SBI PO Prelims Mock Test - 10 - Bank Exams MCQ

Directions: In the following passage, some of the words have been left out, each of which is indicated by a number. Find the suitable word from the options given against each number and fill up the blanks with appropriate words to make the paragraph meaningful.

In these days of economic liberalization, globalization, etc. materialistic values have assumed (1) importance. Money, physical comforts and luxuries are the most sought after aspects. There has been (2) competition. Such competition (3) undue stress. The stress leads to (4) of health of the people. Indian culture has (5) its striking uniqueness, as against the Western culture, in the fact that there is a (6) place for spiritualism in the value system in all walks of life. The spirituality is a very (7) force which helps us in maintaining our physical and mental health. It gives us (8) to cope with the stress. Westerners have now (9) the importance of spirituality and, therefore, they have started (10) us in the matter of spirituality. 

Directions: In the following passage, some of the words have been left out, each of which is indicated by a number. Find the suitable word from the options given against each number and fill up the blanks with appropriate words to make the paragraph meaningful.

In these days of economic liberalization, globalization, etc. materialistic values have assumed (1) importance. Money, physical comforts and luxuries are the most sought after aspects. There has been (2) competition. Such competition (3) undue stress. The stress leads to (4) of health of the people. Indian culture has (5) its striking uniqueness, as against the Western culture, in the fact that there is a (6) place for spiritualism in the value system in all walks of life. The spirituality is a very (7) force which helps us in maintaining our physical and mental health. It gives us (8) to cope with the stress. Westerners have now (9) the importance of spirituality and, therefore, they have started (10) us in the matter of spirituality. 

Directions: In the following passage, some of the words have been left out, each of which is indicated by a number. Find the suitable word from the options given against each number and fill up the blanks with appropriate words to make the paragraph meaningful.

In these days of economic liberalization, globalization, etc. materialistic values have assumed (1) importance. Money, physical comforts and luxuries are the most sought after aspects. There has been (2) competition. Such competition (3) undue stress. The stress leads to (4) of health of the people. Indian culture has (5) its striking uniqueness, as against the Western culture, in the fact that there is a (6) place for spiritualism in the value system in all walks of life. The spirituality is a very (7) force which helps us in maintaining our physical and mental health. It gives us (8) to cope with the stress. Westerners have now (9) the importance of spirituality and, therefore, they have started (10) us in the matter of spirituality. 

Directions: In the following passage, some of the words have been left out, each of which is indicated by a number. Find the suitable word from the options given against each number and fill up the blanks with appropriate words to make the paragraph meaningful.

In these days of economic liberalization, globalization, etc. materialistic values have assumed (1) importance. Money, physical comforts and luxuries are the most sought after aspects. There has been (2) competition. Such competition (3) undue stress. The stress leads to (4) of health of the people. Indian culture has (5) its striking uniqueness, as against the Western culture, in the fact that there is a (6) place for spiritualism in the value system in all walks of life. The spirituality is a very (7) force which helps us in maintaining our physical and mental health. It gives us (8) to cope with the stress. Westerners have now (9) the importance of spirituality and, therefore, they have started (10) us in the matter of spirituality. 

Directions: In the following passage, some of the words have been left out, each of which is indicated by a number. Find the suitable word from the options given against each number and fill up the blanks with appropriate words to make the paragraph meaningful.

In these days of economic liberalization, globalization, etc. materialistic values have assumed (1) importance. Money, physical comforts and luxuries are the most sought after aspects. There has been (2) competition. Such competition (3) undue stress. The stress leads to (4) of health of the people. Indian culture has (5) its striking uniqueness, as against the Western culture, in the fact that there is a (6) place for spiritualism in the value system in all walks of life. The spirituality is a very (7) force which helps us in maintaining our physical and mental health. It gives us (8) to cope with the stress. Westerners have now (9) the importance of spirituality and, therefore, they have started (10) us in the matter of spirituality. 

Directions: In the following passage, some of the words have been left out, each of which is indicated by a number. Find the suitable word from the options given against each number and fill up the blanks with appropriate words to make the paragraph meaningful.

In these days of economic liberalization, globalization, etc. materialistic values have assumed (1) importance. Money, physical comforts and luxuries are the most sought after aspects. There has been (2) competition. Such competition (3) undue stress. The stress leads to (4) of health of the people. Indian culture has (5) its striking uniqueness, as against the Western culture, in the fact that there is a (6) place for spiritualism in the value system in all walks of life. The spirituality is a very (7) force which helps us in maintaining our physical and mental health. It gives us (8) to cope with the stress. Westerners have now (9) the importance of spirituality and, therefore, they have started (10) us in the matter of spirituality. 

Directions: In the following passage, some of the words have been left out, each of which is indicated by a number. Find the suitable word from the options given against each number and fill up the blanks with appropriate words to make the paragraph meaningful.

In these days of economic liberalization, globalization, etc. materialistic values have assumed (1) importance. Money, physical comforts and luxuries are the most sought after aspects. There has been (2) competition. Such competition (3) undue stress. The stress leads to (4) of health of the people. Indian culture has (5) its striking uniqueness, as against the Western culture, in the fact that there is a (6) place for spiritualism in the value system in all walks of life. The spirituality is a very (7) force which helps us in maintaining our physical and mental health. It gives us (8) to cope with the stress. Westerners have now (9) the importance of spirituality and, therefore, they have started (10) us in the matter of spirituality. 

Directions : Read the following passage carefully and answer the questions given below. Certain words/phrases have been printed in bold to help you locate them.

Our universities are changing. Never has the pace of change been this fast, nor the protests this loud. On the rare occasion that the media take notice, the discussion usually focusses on whether or not due procedure has been followed. Given our authoritarian power structures, it is as important to ask whether adequate thought has gone into the initiation of the changes. Teachers of the University of Delhi are especially familiar with changes; the recent spate began with the introduction of the semester system in undergraduate teaching in 2011. Although there are certain serious logistical issues involved, there is nothing inherently wrong with teaching in a semester mode. What is problematic is when the introduction of the system is done in a manner in which little attention is paid to the content of semester courses. Unfortunately, these courses were created by snipping the existing annual courses in half, sometimes badly. Why? There was no time to reflect on curricular or pedagogic issues.

More recently, we saw even more radical changes with the introduction of the four-year undergraduate programme (FYUP) in the University of Delhi. There is nothing inherently good or bad about a four-year BA programme. A great deal hinges on the quality of the courses that form the programme. Of course, questions can be asked about whether a single university in the country can move to a four-year system and the implications of an additional year’s education in a country where many students find it difficult to pay even the highly subsidised fees. Anyhow, the programme was introduced in 2013, again without adequate time to think seriously about curricular or pedagogic issues. And then, in the summer of 2014, it was just as suddenly withdrawn. The University of Delhi is still reeling under the impact of all these changes, but what is now on the cards is something even more worrying; something that will affect not one but all Indian universities. A communiqué? from the University Grants Commission (UGC) dated November 14, 2014, gives certain directives that were apparently discussed at a retreat of the vice chancellors of Central universities on September 12 and 13, 2014; these were subsequently approved by the Ministry of Human Resource Development. The directives require that all universities follow a Choice Based Credit System (CBCS) from 2015 onwards. We are told that the aim is to provide choice to students within an institution as well as “seamless mobility across institutions” in India and abroad by adopting a “cafeteria approach”. These guidelines are apparently supposed to apply to all undergraduate and postgraduate level degree, diploma and certificate programmes being run by Central, State and deemed universities in India. Once again: such sweeping change, so little thought.

There would have been no problem if the new system only involved giving students grades instead of marks. However, it gives an all-India scale of conversion of marks into grades which does not take into account the fact that there are radical differences between the “standard” in different colleges and universities. But even this is only a small part of a larger package that has very serious implications for the autonomy of universities and the quality of university education across the country.

All universities are to have a uniform structure of syllabi. There will be “core” courses, “compulsory foundation” courses, and “elective foundation courses” that “are value-based and are aimed at man-making education”. This seems to be the FYUP in a new three-year, all-India garb. In the new system, in at least half of the core courses, the assessment will be based on examinations in which external examiners will set and mark the papers. The new system will also have an impact on PhD programmes. Theses must be evaluated by external as well as internal examiners. In the University of Delhi, while undergraduate examination papers are currently marked by teachers from across the university, postgraduate assessment is done within the departments. In the History Department, we currently have three external examiners for PhD theses. The new diktat is set to change all this. No say in courses It gets worse. It is now clear that the new system also aims at introducing uniform syllabi across universities in the country. The website of the UGC displays model undergraduate syllabi for various subjects, from which only minimal deviation will be permitted. It does not specify where these syllabi have come from. The History syllabus on the UGC website happens to be the syllabus of the University of Delhi, with a mishmash of elements drawn from the old FYUP syllabus. This is the “chosen one” which will presumably be imposed on universities all over the country.

This is not in the least bit flattering. In normal times, the process of syllabus revision in our University has involved wide-ranging consultation and discussion among all the teachers involved. It takes time — sometimes too much — but it is worth it. For example, the MA History syllabus was revised a few years ago, and the History Department has recently initiated a revision of its BA syllabi, because teachers are convinced that these syllabi need to be changed and improved. Now it seems that we need not bother. Our old courses, with which we are dissatisfied, will continue and will be imposed not only on us, but on other universities in the country. In the best universities in the world, postgraduate courses represent cutting-edge approaches and research, and are tailored to the research expertise of its teachers. The uniqueness of the profiles of departments and universities rests, to a great extent, on this. But this will no longer be possible, will not be allowed, in our universities. We teachers will no longer have a role in designing the courses that we teach.

The changes that are envisaged in the new system are much more far-reaching in scope and scale than the recently jettisoned FYUP. But in both cases, we see an attempt to bring about radical change in a hasty manner without adequate thought about the rationale and logistics, and even less time devoted to what matters the most — the actual content of courses. Many universities have already fallen in line and have embraced the Choice Based Credit System, and others will no doubt follow suit. Instead of uniform excellence, the result will be uniform mediocrity and a lowering of the academic standards of our best institutions. Given the enormous logistical problems involved in introducing too much change too fast, it could also involve a breakdown of our university system.

Q.  Which of the following is not the antonym of the word “spate”?

Directions : Read the following passage carefully and answer the questions given below. Certain words/phrases have been printed in bold to help you locate them.

Our universities are changing. Never has the pace of change been this fast, nor the protests this loud. On the rare occasion that the media take notice, the discussion usually focusses on whether or not due procedure has been followed. Given our authoritarian power structures, it is as important to ask whether adequate thought has gone into the initiation of the changes. Teachers of the University of Delhi are especially familiar with changes; the recent spate began with the introduction of the semester system in undergraduate teaching in 2011. Although there are certain serious logistical issues involved, there is nothing inherently wrong with teaching in a semester mode. What is problematic is when the introduction of the system is done in a manner in which little attention is paid to the content of semester courses. Unfortunately, these courses were created by snipping the existing annual courses in half, sometimes badly. Why? There was no time to reflect on curricular or pedagogic issues.

More recently, we saw even more radical changes with the introduction of the four-year undergraduate programme (FYUP) in the University of Delhi. There is nothing inherently good or bad about a four-year BA programme. A great deal hinges on the quality of the courses that form the programme. Of course, questions can be asked about whether a single university in the country can move to a four-year system and the implications of an additional year’s education in a country where many students find it difficult to pay even the highly subsidised fees. Anyhow, the programme was introduced in 2013, again without adequate time to think seriously about curricular or pedagogic issues. And then, in the summer of 2014, it was just as suddenly withdrawn. The University of Delhi is still reeling under the impact of all these changes, but what is now on the cards is something even more worrying; something that will affect not one but all Indian universities. A communiqué? from the University Grants Commission (UGC) dated November 14, 2014, gives certain directives that were apparently discussed at a retreat of the vice chancellors of Central universities on September 12 and 13, 2014; these were subsequently approved by the Ministry of Human Resource Development. The directives require that all universities follow a Choice Based Credit System (CBCS) from 2015 onwards. We are told that the aim is to provide choice to students within an institution as well as “seamless mobility across institutions” in India and abroad by adopting a “cafeteria approach”. These guidelines are apparently supposed to apply to all undergraduate and postgraduate level degree, diploma and certificate programmes being run by Central, State and deemed universities in India. Once again: such sweeping change, so little thought.

There would have been no problem if the new system only involved giving students grades instead of marks. However, it gives an all-India scale of conversion of marks into grades which does not take into account the fact that there are radical differences between the “standard” in different colleges and universities. But even this is only a small part of a larger package that has very serious implications for the autonomy of universities and the quality of university education across the country.

All universities are to have a uniform structure of syllabi. There will be “core” courses, “compulsory foundation” courses, and “elective foundation courses” that “are value-based and are aimed at man-making education”. This seems to be the FYUP in a new three-year, all-India garb. In the new system, in at least half of the core courses, the assessment will be based on examinations in which external examiners will set and mark the papers. The new system will also have an impact on PhD programmes. Theses must be evaluated by external as well as internal examiners. In the University of Delhi, while undergraduate examination papers are currently marked by teachers from across the university, postgraduate assessment is done within the departments. In the History Department, we currently have three external examiners for PhD theses. The new diktat is set to change all this. No say in courses It gets worse. It is now clear that the new system also aims at introducing uniform syllabi across universities in the country. The website of the UGC displays model undergraduate syllabi for various subjects, from which only minimal deviation will be permitted. It does not specify where these syllabi have come from. The History syllabus on the UGC website happens to be the syllabus of the University of Delhi, with a mishmash of elements drawn from the old FYUP syllabus. This is the “chosen one” which will presumably be imposed on universities all over the country.

This is not in the least bit flattering. In normal times, the process of syllabus revision in our University has involved wide-ranging consultation and discussion among all the teachers involved. It takes time — sometimes too much — but it is worth it. For example, the MA History syllabus was revised a few years ago, and the History Department has recently initiated a revision of its BA syllabi, because teachers are convinced that these syllabi need to be changed and improved. Now it seems that we need not bother. Our old courses, with which we are dissatisfied, will continue and will be imposed not only on us, but on other universities in the country. In the best universities in the world, postgraduate courses represent cutting-edge approaches and research, and are tailored to the research expertise of its teachers. The uniqueness of the profiles of departments and universities rests, to a great extent, on this. But this will no longer be possible, will not be allowed, in our universities. We teachers will no longer have a role in designing the courses that we teach.

The changes that are envisaged in the new system are much more far-reaching in scope and scale than the recently jettisoned FYUP. But in both cases, we see an attempt to bring about radical change in a hasty manner without adequate thought about the rationale and logistics, and even less time devoted to what matters the most — the actual content of courses. Many universities have already fallen in line and have embraced the Choice Based Credit System, and others will no doubt follow suit. Instead of uniform excellence, the result will be uniform mediocrity and a lowering of the academic standards of our best institutions. Given the enormous logistical problems involved in introducing too much change too fast, it could also involve a breakdown of our university system.

Q. What does the word “Pedagogic” mean?

Directions : Read the following passage carefully and answer the questions given below. Certain words/phrases have been printed in bold to help you locate them.

Our universities are changing. Never has the pace of change been this fast, nor the protests this loud. On the rare occasion that the media take notice, the discussion usually focusses on whether or not due procedure has been followed. Given our authoritarian power structures, it is as important to ask whether adequate thought has gone into the initiation of the changes. Teachers of the University of Delhi are especially familiar with changes; the recent spate began with the introduction of the semester system in undergraduate teaching in 2011. Although there are certain serious logistical issues involved, there is nothing inherently wrong with teaching in a semester mode. What is problematic is when the introduction of the system is done in a manner in which little attention is paid to the content of semester courses. Unfortunately, these courses were created by snipping the existing annual courses in half, sometimes badly. Why? There was no time to reflect on curricular or pedagogic issues.

More recently, we saw even more radical changes with the introduction of the four-year undergraduate programme (FYUP) in the University of Delhi. There is nothing inherently good or bad about a four-year BA programme. A great deal hinges on the quality of the courses that form the programme. Of course, questions can be asked about whether a single university in the country can move to a four-year system and the implications of an additional year’s education in a country where many students find it difficult to pay even the highly subsidised fees. Anyhow, the programme was introduced in 2013, again without adequate time to think seriously about curricular or pedagogic issues. And then, in the summer of 2014, it was just as suddenly withdrawn. The University of Delhi is still reeling under the impact of all these changes, but what is now on the cards is something even more worrying; something that will affect not one but all Indian universities. A communiqué? from the University Grants Commission (UGC) dated November 14, 2014, gives certain directives that were apparently discussed at a retreat of the vice chancellors of Central universities on September 12 and 13, 2014; these were subsequently approved by the Ministry of Human Resource Development. The directives require that all universities follow a Choice Based Credit System (CBCS) from 2015 onwards. We are told that the aim is to provide choice to students within an institution as well as “seamless mobility across institutions” in India and abroad by adopting a “cafeteria approach”. These guidelines are apparently supposed to apply to all undergraduate and postgraduate level degree, diploma and certificate programmes being run by Central, State and deemed universities in India. Once again: such sweeping change, so little thought.

There would have been no problem if the new system only involved giving students grades instead of marks. However, it gives an all-India scale of conversion of marks into grades which does not take into account the fact that there are radical differences between the “standard” in different colleges and universities. But even this is only a small part of a larger package that has very serious implications for the autonomy of universities and the quality of university education across the country.

All universities are to have a uniform structure of syllabi. There will be “core” courses, “compulsory foundation” courses, and “elective foundation courses” that “are value-based and are aimed at man-making education”. This seems to be the FYUP in a new three-year, all-India garb. In the new system, in at least half of the core courses, the assessment will be based on examinations in which external examiners will set and mark the papers. The new system will also have an impact on PhD programmes. Theses must be evaluated by external as well as internal examiners. In the University of Delhi, while undergraduate examination papers are currently marked by teachers from across the university, postgraduate assessment is done within the departments. In the History Department, we currently have three external examiners for PhD theses. The new diktat is set to change all this. No say in courses It gets worse. It is now clear that the new system also aims at introducing uniform syllabi across universities in the country. The website of the UGC displays model undergraduate syllabi for various subjects, from which only minimal deviation will be permitted. It does not specify where these syllabi have come from. The History syllabus on the UGC website happens to be the syllabus of the University of Delhi, with a mishmash of elements drawn from the old FYUP syllabus. This is the “chosen one” which will presumably be imposed on universities all over the country.

This is not in the least bit flattering. In normal times, the process of syllabus revision in our University has involved wide-ranging consultation and discussion among all the teachers involved. It takes time — sometimes too much — but it is worth it. For example, the MA History syllabus was revised a few years ago, and the History Department has recently initiated a revision of its BA syllabi, because teachers are convinced that these syllabi need to be changed and improved. Now it seems that we need not bother. Our old courses, with which we are dissatisfied, will continue and will be imposed not only on us, but on other universities in the country. In the best universities in the world, postgraduate courses represent cutting-edge approaches and research, and are tailored to the research expertise of its teachers. The uniqueness of the profiles of departments and universities rests, to a great extent, on this. But this will no longer be possible, will not be allowed, in our universities. We teachers will no longer have a role in designing the courses that we teach.

The changes that are envisaged in the new system are much more far-reaching in scope and scale than the recently jettisoned FYUP. But in both cases, we see an attempt to bring about radical change in a hasty manner without adequate thought about the rationale and logistics, and even less time devoted to what matters the most — the actual content of courses. Many universities have already fallen in line and have embraced the Choice Based Credit System, and others will no doubt follow suit. Instead of uniform excellence, the result will be uniform mediocrity and a lowering of the academic standards of our best institutions. Given the enormous logistical problems involved in introducing too much change too fast, it could also involve a breakdown of our university system.

Q. Choose an appropriate title for the passage.

Directions : Read the following passage carefully and answer the questions given below. Certain words/phrases have been printed in bold to help you locate them.

Our universities are changing. Never has the pace of change been this fast, nor the protests this loud. On the rare occasion that the media take notice, the discussion usually focusses on whether or not due procedure has been followed. Given our authoritarian power structures, it is as important to ask whether adequate thought has gone into the initiation of the changes. Teachers of the University of Delhi are especially familiar with changes; the recent spate began with the introduction of the semester system in undergraduate teaching in 2011. Although there are certain serious logistical issues involved, there is nothing inherently wrong with teaching in a semester mode. What is problematic is when the introduction of the system is done in a manner in which little attention is paid to the content of semester courses. Unfortunately, these courses were created by snipping the existing annual courses in half, sometimes badly. Why? There was no time to reflect on curricular or pedagogic issues.

More recently, we saw even more radical changes with the introduction of the four-year undergraduate programme (FYUP) in the University of Delhi. There is nothing inherently good or bad about a four-year BA programme. A great deal hinges on the quality of the courses that form the programme. Of course, questions can be asked about whether a single university in the country can move to a four-year system and the implications of an additional year’s education in a country where many students find it difficult to pay even the highly subsidised fees. Anyhow, the programme was introduced in 2013, again without adequate time to think seriously about curricular or pedagogic issues. And then, in the summer of 2014, it was just as suddenly withdrawn. The University of Delhi is still reeling under the impact of all these changes, but what is now on the cards is something even more worrying; something that will affect not one but all Indian universities. A communiqué? from the University Grants Commission (UGC) dated November 14, 2014, gives certain directives that were apparently discussed at a retreat of the vice chancellors of Central universities on September 12 and 13, 2014; these were subsequently approved by the Ministry of Human Resource Development. The directives require that all universities follow a Choice Based Credit System (CBCS) from 2015 onwards. We are told that the aim is to provide choice to students within an institution as well as “seamless mobility across institutions” in India and abroad by adopting a “cafeteria approach”. These guidelines are apparently supposed to apply to all undergraduate and postgraduate level degree, diploma and certificate programmes being run by Central, State and deemed universities in India. Once again: such sweeping change, so little thought.

There would have been no problem if the new system only involved giving students grades instead of marks. However, it gives an all-India scale of conversion of marks into grades which does not take into account the fact that there are radical differences between the “standard” in different colleges and universities. But even this is only a small part of a larger package that has very serious implications for the autonomy of universities and the quality of university education across the country.

All universities are to have a uniform structure of syllabi. There will be “core” courses, “compulsory foundation” courses, and “elective foundation courses” that “are value-based and are aimed at man-making education”. This seems to be the FYUP in a new three-year, all-India garb. In the new system, in at least half of the core courses, the assessment will be based on examinations in which external examiners will set and mark the papers. The new system will also have an impact on PhD programmes. Theses must be evaluated by external as well as internal examiners. In the University of Delhi, while undergraduate examination papers are currently marked by teachers from across the university, postgraduate assessment is done within the departments. In the History Department, we currently have three external examiners for PhD theses. The new diktat is set to change all this. No say in courses It gets worse. It is now clear that the new system also aims at introducing uniform syllabi across universities in the country. The website of the UGC displays model undergraduate syllabi for various subjects, from which only minimal deviation will be permitted. It does not specify where these syllabi have come from. The History syllabus on the UGC website happens to be the syllabus of the University of Delhi, with a mishmash of elements drawn from the old FYUP syllabus. This is the “chosen one” which will presumably be imposed on universities all over the country.

This is not in the least bit flattering. In normal times, the process of syllabus revision in our University has involved wide-ranging consultation and discussion among all the teachers involved. It takes time — sometimes too much — but it is worth it. For example, the MA History syllabus was revised a few years ago, and the History Department has recently initiated a revision of its BA syllabi, because teachers are convinced that these syllabi need to be changed and improved. Now it seems that we need not bother. Our old courses, with which we are dissatisfied, will continue and will be imposed not only on us, but on other universities in the country. In the best universities in the world, postgraduate courses represent cutting-edge approaches and research, and are tailored to the research expertise of its teachers. The uniqueness of the profiles of departments and universities rests, to a great extent, on this. But this will no longer be possible, will not be allowed, in our universities. We teachers will no longer have a role in designing the courses that we teach.

The changes that are envisaged in the new system are much more far-reaching in scope and scale than the recently jettisoned FYUP. But in both cases, we see an attempt to bring about radical change in a hasty manner without adequate thought about the rationale and logistics, and even less time devoted to what matters the most — the actual content of courses. Many universities have already fallen in line and have embraced the Choice Based Credit System, and others will no doubt follow suit. Instead of uniform excellence, the result will be uniform mediocrity and a lowering of the academic standards of our best institutions. Given the enormous logistical problems involved in introducing too much change too fast, it could also involve a breakdown of our university system.

Q. Which of the following acronyms are not used in the above passage?

Directions : Read the following passage carefully and answer the questions given below. Certain words/phrases have been printed in bold to help you locate them.

Our universities are changing. Never has the pace of change been this fast, nor the protests this loud. On the rare occasion that the media take notice, the discussion usually focusses on whether or not due procedure has been followed. Given our authoritarian power structures, it is as important to ask whether adequate thought has gone into the initiation of the changes. Teachers of the University of Delhi are especially familiar with changes; the recent spate began with the introduction of the semester system in undergraduate teaching in 2011. Although there are certain serious logistical issues involved, there is nothing inherently wrong with teaching in a semester mode. What is problematic is when the introduction of the system is done in a manner in which little attention is paid to the content of semester courses. Unfortunately, these courses were created by snipping the existing annual courses in half, sometimes badly. Why? There was no time to reflect on curricular or pedagogic issues.

More recently, we saw even more radical changes with the introduction of the four-year undergraduate programme (FYUP) in the University of Delhi. There is nothing inherently good or bad about a four-year BA programme. A great deal hinges on the quality of the courses that form the programme. Of course, questions can be asked about whether a single university in the country can move to a four-year system and the implications of an additional year’s education in a country where many students find it difficult to pay even the highly subsidised fees. Anyhow, the programme was introduced in 2013, again without adequate time to think seriously about curricular or pedagogic issues. And then, in the summer of 2014, it was just as suddenly withdrawn. The University of Delhi is still reeling under the impact of all these changes, but what is now on the cards is something even more worrying; something that will affect not one but all Indian universities. A communiqué? from the University Grants Commission (UGC) dated November 14, 2014, gives certain directives that were apparently discussed at a retreat of the vice chancellors of Central universities on September 12 and 13, 2014; these were subsequently approved by the Ministry of Human Resource Development. The directives require that all universities follow a Choice Based Credit System (CBCS) from 2015 onwards. We are told that the aim is to provide choice to students within an institution as well as “seamless mobility across institutions” in India and abroad by adopting a “cafeteria approach”. These guidelines are apparently supposed to apply to all undergraduate and postgraduate level degree, diploma and certificate programmes being run by Central, State and deemed universities in India. Once again: such sweeping change, so little thought.

There would have been no problem if the new system only involved giving students grades instead of marks. However, it gives an all-India scale of conversion of marks into grades which does not take into account the fact that there are radical differences between the “standard” in different colleges and universities. But even this is only a small part of a larger package that has very serious implications for the autonomy of universities and the quality of university education across the country.

All universities are to have a uniform structure of syllabi. There will be “core” courses, “compulsory foundation” courses, and “elective foundation courses” that “are value-based and are aimed at man-making education”. This seems to be the FYUP in a new three-year, all-India garb. In the new system, in at least half of the core courses, the assessment will be based on examinations in which external examiners will set and mark the papers. The new system will also have an impact on PhD programmes. Theses must be evaluated by external as well as internal examiners. In the University of Delhi, while undergraduate examination papers are currently marked by teachers from across the university, postgraduate assessment is done within the departments. In the History Department, we currently have three external examiners for PhD theses. The new diktat is set to change all this. No say in courses It gets worse. It is now clear that the new system also aims at introducing uniform syllabi across universities in the country. The website of the UGC displays model undergraduate syllabi for various subjects, from which only minimal deviation will be permitted. It does not specify where these syllabi have come from. The History syllabus on the UGC website happens to be the syllabus of the University of Delhi, with a mishmash of elements drawn from the old FYUP syllabus. This is the “chosen one” which will presumably be imposed on universities all over the country.

This is not in the least bit flattering. In normal times, the process of syllabus revision in our University has involved wide-ranging consultation and discussion among all the teachers involved. It takes time — sometimes too much — but it is worth it. For example, the MA History syllabus was revised a few years ago, and the History Department has recently initiated a revision of its BA syllabi, because teachers are convinced that these syllabi need to be changed and improved. Now it seems that we need not bother. Our old courses, with which we are dissatisfied, will continue and will be imposed not only on us, but on other universities in the country. In the best universities in the world, postgraduate courses represent cutting-edge approaches and research, and are tailored to the research expertise of its teachers. The uniqueness of the profiles of departments and universities rests, to a great extent, on this. But this will no longer be possible, will not be allowed, in our universities. We teachers will no longer have a role in designing the courses that we teach.

The changes that are envisaged in the new system are much more far-reaching in scope and scale than the recently jettisoned FYUP. But in both cases, we see an attempt to bring about radical change in a hasty manner without adequate thought about the rationale and logistics, and even less time devoted to what matters the most — the actual content of courses. Many universities have already fallen in line and have embraced the Choice Based Credit System, and others will no doubt follow suit. Instead of uniform excellence, the result will be uniform mediocrity and a lowering of the academic standards of our best institutions. Given the enormous logistical problems involved in introducing too much change too fast, it could also involve a breakdown of our university system.

Q. Which of the following is not true regarding the passage?

Directions : Read the following passage carefully and answer the questions given below. Certain words/phrases have been printed in bold to help you locate them.

Our universities are changing. Never has the pace of change been this fast, nor the protests this loud. On the rare occasion that the media take notice, the discussion usually focusses on whether or not due procedure has been followed. Given our authoritarian power structures, it is as important to ask whether adequate thought has gone into the initiation of the changes. Teachers of the University of Delhi are especially familiar with changes; the recent spate began with the introduction of the semester system in undergraduate teaching in 2011. Although there are certain serious logistical issues involved, there is nothing inherently wrong with teaching in a semester mode. What is problematic is when the introduction of the system is done in a manner in which little attention is paid to the content of semester courses. Unfortunately, these courses were created by snipping the existing annual courses in half, sometimes badly. Why? There was no time to reflect on curricular or pedagogic issues.

More recently, we saw even more radical changes with the introduction of the four-year undergraduate programme (FYUP) in the University of Delhi. There is nothing inherently good or bad about a four-year BA programme. A great deal hinges on the quality of the courses that form the programme. Of course, questions can be asked about whether a single university in the country can move to a four-year system and the implications of an additional year’s education in a country where many students find it difficult to pay even the highly subsidised fees. Anyhow, the programme was introduced in 2013, again without adequate time to think seriously about curricular or pedagogic issues. And then, in the summer of 2014, it was just as suddenly withdrawn. The University of Delhi is still reeling under the impact of all these changes, but what is now on the cards is something even more worrying; something that will affect not one but all Indian universities. A communiqué? from the University Grants Commission (UGC) dated November 14, 2014, gives certain directives that were apparently discussed at a retreat of the vice chancellors of Central universities on September 12 and 13, 2014; these were subsequently approved by the Ministry of Human Resource Development. The directives require that all universities follow a Choice Based Credit System (CBCS) from 2015 onwards. We are told that the aim is to provide choice to students within an institution as well as “seamless mobility across institutions” in India and abroad by adopting a “cafeteria approach”. These guidelines are apparently supposed to apply to all undergraduate and postgraduate level degree, diploma and certificate programmes being run by Central, State and deemed universities in India. Once again: such sweeping change, so little thought.

There would have been no problem if the new system only involved giving students grades instead of marks. However, it gives an all-India scale of conversion of marks into grades which does not take into account the fact that there are radical differences between the “standard” in different colleges and universities. But even this is only a small part of a larger package that has very serious implications for the autonomy of universities and the quality of university education across the country.

All universities are to have a uniform structure of syllabi. There will be “core” courses, “compulsory foundation” courses, and “elective foundation courses” that “are value-based and are aimed at man-making education”. This seems to be the FYUP in a new three-year, all-India garb. In the new system, in at least half of the core courses, the assessment will be based on examinations in which external examiners will set and mark the papers. The new system will also have an impact on PhD programmes. Theses must be evaluated by external as well as internal examiners. In the University of Delhi, while undergraduate examination papers are currently marked by teachers from across the university, postgraduate assessment is done within the departments. In the History Department, we currently have three external examiners for PhD theses. The new diktat is set to change all this. No say in courses It gets worse. It is now clear that the new system also aims at introducing uniform syllabi across universities in the country. The website of the UGC displays model undergraduate syllabi for various subjects, from which only minimal deviation will be permitted. It does not specify where these syllabi have come from. The History syllabus on the UGC website happens to be the syllabus of the University of Delhi, with a mishmash of elements drawn from the old FYUP syllabus. This is the “chosen one” which will presumably be imposed on universities all over the country.

This is not in the least bit flattering. In normal times, the process of syllabus revision in our University has involved wide-ranging consultation and discussion among all the teachers involved. It takes time — sometimes too much — but it is worth it. For example, the MA History syllabus was revised a few years ago, and the History Department has recently initiated a revision of its BA syllabi, because teachers are convinced that these syllabi need to be changed and improved. Now it seems that we need not bother. Our old courses, with which we are dissatisfied, will continue and will be imposed not only on us, but on other universities in the country. In the best universities in the world, postgraduate courses represent cutting-edge approaches and research, and are tailored to the research expertise of its teachers. The uniqueness of the profiles of departments and universities rests, to a great extent, on this. But this will no longer be possible, will not be allowed, in our universities. We teachers will no longer have a role in designing the courses that we teach.

The changes that are envisaged in the new system are much more far-reaching in scope and scale than the recently jettisoned FYUP. But in both cases, we see an attempt to bring about radical change in a hasty manner without adequate thought about the rationale and logistics, and even less time devoted to what matters the most — the actual content of courses. Many universities have already fallen in line and have embraced the Choice Based Credit System, and others will no doubt follow suit. Instead of uniform excellence, the result will be uniform mediocrity and a lowering of the academic standards of our best institutions. Given the enormous logistical problems involved in introducing too much change too fast, it could also involve a breakdown of our university system.

Q. Which of the following is the meaning of the word ‘communique’?

Directions : Read the following passage carefully and answer the questions given below. Certain words/phrases have been printed in bold to help you locate them.

Our universities are changing. Never has the pace of change been this fast, nor the protests this loud. On the rare occasion that the media take notice, the discussion usually focusses on whether or not due procedure has been followed. Given our authoritarian power structures, it is as important to ask whether adequate thought has gone into the initiation of the changes. Teachers of the University of Delhi are especially familiar with changes; the recent spate began with the introduction of the semester system in undergraduate teaching in 2011. Although there are certain serious logistical issues involved, there is nothing inherently wrong with teaching in a semester mode. What is problematic is when the introduction of the system is done in a manner in which little attention is paid to the content of semester courses. Unfortunately, these courses were created by snipping the existing annual courses in half, sometimes badly. Why? There was no time to reflect on curricular or pedagogic issues.

More recently, we saw even more radical changes with the introduction of the four-year undergraduate programme (FYUP) in the University of Delhi. There is nothing inherently good or bad about a four-year BA programme. A great deal hinges on the quality of the courses that form the programme. Of course, questions can be asked about whether a single university in the country can move to a four-year system and the implications of an additional year’s education in a country where many students find it difficult to pay even the highly subsidised fees. Anyhow, the programme was introduced in 2013, again without adequate time to think seriously about curricular or pedagogic issues. And then, in the summer of 2014, it was just as suddenly withdrawn. The University of Delhi is still reeling under the impact of all these changes, but what is now on the cards is something even more worrying; something that will affect not one but all Indian universities. A communiqué? from the University Grants Commission (UGC) dated November 14, 2014, gives certain directives that were apparently discussed at a retreat of the vice chancellors of Central universities on September 12 and 13, 2014; these were subsequently approved by the Ministry of Human Resource Development. The directives require that all universities follow a Choice Based Credit System (CBCS) from 2015 onwards. We are told that the aim is to provide choice to students within an institution as well as “seamless mobility across institutions” in India and abroad by adopting a “cafeteria approach”. These guidelines are apparently supposed to apply to all undergraduate and postgraduate level degree, diploma and certificate programmes being run by Central, State and deemed universities in India. Once again: such sweeping change, so little thought.

There would have been no problem if the new system only involved giving students grades instead of marks. However, it gives an all-India scale of conversion of marks into grades which does not take into account the fact that there are radical differences between the “standard” in different colleges and universities. But even this is only a small part of a larger package that has very serious implications for the autonomy of universities and the quality of university education across the country.

All universities are to have a uniform structure of syllabi. There will be “core” courses, “compulsory foundation” courses, and “elective foundation courses” that “are value-based and are aimed at man-making education”. This seems to be the FYUP in a new three-year, all-India garb. In the new system, in at least half of the core courses, the assessment will be based on examinations in which external examiners will set and mark the papers. The new system will also have an impact on PhD programmes. Theses must be evaluated by external as well as internal examiners. In the University of Delhi, while undergraduate examination papers are currently marked by teachers from across the university, postgraduate assessment is done within the departments. In the History Department, we currently have three external examiners for PhD theses. The new diktat is set to change all this. No say in courses It gets worse. It is now clear that the new system also aims at introducing uniform syllabi across universities in the country. The website of the UGC displays model undergraduate syllabi for various subjects, from which only minimal deviation will be permitted. It does not specify where these syllabi have come from. The History syllabus on the UGC website happens to be the syllabus of the University of Delhi, with a mishmash of elements drawn from the old FYUP syllabus. This is the “chosen one” which will presumably be imposed on universities all over the country.

This is not in the least bit flattering. In normal times, the process of syllabus revision in our University has involved wide-ranging consultation and discussion among all the teachers involved. It takes time — sometimes too much — but it is worth it. For example, the MA History syllabus was revised a few years ago, and the History Department has recently initiated a revision of its BA syllabi, because teachers are convinced that these syllabi need to be changed and improved. Now it seems that we need not bother. Our old courses, with which we are dissatisfied, will continue and will be imposed not only on us, but on other universities in the country. In the best universities in the world, postgraduate courses represent cutting-edge approaches and research, and are tailored to the research expertise of its teachers. The uniqueness of the profiles of departments and universities rests, to a great extent, on this. But this will no longer be possible, will not be allowed, in our universities. We teachers will no longer have a role in designing the courses that we teach.

The changes that are envisaged in the new system are much more far-reaching in scope and scale than the recently jettisoned FYUP. But in both cases, we see an attempt to bring about radical change in a hasty manner without adequate thought about the rationale and logistics, and even less time devoted to what matters the most — the actual content of courses. Many universities have already fallen in line and have embraced the Choice Based Credit System, and others will no doubt follow suit. Instead of uniform excellence, the result will be uniform mediocrity and a lowering of the academic standards of our best institutions. Given the enormous logistical problems involved in introducing too much change too fast, it could also involve a breakdown of our university system.

Q. What does the author mean by the phrase ‘elective foundation courses’?

Directions : Read the following passage carefully and answer the questions given below. Certain words/phrases have been printed in bold to help you locate them.

Our universities are changing. Never has the pace of change been this fast, nor the protests this loud. On the rare occasion that the media take notice, the discussion usually focusses on whether or not due procedure has been followed. Given our authoritarian power structures, it is as important to ask whether adequate thought has gone into the initiation of the changes. Teachers of the University of Delhi are especially familiar with changes; the recent spate began with the introduction of the semester system in undergraduate teaching in 2011. Although there are certain serious logistical issues involved, there is nothing inherently wrong with teaching in a semester mode. What is problematic is when the introduction of the system is done in a manner in which little attention is paid to the content of semester courses. Unfortunately, these courses were created by snipping the existing annual courses in half, sometimes badly. Why? There was no time to reflect on curricular or pedagogic issues.

More recently, we saw even more radical changes with the introduction of the four-year undergraduate programme (FYUP) in the University of Delhi. There is nothing inherently good or bad about a four-year BA programme. A great deal hinges on the quality of the courses that form the programme. Of course, questions can be asked about whether a single university in the country can move to a four-year system and the implications of an additional year’s education in a country where many students find it difficult to pay even the highly subsidised fees. Anyhow, the programme was introduced in 2013, again without adequate time to think seriously about curricular or pedagogic issues. And then, in the summer of 2014, it was just as suddenly withdrawn. The University of Delhi is still reeling under the impact of all these changes, but what is now on the cards is something even more worrying; something that will affect not one but all Indian universities. A communiqué? from the University Grants Commission (UGC) dated November 14, 2014, gives certain directives that were apparently discussed at a retreat of the vice chancellors of Central universities on September 12 and 13, 2014; these were subsequently approved by the Ministry of Human Resource Development. The directives require that all universities follow a Choice Based Credit System (CBCS) from 2015 onwards. We are told that the aim is to provide choice to students within an institution as well as “seamless mobility across institutions” in India and abroad by adopting a “cafeteria approach”. These guidelines are apparently supposed to apply to all undergraduate and postgraduate level degree, diploma and certificate programmes being run by Central, State and deemed universities in India. Once again: such sweeping change, so little thought.

There would have been no problem if the new system only involved giving students grades instead of marks. However, it gives an all-India scale of conversion of marks into grades which does not take into account the fact that there are radical differences between the “standard” in different colleges and universities. But even this is only a small part of a larger package that has very serious implications for the autonomy of universities and the quality of university education across the country.

All universities are to have a uniform structure of syllabi. There will be “core” courses, “compulsory foundation” courses, and “elective foundation courses” that “are value-based and are aimed at man-making education”. This seems to be the FYUP in a new three-year, all-India garb. In the new system, in at least half of the core courses, the assessment will be based on examinations in which external examiners will set and mark the papers. The new system will also have an impact on PhD programmes. Theses must be evaluated by external as well as internal examiners. In the University of Delhi, while undergraduate examination papers are currently marked by teachers from across the university, postgraduate assessment is done within the departments. In the History Department, we currently have three external examiners for PhD theses. The new diktat is set to change all this. No say in courses It gets worse. It is now clear that the new system also aims at introducing uniform syllabi across universities in the country. The website of the UGC displays model undergraduate syllabi for various subjects, from which only minimal deviation will be permitted. It does not specify where these syllabi have come from. The History syllabus on the UGC website happens to be the syllabus of the University of Delhi, with a mishmash of elements drawn from the old FYUP syllabus. This is the “chosen one” which will presumably be imposed on universities all over the country.

This is not in the least bit flattering. In normal times, the process of syllabus revision in our University has involved wide-ranging consultation and discussion among all the teachers involved. It takes time — sometimes too much — but it is worth it. For example, the MA History syllabus was revised a few years ago, and the History Department has recently initiated a revision of its BA syllabi, because teachers are convinced that these syllabi need to be changed and improved. Now it seems that we need not bother. Our old courses, with which we are dissatisfied, will continue and will be imposed not only on us, but on other universities in the country. In the best universities in the world, postgraduate courses represent cutting-edge approaches and research, and are tailored to the research expertise of its teachers. The uniqueness of the profiles of departments and universities rests, to a great extent, on this. But this will no longer be possible, will not be allowed, in our universities. We teachers will no longer have a role in designing the courses that we teach.

The changes that are envisaged in the new system are much more far-reaching in scope and scale than the recently jettisoned FYUP. But in both cases, we see an attempt to bring about radical change in a hasty manner without adequate thought about the rationale and logistics, and even less time devoted to what matters the most — the actual content of courses. Many universities have already fallen in line and have embraced the Choice Based Credit System, and others will no doubt follow suit. Instead of uniform excellence, the result will be uniform mediocrity and a lowering of the academic standards of our best institutions. Given the enormous logistical problems involved in introducing too much change too fast, it could also involve a breakdown of our university system.

Q. What is the intention of the author behind this article?

Directions : Read the following passage carefully and answer the questions given below. Certain words/phrases have been printed in bold to help you locate them.

Our universities are changing. Never has the pace of change been this fast, nor the protests this loud. On the rare occasion that the media take notice, the discussion usually focusses on whether or not due procedure has been followed. Given our authoritarian power structures, it is as important to ask whether adequate thought has gone into the initiation of the changes. Teachers of the University of Delhi are especially familiar with changes; the recent spate began with the introduction of the semester system in undergraduate teaching in 2011. Although there are certain serious logistical issues involved, there is nothing inherently wrong with teaching in a semester mode. What is problematic is when the introduction of the system is done in a manner in which little attention is paid to the content of semester courses. Unfortunately, these courses were created by snipping the existing annual courses in half, sometimes badly. Why? There was no time to reflect on curricular or pedagogic issues.

More recently, we saw even more radical changes with the introduction of the four-year undergraduate programme (FYUP) in the University of Delhi. There is nothing inherently good or bad about a four-year BA programme. A great deal hinges on the quality of the courses that form the programme. Of course, questions can be asked about whether a single university in the country can move to a four-year system and the implications of an additional year’s education in a country where many students find it difficult to pay even the highly subsidised fees. Anyhow, the programme was introduced in 2013, again without adequate time to think seriously about curricular or pedagogic issues. And then, in the summer of 2014, it was just as suddenly withdrawn. The University of Delhi is still reeling under the impact of all these changes, but what is now on the cards is something even more worrying; something that will affect not one but all Indian universities. A communiqué? from the University Grants Commission (UGC) dated November 14, 2014, gives certain directives that were apparently discussed at a retreat of the vice chancellors of Central universities on September 12 and 13, 2014; these were subsequently approved by the Ministry of Human Resource Development. The directives require that all universities follow a Choice Based Credit System (CBCS) from 2015 onwards. We are told that the aim is to provide choice to students within an institution as well as “seamless mobility across institutions” in India and abroad by adopting a “cafeteria approach”. These guidelines are apparently supposed to apply to all undergraduate and postgraduate level degree, diploma and certificate programmes being run by Central, State and deemed universities in India. Once again: such sweeping change, so little thought.

There would have been no problem if the new system only involved giving students grades instead of marks. However, it gives an all-India scale of conversion of marks into grades which does not take into account the fact that there are radical differences between the “standard” in different colleges and universities. But even this is only a small part of a larger package that has very serious implications for the autonomy of universities and the quality of university education across the country.

All universities are to have a uniform structure of syllabi. There will be “core” courses, “compulsory foundation” courses, and “elective foundation courses” that “are value-based and are aimed at man-making education”. This seems to be the FYUP in a new three-year, all-India garb. In the new system, in at least half of the core courses, the assessment will be based on examinations in which external examiners will set and mark the papers. The new system will also have an impact on PhD programmes. Theses must be evaluated by external as well as internal examiners. In the University of Delhi, while undergraduate examination papers are currently marked by teachers from across the university, postgraduate assessment is done within the departments. In the History Department, we currently have three external examiners for PhD theses. The new diktat is set to change all this. No say in courses It gets worse. It is now clear that the new system also aims at introducing uniform syllabi across universities in the country. The website of the UGC displays model undergraduate syllabi for various subjects, from which only minimal deviation will be permitted. It does not specify where these syllabi have come from. The History syllabus on the UGC website happens to be the syllabus of the University of Delhi, with a mishmash of elements drawn from the old FYUP syllabus. This is the “chosen one” which will presumably be imposed on universities all over the country.

This is not in the least bit flattering. In normal times, the process of syllabus revision in our University has involved wide-ranging consultation and discussion among all the teachers involved. It takes time — sometimes too much — but it is worth it. For example, the MA History syllabus was revised a few years ago, and the History Department has recently initiated a revision of its BA syllabi, because teachers are convinced that these syllabi need to be changed and improved. Now it seems that we need not bother. Our old courses, with which we are dissatisfied, will continue and will be imposed not only on us, but on other universities in the country. In the best universities in the world, postgraduate courses represent cutting-edge approaches and research, and are tailored to the research expertise of its teachers. The uniqueness of the profiles of departments and universities rests, to a great extent, on this. But this will no longer be possible, will not be allowed, in our universities. We teachers will no longer have a role in designing the courses that we teach.

The changes that are envisaged in the new system are much more far-reaching in scope and scale than the recently jettisoned FYUP. But in both cases, we see an attempt to bring about radical change in a hasty manner without adequate thought about the rationale and logistics, and even less time devoted to what matters the most — the actual content of courses. Many universities have already fallen in line and have embraced the Choice Based Credit System, and others will no doubt follow suit. Instead of uniform excellence, the result will be uniform mediocrity and a lowering of the academic standards of our best institutions. Given the enormous logistical problems involved in introducing too much change too fast, it could also involve a breakdown of our university system.

Q. What is the meaning of the word ‘Autonomy’?

Directions : Read the following passage carefully and answer the questions given below. Certain words/phrases have been printed in bold to help you locate them.

Our universities are changing. Never has the pace of change been this fast, nor the protests this loud. On the rare occasion that the media take notice, the discussion usually focusses on whether or not due procedure has been followed. Given our authoritarian power structures, it is as important to ask whether adequate thought has gone into the initiation of the changes. Teachers of the University of Delhi are especially familiar with changes; the recent spate began with the introduction of the semester system in undergraduate teaching in 2011. Although there are certain serious logistical issues involved, there is nothing inherently wrong with teaching in a semester mode. What is problematic is when the introduction of the system is done in a manner in which little attention is paid to the content of semester courses. Unfortunately, these courses were created by snipping the existing annual courses in half, sometimes badly. Why? There was no time to reflect on curricular or pedagogic issues.

More recently, we saw even more radical changes with the introduction of the four-year undergraduate programme (FYUP) in the University of Delhi. There is nothing inherently good or bad about a four-year BA programme. A great deal hinges on the quality of the courses that form the programme. Of course, questions can be asked about whether a single university in the country can move to a four-year system and the implications of an additional year’s education in a country where many students find it difficult to pay even the highly subsidised fees. Anyhow, the programme was introduced in 2013, again without adequate time to think seriously about curricular or pedagogic issues. And then, in the summer of 2014, it was just as suddenly withdrawn. The University of Delhi is still reeling under the impact of all these changes, but what is now on the cards is something even more worrying; something that will affect not one but all Indian universities. A communiqué? from the University Grants Commission (UGC) dated November 14, 2014, gives certain directives that were apparently discussed at a retreat of the vice chancellors of Central universities on September 12 and 13, 2014; these were subsequently approved by the Ministry of Human Resource Development. The directives require that all universities follow a Choice Based Credit System (CBCS) from 2015 onwards. We are told that the aim is to provide choice to students within an institution as well as “seamless mobility across institutions” in India and abroad by adopting a “cafeteria approach”. These guidelines are apparently supposed to apply to all undergraduate and postgraduate level degree, diploma and certificate programmes being run by Central, State and deemed universities in India. Once again: such sweeping change, so little thought.

There would have been no problem if the new system only involved giving students grades instead of marks. However, it gives an all-India scale of conversion of marks into grades which does not take into account the fact that there are radical differences between the “standard” in different colleges and universities. But even this is only a small part of a larger package that has very serious implications for the autonomy of universities and the quality of university education across the country.

All universities are to have a uniform structure of syllabi. There will be “core” courses, “compulsory foundation” courses, and “elective foundation courses” that “are value-based and are aimed at man-making education”. This seems to be the FYUP in a new three-year, all-India garb. In the new system, in at least half of the core courses, the assessment will be based on examinations in which external examiners will set and mark the papers. The new system will also have an impact on PhD programmes. Theses must be evaluated by external as well as internal examiners. In the University of Delhi, while undergraduate examination papers are currently marked by teachers from across the university, postgraduate assessment is done within the departments. In the History Department, we currently have three external examiners for PhD theses. The new diktat is set to change all this. No say in courses It gets worse. It is now clear that the new system also aims at introducing uniform syllabi across universities in the country. The website of the UGC displays model undergraduate syllabi for various subjects, from which only minimal deviation will be permitted. It does not specify where these syllabi have come from. The History syllabus on the UGC website happens to be the syllabus of the University of Delhi, with a mishmash of elements drawn from the old FYUP syllabus. This is the “chosen one” which will presumably be imposed on universities all over the country.

This is not in the least bit flattering. In normal times, the process of syllabus revision in our University has involved wide-ranging consultation and discussion among all the teachers involved. It takes time — sometimes too much — but it is worth it. For example, the MA History syllabus was revised a few years ago, and the History Department has recently initiated a revision of its BA syllabi, because teachers are convinced that these syllabi need to be changed and improved. Now it seems that we need not bother. Our old courses, with which we are dissatisfied, will continue and will be imposed not only on us, but on other universities in the country. In the best universities in the world, postgraduate courses represent cutting-edge approaches and research, and are tailored to the research expertise of its teachers. The uniqueness of the profiles of departments and universities rests, to a great extent, on this. But this will no longer be possible, will not be allowed, in our universities. We teachers will no longer have a role in designing the courses that we teach.

The changes that are envisaged in the new system are much more far-reaching in scope and scale than the recently jettisoned FYUP. But in both cases, we see an attempt to bring about radical change in a hasty manner without adequate thought about the rationale and logistics, and even less time devoted to what matters the most — the actual content of courses. Many universities have already fallen in line and have embraced the Choice Based Credit System, and others will no doubt follow suit. Instead of uniform excellence, the result will be uniform mediocrity and a lowering of the academic standards of our best institutions. Given the enormous logistical problems involved in introducing too much change too fast, it could also involve a breakdown of our university system.

Q. What is the antonym of the word ‘radical’?

Directions: Read each sentence to find out whether there is any error in it. The error, if any, will be in one part of the sentence. The number of that part is the answer. If there is no error the answer is (5). (Ignore errors of punctuation, if any.)

We were happy that 1)/ the audience responded well 2)/ and gave all the speakers 3)/ a patiently listening. 4)/ No error 5).

Directions: Read each sentence to find out whether there is any error in it. The error, if any, will be in one part of the sentence. The number of that part is the answer. If there is no error the answer is (5). (Ignore errors of punctuation, if any.)

He received timely support 1)/ from his elder brother 2)/ who is working abroad 3)/ for the last six years. 4)/ No error 5).

Directions: Read each sentence to find out whether there is any error in it. The error, if any, will be in one part of the sentence. The number of that part is the answer. If there is no error the answer is (5). (Ignore errors of punctuation, if any.)

The notorious gang opened 1)/ the door quietly and 2)/ escaped in the dark with 3)/ whatever they would collect. 4)/ No error 5).

Directions: Read each sentence to find out whether there is any error in it. The error, if any, will be in one part of the sentence. The number of that part is the answer. If there is no error the answer is (5). (Ignore errors of punctuation, if any.)

One of the security men 1)/ rushed forward and asked 2)/ me whether I 3)/ had anything objectionable. 4)/ No error 5).

Directions: Read each sentence to find out whether there is any error in it. The error, if any, will be in one part of the sentence. The number of that part is the answer. If there is no error the answer is (5). (Ignore errors of punctuation, if any.)

We could not 1)/ believe that one 2)/ of us was 3)/ responsible with the act. 4)/ No error 5).

DIRECTIONS: Which of the phrases (a), (b), (c) and (d) given below each sentence should replace the phrase printed in bold in the sentence to make it grammatically correct? If the sentence is correct as it is given and no correction is required, mark (e) as the answer.

Q. He is unique as he behaves with the same courtesy of the poor as of the rich. 

DIRECTIONS: Which of the phrases (a), (b), (c) and (d) given below each sentence should replace the phrase printed in bold in the sentence to make it grammatically correct? If the sentence is correct as it is given and no correction is required, mark (e) as the answer.

Q. The judge asked the accused why was he looking so depressed.

DIRECTIONS: Which of the phrases (a), (b), (c) and (d) given below each sentence should replace the phrase printed in bold in the sentence to make it grammatically correct? If the sentence is correct as it is given and no correction is required, mark (e) as the answer.

Q. They could not admire his bright performance because of they dislike him.

DIRECTIONS: Which of the phrases (a), (b), (c) and (d) given below each sentence should replace the phrase printed in bold in the sentence to make it grammatically correct? If the sentence is correct as it is given and no correction is required, mark (e) as the answer.

As the time were hard for all, the country was generally making progress.

DIRECTIONS: Which of the phrases (a), (b), (c) and (d) given below each sentence should replace the phrase printed in bold in the sentence to make it grammatically correct? If the sentence is correct as it is given and no correction is required, mark (e) as the answer.

Q. Our hope was that he would not enter college till he had had some grounding in science.