Challenges with CUET-based Admissions at Delhi University

Authors Abha Dev Habib and Saikat Ghosh highlight significant issues with the Common University Entrance Test (CUET) introduced in 2022 for admissions to central universities, focusing on Delhi University (DU).

Pre-CUET Admission Process

• Previously, DU admissions were based on Class XII scores, with high demand and immediate closures upon the first list due to soaring cut-offs.
• Students and parents engaged in campus visits to assess infrastructure and meet faculty.

Post-CUET Admission Challenges

• Vacant Seats: On average, 5,000 seats remain vacant annually since CUET's introduction.
• Infrastructure and Administrative Delays: The staggered academic calendar and repeated "mop-up" rounds disrupt the teaching-learning process.
• Shift in Student Preferences: Many students now prefer private universities due to uncertainties in the admission process.
• Increased Stress: Separate academic calendars for new batches and existing students add stress to the system.

Impact on Students and Faculty

• Skewed Student-Teacher Ratio: Over-admissions in certain courses due to the lack of a proper admission strategy.
• Disrupted Academic Activities: Timetables and co-curricular activities are affected as exams coincide with teaching schedules.
• Regional and Gender Diversity: A decline in regional diversity and female student admissions due to a CBSE-centric approach and rising private coaching costs.

Concerns with CUET Implementation

• Centralization vs. Autonomy: CUET over-centralizes admissions, restricting public universities while top private universities maintain independent processes.
• NTA's Credibility: Frequent delays, paper leaks, and inadequate infrastructure cast doubt on the National Testing Agency's reliability.

Recommendations for Improvement

• Autonomous Practices: Restore central universities' autonomy in admissions to preserve their national character and functional order.
• Normalization of Class XII Results: Consider using Class XII board results to address disparities across different educational boards.