Editor,
Through the columns of your esteemed newspaper, I wish to bring attention to an issue that many students across colleges affiliated with North-Eastern Hill University are currently facing.
As a fourth semester undergraduate student, I find the present academic schedule extremely challenging and, at times, overwhelming. Under the framework of the National Education Policy 2020, students are required to study multiple major papers with extensive syllabi. In my case alone, there are four major papers, each containing a vast amount of material that requires sufficient time for proper understanding, discussion, and academic engagement.
However, the current academic calendar leaves very little room for meaningful learning. Classes typically begin only around mid February, yet the end-semester examinations are scheduled as early as May. This effectively leaves students and teachers with barely a few months to cover large portions of the syllabus.
As a result, lectures are often rushed in an attempt to complete the syllabus before examinations arrive. Instead of being able to engage with the subject matter in depth, students frequently find themselves memorising information simply to keep up with the pace of the semester. Learning, which should ideally be a process of curiosity and intellectual exploration, is reduced to a hurried exercise of completing chapters within a limited timeframe.
The pressure becomes even greater when we consider the many other responsibilities and activities that occur within the semester. College programmes, institutional events, academic seminars, internal assessments, holidays, and other commitments are all important aspects of campus life. While these activities enrich the student experience, they also consume valuable time within an already short academic term.
It is important to clarify that this concern is not directed at our teachers. They are doing their best within the constraints of a limited timeframe. In fact, they too face immense pressure to complete large portions of the syllabus in a short span of time while simultaneously preparing students for examinations. The problem, therefore, lies not with individual educators but with the broader structure of the academic calendar.
Education should not feel like a hurried checklist. University learning is meant to encourage understanding, discussion, critical thinking, and intellectual growth. When time becomes the primary constraint, the quality of education inevitably suffers.
In light of these concerns, I would like to humbly suggest a few reforms that may help improve the academic experience for both students and teachers. Firstly, the academic calendar could be structured in such a way that classes begin earlier and provide a longer teaching period before examinations. A more balanced distribution of teaching weeks would allow instructors to cover the syllabus without rushing and give students the opportunity to properly absorb the material.
Secondly, the university could consider reviewing the volume of the syllabus in relation to the available teaching time. If multiple major papers with extensive content are required under the present system, then the timeframe for teaching must realistically reflect that demand.
Thirdly, there should be greater coordination between academic schedules and institutional activities so that essential academic time is not frequently disrupted. While college events and programmes are valuable for student development, they should ideally be planned in a manner that does not unintentionally reduce effective classroom time.
Finally, establishing a formal platform for student feedback on academic scheduling could allow the university administration to better understand the practical challenges students face during each semester.
These suggestions are offered with the hope of encouraging constructive dialogue rather than criticism. Many students share these concerns but often do not have the opportunity or platform to express them publicly. Addressing these issues would not only reduce unnecessary stress for both students and teachers but would also strengthen the quality of higher education in our state.
I sincerely hope that the concerned authorities will take these concerns into consideration and work towards creating a more balanced and effective academic system for the benefit of both students and educators.
Yours etc.,
Leman Phawa
Via Email
The New World Order
Editor,
The phrase “New World Order” has once again begun circulating in political debates, social media discourse, and global commentary. It is often whispered with suspicion, declared with alarm, or dismissed as conspiracy. But perhaps it is time we examine it with clarity rather than hysteria.
Historically, the term was used by world leaders to describe major geopolitical shifts. After the Cold War, then U.S. President George H. W. Bush spoke of a “new world order” grounded in multilateral cooperation and the strengthening of institutions like the United Nations. Today, however, the phrase has taken on darker undertones.
We are undeniably witnessing structural global change. The economic and strategic rise of China, the assertive posture of Russia, and the expanding influence of blocs such as BRICS indicate that power is no longer unipolar.
Simultaneously, technology companies and artificial intelligence platforms are reshaping economies, labour markets, information flows, and even political narratives.
This is where the real transformation lies.
While conspiracy theories claim the existence of a hidden centralized authority engineering global crises, there is no credible evidence of a singular secret government orchestrating world events. Yet public anxiety is not entirely irrational. Rising inequality, digital surveillance capabilities, data monopolies, and rapid AI deployment without comprehensive global regulation create a perception that decision-making is increasingly removed from democratic oversight.
If there is a “new world order,” it is not a secret council in a hidden chamber. It is a systemic shift driven by technology, economic realignment, and institutional fragility. The danger is not in imagined shadows, it is in our failure to demand transparency, accountability, and ethical governance in an era of unprecedented technological power.
Rather than surrender to fear-driven narratives, we must cultivate informed civic engagement. The world is indeed changing. The question is whether citizens will remain passive spectators or active participants in shaping what comes next.
Yours etc.,
Shivani Pde,
Via email
Beware of Fake Academic Awards
Editor,
The rise of the predatory award industry poses a serious threat to the integrity of higher education. These platforms offer so-called “academic awards” that appear prestigious but are, in reality, pay-to-receive recognitions with no genuine merit-based evaluation. Nominees can select titles such as “Best Academician,” “Outstanding Researcher,” or even “Nobel Research Award” from pre-set menus, pay a mandatory fee, and obtain certificates that are publicly displayed. Many of these platforms try to look credible by showing ISO certifications, company registrations, or other official-looking credentials. However, such registrations do not confer academic recognition from UGC, NAAC, DST, or any other recognised academic authority.
The risks go beyond individual recipients. When these certificates show the names of respected institutions, they make the platforms look more credible than they really are, which can hurt both faculty and institutional reputations. Listing these awards in CVs or official reports provides no formal academic value and can negatively affect evaluations under systems such as NAAC or the UGC Academic Performance Indicator (API). Testimonials and public announcements often exaggerate achievement, sometimes using prestigious names, giving the false impression of scholarly distinction
It is therefore imperative that the teaching community exercises vigilance and caution. Faculty and academic leaders must recognise that accepting or promoting commercially manufactured awards does not reflect scholarly excellence and can inadvertently harm both personal and institutional credibility. Faculty awareness programs should highlight the hallmarks of predatory awards such as : mandatory payments for receipt, absence of independent peer review, self-selected titles, and lack of recognition by legitimate academic authorities.
Institutions, too, have a critical role to play. They must implement systematic verification process to distinguish legitimate awards from predatory recognitions. This includes refusing to list unverified awards in faculty portfolios, self-study reports, or public communications, and educating students about the difference between genuine scholarly recognition and commercialised certificates. Public vigilance, coupled with institutional safeguards, will help protect the credibility of the academic system as a whole.
In conclusion, the predatory award industry is not just a minor issue; it directly threatens academic integrity. Teachers and institutions must act proactively by raising awareness, checking awards carefully. This will protect genuine scholarship, maintain high standards, and stop mediocrity from being mistaken for excellence. By doing so, faculty and institutions can make sure that academic recognition reflects real achievement, not paid ones.
Yours etc.,
Tynshain K Lyngdoh
Via email
