DUTA
NEWSLETTER
An Update
We congratulate teachers for taking the struggle for teachers' dignity and
academic democratisation forward and for standing firm against the
University Administration's hostile and provocative assaults on democratic
rights. Our faith in the ultimate outcome of this struggle is tested every day
through the provocative and hostile manner in which the University
administration, backed by the mercenary UPA-II Government, is riding
roughshod over all the collective forums of decision-making and
representative structures of the University. The Academic and Executive
Councils are being subverted and the Vice Chancellor is getting major
decisions passed by misusing his Emergency Powers. Despite being severely
reprimanded by the Visitor's nominee and other members of the University
Court, the Vice Chancellor refuses to mend his ways and revert back to
democratic functioning.
The undermining of statutory provisions and democratic conventions
extends to the Courses Committees of various faculties and departments,
none of which are being allowed to function independently. Besides
attempting to overhaul a well-thought out undergraduate programme, and
replacing it with plagiarized and dubious models, the VC-led administration
has also declared an all-out war against the DUTA. While the Vice Chancellor
has been deliberately shunning the DUTA, teachers in colleges and university
departments are being been harassed at the slightest of pretexts and all
forms of administrative delivery have been put on hold. Staff Associations of
colleges like Dyal Singh and RLA (M) have also been ignored as they have
consistently voiced their anguish and worries against the criminal
functioning of their respective Principals. No conciliatory gesture has been
forthcoming even as the DUTA has appealed to the VC's good sense
repeatedly, through letters and memoranda.
Large participation in DUTA action programmes despite continuous threats
and arm-twisting tactics by the VC Office shows that the Teachers'
Movement can be sustained even in the face of intense backlash. The nature
and extent of attack by the DU administration can be dealt with only by
strengthening the collective bodies. These attacks on the DUTA and the Staff
Associations have to be seen as an extension of the treatment the unions are
receiving in the country. While there is a crackdown on the unions, it is
encouraging to note that the people of the country are relentlessly
organizing themselves against these attacks. Despite a range of tactics used,
from false propaganda of the “new vision” for Higher Education to the
political micromanagement of dissent, the six Higher Educational Bills till
date remain stuck in Rajya Sabha. In fact there is an ever-growing criticism of
these bills and the intent of the Government, and the UPA-II has failed to
muster support for its anti-people “new” Educational policies. This set-back
to the Government's agenda is encouraging as it could be achieved because
of the DUTA's and other teachers' organizations' systematic efforts to
mobilize opinion alongside its action programmes and meet and persuade
important Members of Parliament and Parliamentary Standing Committee
on HRD, through various arguments, that these Bills need to be stalled.
A prolonged campaign to educate the students and the public through
various forums and media, while combining mobilization of opinion
alongside Action Programmes, has been the DUTA's focus. This initiative has
not only struck a common chord but has also contributed to the teachers'
self-belief in the face of stiff opposition from our powerful adversaries. The
University Administration has been powerless in obstructing our Action
Programmes as the result of a strategic decision to not go on Strikes
frequently and instead, protest and carry on with our teaching
simultaneously. Students also have, as a result, been more supportive and
have even participated in our struggles. The media has been generally
appreciative of the consistent manner in which the DUTA has been able to
transcend all hurdles and make itself heard.
We need to strengthen Staff Associations and there should be greater
connection between DUTA and the Associations. While delegations from the
DUTA Executive continue to participate in Staff Association meetings, the
effort is to forge a steel-strong unity and continuously prepare Associations
to withstand the daily attack on teachers' dignity and entitlements. It is
important that the Staff Association Office Bearers participate in the DUTA
Executive meetings so that the decision making in the DUTA becomes even
more informed. While this process is admittedly painstaking, it is bound to
bear fruits in the long run. Today, we need to train our eyes beyond the
momentary difficulties and liberate the University from a fate that only
appears to be inexorable, through the path of continuous struggle.
One-Day Strike on August 28, 2012
The DUTA is gravely concerned that while on the one hand the VC paints a
rosy picture of 'innovation' and success for Delhi University, he refuses to
September 2012
allow appointments in close to four thousand vacant teaching positions on
the other! The employment of an adequate number of teachers who will
provide stable teaching and contribute to the growth of the colleges and
departments of the University is urgently required. Scores of young
temporary, ad hoc and guest teachers are disillusioned and depressed as
their future is held in ransom by this VC! Even permanent teachers feel
stagnated and cut-off as they are not allowed to experience any growth in
their careers. Promotions that have been due for the last two years or more
have not happened as the VC has not allowed Selection Committees to meet
and even advertised vacancies have been made to lapse. Moreover, by not
allowing appointments, the VC has also kept at bay the implementation of
the 2006 UGC Guidelines on Reservations in all entry-level posts. This is not
only a retrogressive thing to do, but it is also unconstitutional to deny SCs,
STs, and OBCs their rights to employment in the public sector, as mandated
by the law of the land. The DUTA has also been greatly exercised about the
inordinate delay in removal of the anomalies and negative service conditions
that pertain to the 2006 Pay Revision. The VC is a prominent member of the
Anand Krishnan Committee which was appointed by the UGC to resolve
these anomalies. The Committee had assured the DUTA that its Report will
be out by June 2012, but not a single word has been communicated by the
Committee since then.
The DUTA has firm belief in resolving issues through debate and discussion.
For last one year, the DUTA has been continuously writing to the VC,
patiently seeking an audience with him on all these crucial matters and
hoping for an amicable solution through dialogue. There has not even been a
word of reply to any of our letters. Instead, the VC has resorted to evade the
DUTA and undermine its representative status by trying to fix up
'consultations' with individual teachers who are handpicked by his aides and
loyalists in the Administration!
In the DUTA Executive meeting of 23 August, the house unanimously
resolved to intensify the struggle. Taking cognizance of the “No Work No
Pay” notice issued on 23 August by the VC's Office in respect to the on-going
DUCKU's struggle and their One-Day Token Strike on 24 August; the house
decided to respond to this continuous assault on our right to protest and
resolved to call for One-Day Strike on 28 August accompanied by the 24 hour
hunger strike by the members of DUTA Executive, AC and EC.
Despite trying every trick at its disposal, the Delhi University Administration
failed to prevent the 24 hours Hunger Strike of the DUTA Executive and
elected members of the AC and EC, as well as the One-day Token Strike of
teachers, from being a resounding success. Staff Associations of various
colleges have been leading their teachers under colourful banners to the
pavilion-site of the Hunger Strike outside the VC's office since 9 am when the
Strike officially began. Teachers in colleges and departments across the
University observed the Strike successfully despite threats of administrative
action and pay cut. Teachers spontaneously reacted in anger against the
assault on democratic rights and spaces and risen to the call of the DUTA.
Over a thousand teachers participated in the day long dharna despite rains.
All elected teachers' representatives spoke out in a united voice of anger
against the VC's cynical indifference and insane persistence in attacking the
DUTA and all other democratic organs of the University.
Newly appointed Education Minister of the Delhi Government and a one-
time DUTA activist, Smt. Kiran Walia, also came to the DUTA pavilion to
express her support and addressed the large gathering of assembled
teachers and DUTA activists. She openly questioned the VC's credibility and
criticized his apathy towards collective bodies of students, teachers and
karamcharis of the University. She appealed to the VC to immediately meet
the DUTA leadership and start addressing the confidence-deficit within the
University. She shared the DUTA's viewpoint that the unwillingness, on the
VC's part, to start appointments for the 4000 vacant teaching positions is not
only destructive but also shows the scant regard that the VC has for talented
young teachers and researchers. She promised to report against his excesses
in the State Assembly and also expressed the will to ensure that the colleges
managed by the Delhi Government will start appointments of teachers.
P K Biju, MP from the CPI (M) and member of the Parliamentary Standing
Committee on HRD, also criticized the high-handed attitude of the VC and
appealed to the teachers to carry on the struggle till the VC is forced to
abandon his stubborn ways and enter into civil dialogue with the elected
body of teachers. Biju pointed out that the VC has been emboldened by the
anti-people education policies of the Government but assured the teachers
that their voices of protest and sustained struggles will eventually defeat his
narrow and single-minded agenda of corporatization in the University and
the contract mode of employment.
It is unfortunate to see that the DU administration is busy browbeating
movements rather than addressing the issues. The fact that they are denying
dialogue indicates that the agenda they are pushing at the behest of the
Government is non-negotiable. The “Reforms” which are being pushed are
central to their agenda. The DUTA is committed to opposing them as well as
asserting its democratic right to protest through agitational and legal means.
All-India Convention on Higher Education
The struggle against the six damaging Bills on Higher Education pending
approval in the Parliament, as well as other so-called “reforms” that are
meant to destroy public-funded Higher Education and facilitate the entry of
Foreign and Private players, increase centralised control and bureaucratic
monitoring of teachers' service conditions and teaching-learning processes
and the general intention of the Government to withdraw State-funding
from Higher Education isa comprehensive one that requires the coordinated
participation of all the various active and emerging teachers' associations in
state and central universities. While the DUTA has been at the forefront of
this struggle, the need to consolidate the voices of resistance and share our
experiences in order to work out a strategy for a nation-wide struggle has
been articulated from time to time. It is with this objective that the DUTA
decided to organize an All India Convention of Teachers, titled “Higher
Education in Crisis” on 13 August at the University. Major countrywide
unions like AIFUCTO and FEDCUTA, besides the leading teachers'
associations of neighbouring central and state universities from Delhi,
Haryana, Punjab, Rajasthan, Uttar Pradesh and even the Tripura University
Teachers' Association participated in this day-long Convention.
The All India Forum for Right to Education was specially invited for the event
and its representative, Prof. Madhu Prasad, shared the valuable findings and
perspective of the Forum with the common teachers and activists present in
the Convention. The keynote address was delivered by noted economist and
columnist Prof. C P Chandrashekhar. A formidable line-up of speakers,
including past DUTA Presidents like M M P Singh, Shri Ram Oberoi, Vijender
Sharma and office bearers of the participating teachers' associations
addressed the well-attended Convention. Stern notice was taken of the DU
Vice Chancellor's continuous evasion of dialogue with the DUTA and a
Resolution condemning him was passed unanimously by the House. This
Resolution, proposed by Prof. Attar Singh (Secy. AIFUCTO North) and
seconded by Prof. D K Lobiyal (President, JNUTA) is reproduced verbatim:
“The Convention condemns the negative attitude of the Vice Chancellor of
Delhi University towards elected teachers' representatives, which he
expresses by not meeting with DUTA, the most democratic teachers'
organization of the country, for the last one year.”
A larger Resolution was passed along side this through which the Convention
expressed its broad intent of struggle.
Convention Resolution
This Convention has seriously deliberated upon the aims and objectives
of education in relation to the creation and promotion of a civilized,
cultured, responsible and moral society and the current changes in State
Policy pertaining to Higher Education, its ever more inequitable
consequences for students and its assault on the service conditions and
remuneration of teachers in colleges and universities across the nation.
It concludes that we are witnessing the worst-ever attack on the public-
funded system which has provided opportunities to the legitimate
aspirations of generations of students and strengthened the democratic
foundations of our society.
The Education Bills before the Parliament are concrete steps by the
Government to institutionalize privatization leading to commodification
of Higher Education. The Bills, if passed, will exclude the majority of the
people from Higher Education. The Bills aim at the regimentation of
teaching-learning processes, centralisation of academic governance and
homogenisation of curricula - both representing an attack on the federal
character of the constitution, as well as the transfer of State-nurtured
assets into the hands of private players for profit-making. Another direct
consequence of these Bills is the denial of teachers' right to participate in
policy decisions through dialogue and democratic processes and the
institutionalisation of arbitrary and autocratic methods of governance.
These Bills, which aim at redefining Higher Education completely and
fundamentally, have not been discussed with the stakeholders especially
with Teachers' Unions and Associations. The slew of bills currently
before the Parliament has to be seen as part of a policy move to bring
higher education under GATS in order to facilitate appropriation and
expatriation of profit by foreign educational providers.
This Convention takes serious note of the continuous undermining of
autonomy and self- governance of institutions of higher education by the
MHRD and the strong-arm tactics being used by the administrations of
these institutions to bulldoze “reforms”. The present dispensation does
not hesitate to violate the Statutes, ordinances and regulations
enshrined in the various Acts through which universities have been
created. The Vice Chancellors have invoked emergency and
discretionary powers in policy matters with utter disregard for existing
statutory consultative mechanisms and democratic participation in
decision making. This Convention notes with deep regret that the
university authorities are systematically and deliberately downgrading
the statutory bodies in academic decision making. This Convention
voices its protest against the deliberate refusal on the part of Vice
Chancellors and University authorities to engage with democratically
elected unions and collective bodies of teachers, students and non-
teaching employees.
The recent imposition of various “academic reforms”, like
modularization, semesterization and credit transfer, creation of meta-
university, meta colleges and off-campus centres have happened without
due consultations with teachers, students and all those affected by these
policies. These “reforms” are meant to facilitate commercialization and
are being implemented across universities without any regard to the real
needs of the people of this country. Therefore, they have to be
understood in tandem with the proposed legislations.
This Convention observes that despite an accelerated growth of private
educational institutions, successive Governments have displayed no will
or inclination to bring legislations that would provide for Reservation in
these institutions. This also forces us to conclude that expansion of
Higher Education through increased Privatization and Private-Public
Partnership is antithetical to social justice, inclusiveness and equity.
This Convention expresses grave concern about the sharp increase in
contractualisation of teaching through part-time, guest, ad-hoc and
temporary appointments as further symptoms of this systematic
withdrawal of State responsibility from Higher Education. Neither are
existing teaching posts being filled and nor are new teaching posts being
created as per requirements even after the OBC expansion and new
courses being introduced. Contractualisation is driving young talent
away from the teaching profession, which has further led to an acute
shortage of eligible teachers and to a negative impact on the quality of
education.
This Convention also takes cognizance of the fact that the last Pay-
Revision became effective from 1 January 2006. Yet the serious problems
in the accompanying changes in service conditions highlighted in
numerous representations submitted by teachers' organisations,
including the irrational move to quantify the evaluation of teachers'
performance, are still pending before the Anomalies Committee set up by
the UGC. The indefensible delay makes a mockery of the purported
reasons for setting up the Committee and of the declarations made by the
MHRD and the UGC at the time of the Pay-Revision that the changed pay
and service conditions were aimed at attracting talent to the teaching
profession. This convention demands that for future Pay Revisions, the
issue of pay revision should be delinked from service conditions. The
service conditions should be framed separately by the Universities
through statutory processes aiming at ensuring quality education and
institutional growth.
In the face of this concerted assault, this Convention gives a call to all
teachers' associations to unite and wage joint-struggles. The non-profit
character of the educational system cannot be replaced by any system
which aids and legitimises profit-making. The Convention is of the firm
belief that the only way in which Higher Education can contribute
towards nation-building is by being inclusive and equitable. The
Convention sees State funding as essential for ensuring access, equity
and quality in Higher Education and therefore seeks the strengthening of
public-funded Higher Education. It reiterates the long standing demand
that Government expenditure on education be increased to at least to 6%
of the GDP. It demands the withdrawal of the Higher Education Bills and
the reversal of the policy of privatisation and commercialization. It
demands an end to the contractualisation of teaching, the urgent filling of
teaching posts and the immediate resolution of the pending problems in
teachers' service conditions. It also demands the immediate
implementation of the 2006 UGC guidelines on reservations in
appointments at all the entry-level posts. The Convention demands
increased democratic representation of teachers, students and non-
teaching employees in the decision making bodies at College, University
and State levels to prevent the systematic erosion of democratic rights.
The Convention gives a call for a widespread resistance to revive and
expand public-funded Higher Education to meet the legitimate
aspirations of the people. It appeals to teachers' associations across the
country to chalk out concrete united action programmes for this
purpose.
Kirori Mal College
Reacting to the suspension the Principal, Dr. Bhimsen Singh, Kirori Mal
College Staff Association in its meeting held on 1 August decided to protest
by taking two-day casual leave. The Office Bearers, KMC Staff Association
had issued an appeal to teachers as per the decision. Show-cause notices
were issued on 1 August to the Office Bearers, KMC Staff Association by the
newly appointed Acting Principal at the behest of the Registrar's letter dated
1 August. The Staff Association of KMC made a representation to the DUTA
on the issue of the show-cause notices and the Registrar's Letter. The
meeting of the DUTA Executive held on 4 August discussed the issue of KMC
on priority basis. The meeting was adjourned after eight hours of discussion.
The adjourned DUTA Executive meeting was held on 9 August 2012. The
following resolution was passed unanimously:
“The DUTA Executive unequivocally condemns the autocratic manner in
which the university administration has attacked the teachers' democratic
right to protest, as has been evidenced in the case of the letters of the
University Registrar of 1st August 2012 and subsequently, of the Acting-
Principal of Kirori Mal College to the teachers, denying the right of Casual
Leave. The Show-Cause notices issued by the Acting-Principal of the College
to the President and Secretary of the Staff Association are also condemned
and this concerted attack on the Staff Association is understood as an attack
on the DUTA. Therefore, the DUTA demands immediate withdrawal of the
show-cause notices against the Office-Bearers of the Staff Association. The
DUTA shall not tolerate this continuous attack on our right to protest and will
resort to Direct Action unless the letters are withdrawn.
The DUTA, however, entirely dissociates itself from the statements made by
the Principal of Kirori Mal College through the Press Conference, particularly
his reported remarks against a woman, and demands a time bound,
independent and impartial inquiry into his conduct.”
As per the decision of the DUTA Executive, the DUTA office bearer met the
Acting Principal, Dr. S. P. Gupta on 16 August and the show-cause notices
were withdrawn on the same day. The DUTA has also written to the VC in this
regard.
Report by DUTA: “Major Academic
Reforms Promises versus Reality”
In late April this year, the Vice Chancellor announced to the media his
unilateral intentions to overhaul the entire undergraduate degree
programme yet again by replacing the three-year programme with a four-
year model, as well as start a B. Tech in Humanities and a Masters in
Mathematical Education as pilot projects under the Meta College and Meta
University models respectively. Since this announcement did not carry the
statutory stamps of approval, the DUTA reacted sharply by expressing its
opposition through press releases. However, it was felt that a more deeply
considered view, backed by research, needed to be put before the teachers
in order to make the entire academic community aware of the distressing
ramifications of these changes on service conditions and teaching-learning
processes. Work on compiling a comprehensive Report on these proposed
changes in the context of global trends in Higher Education was begun at the
behest of the DUTA Executive. Finally the completed Report was adopted by
the DUTA Executive on 9 August and copies have been circulated amongst
teachers, the media and in the Public Domain since then. The Report
significantly outlined the cavalier and anti-people thrust of these so-called
“reforms” in a detailed manner and also articulated the need, on the part of
the Teachers' Movement, to wage consistent struggles against them.
Subsequently, the contentious B. Tech in Humanities and Masters in
Mathematical Education have been passed in the AC and EC, despite strong
dissents from elected members of the statutory bodies and the VC is
desperately trying to manipulate and manufacture consent on four-year
undergraduate programme through brazen public relations gimmicks like
the Academic Congress in which the corporate sector has been invited as a
vital stakeholder of Higher Education! A summary of this Report has been
included in this Newsletter..
The DUTA promptly responded to the Vice Chancellor's unilateral
announcements on the Meta-University, Meta-College and the replacement
of the current Three-year undergraduate degree programme with a Four-
year model (made to the media in April 2012), by forming a subcommittee to
report on the nature of these proposed changes in the context of the general
and comparable trends prevailing all over the world. Although the VC's
obvious move to yet again undermine academic democracy by not
consulting the Academic Council on the desirability of these changes was
strongly condemned by the DUTA, the Executive felt the need to
objectively, and with an open mind, engage with the substance of these
proposals before reaching any conclusion. Hence, the subcommittee was
given the challenging task of identifying the broad contours of these
Models and studying their implications for our University. If we exclude the
utterly half-baked and cut-and-paste proposal papers for the B. Tech in
Humanities and Master's in Mathematical Education that were circulated in
the Academic Council, we note that the VC or the DU Administration has till
date not come up with any vision paper or concrete proposal outlining the
philosophy, structure and thrust of these changes that he seems so hell-bent
on introducing. Hence, the subcommittee had to piece information from
newspaper reports together to acquire a sense of all that may be on the
cards. The Report, formally adopted by the DUTA Executive on 9 July 2012,
underlines the need for teachers to collectively wage powerful struggles
against these damaging changes, with a sense of urgency. While the Report
itself is being widely circulated within the teaching community of the
University, the basic thrust of this Report is being shared in the following
paragraphs.
The Meta-College, Meta-University, as well as the Four-year Undergraduate
Degree Programme reveal a common trend, a trend which could be said to
have started with Semesterization itself: Modularization of Knowledge.
Modularization refers to the division of any academic content into small
modules which have some independent value or credits. Most institutions
that have resisted Modularization, some of them as notable as the
Universities of Oxford and Cambridge, have done so due to the well-founded
criticism that this mode of teaching-learning disregards the basic
continuities and rigour of most academic disciplines. The DUTA Report also
highlights the fact that in this piece-meal manner of offering instruction in
disciplines, Modularization aids in the Commercialization of teaching-
learning. Hence, the next step is to offer a 'mix and match' degree to students
through which they are expected to acquire an incomplete and eclectic
orientation towards different academic disciplines and streams. In the name
of novelty and innovation, the institution which embraces Modularization
actually aligns itself with private commercial interests. The picture is
complete when we realize that Modularization has to necessarily be
accompanied by a Credit-Transfer System and Accreditation of institutions,
through which the partnerships between institutions and the mobility of
students across disciplines as well as institutions may be ensured.
The negative impact of Modularization on pedagogy, on students'
relationships with their teachers or with institutions, as well as its
destructive role in dehumanizing learning, has been a subject of thorough
discussion in the Report. However, notwithstanding this negative impact
which even the experience of teaching-learning in semester mode within a
large university like ours attests to, the Report sets out to understand this
large structural shift in higher education by placing it in the context of the
challenges faced by today's India to ensure increased Access, Equity and
Quality in higher education. While the MHRD and National Knowledge
Commission have repeatedly voiced the need to increase the poor Gross
Enrollment Ratio (GER) figures so that our nation may become a vital
participant in the emerging Global Knowledge Economy, the Government
has largely been relying on Private Sector investment to accomplish this
vision, in recent times. Ironically, the need to invest more public money and
resources into education is not new. The first Government of our
independent Republic had, through its Education Minister Maulana Azad,
clearly ascertained a 6% outlay from the GDP as the minimum requirement
of public investment for creating a nation of educated, skilled and self-reliant
people. This dream had turned sour by the time the Planning Commission
was on its way to unveiling its Eighth Five-Year Plan, and a new and
aggressive emphasis on Private-Public Partnership plus Foreign Investment
courtesy GATS replaced its earlier commitment to steering the Indian
education scenario in its way forward. Slyly, the then Finance Minister
(acting on behalf of World bank diktats), declared education to be a “non-
merit good” (i.e. not a public good), thereby signaling the Government's
resolve to wash its hands off the responsibility of educating the masses.
While we have undoubtedly seen some increase in the public outlay on
education in recent years, it has been grossly inadequate: inadequate to the
extent that even affirmative policies of social inclusion like Reservations for
the Schedules Castes, Tribes and Other Backward Castes have not yielded
the desired results owing to the lack of infrastructure and adequate faculty
in most institutions of higher learning.
To rely on private and foreign players for increasing Access, Equity and
upgrading Quality in higher education not only amounts to a negation of
these three cardinal concerns (as they have been formulated in the
landmark Report of the Kothari Commission on Education 1964-66), but it
also exposes a basic lack of commitment towards the vulnerable and
disempowered sections of society. Firstly, there is no will to regulate private
and foreign players in order to ensure that the social goals of education are
given priority within the services offered by them. The Government does not
possess the will to enforce any for of affirmative Reservation in the Private
Sector. Secondly, there is a dangerous drive towards making public resources
cheaply available to the willing private and foreign investors to enable them
to set up their teaching shops. Thirdly, we are beginning to see a new ploy to
divert public money into private profits by replacing the public financing of
higher educational institutions with student-side funding (just as big-ticket
private schools are being subsidized by the Government to ensure that a
percentage of poor, underprivileged students get to access the quality and
resources of these schools) and finally, the private sector is least inclined to
run courses in traditional disciplines in the humanities and social sciences as
they do not result in any economic value-addition. Since Public-funded
universities like ours are also being oriented towards these corporate
models of academic content creation and marketing, due to the pressures of
resource generation through Private-Public Partnerships and tie-ups, the
traditional disciplines are suffering within the Public setup too.
The experience across many developing nations in the world suggests that
these marketable and modular courses are run through corporate models of
administration that argue for a replacement of real classroom teaching-
learning and mentoring (and therefore teachers) with virtual learning
through the heavy and disproportionate use of Information and
Communications Technology (ICT). But even as voices of resistance to these
trends continue to multiply in the western nations and policy-makers are
forced to become more circumspect, India has taken the lead in bringing
these changes about in a cavalier fashion. Due to the paucity of an informed
public discourse on these changes, the Government presently feels little
threat from the forces prevalent in our democracy. Even as we continue to
protest against the undemocratic and draconian will of our Vice Chancellor
in his bid to enforce this structural shift towards a Corporatization of the
University without consulting primary stakeholders or respecting
democratic dissent, the Government wants to encode corporate models of
academic governance in our Law by pushing for the six contentious Bills
(already mentioned earlier in the Newsletter) against which DUTA has been
consistently voicing its strong opposition.
The DUTA Report has also highlighted the apprehension (proved true in the
announcements made by Kapil Sibal on the sidelines of the Indo-US Summit
on Higher Education) that the Four-year Undergraduate Degree Programme
will, through exit points after two years, seek to incorporate a two-year
diploma/ associate degree in the manner of American community or junior
colleges which are essentially Polytechnics and are not, as such, a part of the
University system in the US. For poor students or girls who happen to be first
generation learners, this lure of low-grade employability may translate into a
pressure to leave their studies incomplete and get into the job market. In
turn, this will further aggravate the link between economic stability and
affordability with knowledge/skill. Public-funded colleges with low
accreditation will face the threat of being converted into diploma mills while
most colleges may not be able to offer any coherence in their course content!
All these trends will have serious consequences on the work-conditions of
teachers in the University. Some of the symptoms are already apparent.
Increased bureaucratic surveillance over the day-to-day functioning of
teachers, lack of vacations or research time, contractual teaching and loss of
regular teaching positions, uneven workload from one semester to another,
hiring and firing of ad-hoc faculty, increased evaluation load and an increase
insistence on homogeneous methods of teaching, thereby curtailing the
academic freedom of the teachers, have already transformed the ways in
which we relate to our professional environment and our colleagues. The
lack of classrooms, overcrowded classes, the curtailment of tutorials and the
University administration's unreasonable attitudes towards teachers are
now beginning to cause more worry. Worst hit have been the academic
sovereignty of teachers and the statutory processes that have preserved the
vital connections between the Academic Council, the various Departments
of the Universities and the teachers in its different constituent colleges. As
the Report significantly observes, by not allowing the University to function
collectively and democratically, a difficult phase of alienation and insecurity
has been unleashed against the teacher all in the name of 'innovation' and
'reform' that may lead to a tragic loss of professional dignity unless teachers
come together to put up a logical yet spirited opposition.
Four-year Graduation Programme
We reproduce here the available information on the 4-Year
graduation programme and its critique as given in the DUTA's
Reform Report.
Available Information
There is a total absence of any detailed vision paper on the proposed major
overhauling of the existing system of Under Graduate (UG) and Post
Action Programmes Undertaken by DUTA Thus Far
Today, teachers are resisting the policy assault of the Government, and
hence the DUTA wishes to increase the horizon of our struggles by
connecting students, parents and the society at large to the teachers'
concerns. It has, therefore, become very crucial that the protracted
struggles are taken forward in a manner where the message and
importance of the struggles go out into the public domain in an undiluted
form. It has also been the DUTA's endeavour to generate public opinion
and support through appropriate media coverage.
The participative action programmes held over past few months were:
General Body of teachers on 31 January, where the Charter of Demands
and Action Programmes were adopted.
College-wise Dharna from 7 to 10 February to put forth the teachers'
demands vis-a-vis the Government and the DU Administration. An
appeal letter to students and parents was released. The action
programme saw inclusion and participation of a large number of
students and teachers.
Dharna at the UGC on 24 February against the Six Bills and Point System,
and to demand resolution of longstanding demands pertaining to pay
revision, Point system, CPF to GPF. It also demanded UGC's intervention
on the issue of appointments not being done at DU and non-
implementation of UGC guidelines of 2006 regarding reservation. The
Dharna saw an enabling participation of teachers and students.
Demonstration at the VC office on 1 March to put forth our major
demands pertaining to students and teachers. It also voiced unequivocal
opposition to unilateral announcements done by the Vice Chancellor in
the Media regarding academic reforms be it Meta University or Four year
UG course. The action programme was attended by a large number of
students and teachers. The students shared their experiences in the
semester system and expressed their solidarity with the teachers'
movement.
DUTA Executive Dharna on 20 March at the VC's Office during the AC
meeting to demand inclusion of the matter of student's attendance in the
Graduate (PG) teaching at DU and on the new academic programmes. No
concept papers have been discussed in the Academic Council, nor have
they been circulated in the Departments and Colleges, nor are they
available on the DU website. The committee has, therefore, undertaken to
piece together the information as per media reports in order to render a
somewhat credible and coherent sense of the reality that the academic
community will have to engage with.
Four-year Graduation Programme (to start from 2013) It will be a
transdisciplinary course. The programme will have the following exit points:
nd
l After 2 year; Degree awarded: Associate degree
l After 3rd year; Degree awarded: Bachelor's degree
l After 4th year; Degree awarded: Honours degree
Some features which have been spelt out:
l Training in the first two years shall enable students to
become elementary teachers.
l Fourth year will be more research oriented.
l Regular students can complete a semester through open
learning and the credits can be counted.
l Students who leave the system before completing the entire
length of the programme, will have the options of coming
back within 10 years to complete all the four years.
l Credits for Extra Curricular Activities and Sports (one or two
papers can be replaced by these activities).
l Credits for travelling in the Gyan Uday Express!
References:
The Hindu, April 28, 2012, Grand new plans for DU
The Indian Express, April 28, 2012, On DU table: Proposal to let students
design degree
The Times of India, April 29, 2012, Delhi University undergraduate
courses to take 4 years from 2013
Critique of Four year Graduation Programme
Delhi University caters to over 1.5 lakhs students in the regular programmes.
It is known for its undergraduate studies, with the Honours courses being
agenda of the AC and EC meetings of 20 March and 21 March 2012
respectively.
DUTA Dharna at MHRD on 29 March against commercialization of Higher
Education and the six retrograde Education Bills. The Dharna was
attended in large numbers by teachers and students. Members of
Parliament from the principal Opposition parties joined in to pledge their
support and solidarity.
In order to add vigour to our opposition to the Education Bills, the DUTA
delegations are meeting the Members of Parliamentary Standing
Committee on MHRD.
DUTA Dharna against Delhi Government on 2 May against inordinate
delay in formation of Governing Bodies in the Delhi Government
maintained 28 colleges, unilateral takeover of the Delhi College of
Engineering (DCE), misgovernance in the professional colleges such as
NSIT, A&U Tibbia College, Nehru College of Homeopathy & RAK College of
Nursing and to demand Graduation as a minimum qualification for the
Governing Body members, assured Employer's contribution in the New
Pension Scheme by the Govt. of NCT of Delhi in the 100% Delhi
Government funded Colleges and speedy resolution of issues related to
Delhi Government maintained Colleges as per the DUTA's Charter of
Demands.
Apart from these participative action programmes in the form of Dharnas
and Demonstration, the other major action against the arbitrary and
autocratic function of the Vice Chancellor was the stiff resistance
exhibited by the teachers' collective on the issue of students' attendance.
The Registrar's letters of 7 February and 24 February, which stipulated
the periodicity and format of display of students' attendance, were
unanimously rejected by the DUTA Extended Executive. The DUTA wrote
letters to the VC on the matter expressing the concerns and questioning
the propriety of such Registrar's notifications. The DUTA urged that an
Academic Council be convened to look into the matter and to bring about
changes in the AC resolution of 18 July 2003 through due deliberations.
An AC meeting was also requisitioned by 20 elected AC members on the
matter. The DUTA congratulates teachers for giving the DU
administration a befitting reply by not adhering to these Registrar's
notifications.
its flagship programmes. The Honours courses faced the first set-back by the
imposition of semester system. The newly announced system will drastically
redefine the structure. The teachers have never been against considered
reforms. However, it is important to ask as to why the University is ready to
give up a structure it organically developed over decades.
Here are some other important observations which provide the
starting points for the debate:
(i) The National Policy on Education, 1968, adopts (10+2+3) structure
for education. Clause 17 reads as
“It will be advantageous to have a broadly uniform educational
structure in all parts of the country. The ultimate objective should
be to adopt 10+2+3 pattern, the higher secondary stage of two
years being located in schools, colleges or both according to local
conditions.”
The shift to four year graduation programme, leading to changes in
the post-graduate programme, has to be a country-wide change.
Delhi University cannot and should not implement this shift in
isolation. Also there has to be coherence between school and
college education. After moving towards definite streams (arts,
science and commerce) at school level, moving to common two year
course work at the college level will be a negation of the 10+2
scheme which is working in the schools across the country at
present. This major shift has to be agreed upon by educators
across the institutes schools and Universities put together. Also for
a smooth and meaningful shift, a change of this nature has to be
implemented first from the school level in cohesion across all
levels. This change, if the educators at all levels find it beneficial,
has to come as a National Policy.
(ii) We also wish to recall that in 2008, while Prof Deepak Pental, the
then Vice Chancellor, had brought the proposal of semesterization
to the Academic Council in October 2008, he had also proposed
shifting to Four-year graduation programme. The Academic Council
had found it inappropriate and hence had rejected it.
(iii) It is important to first prepare a critique of the present 3 years UG +
2 years PG structure. Any change should be preceded by analysis
of the strengths and weaknesses of the existing programme. We
need to evaluate how the proposed model addresses the problems
of the present system. The proposed model has to be objectively
analyzed for benefits over the existing structure. As the new
proposed model uses semester system as a crucial building block, i t
is important to evaluate if the shift from annual to semester
system is working for a large unit like Delhi University. The
consequences of the hurried and mindless introduction of the
semester system need to be assessed. Universities in southern
states like Kerala and Tamil Nadu, the University of Mumbai as well
as Kurukshetra University have sought reviews of the system as their
experiences with the choice-based credit system has been equally
bitter. Needless to say, the best group that can identify the merits
and demerits are the teachers.
Both students and teachers have continuously voiced their
grievances and opposition to the semester system.The experience
of semesterized courses in the last one and half years has confirmed
our worst fears about severe academic dilution and adverse effect
on teaching-processes and co-curricular activities. It has crippled the
intellectual, cultural-emotional and holistic growth of students. The
worst affected are students from disadvantaged backgrounds. The
semester system has also led to lop-sided workload, short term
vacancies and contractualisation of teaching posts. The semester
system has made it impossible for teachers to pursue any
academic activity beyond teaching and evaluation. Two
examinations a year, instead of one in the previous annual mode,
along with continuous evaluation, have ensured that teachers are
required to spend more time in evaluation and assessment-related
work rather than teaching. Students are also put under tremendous
pressure to prepare for exams and tests in rapid frequency. This has
promoted rote-learning and discouraged students from attaining
any depth in their knowledge. This will adversely affect the
collective intellectual, cultural-emotional and academic growth of
the Institution.
From marks inflation to recent faux pas in the examinations
indicates that even in relation to administration, the new system is not
working well. The new 4-year is bound to inherit the problems of the
semester system.
(iv) It is interesting to note that most of the European Universities
have uniformly adopted 3 years UG + 2 years PG structure.
Therefore, to say this shift is in order to follow global practice
would be incorrect and misleading.
(v) It is a major change as it not only restructures completely the
Undergraduate but also the PG courses. The Four year graduation
course cannot be passed in isolation. Concept paper for both UG &
PG needs to be seen together and analyzed for its impact on both UG
as well PG courses put together. This needs much more time as any
decision for such a major overhauling has to come with intensive
consultation within and across the Universities.
(vi) The announced features look completely immature and can be best
labeled as gimmicks. Whether ECA, Sports and travelling in Gyan Uday
Express should replace core academic engagement and fetch credits
needs serious deliberation.
(vii) More options to students: Even the semester system was b r o u g h t
in by citing this as a feature. Despite the feedback of teachers on
this, the DU authorities paid little attention to find the real reforms
needed to bring this change. As a result the semester system has
hardly brought any fresh options for the students (not even on
paper!). The colleges could not give all possible options stipulated in
course work ever, be it annual or semester, because of the (i)
restrictive UGC norms on the number of teachers in colleges and (ii)
lack of appropriate infrastructure in the colleges.
(viii) Contractual teaching and quality of Education: As per the
announcements, the new programmes are bound to promote
teaching posts on contract basis unless teaching norms and criterion
of determining number of posts in the colleges is completely
overhauled by the UGC. The semester system has already made
teaching jobs contractual with unequal teaching workload in odd and
even semesters - a feature which is part and parcel of semester
system. This will have long term implications for the stability and
quality of the system and for academia at large as this will demoralize
young people from taking to teaching as a profession. By not allowing
teachers to evolve a lasting relationship and sense of belonging with
the institutions that would employ them, contractual teaching will
also result in the erosion of the core institutional values among
teachers and eventually have a negative impact on the quality of
teaching. The announced programmes will also have its bearing on
service and working conditions of teachers.
(ix) Another feature spelt out is that regular students can
complete a semester through open learning and the credits
can be counted. This is again a matter of debate. It is one thing
to give chance to the SOL students to attend regular classes and
another to take away classroom teaching-learning from the regular
students. We need to see the level of preparedness of such material by
DU. It is important to point out that till date DU has not been able to
generate online material of reputation. The work done by ILLL
stooped down to the level of creating question bank and objective
type question-answers!
(x) The whole idea of students 'creating their own degrees'
sounds very catchy but it is again an area of debate. It is
important that there is coherence in the courses which make up the
degree. Students make choices on varied criterion - from what is
fashionable, to options which are scoring, to options which are easy to
where the friends are. Many a times the reasons may not include
academic considerations at all. Any system, which leaves it for the
students to construct their degrees, will have to be supported by a
strong mentor system.
(xi) Associate degree: It is interesting to note that while Central
Institute of Education runs a rigorous four year programme,
Bachelor of Elementary Education (B. El. Ed), to train teachers
for elementary education, the VC has unilaterally announced that the
first two years will give enough training to enable students to
become elementary school teachers. This announcement is
whimsical to the extent that it completely undermines the Education
courses that the University itself is running. If it is really to be believed,
then some important observations are: (i) most of the students may
not have this as their aim and therefore, it is wasting their two years,
(ii) it is not for the VC alone and for that matter for Delhi University to
decide on the matter, it is the prerogative of governments, both at
the centre and in states, to decide the eligibility for school
teachers. (iii) looking at the prevalent social and cultural conditions
in which women are marginalized, it is not difficult to see that
many parents may force their daughters to drop out after 2 years
with this degree. Moreover, by designing courses with exit point at
the end of two years, the university is being converted into a part-
polytechnic.
 As has been pointed out in section 4 (of the DUTA Report), this
structure of graduation programme is common in Community
Colleges in United States. Is Delhi University also moving towards
rendering its first two years of the under graduation to vocational
studies? This again is a matter of debate. The tertiary education in
India can be broadly classified into (i) Higher Education (Universities
and Colleges engaged in under graduation, post-graduation and
research in various disciplines and Institutes/Colleges for Professional
Courses like Engineering, Medicine, Architecture etc.) and (ii)
Vocational Education and Training (IT, ICT, Computer Training,
Polytechnic Courses etc.). As discussed earlier in this section, the
private sector is concentrated in the area of Vocational Training and
Professional Courses. It will be unfortunate to give up the founding
principles behind universities and push them into running Vocational
Education at a large scale.
(xii) With this we come to a very important aspect. The given
structure of education at DU and in all other Central
Universities provided a healthy formula for inclusive growth. In
the present system, the class rooms are a mix of students from
various backgrounds. This mixing was crucial as it allowed room for
interaction and mutual understanding of students from the cross-
section of society, and also from the view of teaching-learning
processes. Looking at the exit points it is not difficult to see that the
marginalized and underprivileged sections of students may opt out of
the system with a diploma or a lesser degree. The whole business of a
fluid system may lead to clustering of different social groups in
separate pockets (ghettoisation) an unfavorable outcome.
Universities are meant to absorb more people into the intellectual and
cultural life of the Nation; they cannot be allowed to function through
models that promote exclusion. The concept paper has to deal with
this aspect and the project can be furthered only if it provides
solution for this.
(xiii) Development of Infrastructure The University has failed to ensure
infrastructure development and capacity building both in colleges
and departments, which was due after OBC Expansion. The
Expansion in number of students was carried forward in three
phases starting from 2007. Shortage of infrastructure (which needed
to be increased by at least a third of the existing capacity) has
severely impacted the quality of teaching. It is important to
understand where this fourth year of teaching will happen and if
colleges and departments are left with any available space to
accommodate a larger number of students.
Opposing the Education Bills
While this DUTA has long opposed the pending Bills on Higher Education,
many of which are rehashed from the discredited and defeated Model Act, it
got an opportunity to interact with MPs and Members of the Parliamentary
Standing Committee on HRD as the Bills awaited the approval of the Rajya
Sabha. Through June and July, DUTA embarked upon the exercise of
deliberating on the specific clauses of these Bills and sending its objections
and concerns, both verbally and in written, to the Parliamentary Standing
Committee. MPs were made aware of the anti-people nature of these Bills
and many responded favourably, with the result that some of these Bills, like
the Foreign Educational Institutions Bill and the Higher Education and
Research (HER) Bill have been withdrawn for the time being. The DUTA also
appeared before the Parliamentary Standing Committee on HRD to make a
detailed representation on HER Bill. The DUTA will continue to unequivocally
oppose these Bills through all means available and appeals to teachers to
support this fight by articulating and expressing their individual critiques
against these Bills in the press and other available public media.
Recent Developments
Today, the teachers' movement has to carry forward its work in the era where
the onslaught on the higher education under the neo-liberal agenda of the
UPA Government has increased, there is a closer nexus between the DU
Administration and the MHRD to supress the teachers' movement, and the
assault on the democratic spaces within the University has increased
manifold. And as we prepare to move forward, it is important to take stock of
some recent developments which reinforce our belief in the strength of the
teacher's collective.
Posts lying vacant in DU: One of the prime emphases of the teachers'
movement has been to demand that thousands of positions which are lying
vacant in the University be filled without any further delay. Coupled with
this, the DUTA has also insisted on the immediate implementation of 2006
UGC Guidelines on Reservations in all entry-level posts. The joint-issues has
been pursued at all the levels, be it the University or the UGC or the MHRD.
Responding to the DUTA's vital demand, the UGC Chairperson assured the
DUTA delegations in all its meetings that there is no bar on recruitment and
the UGC is all for filling-up teaching positions. The UGC has once again made
its stance very clear on the matter in its letter (dated 13 April 2012)
addressed to the DUTA President. The DUTA has proceeded thereafter to put
pressure on the VC to start appointments immediately and fulfil the
University's constitutional obligation on Reservations. Its continuing Action
Programmes will revolve around these issues.
Promotions take place in the colleges and Departments: The UGC
regulations were gazetted in 2010. The EC resolutions regarding promotions,
pay fixation and re-designation, adopted in the EC meetings held on 1 and 9
July, paved the path for promotions from Lecture to Senior Lecturer and
Senior Lecturer to Reader as per CAS under UGC regulations of 2000 for
those whose promotions were due by 30 June 2010. However, there was
inordinate delay in implementation of the EC resolutions and a large number
of teachers awaited promotions in colleges and Departments. Due to the
continuous efforts of the DUTA, the promotions have now resumed in some
colleges. The DUTA will, of course, continue to put pressure on the University
and the college authorities so as to ensure that promotions take place in all
colleges.
Point System and the anomalies and demands pertaining to Pay Revision:
The continuous opposition to the Point Based Appraisal system has forced
the UGC to revisit the promotion criterion which was gazetted in 2010. The
DUTA delegations have met Professor Ved Prakash, UGC Chairman, several
times on these issues. In March, the DUTA delegation was invited to present
the case against the Point System before the UGC Review Committee. The
DUTA has also urged UGC to release the interim report of the Review
Committee as soon as possible.
Conversion of CPF to GPF: The DUTA delegations met the UGC Chairperson
on 28 November 2011 and 24 February 2012 and also sought an early
resolution of this issue. The matter has also been taken to the High Court by
teachers on individual basis. A DUTA team was given chance to meet UGC
counsel to explain the issue so that the matter be represented well before
the High Court.
EC passes the minimum qualification for Assistant Professor In its meeting
held on 21 March 2012, the EC adopted the minimum qualifications of the
Assistant Professors as stipulated by the UGC Regulations. The minimum
qualifications, as stipulated, do not make reference to the Point System.
Increment restored: The provisions contained in Rule 10 of the CCS (RP)
Rules, 2008, stipulated a uniform date of annual increment viz. 1st July of
every year. The Office Memorandum, dated 19 March 2012, issued by GOI,
Ministry of Finance, relaxed the stipulation. Those central government
employees who were due to get their annual increment between February
to June during 2006 will now be granted one increment on 1 June 2006 in the
pre-revised pay scale as a one-time measure and thereafter will get the next
increment in the revised pay structure as per Rule 10 of CCS (RP) Rules, 2008.
Governing Bodies of Delhi Government maintained 28 Colleges were
constituted in the EC meeting of 3 May 2012: The Governing Bodies had not
been constituted for the last two years. The colleges are instead continuing
with truncated bodies which have limited powers. It was one of the prime
demands vis-a-vis the Delhi Government. The issue was resolved in the 3
May meeting of the EC. It was also DUTA's demand that the Delhi
Government nominees on governing bodies should be educated persons
who have at least a graduate degree or its equivalent. This time a name was
referred back on the basis of this criterion.
Charter of Demands: A Unified Document
The Charter of Demands, in which the feedback from Staff Associations
played a key and constitutive role, summarized the focus of the teachers'
movement today and provided a road map to carry forward the struggle. The
Charter of Demands that was adopted by the General Body in its last meeting
on January 31, 2012 had underlined DUTA's resolve to fight against the UPA-
II Government's Neoliberal agenda of restructuring and redefining Higher
Education to suit the global education syndicates. It clearly stated DUTA's
unequivocal opposition to the Education Bills that are pending before the
Parliament. The document also reiterated DUTA's categorical opposition to
the semester system on the basis of its adverse implications for the students,
teachers and teaching-learning processes in the context of undergraduate
teaching at DU. The Charter also highlighted the 'marks scam' run by the DU
authorities in the last semester in order to mask the adverse effect of the
semesterization on students' performance. The issue has perturbed both
students and teachers alike. The Charter of Demands also identified the
concerns and problems faced by the teachers and students. In the last few
months the prime demands brought to the foreground by the DUTA struggle
included withdrawal of Point System for promotions, resolution of
anomalies and demands related to Pay Revision, formulation of Governing
Bodies in Delhi Government funded colleges, filling up of posts in the Delhi
University, promotions of the teachers, implementation of UGC guidelines of
2006 regarding reservation and resolution of conversion of CPF to GPF. The
DUTA also raised the concern of teachers of Dyal Singh College and RLA (M)
College and demanded enquiry against the Principals.

Tasks Ahead
The DUTA has played a key role in determining shape of Higher Education
in the country. It has a glorious past. Through movements on the issues of
service conditions for teachers it has ensured that the teaching
profession attracts and retains talent. On the other hand it has guarded
public-funded model of Higher Education, fought for the autonomy of
the University and for democratization of processes within the
University.
The last three years have seen tremendous decay at DU. Every day the
University sees a new low. Continuous intimidation through Registrar's
letters, “No Work No pay” notices, threats of break in services, denying of
leaves, labelling peaceful protests as illegal, subversion of statutory
bodies, creation of new closed platforms to push the agenda and recent
announcement of ban on student rallies are ways to browbeat the
movement, dissenting voices and bulldoze “reforms”.
The very fact that the University has not responded favourably to the
crucial issue of filling up teaching and non-teaching posts, which is
extremely essential for the stability of the University, points towards the
link between
This issue and the “reforms” announced by the VC. It is critical for us to
study the implications of these announced “reforms”. The fact that the
VC Office is also silent on the issue of UGC guidelines of 2006 on
reservation exposes both the DU administration and MHRD. While the
MHRD, by making use of the VC's Office, forced and arm-twisted the
teachers to impose semester system; it does not have the will to ensure
that the DU administration fulfils the constitutional requirement.
Similarly, the MHRD has till date not ensured that the promotion scheme
for teachers be finalized.
A fresh assault on teachers has come in the form of PIL filed by Indian
Council of Legal Aid and Advice in the High Court arguing “for introducing
the biometric system of attendance in Delhi University to ensure
punctuality, alleging the teachers work for less than four hours daily,
violating the minimum requirement of five hours as per the norm” (TOI,
30 August). The move to introduce biometric attendance for teachers
was defeated in the Executive Council meeting in December 2009. The
very fact that the PIL focuses only on DU, ignoring the other three Central
Universities situated in Delhi, is indicative of the agencies behind it. In its
Executive meeting of 4th September, it was decided that the DUTA shall
intervene in this PIL.
A stiff resistance with an unprecedented unity
is our only defence.
 Please attend

DUTA General Body Meeting

September 22, 2012

12 noon, SRCC Auditorium

AMAR DEO SHARMA HARISH KHANNA S.D. SIDDIQUI

(President) (Vice-President) (Secretary)
M: 9868173032, 9560826961 M: 9810015641 M: 9871755553

D.N. DAHIYA RAJ KUMAR VERMA

(Joint Secretary) (Treasurer)
M: 09968198383 M: 9868575153

Printed at Piyush Printers - 9871222632