Admissions

stress-on-another-level-medical-aspirants-in-maharashtra-slapped-with-more-delays-in-seat-allotment

Mon Aug 11 12:49:30 IST 2025

Thousands of medical aspirants in Maharashtra will have to wait another day, today, to know where they stand in the admission race, as the release of the latest seat allotment list has been postponed to August 11. The list, which was expected on Saturday, has been delayed amid pending court hearings and procedural approvals for newly permitted colleges.

The Maharashtra State Common Entrance Test (CET) cell confirmed that it is awaiting clarity on whether recently approved medical colleges will be included in this round of admissions. A petition on the matter is listed for hearing, adding to the uncertainty.

Students and their parents say the shifting timelines have upended their plans, especially for those who have travelled from outside the state to secure seats. Many have already booked accommodation and transport in anticipation of the allotment announcement.

“These repeated postponements are only adding to our anxiety and stress. Why isn’t there a proper, methodical and hassle-free way to do this?” asks Keshav Narain, father of an aspirant from Nagpur, both of whom have come down to Mumbai for the admission process.

For some families, the financial strain has already begun. Several parents told The WEEK they have spent significant amounts on temporary lodging and food, with no clarity on when the process will conclude.

The CET Cell had earlier issued the first list of seat allotments on July 31, but aspirants were still awaiting confirmation on their final placements. Officials say the delay in the second list is to ensure all eligible colleges are considered before seats are allotted.

With NEET-based admissions already running on a tight schedule, stakeholders worry that further delays could compress the counselling timeline and leave little room for students to make informed choices.

The admission process, which was meant to bring relief and certainty, has instead become an exercise in endurance for many. As one aspirant put it, “This is stress on another level. First, we need to study for a week to score competitive marks, then go through this process to secure a seat, and then do exceedingly well to secure a specialisation of our choice. It’s a never-ending journey of anxiety and stress for a medical student.”

which-is-better-for-your-child-cbse-icse-or-state-school-board

Tue Jun 24 17:52:19 IST 2025

India, with its vast and diverse educational landscape, offers a variety of academic pathways to its students. Among the most prominent are the State Boards, the Central Board of Secondary Education (CBSE), and the Indian Certificate of Secondary Education (ICSE).

Each of these boards is shaped by a distinct educational philosophy, curriculum structure, and pedagogical approach, designed to cater to different regions, academic goals, and learner needs.

Over time, however, these differences have given rise to something more complex—a deep-rooted social bias that often colours how we perceive students based on the board they belong to.

In homes, classrooms, and even professional spaces, young learners are not only evaluated for their knowledge or character but are frequently judged through the narrow lens of their school board. What should be a celebration of educational diversity has instead become a cause for comparison, pressure, and misplaced assumptions.

This article seeks to dispel the myths and dismantle the stereotypes associated with each board. More importantly, it invites parents, educators, and society at large to look beyond labels and understand how students from these systems—while shaped differently—offer distinct strengths and worldviews. The goal is not to rank these boards, but to recognise how they nurture varied approaches to learning, thinking, and life itself.

Society’s lens: How educational boards shape perception

In countless Indian households, the moment a child is enrolled in school, a familiar pattern unfolds—curious relatives, neighbours, and acquaintances begin their gentle inquisition:

“Is it a CBSE or ICSE school?”

“It’s not State Board, is it?”

These seemingly innocent questions reflect far more than curiosity; they reveal a deep-seated societal bias that has taken root over generations. The choice of educational board, instead of viewing it as a personal or pedagogical decision, is often viewed as a marker of class, intelligence, and future potential.

ICSE students are frequently perceived as articulate, well-read, and culturally refined. Their fluency in English, coupled with exposure to a broad curriculum, leads many to assume that they belong to affluent, urban, or 'elite' families. There’s a certain prestige attached to the ICSE label, often based more on perception than on objective outcomes.
CBSE students are widely regarded as academically driven, particularly in science and mathematics. The board’s alignment with national entrance exams like NEET and JEE strengthens the belief that CBSE students are better suited for mainstream professional courses. They are often seen as disciplined, focused, and 'on the right track' in the eyes of society.
State Board students, regrettably, face the harshest judgments. They are often unfairly labelled as less competent, poorly trained, or lacking in communication skills. The emphasis on regional languages and localised content, instead of being appreciated as a strength, is mistaken for a weakness. As a result, many students from State Boards grow up carrying the weight of unwarranted assumptions about their worth and abilities.

But such stereotypes are far from reality. A child’s intellectual and emotional growth is influenced not by the emblem of a board, but by personal effort, quality of schooling, family support, and socio-emotional development. The board may shape the curriculum, but it does not define the character, talent, or future of a child.

To judge students solely by their board is to overlook the complex and beautiful individuality of their learning journey. True education is not about labels—it is about learning, growing, and becoming

How are these boards different?

While all educational boards aim to equip students for life, each follows a distinct philosophy, structure, and approach to learning. Understanding these differences helps us move beyond assumptions and appreciate the strengths that each system offers.

ICSE – Indian Certificate of Secondary Education

The ICSE curriculum is known for its depth, detail, and literary richness. It places a strong emphasis on language development, critical thinking, and interdisciplinary learning. English is not merely a subject but a medium of intellectual exploration, enabling students to become articulate speakers and confident writers.

Subjects like literature, history, environmental science, and arts are given equal weight alongside mathematics and the sciences. Learning is often project-based and inquiry-driven, encouraging analysis, creativity, and self-expression.

This board suits students who are naturally curious, expressive, and enjoy reading, writing, and engaging in thoughtful discussions.

ICSE nurtures learners who are often articulate, culturally aware, and intellectually versatile, making them well-suited for careers in humanities, law, design, communication, and liberal arts.

CBSE – Central Board of Secondary Education

CBSE is India’s most widely followed national curriculum and is known for its structured, streamlined, and exam-oriented framework. It focuses primarily on core academic disciplines—Mathematics, Science, and Social Studies—taught in a manner that emphasizes clarity of concepts, logical reasoning, and systematic progression.

CBSE’s biggest strength lies in its alignment with major competitive examinations like JEE, NEET, and CUET, which makes it a natural choice for students aspiring toward engineering, medical, or civil service careers.

The syllabus is concise and easy to navigate, and subjects are presented straightforwardly, allowing for efficient time management and stress-free revision.

CBSE cultivates students who are disciplined, exam-smart, and performance-driven, with a strong grasp of analytical thinking and academic planning.

State Boards

Each State Board is governed by its respective state’s education department and is designed to reflect regional language, culture, and socio-economic context. While often underestimated, State Boards play a crucial role in ensuring access to education for a vast and diverse population.

The curriculum usually follows a textbook-driven model, with an emphasis on memorisation and subject mastery. Instruction is often in the regional language, making education more inclusive, particularly in rural and semi-urban areas. Though students may have limited access to resources and infrastructure, they often develop a strong work ethic, resilience, and real-world adaptability.

Despite societal bias, State Board students often emerge as grounded, value-driven individuals—many of whom succeed remarkably when given the right opportunities and encouragement.

How do students differ in their approach to life?

Instead of asking, "Who is better?", a more meaningful question would be:

“How do students from different boards think, respond to challenges, and navigate life?”

Each educational system not only imparts academic knowledge but also subtly shapes a student’s worldview, personality, and aspirations. While these differences are not absolute, they often reflect the underlying ethos of the curriculum and environment the student has grown up in.

ICSE students: Expressive, curious, and culturally aware

ICSE students are typically nurtured in a learning environment that emphasises linguistic strength, cultural appreciation, and analytical depth. With exposure to a wide spectrum of subjects—from classic literature to environmental science—they develop a well-rounded personality.

These students are often eloquent in speech and writing, with the ability to express complex ideas clearly and creatively. The open-ended, project-based nature of their education fosters independence of thought and a desire to explore.

As a result, many ICSE students gravitate toward careers in fields like law, media, journalism, psychology, international relations, and the creative arts. Their worldview tends to be open-minded, reflective, and adaptable—qualities essential in global, dynamic work environments.

CBSE students: Focused, strategic, and achievement-oriented

CBSE students grow up within a goal-driven, performance-focused academic system. Their syllabus, designed with national competitiveness in mind, sharpens their ability to manage pressure, organise tasks efficiently, and master foundational concepts—especially in science and mathematics.

They are often exposed to rigorous exam schedules and structured study routines, which cultivate discipline, determination, and resilience. Their thought process is typically logical, systematic, and rooted in practical application.

Many CBSE students pursue careers in engineering, medicine, commerce, civil services, and management, where clarity, precision, and time-bound problem-solving are essential. Their approach to life is often methodical and purpose-driven, with clearly defined milestones and ambitions.

State Board students: Resilient, grounded, and value-oriented

Students from State Boards frequently grow up facing greater socio-economic and infrastructural challenges. Yet, it is precisely these challenges that cultivate in them a remarkable sense of resilience, humility, and grit. They learn to do more with less, often developing real-life wisdom and emotional maturity early on.

Their learning may be shaped by traditional methods, but their lives are often enriched by local culture, family values, and a strong connection to their roots. Many possess a quiet strength—shaped not by privilege, but by perseverance.

When given equal exposure and opportunities, they often outperform expectations, showing excellence not only in academics but also in leadership, innovation, and community service. Their approach to life is usually grounded, empathetic, and deeply human.

How should parents choose what is right for their child?

Parents often ask, “Which board is the best for my child?”. The real question should be, “Which board suits my child the best?”

Here are a few things to consider:

Know your child

Is your child creative, imaginative, and loves languages? Then ICSE might be a good fit.

Does your child prefer logical reasoning, structure, and national-level exams? Then CBSE may be better.

Is your child more comfortable in the local language or need an affordable, nearby option? State Board could be ideal.

Think about the future

Is your child inclined to appear for NEET, JEE, or UPSC? Then CBSE is more aligned. Do you want to apply to international universities or creative fields? ICSE offers a richer language foundation. If you are looking for higher education in the same state or region? State Board may offer local advantages.

School quality matters more than the Board

A great school with trained teachers, supportive staff, and a good environment is more important than the board itself. A CBSE or ICSE school with poor teaching won’t help your child, but a good State Board school can create strong and successful students.

As a society, it is time we move beyond the narrow comparisons that reduce a child’s worth to the academic board they belong to. Statements like 'CBSE is superior' or 'State Board students are less capable' are not just misguided—they are deeply unjust. They reflect not the truth about education, but the biases we have allowed to take root.

We must shift from judgment to understanding, from comparison to compassion.

Let us begin to see students as individuals with unique strengths, aspirations, and learning rhythms—not as outcomes of institutional labels. Each child carries within them a world of potential, and it is our responsibility to nurture that, not confine it to a category.

Instead of pressuring them into predetermined moulds, let us support their passions, values, and character. For in doing so, we will raise not just academically successful students, but emotionally intelligent, thoughtful, and empowered citizens—ready to contribute meaningfully to the world, no matter which board shaped their early learning.

Education is a journey, not a competition

Every child deserves a chance to grow, no matter which board they study in. The goal of education is not just to score marks but to build minds, shape hearts, and prepare children to live meaningful lives.

It’s time to stop asking, “Which board is better?” and start asking, “How can I help my child become their best self?” Let’s celebrate the diversity in education. Let’s guide, not compare. Let’s support, not judge.

The opinions expressed in this article are those of the author and do not purport to reflect the opinions or views of THE WEEK.

iit-madras-launches-multiple-new-ug-and-pg-programmes-for-the-current-academic-year

Thu May 29 11:02:28 IST 2025

In a bid to prepare students for leadership roles in addressing complex and real-world challenges, the Indian Institute of Technology Madras (IIT Madras) has launched new undergraduate and postgraduate programmes for the current academic year, leveraging the latest advances in technology.

The new courses include B.Tech in Computational Engineering and Mechanics (CEM), B.Tech in Instrumentation and Biomedical Engineering (iBME) apart from BS (Chemistry) and M.Tech in Electric Vehicles.

The institute will admit students to the newly launched courses through competitive exams like IISER held every year. Admission for BS Chemistry will be through the IISER aptitude test while admission to M.Tech in Electric Vehicles will be through GATE. The admission for the two B.Tech programmes from the Department of Applied Mechanics and Biomedical Engineering admission will be through JEE, according to a statement from IIT Madras.

The B.S.(Chemistry) is a four-year undergraduate programme with an upgrade option to M.S. in Chemistry. It is designed to provide students with a solid foundation in Chemistry and allied science subjects, blending theoretical knowledge with practical laboratory experience to prepare them for careers in research, industry, and academia. The curriculum offers a large number of choice-based learning opportunities, ensuring an enjoyable learning experience at the campus.

The M.Tech in electric vehicles course aims to prepare students for leadership roles in solving complex real-world challenges both in academia and the automotive industry. With the transportation sector undergoing a paradigm change towards a sustainable future, for which E-Mobility is an important enabler the new programme will be multidisciplinary cum industry-focused. Designed with salient features of an interdisciplinary curriculum, the programme aims to produce a qualitative well-trained manpower to drive the transition in the automobile sector.

The B. Tech programme in computational engineering and mechanics aims to prepare students for future digital engineering careers, where physical systems converge with computational and Artificial Intelligence. It blends a learning of classical engineering knowledge with modern computational tools and will position graduates to address tomorrow’s complex, real-world engineering challenges.

The B. Tech in Instrumentation and Biomedical Engineering is aimed at producing skilled manpower to design clinically regulated, ethically sensitive solutions that address global healthcare challenges. The programme prepares graduates for leadership as well as entrepreneurship roles in the medical device industry, rehabilitation technologies, and AI-driven healthcare systems while fostering innovation in diagnostics and therapeutics.

Both programmes offer students the opportunity to upgrade to the five-year Dual Degree (B.Tech. + M.Tech.) through Interdisciplinary Dual Degree (IDDD) Programmes, three of which - Computational Engineering, Biomedical Engineering, Complex Systems and Dynamics - are coordinated by the faculty of the Department of Applied Mechanics and Biomedical Engineering.

top-universities-in-india-the-week-hansa-best-university-survey-2021-rankings

Mon Jul 19 22:55:24 IST 2021

Whether you are a parent or a student, university rankings are often the go-to indicator for whether a prospective college or course is the right one for you or your child's career.

Whether you're searching for the best multidisciplinary universities or the best technical universities; located in the north, south, east or west of India; or just curious about the ever-changing landscape of Indian higher education, THE WEEK-Hansa Research Survey Best Universities in India rankings are an essential guide.

Research Methodology

THE WEEK and Hansa Research conducted the Best University Survey 2021 to rank the best multidisciplinary and technical universities in the country. Universities recognised by the UGC, offering full-time postgraduate courses in at least two disciplines, and having graduated at least three postgraduate batches were eligible.

A separate list for emerging universities is included in the report. These are the multidisciplinary universities which have been established in 2010 and thereafter.

A primary survey was conducted with 259 academic experts, spread across 15 cities. They were asked to nominate and rank the top 20 universities in India. Perceptual score for a university was calculated based on the number of nominations by the experts and the ranks they assigned.

For factual data collection, a dedicated website was created and the link was sent to universities. Fifty-nine universities responded within the stipulated time; one was rejected as it did not meet the eligibility criteria. Factual score was calculated using the information collected from universities and other secondary sources on age and accreditation, infrastructure and other facilities, faculty, research and academics, student intake and exposure, and placements (only for technical universities).

Composite score = Perceptual score (out of 400) + factual score (out of 600)

Some universities could not respond to the survey. For these universities, composite score was derived by combining the perceptual score for the university with an interpolated factual score based on their position in the perceptual score list.

apj-abdul-kalam-technological-university-green-lights-btech-hons-courses

Tue Oct 29 16:48:46 IST 2019

APJ Abdul Kalam Technological University has given the green signal to let affiliated engineering colleges offer B.Tech (Hons.) programme, giving engineering students, who have cleared their fourth semester with 8.5 GPA and above, the chance to pursue the course.

Major academic reforms have been introduced by the university. The changes will be implemented with immediate effect and is applicable to students who have enrolled from this academic year.

As per the changes, engineering students are now eligible to register for B.Tech (Hons) after they clear the fourth semester with grade point average of 8.5 and above. So far, only colleges accredited by the National Board of Accreditation and having PG courses were eligible to offer Honours course.

Apart from this, students who complete 20 extra credit from fifth semester onwards would also be eligible to register for the course. The extra credits should include two MOOCs (massive open online course) approved by the university.

Engineering colleges are also eligible to offer minor engineering courses from this year, irrespective of the GPA of students, who ear 20 extra cresits between the third and fifth semester.

The academic meeting chaired by university vice-chancellor M.S. Rajasree, reduced the number of total credits required for all 25 B.Tech courses from 182 to 162.

The university has also done away with the system of fixing minimum pass marks in internal assessment for its undergraduate engineering courses.

The number of theory papers will come down to 38 from 45. Each theory paper will be for a maximum of 150 marks, and university semester examination scores would carry 100 marks, with the remaining 50 marks going towards internal assessment.

iim-a-introduces-pg-course-in-advanced-business-analytics-how-to-apply

Thu Oct 10 21:18:15 IST 2019

The Indian Institute of Management, Ahmedabad, has announced the launch of a new post-graduate programme in 2020, in Advanced Business Analytics.

The new course, PGP-ABA, is a 16-month programme that offers “a carefully thought out mix of courses on tools and techniques for data visualization, modelling and analysis of varieties of data of different sizes; machine learning algorithms, cloud computing, and finally, the domain-specific applications of data analytics in marketing, HR, Finance, Operations and Public Policy and, skills required to package analysis output into business implications that can support decision making.”

The IIM-A website says the course will help students acquire “essential skills and knowledge for asking the right questions, addressing it with analysis of the right kind of data, and finally drive the decisions with the insights gained from the analysis to drive decisions."

The programme will be a mix of online and on-campus sessions.

Writing on the new course, IIM-A chairperson, Prof. Tathagata Bandyopadhyay said, “Business analytics has been turning out to be one of the core competencies for the organizations to compete in the 21st century. The deluge of data that we see today can be used as powerful drivers for effective decision making. However, most organizations are still struggling to leverage it as there is a serious shortage of skilled personnel in the domain of data analytics.”

According to a study by Great Learning and Analytics India, data science is a fast-growing sector with a 45 per cent increase in job requirements in 2017, with 97,000 vacancies overall and the same poised to double by 2020. India is the second-fastest growing region for the same in the world after the United States.

How to apply for PGP-ABA course in IIM-A

Potential applicants for the PGP-ABA course will need to fulfil three criteria:

- A minimum of 2 years’ work experience (preferably in the domain of business analytics); the experience criterion may be waived for candidates with exceptional academic qualifications.

- An undergraduate degree

- A valid GMAT/GRE/CAT/GATE or the PGP-ABA qualifying-cum-aptitude test score.

Applicants must submit their application here. The application fee has yet to be announced, but will likely be updated soon. The programme fee for the course will be ten lakh rupees (with options for educational loans).

The application will include two recommendation letters (including at least one from a practitioner “who can comment on the nature of your work”, an updated CV, self-attested copies of degree and academic transcripts, and the applicant’s latest photograph.

The deadline for submitting the application form online is November 30, 2019.

Following this, candidates who have a valid GMAT/GRE/CAT/GATE score will be shortlisted for a personal interview. The cut-offs for a valid score are given below:

GMAT: Verbal (70th percentile and above), Quantitative (85th percentile and above)

GRE: Verbal (70th percentile and above), Quantitative (85th percentile and above)

CAT: Verbal (70th percentile and above), DILR (85th percentile and above), QA (85th percentile and above)

GATE: 90th percentile and above

Those who do not have valid scores for the above tests can take the PGP-ABA Qualifying-cum-aptitude test which will be held in the last week of December, 2019.

It will be a one hour 30 minutes test with three sections: English comprehension, logical reasoning and data interpretation and Quantitative Aptitude.

The personal interviews will be held in January and February at Ahmedabad, Kolkata, Mumbai, Bangalore and Delhi—candidates may also have video-conference interviews on request.

The successful candidates will be informed by mail and email by the first week of March, 2020.

du-sol-admission-form-2019-how-to-apply-for-ug-courses

Fri Jul 19 19:04:52 IST 2019

The admission process for the Delhi University School of Open Learning (DUSOL) is almost over, with the DU SOL admission form for 2019 available on the website. There is only one more week to go before admissions close for undergraduate courses, with the final date for submission of an application being July 31, 2019. After this date, candidates will have to pay a Rs. 200 delay fee and will have up to August 31 to make an application.

Here is what you need to know to get admission into DUSOL for the 2019 batch.

DUSOL has the following degrees for undergraduates: B.A. Program, B.Com, B.Com (Hons), B.A. (Hons) English and B.A. (Hons) Politics. Of these, B.A. (hons) English and B.A. (hons) Politics applicants will need to pick a main paper and concurrent curriculum paper as part of their application. For B.Com, B.Com (Hons) and B.A. programms, all topics are mandatory.

To get started, you will have to fill the application form on the DU website. You can get the form here.
You will need to upload a recent photograph of yourself and your signature. IFor CBSE 2019 pass-outs applying for compulsory language courses from B.Com and B.A. programs as well as B. Com (Hons) English and B.A. (Hons) Pol Sci. courses will need to attach a self-attested copy of the Class X and Class XII marksheets.
Those who are applying from non-CBSE boards, CBSE compartment and CBSE from outside Delhi will need he Class X and Class XII marksheets (if current student, provisional certificate will do), a scanned copy of the migration certificate and in case you have compartments/passed, you will need to upload both marksheets.
Students applying under the reserved category will need a self-attested copy of the Reverse Category certificate, a self-attested copy of the original income certificate (in case you are applying for. Fee concession/financial assistance), and a self-attested copy of the below Poverty Line (BPL)/Antyodya Anna Yojana (AAY) card if just applying for financial assistance.
In addition, if you need help with your admission, the university has provided a helpline number. For North region, the number is 27008300 (with 10 lines and office hours from 9:00am to 7:00pm)

Helpline No.(North): 27008300, 27008301 (10 lines - Office Hours: 9:00 AM - 7:00 PM)
Helpline No.(South): 24151600, 24151602

The process for PG admissions closed on June 22 according to the DU website.

sams-odisha-merit-list-released-for-2-candidates-check-here

Wed Jul 03 14:57:15 IST 2019

Under the online admission process for higher education in Odisha, students apply for admission in higher secondary schools using the Student Academic Management System (SAMS). The merit list for the same has just been released at 2 pm on the SAMS website, available here.

Candidates who make the merit list will be the first to be considered for admissions between July 3 and July 6 of 2019. Applicants must add at least five preferences in their Common Application Form (CAF) and a maximum of ten.

Here are the steps for viewing your name on the merit list:

1. Visit the official website for the SAMS: http://samsodisha.gov.in

2. In the School and Mass Education button, click on Higher Secondary School

3. Click on the button that says Existing Student Log In. Enter your name, roll number and the onscreen Captcha to log in.

4. Alternatively, you can just click on the merit list and find your name on the list by navigating through college type > district > college name and stream.

Here is the schedule of important dates as per the official website:

July 2, 2019 (02:00 pm): Publication of merit list of First Selection

July 3, 2019 to July 6, 2019 (05:00 pm): Admission of the Students selected in First Selection

July 3, 2019 to July 7, 2019 (05:00 pm): Updation of Annexure – 7 online by students taken admission in First Selection

July 7, 2019 (05:00 pm): Admission data updating of students who took admission in the First Selection by Higher Secondary Schools in the e-Space

According to the website. 1.09 milion students took the online admission route this year, with 2.2 lakh students going for arts, over 91,000 going for science, over 26,000 for commerce and over 10,000 for upshastri.

For any problems regarding the admission process or CAF, students can call a government-provided toll-free number: 18003456770.

delhi-university-23000-admissions-to-du-after-first-cut-off

Thu Jul 04 17:02:15 IST 2019

Over 23,700 students have been admitted to the Delhi University after the first cut-off list, with experts predicting that there will be a marginal decrease in the cut-offs in the second list.

According to varsity authorities, 23,780 admissions took place till 8.25 pm Tuesday. Experts said that this year, the colleges have over-admitted students and will tread a cautious path in the second cut-off list.

“Last year, there were only 6,000 admissions to 56,000 seats after the first cut-off list but this year the number is quite high. There are many colleges where admissions are much more than the number of seats allocated for that particular course,” an admission official said.

Principals also said there will be a marginal decline in cut-offs for courses since they do not want to over-admit.

According to Dr Kalpana Bhakuni, the principal of Kamala Nehru College, the second list usually sees withdrawals.

“There are many students who withdraw their admission from one college and take admission to another college, if it is of their choice or the course is of their preference,” she said.

She said the colleges would be more watchful in the second cut-off list and the decline in the cut-offs for courses where seats are still left would see a marginal decline of 0.25 to 0.5 per cent while the slide might be in the range of 1.25 to 1.5 per cent for Hindi and Sanskrit, since there have been very few admissions.

Hindu College principal Anju Srivastava also echoed similar feelings and said there would be a marginal decline in cut-offs in the second list. The college has over 800 seats and it has touched the 1,000-mark in terms of admissions, an official said.

Some courses like B.Com (Honours), Physical Science and Zoology will see second cut-offs but the slide will be marginal.

In Kirori Mal College, there has not been a single admission to B.Com (Honours) and the college will review its cut-offs and it is expected that there will be decline of 0.5 to 3 per cent, a professor on condition of anonymity said.

“Our cut-offs for B.Com (Honours) were same as that of Shri Ram College of Commerce. We understand that when it comes to the course, SRCC is the first choice, followed by Hindu and Hansraj. This year, there was not an open window provided to colleges to review their cut-offs after seeing the cut-offs of other colleges. We will assess the situation,” he added.

The professor said that the college has seen admission to B.Com course.

Lady Shri Ram College has also seen over 1,000 admissions, according to officials.

SRCC has had 142 admissions under BA (Honours) Economics which as 135 seats. There won't be a second cut-off for the course under the second cut-off list in most of the categories. However, the college will release cut-offs for the course for Economically Weaker Section and ST categories.

Out of the total 552 seats available under the B.Com (Honours) programme, 305 have been filled, which include a foreign student. The course will have a second cut-off list and the it is reviewing by how much will the percentage be decreased.

The university announced its first cut-off list for admission to undergraduate courses late Thursday night, with Hindu College pegging the highest score of 99 per cent for Political Science Honours―a marginal increase over the last year. The second cut-off list will be out by Wednesday night.