DU College Faces Protests as UGC-Directed Pay Revision Sparks Controversy Among PhD and MPhil Holders

DU College Faces Protests as UGC-Directed Pay Revision Sparks Controversy Among PhD and MPhil Holders

New Delhi [India], March 27 (ANI):
Jesus and Mary College
(JMC) has mandated a reassessment of salaries for teachers who earned PhDs, M.Phils., or ME degrees after January 1, 2016.
UGC
instruction terminating distinct increases for advanced degrees after the 7th Pay Commission.

The
JMC Staff Association
has vehemently disagreed with the decision, contending that it essentially cancels out the Ph.D. and M.Phil. increments awarded under
UGC
Regulations 2018.

The directive, providing clarifications from the
University Grants Commission
(
UGC
) and the
Ministry of Education
(previously known as MHRD), refers to an October 15, 2024,
UGC
Letter to JMC dated November 2, 2017, from MHRD, along with a follow-up
UGC
a letter sent to all Central Universities on February 10, 2025.

The Administration department might adjust the salaries of the teaching staff members listed here as of March 1, 2025. This adjustment applies specifically to those who earned a Ph.D., M.Phil, or M.E. degree following the enforcement of the 7th Pay Commission starting January 1, 2016. The Accounts Department must enforce this change effective from March 1, 2025, according to the notice issued on February 24.

Under the previous
UGC
According to regulations, teachers had the right to receive non-compound advances when they attained higher qualifications. For instance, faculty members were awarded five advanced increments for obtaining a Ph.D. and two for earning an M.Phil. at the point of their hiring. Furthermore, staff members who acquired these degrees during their employment were given three increments for a Ph.D. and one increment for an M.Phil., respectively.

However, the recent
UGC
The clarification indicates that the advantages of advanced degrees had been incorporated into the compensation framework via the Career Advancement Scheme (CAS). Consequently, additional increases for earning Ph.D. or M.Phil. degrees after January 1, 2016, are being eliminated. This adjustment has raised worries among faculty about possible decreases in their salaries as well as potential salary repayments.

JMC educators assert that this change will lead to financial difficulties and psychological strain because it upsets their current compensation framework.

Over 50 educators are not receiving the salaries they deserve according to
UGC
The regulations from 2018 are leading to significant demoralization and psychological strain among educators who have structured their careers based on the previous compensation framework,” stated the organization in a release.

At the Governing Body assembly held on March 21, 2025, the team asked the institution to suspend the re-assessment procedure until further notice.
UGC
An expert panel established on March 6, 2025, presents its suggestions. Nonetheless, the administration turned down the petition, instructing the institution to move forward with the salary adjustment process in March as planned.

Describing the choice as “regrettable,” the organization contended that altering compensation without modifying the
UGC
The regulations from 2018 conflict with legal standards.

In protest, the
JMC Staff Association
organized a sit-in protest on campus between 11 AM and 1 PM on Thursday, coinciding with the
Delhi University
The Teachers’ Association (DUTA)’s appeal for university-wide demonstrations against the
UGC
clarification, the draft
UGC
Rules 2025, Delhi University’s suggested acquisition of 12 colleges under the Delhi government, along with the evaluation of previous service periods for promotion purposes.

Meanwhile, the
Delhi University
The Teachers’ Association (DUTA) organized demonstrations at multiple colleges addressing concerns affecting educators. According to their statement, DUTA vehemently opposes the refusal to grant PhDs, M.Phils, and salary increases, along with the disregard of previous service years when considering promotions. These actions have resulted in significant financial harm and inequity for teachers.

The organization mentioned that according to the
UGC
In accordance with Regulations 2018, educators were eligible for straightforward advances without compounding to pursue advanced degrees. Nevertheless, the institution is currently revoking this advantage due to an erroneous understanding of these guidelines.
UGC
‘s recent clarification. (ANI)

Provided by Syndigate Media Inc. (
Syndigate.info
).

Asia Rises: U.S. and U.K. Still Lead Global University Rankings

Asia Rises: U.S. and U.K. Still Lead Global University Rankings

In the QS World University Rankings by Subject for 2025, universities across Asia, notably those located in Singapore, mainland China, and Hong Kong, have shown significant progress with an impressive rise in their number of subjects placed within the top 50 categories.

The rankings evaluate more than 18,300 programs at 1,700 universities spanning 100 nations, underscoring the escalating worldwide rivalry in tertiary education.

American educational institutions remain at the forefront, topping the rankings in 32 fields, with Harvard claiming the number one spot in 15 areas and MIT leading in 11 disciplines.

British universities stand out in 18 disciplines, with Cambridge topping the charts in four areas. According to QS, a UK-based higher education data company, the University of Leeds has the most subject listings at 53 across all U.K. educational bodies.

The United Kingdom experienced a general improvement in its subject rankings, with 1,831 submissions from 104 institutions this year, compared to 1,797 last year.


Asia’s rapid rise

Asian universities have surpassed those in the U.K. in terms of enhancements in subject rankings.

Specifically, Mainland China has significantly increased its representation among the top 50 institutions, rising from 100 subjects in 2020 to 231 this year—a growth of 131%. Additionally, the count of Chinese universities within the top 10 positions has skyrocketed from five to twenty-one, marking an impressive rise of 320%.

Hong Kong showed significant progress as well, with its number of subjects in the top 10 list growing from two to six, and its count within the top 50 jumping from 76 to 108 positions, marking a rise of 42%.

Singapore has witnessed the most remarkable improvements, with its top 10 subject rankings jumping from eight to 34 — an increase of 325%.

The University of Hong Kong tops Asian institutions, placing within the top 200 across an impressive 55 disciplines—the largest number among regional universities. This year, it also showed the greatest progress with 47 subject rankings improving, closely trailed by The Chinese University of Hong Kong which had 43 advancements.

Our most extensive subject rankings yet continue to shed light on elements affecting the quality of global higher education institutions. Although the countries that typically lead international university rankings still maintain their dominant positions at the top, they are starting to face competition from emerging higher education sectors,” said Ben Sowter, QS Vice President.
The PIE News
.

This can be seen in the impressive showings from nations across Asia and the Middle East this year—a pattern that is expected to persist as institutions of higher learning in the U.S., U.K., Australia, and Canada grapple with significant financial challenges,” he noted.

The 2025 QS World University Rankings by Subject encompass 55 disciplines distributed among five major academic areas: Arts & Humanities, Engineering & Technology, Life Sciences & Medicine, Natural Sciences, and Social Sciences & Management.

This year’s iteration stands out as the most comprehensive yet, featuring 171 additional educational institutions over the 2024 rankings. Fields including medicine, computer science & information systems, and materials science now boast a higher number of ranked universities than has previously been seen.

From Teacher to Lorry Driver: How Stress Led Me to Switch Careers

From Teacher to Lorry Driver: How Stress Led Me to Switch Careers

Stuart Youens states that when he began teaching at a secondary school 20 years ago, he was passionate about his work.

However, slowly but surely, the impact of budget reductions, the decrease in classroom aides, the surge in extra support requirements, along with an uptick in bureaucratic processes began to be felt.

Two years back, he decided to step away from his former career and start working as a truck driver – and he claims that he feels much more content with his new occupation.

Data obtained by LIFEHACKScotland News indicates that the number of days teachers have taken off due to stress has significantly increased over the last six years.

Labor unions and education professionals indicate that numerous educators are departing the profession entirely due to these issues.

The Scottish government has stated that they are implementing measures to ensure school staff receive the required assistance.

Stuart Youens, aged 47, who hails from central Scotland, mentions that he previously worked at a reputable school. However, he began experiencing anxiety about heading into his workplace each day. He also stated that he felt compelled to leave before becoming cynical and disillusioned.

He mentions that teachers should be capable of managing stress within the classroom environment; however, he also points out that issues like mobile phones, disruptive behavior, and student apathy have increasingly become significant problems.

Stuart mentions that the level of stress originating from outside the classroom has surged significantly because of qualification demands and an escalating volume of documentation.

“As I see it, teaching ought to be fairly straightforward, but when you pile on more and more data collection and bureaucratic tasks, it only increases pressure,” he explains.

The excessive red tape needs to be reduced so that teachers can focus on their work. Teaching is indeed a highly rewarding profession, but we must be allowed to carry out our duties without being bogged down by such extensive bureaucratic processes.

He mentions that he enjoys his career as a lorry driver and doesn’t look back at his time as a geography teacher, despite the higher pay.

He states that it’s hard to draw comparisons between lorry driving and teaching, as these are entirely distinct occupations.

I genuinely enjoy driving because of its straightforwardness. It feels far more laid-back.

I want to make it clear that every job has its stresses, including operating a large vehicle, but the people I work with are excellent. Any issues that come up are handled by the mechanics.

I’ve regained that simplicity in teaching that I believed I should have possessed from the start.

Approximately 53,000 educators were working in Scotland during the 2023/24 academic year.

Queries regarding the frequency of teacher absences attributed to stress were dispatched to all Scottish councils by Reform Scotland, an organization that characterizes itself as a nonpartisan independent think tank, with Lord Jack McConnell, a former Labour first minister, serving as chairman.

It garnered replies to its freedom of information queries from most local authorities; however, several entities—including Glasgow—either did not reply at all or merely offered the average number of teacher days lost.

Across the 14 councils that submitted complete data for each year, the overall count of teacher absences attributed to stress increased from 30,380 days in the 2017/18 period to 41,629 days in the most recent year.

In Edinburgh, the figure has more than doubled during this time span, increasing from 3,594 to 8,879. Other regions like Angus have also seen significant rises.

Educators have informed LIFEHACK that their tasks are becoming more challenging due to worsening student behavior in classrooms, an increased number of children requiring substantial assistance, and reductions in funding for classroom aides, support personnel, and overall educational budgets.

Education experts say that having so many experienced teachers being off long-term sick or leaving the profession altogether has a hugely detrimental impact on pupils who will then get ad hoc supply teachers or have to share teachers with other classes.

Alison Payne, who leads research at Reform Scotland, mentioned they aimed to gain clearer insights into how teaching has been affected following hearsay about increasing stress among educators.

She stated: “Although the varying recording techniques employed by the distinct councils complicated efforts to obtain an overall view of Scotland, the individual local government responses were distressing.”

Mrs. Payne stated that the Scottish government ought to look into the matter more deeply.

“Although the rising number of educators severely impacted by stress is clearly concerning from an individual perspective, this increase also leads to greater disruptions in learning for students,” she noted.

The statistics do not reveal if few teachers have been absent for extended durations, which might be simpler to handle when arranging coverage, or if there’s a rise in the number of teachers taking short leaves frequently, making it harder to schedule effectively.

‘Making meaningful progress’

The previous year, the EIS union initiated research focusing on workload and stress. The findings revealed that teachers were, on average, putting in an extra 11 hours per week without pay beyond their contracted hours.

A representative from the EIS mentioned that extremely high levels of stress and stress-induced illnesses are a matter of grave concern.

The Scottish government and local councils, being the employers of teachers, have a responsibility to take action in accordance with their duty of care to alleviate the significant work overload currently faced by educators.

Councillor Joan Griffiths, who leads the Edinburgh City Council’s education, children, and families committee, expressed her sadness over the absenteeism statistics.

“The well-being of more than 3,000 teachers working for the council is extremely important to us,” she stated.

She mentioned that various forms of assistance and resources are provided to aid them, and instructors experiencing worries regarding their workloads or mental well-being are urged to discuss these issues with their direct supervisor.

Angus Council acknowledged the difficulties faced by teachers and stated they have implemented various strategies to assist employees who experience stress.

A representative from the Scottish government stated they were implementing measures to guarantee that school employees received the required assistance.

Over the past few years, we have dedicated over £2 million to particularly bolster the well-being of the educational staff.

Scotland still boasts the highest teacher salaries and the smallest student-to-teacher ratio within the UK.

We are equally committed to boosting the number of teachers in our schools. To achieve this, we are allocating £186.5 million to local authorities this year under a pact with Cosla. This funding aims to bring teacher counts back up to 2023 levels, along with maintaining current learning hours and significantly cutting down class interaction periods.

  • Could the decrease in student enrollment justify a reduction in teaching staff?
  • Under new guidelines, schools might prohibit mobile phones.
  • Teachers ‘ethically coerced’ over workloads – union
Tinubu Launches Youth Academy: Empowering the Next Generation and Closing the Skills Gap

Tinubu Launches Youth Academy: Empowering the Next Generation and Closing the Skills Gap

On Monday, President Bola Tinubu reaffirmed his government’s commitment to providing Nigerian youth with the necessary skills to ensure they can actively participate and excel on the international level.

Tinubu made this statement during the official launch of the Nigerian Youth Academy at the Council Chambers of the Presidential Villa in Abuja. He emphasized that being an exceptional country with a median age of 17 years, Nigeria boasts one of the most youthful demographics globally.

Stanley Nkwocha, who serves as the Senior Special Assistant to the Vice President for Media and Communications, made this announcement in a statement released on Monday. The title of the statement reads: ‘Empowering Nigerian Youth to Become Key Competitors on the Global Stage.’

At the launch, Tinubu, who was represented by Shettima, outlined sectors where the government plans to equip the youth with top-tier training, such as digital literacy, technical abilities, business acumen, and involvement in the creative sector.

He emphasized that a country’s achievement turns feasible when “its kids can sleep assured of their spot in an evolving world.”

Tinubu noted that this distinctiveness serves as an encouragement to meet the challenge of positioning Nigeria as the third-most populous country globally by 2050, with more than half of its population expected to consist of individuals younger than 21 years old.

As stated by the Nigerian leader, NiYA will concentrate on three key sectors: enhancing education and developing skills, promoting economic empowerment, and fostering leadership and civic participation.

By providing top-notch education in digital literacy, technical abilities, entrepreneurialism, and the creative sector, we aim to empower our young people to excel globally.

Programs such as the Youth Investment Fund and the Presidential Initiative for Youth Enterprise Clusters will offer financial assistance, guidance, and resources to budding business owners,” he stated. “Additionally, founding a National Youth Development Bank will guarantee access to the necessary funds to transform concepts into successful enterprises.

Tinubu stated that the NiYA represents a daring approach to addressing Nigeria’s poor standing in terms of human capital development, high unemployment rates, and other obstacles hindering national advancement. He affirmed that over the coming two years, the academy will equip and empower millions of young Nigerians.

“It will provide them with the abilities, information, and chances required to measure up against global competitors. This isn’t merely a commitment to their tomorrow; it’s a pledge to the country’s upcoming era,” he further stated.

Acknowledging that the safety of the country’s workforce depends on establishing a strong, skill-focused educational setting, the President stated that his government has achieved notable progress toward advancing the nation’s human capital growth plan.

He continued: “Yet, we must acknowledge the challenges that persist. Nigeria’s Human Capital Index ranking remains below its potential, with youth unemployment and learning poverty presenting critical barriers to progress.

“These statistics are not just numbers; they reflect lives disrupted, dreams deferred, and futures left uncertain. The Nigerian Youth Academy is our commitment to changing this narrative.”

“The Nigerian Youth Academy will nurture the next generation of leaders, training them in governance, policy-making, and community development. We believe that the success of this initiative rests not in Abuja alone but in the communities where real change is felt.”

Earlier, Minister for Youth Development, Mr. Ayodele Olawande, explained that the initiative is designed to equip young Nigerians with marketable skills.

“The President assured Nigerian youth that they would be provided with an opportunity to realize their aspirations; countless young Nigerians aspire to secure gainful employment and lead prosperous lives,” he stated.

The Minister noted that NiYA aims to “upscale and bridge the skill gap in the job market and will close the gap so that many youths can be empowered with the skills needed for the job.

“This initiative is aimed at every young person in Nigeria. NiYA embodies Mr. President’s commitment to assist all youths in shaping a brighter future and generating opportunities not only for themselves but also for their families,” Olawande stated.

The Minister encouraged young Nigerians to grasp this chance, emphasizing that it presents all Nigerian youths with the opportunity to acquire skills, become actively involved, and steer their own futures.

Additionally, Mr. Wale Edun, who serves both as the Minister of Finance and the Coordinating Minister of the Economy, extended his congratulations to the recipients of the N1 million grant awarded to six representatives from NiYA. These individuals represent each of Nigeria’s six geopolitical regions and will use this startup fund to support themselves as they launch their initiatives aimed at developing skills among young people and promoting entrepreneurship.

Mr. Edun stated that NiYA represents a daring and ambitious move toward fulfilling President Tinubu’s pledge to support the empowerment of Nigeria’s youth.

He stated that NiYA resonates with the ambitions of more than sixty million young Nigerians aged between 18 and 35, both within Nigeria and abroad, who crave knowledge, skills, and opportunities.

We understand that in today’s global digital economy, skills hold greater value than mere certifications. This is precisely why NiYA stands out; it goes beyond being merely an educational platform.

“It serves as a launching platform for a fresh cohort of Nigerian entrepreneurs, creators, professionals, and founders who can effortlessly connect with the global community from their seats via the internet,” he noted.

Provided by Syndigate Media Inc. (
Syndigate.info
).

Opinion: The Surprising Reason Male Students Are Struggling


Given my roles as an educator for high school students, a scholar in educational psychology, a mentor with certification in mental health counseling, a leader of a school club, a resident of Morocco, and a parent, I feel compelled to address the concerning trend of many male students showing little interest in their studies.


Furthermore, I urge those in leadership positions to address this aggravating problem. The primary concern for most male students—which I emphasize does not imply all—is focusing intently on their studies and establishing goals aligned with the school curriculum.


The time has come for us to examine this trend, as it continues to permeate every facet of our lives, including professional roles. This shift is evident in societal attitudes, with women increasingly at the forefront. It’s undeniable that female students are surpassing their male counterparts both academically across multiple disciplines and socially through varied engagements. Young females demonstrate greater engagement in educational settings and additional activities outside class (although it should be noted that not all girls have ideal learning conditions).


According to various data points, girls outperformed boys in subjects like literature and advanced courses over the last three years. Certain reports suggest that the disparity between genders in proficiency levels for both Arabic and French has widened recently; specifically, 68% of girls view reading as an interest versus just 54% of boys. Moreover, at the tertiary level, women dominate: from 2017 to 2022, 60% of enrolled college students were female, whereas men constituted merely 28%. Additionally, current information indicates that a greater proportion of females successfully cleared competitive examinations compared to their male counterparts.


To make something clear, the dedication and effort put forth by young women is a matter of great pride for all Moroccans. We—as a nation, encompassing both genders—need to continue supporting our female students and encouraging their progress. However, I also aim to bring awareness to the challenges faced by male students with regard to our Ministry and policymakers. The elevated position of females within society should not be seen as responsible for boys dropping out of school-related activities or pursuing interests beyond academics.


It’s evident that women are putting in tremendous effort to achieve prestigious positions across various domains. Their success can be attributed both to their unwavering resolve and to broader social transformations. In Morocco, policies tend to favor empowering girls over boys. Women have indeed gained considerable support through incentive schemes in sectors like education, economics, community development, and political participation. The “Plan for Gender Equity 2017-2030” encompasses measures designed to assist girls throughout their academic journey and foster equal opportunity between genders. Additionally, the government has initiated the “National Initiative for Educating Girls in Rural Zones,” which seeks to enhance schooling prospects for young ladies in remote regions by constructing nearby facilities and providing financial aid. Informal projects like “DigiGirlz” also strive to bolster female engagement in STEM disciplines. Nonetheless, overlooking the needs of boy students represents a substantial misstep.


The success of these previously mentioned initiatives is commendable and commands our admiration. We, as educators, deeply appreciate the work aimed at assisting numerous young women with their academic pursuits. Nevertheless, we should pose some queries: Shouldn’t boys also be entitled to motivational programs? Is there sufficient awareness among them about their futures? In essence, aren’t they youngsters who require guidance to navigate through life’s myriad temptations?


Many boys dedicate significant time to playing football, watching matches, socializing, and similar activities. Additionally, they tend to invest more hours into gaming at their homes. Parents find this behavior tolerable due to prevailing cultural norms that grant greater liberty to boy children relative to girl children, who frequently assist with household chores and focus heavily on academic pursuits.


Conversely, certain male students today think that schools are obsolete and fail to keep up with technological progress and market demands worldwide. They perceive that schooling doesn’t ensure a better future, considering how many individuals holding BAs or MAs remain jobless. Furthermore, numerous instances of self-made successes can be found across various social platforms, showcasing figures who either avoided formal education entirely or left school prematurely.


Furthermore, boys tend to be more swayed by superficial influencers who employ youthful vernacular that offers fleeting comfort. Additionally, many believe they can achieve quick financial gains at a young age without having to endure prolonged periods in educational institutions. Such factors, along with others, lead to diminished engagement and enthusiasm among male students toward their academic pursuits.


On the contrary, girls are more engaged with schooling as they aspire to achieve financial and social independence. They have grown weary of being seen as a drain on men. This empowerment has made them more conscious of both their present circumstances and future prospects.


Who should be held accountable? No single entity bears responsibility for male students’ negligence; however, we collectively bear culpability if we do not strive to implement strategies aimed at motivating them. It is essential to demonstrate that both personal and societal progress towards success hinges upon the strength of our educational systems. As Nelson Mandela once stated, “Education is the most potent tool with which we can transform the world.” Other instances of triumph around the globe remain mere anomalies.

The post
Opinion: Why Are Male Students Lagging Behind?
appeared first on
LIFEHACKEnglish – Morocco News
.

VC Urges FG to Expand TETFund Benefits to Private Universities

The Vice-Chancellor of Lead City University in Ibadan, Professor Kabiru Adeyemo, has appealed to the Federal Government to expand the Tertiary Education Trust Fund advantages to include private institutions, enabling these schools to have access to similar resources as those available at publicly funded universities.

At a press conference held on Monday in Ibadan to celebrate the institution’s 20th anniversary, Adeyemo stressed that private university students ought to have access to student loans, and professors should get government-supported research grants.

I recommend that the Federal Government promote private universities by granting them access to the same benefits enjoyed by most public universities, particularly those provided by TETFund.

“As the chairperson of the Committee of Private Universities in Nigeria, we have explicitly stated that private universities should be granted access to these resources,” he emphasized.

Adeyemo also highlighted the importance of educational fairness, emphasizing that TETFund resources, funded by taxpayer dollars, ought not to be limited to just public institutions.

Our students ought to have access to scholarships, as these can assist them in covering part of their tuition costs.

“Furthermore, faculty members at private institutions should also gain access to these resources, ensuring they feel included.”

“At minimum, the funds from TETFund come from taxpayers’ money and shouldn’t be exclusively enjoyed by public universities,” he stated.

The Vice-Chancellor encouraged the administration to establish an enabling atmosphere for private universities to flourish, appealing to the National Universities Commission (NUC), the federal authorities, and other involved parties to offer essential support measures.

When looking back at the accomplishments of Lead City University over the last twenty years, Adeyemo credited its prosperity to robust collaboration, outstanding academics, and a dedication to fostering individuals who generate wealth instead of those seeking employment.

Our dedication to quality stands unmatched. The team remains devoted to our processes. It’s our collaboration, connections, pledges, and shared goals that distinguish us.

He stated, ‘We maintain an open-door policy, exhibit zero tolerance towards misconduct, and prioritize being student-friendly.’

Adeyemo mentioned that the university’s offerings have expanded from 40 to around 120 programs, vowing to uphold academic standards in compliance with NUC guidelines.

The growth of the university stems from a commitment to build an engaging, all-encompassing, and forward-thinking educational setting that fosters exceptional achievements among both learners and faculty members.

“Our main objective is to boost capability, productivity, and enthusiasm among our staff members, guaranteeing their continued leadership in educational quality, creativity, and service provision,” he noted.

Provided by Syndigate Media Inc. (
Syndigate.info
).