurial spirits, encouraging a blossoming garden of multilingualism, research, and innovation, where the academic atmosphere is rich with opportunities aimed at meeting the aspirations of a self-reliant India. Delhi University has bolstered its financial framework, introducing an endowment foundation. This initiative fortifies the university’s academic and infrastructural prowess, harnessing resources that resonate with its vision of excellence and sustainability.

DU has also gone on a massive promotion and permanent recruitment drive in the past few years that has not only put an end to adhocism but also has given a sense of belongingness to all the faculty members to spread their wings. The institution has further launched several new programs to train and develop its faculty. It has provided research grants as incentives and encouragement that stimulated both existing and new faculty members to engage in meaningful research activities, leading to contributions that serve a broader societal purpose. Further, it has introduced new regulations that require faculty to have relevant qualifications and experience. These initiatives have helped to improve the quality of teaching at DU. They have also made DU more competitive in the global market for academic talent. For example, DU’s new Faculty Development Program provides training to faculty on new teaching methods and technologies. This has helped faculty to improve their teaching skills and to deliver a more engaging and effective learning experience to their students.

Overall, the NEP has made a significant impact on the DU higher education system in the past three years. DU has been proactive in implementing the various provisions of the NEP and has made significant progress in key areas such as flexibility in curriculum, multidisciplinary, research and innovation, college autonomy, and teacher training. All these initiatives have had a positive impact on the DU higher education system with the status of Institute of Eminence (IoE). They have made DU more student-centric, research-focused, and innovative. They have also made DU more competitive in the global market for academic talent. The fruits of these efforts are manifested in the university’s resilient positioning as a leader, adeptly navigating the vast and dynamic terrains of 21st-century higher education. Achieving the IoE status is a monumental stride, heralding an era where the university’s academic corridors resonate with global excellence and innovative pursuits.

In conclusion, NEP 2020 unfurls a transformative era in Indian higher education, moulding tradition with modern innovation, and fostering global ethos; Delhi University is an effective model. Its multifaceted vision, from inclusive multilingual education to vibrant research landscapes, redefines the educational journey. However, ‘a little extra’ is always desirable. Hence, DU could further enhance its offerings by investing additional resources in infrastructure and funding various initiatives. A heightened focus on fostering connections between industry, society, and academia is essential. Also, it’s crucial to provide access to high-quality study materials across all disciplines, with a particular emphasis on ensuring availability in Hindi and other Modern Indian languages. Despite the challenges that lie in the meticulous implementation and bridging infrastructural and digital divides, NEP 2020 emerges as a catalyst for an equitable, resilient, and flourishing educational future. Its success lies in a collective, adaptive endeavour, where every stride, fortified by strategic alliances and technological prowess, contributes to nurturing minds, fostering innovation, and sculpting a self-reliant India with a revolutionary educational foundation.

The author is a Professor in Kirori Mal College, University of Delhi. Views expressed in the above piece are personal and solely that of the author. They do not necessarily reflect  Firstpost_’s views._

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PPT to showcase FYUP and DCII subjects Go to the Delhi University website Access 4 year undergraduate program

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