Exam Dormancy Explained
Mumbai University has taken a significant step by declaring 304 of its examinations as 'dormant,' effectively ceasing to conduct these papers across a variety
of academic disciplines. This decision is rooted in two primary factors: the absence of student registrations for certain papers over the past two to three years, and the obsolescence of syllabi and examination formats that have been discontinued for a decade. A circular issued on February 10th by the university outlines this policy. While proposals from affiliated colleges for reviving dormant papers due to a lack of student interest might be considered for examination, the university has firmly stated that papers tied to courses phased out ten years ago will not be reinstated under any circumstances. This strategic move aims to streamline academic offerings and ensure relevance in the current educational landscape. An official from Mumbai University highlighted that the restructuring of courses and updates to examination patterns are routine occurrences in higher education. This policy addresses situations where students might be retaking exams based on outdated formats due to backlog clearance, even as the curriculum has evolved. The dormant examinations are categorized into two distinct groups, reflecting the reasons for their discontinuation: those with no student enrollment in recent years and those representing programs that have been inactive for a decade.
Categorization of Dormant Exams
The 304 dormant examinations at Mumbai University are precisely divided into two main categories, each with a distinct rationale for their discontinuation. The first group comprises 125 papers that have seen absolutely no student registrations over the preceding two to three years. These are essentially courses that have lost their appeal or necessity, evidenced by a complete lack of student interest. The second, larger group consists of 179 papers that are being declared dormant because they are based on outdated syllabi or old examination patterns, which the university stopped offering approximately ten years ago. This indicates a deliberate effort to phase out curricula that are no longer current or aligned with contemporary academic standards. For instance, within the 125 papers with no student registrations, specific faculties have seen varying impacts: the Faculty of Commerce and Management accounts for 23 papers, the Faculty of Humanities for 15, Interdisciplinary Studies for 42, and the Faculty of Science and Technology for 45. Similarly, among the 179 papers discontinued due to being phased out for a decade, the Faculty of Science and Technology contributed 10 papers, the Faculty of Humanities a significant 86, Interdisciplinary Studies 42, and the Faculty of Science and Technology again with 45. This detailed breakdown illustrates the wide-ranging effect of this policy across different academic domains within the university.
Historical Context and Future Scope
This recent declaration of dormant examinations by Mumbai University is not entirely unprecedented, though it marks a significant expansion compared to past instances. Historically, the university had only once before declared examinations as dormant, a measure taken in 2007. At that time, the focus was solely on examinations that had not attracted any student registrations. However, a crucial distinction was that papers based on old patterns still offered students the opportunity to appear for their exams. This current policy, encompassing both lack of enrollment and outdated syllabi, represents a more comprehensive approach to academic streamlining. The university's Board of Examinations and Evaluation has clarified that while dormant papers with no prior registration might be revived if a college submits a proposal with student registration interest, examinations for courses that have been defunct for a decade will remain permanently inactive. This signals a forward-looking strategy to ensure that the academic offerings are relevant, modern, and aligned with current industry and educational demands, thereby enhancing the overall quality and efficiency of the examination system.
