B.Com (Hons) du new Semester
System
A PROPOSAL FOR IMPLEMENTATION
OF SEMESTER SYSTEM AT THE
UNDERGRADUATE LEVEL IN
THE UNIVERSITY OF DELHI
The Academic Council of
the University vide Resolution No. 10 of its meeting held
on 5th June, 2009 resolved
to implement a semester system for the undergraduate
courses from the academic
session 2010-11. This is a follow up to the
establishment of a semester
system based teaching calendar at the postgraduate
level from the academic
year 2009 - 2010.
As a consequence, from
the 2010-11 academic session, the University will follow a
uniform academic calendar
and a semester mode teaching system for all the
courses being taught
at the University. The Vice-Chancellor has constituted a
committee being chaired
by the Pro-Vice-Chancellor to work out the modalities of
implementation of the
semester system (Appendix–1). This committee will be
referred to as Empowered
Committee for the Implementation of Semester System
(ECISS). ECISS had its
first meeting on 29th October 2009.
This document has been
prepared by ECISS to sensitize the University community,
both the faculty and
the students, about the broad contours of the structure of
the semester system and
to seek the comments, advice and inputs of the
University wide community
on the implementation of the semester system. It is
understood that when
such a large system opts for a change, there would be
some inconveniences and
anxieties. It is also understood that proper
implementation would
require ideas, commitment to change, and above all, a
collective will for improving
teaching and mentoring of the youth of India.
The first part of the
submission deals with informing all the stakeholders on the
proposed calendar and
the examination schedule. Please see Appendix–2 for the
Credit System and Lecture-Tutorial-Practicals
(LTP) Scheme, Appendix–3 for the
Model Academic Calendar
and Appendix–4 for a Model Date Sheet for semester
examinations.
The next part of the submission
deals with the more intricate and challenging
facet, i.e. structuring
of the courses to derive benefit from the semester system in
terms of course content.
We propose to keep the time tested overall structure of
the Honours Programme,
but innovate on it by bringing a more relevant and
meaningful interdisciplinarity
in learning through the introduction of a two
domain structure of a
Minor subject along with the Major subject in which the
Honours degree will be
awarded. A critical level of knowledge of a second
discipline is being increasingly
realized globally for problem solving in research
domains and in the professional
world. |
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The overall proposed structure
of semester-based teaching is as follows:
(i) Honours Courses
• For every course there
will be four papers per semester. Credits will be
granted as per the scheme
given in Appendix–2.
• For papers which have
practical component, additional credits will be
available on the basis
of time spent in the laboratory. Credits will also be
available for the tutorials.
(Appendix–2).
• An undergraduate 3
year degree will therefore, have 4 X 6 = 24 papers, with
96 lecture based credits
for classroom teaching and a maximum of 24
credits for the tutorials
(wherever applicable) and upto 48 credits for
practicals (wherever
applicable).
• Out of the 24 papers,
14-15 papers should be from the Main subject in
which the Honours degree
will be awarded.
• A minimum of 6 papers
will be required for the mention of the subject as a
Minor subject on the
degree certificate. Papers of the Minor subject will be
chosen from the papers
already available in that subject.
• There shall be 3-4
elective papers. Of these, 1 paper in Languages and 1
paper in Computational
Techniques shall be compulsory.
• All students will study
one additional paper on Environmental Studies (EVS).
• As an example, if a
student chooses Maths (Hons.) with Economics as a
Minor, a minimum of 14-15
papers will be required in Maths, 6 papers in
Economics and 3-4 elective
papers. The Minor subject papers will be
adopted from the papers
offered by the Economics department for
Economics (Hons.) students.
In the same way, a Maths (Hons.) student
taking a paper in Microeconomics
will take the same paper that is taken by
Economics (Hons.) students
in Microeconomics.
• As a consequence, no
new papers need to be created. Existing papers will
however, have to be modified.
Some of the papers may have to be
dropped. This will also
be an opportunity to update some of the papers.
The emphasis in undergraduate
teaching would be more on developing
core competence and clarity
in key concepts. Areas of specialization and
advanced papers can be
dealt with at the Master’s level.
• Whether a course has
been taken as part of the Major subject or the Minor
subject, the examination
paper will be the same for all the streams.
As an example, the paper
‘Principles of Economics’, and its examination,
whether a part of the
B.Sc. (Hons.) Economics degree or a part of the Minor
subject with Maths (Hons.),
will be the same and will be organized by the
Economics Department.
Similarly, papers in Maths for the Minor subject
with Economics (Hons.)
will be conducted by the Department of
Mathematics.
• A survey conducted
amongst the postgraduate students of different
subjects has shown the
preferences of students in terms of the Minor
subjects which they would
have liked to study along with their honours
Major. While the list
was extensive, choices that are most prominent are
summarized in Appendix–5.
• For papers which are
highly subscribed to, additional sections will have to
be created to maintain
a proper teacher student ratio.
(ii) B.A. (Programme)
• There shall be 4 papers
in each semester, thus making a total of 24 papers
similar to Honours courses.
• There shall be 3 subjects
of 6 papers each and the remaining 6 papers shall
comprise of Foundation
courses, Application courses and Computational
Techniques.
• Of the 3 subjects two
will be electives and the third subject will be
Language with 3 papers
each of English and MIL.
(iii) B.Sc. (Programme)
• There shall be 4 papers
in each semester, thus making a total of 24 papers
similar to Honours courses.
• There shall be 6 papers
each of 3 Science subjects.
• The remaining 6 papers
shall be interdisciplinary including Computational
Techniques and English.
(iv) B. Com (Programme)
• There shall be 4 papers
in each semester, thus making a total of 24 papers
similar to Honours courses.
• There shall be 10 papers
of Commerce, 6 of Economics, 4 of Languages and
4 interdisciplinary.
Assessment and admissions
in advanced courses:
• The present mid-term
examination and final examination will be replaced
by semester-end examinations.
There will be centralized time-bound
marking and all the members
of the teaching fraternity will be involved in
the examination process.
• Assignments, both written
ones and presentations, will be an integral part
of every paper. The number
of assignments, however, will be reduced so as
to make them more meaningful
in terms of learning experience.
• As a general policy,
postgraduate departments will be required to admit
50% of their students
from the Honours courses on the basis of marks. For
the other 50% seats,
there will be entrance examination. Students with a
Minor in a subject will
be eligible to do a Master’s in the undergraduate
Minor subject if they
clear the entrance examination.
The following scheme of
action is proposed for the implementation of the
semester system:
Step 1 To begin with,
small Subject Committees will be constituted for each
subject with the Head
of the Department at the University serving as
Chairman of the committee
to convert the existing course structure into a
semester mode. The structure
will be organized in a format given in
Appendix–6. This will
be Scheme 1.
E-mail ID of the Chairman
of each Subject Committee will be hosted on the
University website for
receiving suggestions. Deliberations of the Subject
Committees will be regularly
notified on the website and also sent to the
colleges to receive suggestions
in a continuous manner.
Step 2 The Subject Committees
will identify the papers in the Major subject that
can be deleted or reduced
in content and/or merged to accommodate the
papers of the Minor subject.
Boxes with the Major subject papers will be
filled, boxes allotted
to the Minor subject will be kept empty. This will be
Scheme 2.
The best strategy will
be to directly go to Scheme 2, skipping the
preparation of Scheme
1.
Step 3 The papers available
with a department will be exchanged with related
departments so as to
allow departments, through mutual consultations, to
identify the most relevant
courses for the Minor course slots. This will be
represented as Scheme
3.
Step 4 Preparation of
Scheme 1, Scheme 2 and Scheme 3 should be concluded in
January 2010 and the
syllabi will be sent to the Statutory Committees for
consideration by the
AC and EC.
The entire process would
be completed by March 2010.
Step 5 In case some of
the departments, due to inconclusive discourse are not
able to work on schedule,
semester system will be implemented in these
cases as in Scheme 1.
Such departments will have to continue to work till
they come to a consensus
on Major/Minor combination by 2011.
Interdisciplinarity through
Major/Minor combinations— Why can we do it
and why should we do
it?
1. University of Delhi
is the leading university of India. It is a comprehensive
university as it teaches
a very wide breadth of subjects including most
‘Liberal’ education subjects
and many ‘Professional’ subjects. The
university has both the
intellectual capital and the necessary funding to be
amongst the best universities
at the national and global level.
2. A major bottleneck
in achieving excellence is the huge dimension of the
university. However,
this also provides us economies of scale in terms of
Library resources, instruction
materials and lower fee structures.
3. The university has
undertaken many new reforms like Scholarships to all
the Ph.D. students, Teaching
Assistantships, Research Grants for the
postgraduate level faculty,
subscription to major data bases and journals,
new equipment for research
and practical work in the colleges. A major
initiative for teacher
training/interaction and student learning has been
taken by setting up the
Institute of Life Long Learning (ILLL). A semester
system has been implemented
at the postgraduate level and major syllabus
revisions have been carried
out in some of the postgraduate courses. All
this demonstrates that
we can innovate if we resolve to do it.
4. Interaction with faculty
colleagues teaching at the undergraduate level at
the ILLL has shown that
there is enormous talent available in the colleges of
the University. The talent
needs to be tapped for more incisive teaching
and mentoring of the
students.
5. A total of Rs. 436
crores (Non-Recurring) and Rs. 883 crores (Recurring for
five years) have been
sanctioned by the UGC for the UGC maintained
colleges for OBC related
expansion. The University has worked very hard to
garner resources for
the expansion of facilities at the colleges. A large
number of Colleges have
received approval of the regulatory agencies for
construction work. A
list of priorities was developed after extensive
discussion. In the next
two years, many more facilities will be available at
the colleges.
6. Due to years of neglect,
universities in India including our University stood
depleted. The Government
of India in the XI Plan has shown significant
interest in higher education.
Many committees have produced reports
outlining the direction
in which higher education should move which
include recommendations
of the Knowledge Commission, Action Plan for
Academic and Administrative
Reforms by the UGC, Restructuring Post-
School Science Teaching
Programmes by the three most important Science
Academies of India and
the Yashpal Committee, to name a few. These
committees have provided
guidelines after very wide consultations and
have strongly recommended
improvements in undergraduate teaching,
through interdisciplinarity
in teaching and emphasis on understanding the
fundamentals while discouraging
rote-based learning. The University of
Delhi should be at the
forefront in accepting some of the well thought out
and pertinent suggestions.
7. The suggested course
structure for the semester system retains our time
tested and well recognized
Honours System. However, there is reasonable
progress in terms of
providing the students choice of a Minor to allow more
effective and relevant
learning providing opportunities for students to
equip themselves in the
interface areas, whether they choose teaching,
research, careers in
industry or civil services.
It must be realized that
every subject at the University of Delhi currently
has a Five year structure
(3 year undergraduate and 2 year postgraduate).
Under the proposed scheme,
subjects other than the main subject are only
being given 1 year teaching;
4 year teaching and learning is still available for
the main subject for
those pursuing a Master’s programme.
The Committee looks forward
to feedback from all the stakeholders on this
document. Faculty members,
students, alumni and members of the Civil Society
are requested to send
their comments, advice and suggestions on the
implementation of the
semester system. The University is committed to a
continuous dialogue during
the process of implementation of the semester system
at the undergraduate
level.
Please send your feedback
by e-mail to dusemester@gmail.com or by hard copy
to the Pro-Vice-Chancellor,
Chairman, ECISS, University of Delhi, Delhi–110007,
preferably by November
20, 2009. |