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Indian Express
7 days ago
- General
- Indian Express
Drop in women joining Delhi University for undergrad courses after CUET
The number of women joining Delhi University (DU) for undergraduate courses has dipped since the introduction of the Central University Entrance Test (CUET) in 2022, data shows. In 2021, a year before the centralised test was introduced, 54,818 women took admission in the various undergraduate courses that DU offers. This dipped to 34,120 in 2022. Over the next two years, the numbers rose slightly to 36,039 in 2023 and 38,096 in 2024, but are well short of the pre-CUET figures. Before the centralised test was introduced, DU admitted students on the basis of Class XII Board exam results, through cut-off lists. All students who met the cut-off had to be admitted irrespective of the number of seats on offer. After CUET, the shift in the gender ratio has been stark (see box) – with women in the undergraduate cohort comprising 61.44% of the strength in 2021 to 54.09% in 2024. The university also saw a drop in overall undergraduate admissions in the first year of CUET — from over 75,000 in 2018 to over 64,000 students in 2022 — before increasing slightly to over 68,000 in 2023 and over 70,000 in 2024. Between 2019 and 2021, data from DU shows a consistent trend of high female participation in undergraduate admissions, often surpassing or closely matching male applicants. In 2019, 1.29 lakh women applied to the university against 1.28 lakh men. In 2020, within the unreserved category alone, 1.16 lakh women candidates applied, outnumbering the 1.05 lakh male applicants. This pattern strengthened further in 2021 – the last admission cycle before CUET was introduced – when DU received 1.49 lakh applications from women versus 1.37 lakh from men, signaling a clear gender skew in favour of women at the application stage. Even in 2022, the first year of CUET, registration numbers remained nearly equal – 87,622 female candidates and 87,523 male candidates. Women applying for CUET-UG, however, have been rising — from 4.29 lakh out of total 9.68 lakh in 2022 to 6.47 lakh out of 13.54 lakh this year. 'Whenever a centralised external examination is introduced, students are forced to rely on coaching centres to cope with the overly competitive situation. This, however, disproportionately puts women at a disadvantage, as fewer families are willing to invest in coaching for daughters,' said Anita Rampal, former Dean of Education at Delhi University. 'Taking the entrance examination online could be a key reason behind the decline in enrollments among female students,' said Poonam Batra, former professor at the Central Institute of Education, DU. 'Multiple studies have consistently shown that girls, especially from marginalised and even modest backgrounds, have limited access to digital devices and typically gain access to online opportunities after entering higher education. In this case, many female students may not have had adequate access to online study materials. On the other hand, male students are more likely to access cyber cafés to practice for online tests, something girls in many parts of the country are simply not encouraged to do,' Batra added. An official from the university, however, had a different explanation for the dip. 'Since the entrance test has become centralised, it is giving female students more options to choose from higher education institutions closer to their homes. This might be one of the reasons for the drop in female student numbers,' the official said.
Hindustan Times
22-04-2025
- Business
- Hindustan Times
Are DU and students ready for new 4-year UG programme?
Third-year undergraduate students at Delhi University stand at the cusp of a landmark academic year. In a few weeks, the varsity will roll out the final lap of its first-ever four-year undergraduate programme, introduced under the National Education Policy (NEP) 2020. The new model, implemented through the Undergraduate Curriculum Framework (UGCF) 2022, allows students to either exit after completing the traditional three years or continue for a fourth. In this additional year, students can choose to write a dissertation, undertake academic or field projects, or pursue entrepreneurship. To be sure, DU already offers some four-year programmes — such as the Bachelor of Elementary Education and the degree at the Cluster Innovation Centre — but 2025 marks the first time that all undergraduate streams are expected to participate in the revamped format. University officials and college principals have begun outlining curricula, training teachers, and upgrading infrastructure in preparation. Still, uncertainty clouds the rollout. Students and faculty say there is a lack of clarity around the structure, expectations, and feasibility of the fourth year, especially given the limited time, training, and infrastructure available. Anita Rampal, former dean of the Faculty of Education, said, 'The programme is worrying. Courses are designed so hastily that there's little time for meaningful research. Teachers lack training in some areas, and students may end up chasing projects just for credits. It's a system detached from real learning, which could affect the university's academic foundation for years.' Preparations and expectations Colleges have begun preparations. At a recent training session at Hansraj College, Ratnabali K, DU's dean of academic affairs, outlined what's expected. For students opting to write a dissertation, outcomes include identifying a research problem, reviewing literature, and formulating a design. Science students can start pilot experiments or field studies. The entrepreneurship track involves presenting two business ideas, conducting market surveys, and creating project timelines. 'We're also providing week-by-week plans to help students stay on track,' Ratnabali said. The eighth semester will focus on completing and realising these ideas — whether as research papers, product prototypes, or potential patents. To prepare students, some colleges have introduced relevant courses earlier. Dinesh Khattar, principal of Kirori Mal College, said, 'We offered research methodology as an optional paper in the sixth semester and formed a faculty committee to oversee implementation.' At Ramjas College, principal Ajay Kumar Arora said most arrangements are in place, though some adjustments may be needed. 'We may need to outsource lab staff or extend class timings beyond 5pm. But it will come together,' he said. DU officials remain optimistic. Raj Kishore Sharma, dean of research, noted that colleges can share infrastructure and resources to meet new demands. At Sri Venkateswara College, principal Vajala Ravi said they are renovating older bamboo structures on campus to create additional classrooms. 'Problems arise whenever something new is introduced. But we're committed to solving them,' said DU registrar Vikas Gupta. 'We've been holding teacher training sessions and tweaking timetables to accommodate the extra load.' Worries and confusion Despite these assurances, many students and teachers remain sceptical. Abha Dev, associate professor of physics at Miranda House, called the plan 'irrational.' 'Expecting undergraduates to publish research or develop patents in a single year is unrealistic. Without proper input and preparation, the output being demanded is impossible,' she said. Biswajit Mohanty, a political science teacher at Deshbandhu College, echoed similar concerns. 'There's no infrastructure to support this kind of curriculum. Many students want to opt out entirely. For smaller colleges, that's a financial risk — they may invest in labs that no one ends up using.' While DU offered preparatory papers like research methodology and entrepreneurship in the sixth semester, students say they're still unsure whether the fourth year is worth it. Sneha, a chemistry student at a North Campus college, said, 'We don't have enough information. I'm torn between doing the fourth year and preparing for postgraduate admissions.' Diya Pal, a third-year history student, said, 'We've only been told more details will come soon. Both my parents have PhDs — I want to go down the same path. This model might save time, but I'm unsure if it will really help.' Sohan Kumar, a BA Programme student from Zakir Hussain College, called the additional year 'a waste.' 'It doesn't match the depth of a two-year master's. I'd rather apply separately for a postgraduate course.' Even students who opted for preparatory courses said implementation was shaky. Isha Yadav, a journalism student, took research methodology in her sixth semester. 'It gave us a basic idea about dissertations, but teachers weren't always confident. The syllabus was solid, but execution lacked depth,' she said. Others are more hopeful. Gourvi Joshi, a journalism student at Lady Shri Ram College, said, 'I'm staying on for the research. It'll be useful if I want to study abroad or work in academia.' Anoushka Sinha from Hindu College plans to use the fourth year as a gap year before applying overseas. 'The optional papers don't add much value. Unless there's a robust system to teach research skills and give us time to develop them, it's just added pressure.' Rampal warned that while colleges are trying their best, the apprehension among students is real. 'DU has brilliant faculty and a diverse student body, but the confusion and stress could backfire. The fear that students might end up wasting their time is not unfounded,' she said. With inputs from Nyonika Katiyar
