English Language Proficiency Course:This 80-hour course is designed by teachers from DU Faculty of Education for Institute of Life Long Learning (ILLL) and is now offered under the aegis of the DU Department of Adult, Continuing Education and Extension. It aims at giving students practice in using English in a wide variety of contexts relevant to work, study and social activities. It helps them perform better in course related and post university activities. The course focuses on all the language skills: Listening, Speaking, Reading and Writing. One of the objectives of the course is to help students become more 'aware' so that they can be lifelong learners. Teachers are facilitators/guides, who help students understand and develop the language through various activities and task-based methodologies. At MH, the course was conducted for two batches in 2012 and 2013. In 2012, the Intermediate Level of the course was run for B.El.Ed. students, though a few students from other courses were also enrolled. In 2013, ELPC was conducted as a part of Equal Opportunity Cell. For this batch, the Basic Level Course was conducted, especially for those students who had only a preliminary knowledge of the English language, and were not able to use it even in the everyday, familiar contexts. The number of students enrolled in the course in both the batches was 20-23. On the basis of students' performance in a test of English Language Proficiency administered at the end of the Course, a Certificate of Proficiency was awarded

English Communication Course: This 48-hour course was specially designed in collaboration with Lok Bharti Skilling Solutions (LBSS) and offered by the company first in March-April 2012 and next in July-August 2012. The thrust of this personal development programme was to improve the behavioural skills and English Language through context based role plays with discussions on situational impact. It also included modules on improving inter-personal skills with focus on employability skills, starting with group discussions and interviews.

Discipline Based Remedial Classes: In the last academic year, several humanities departments took the initiative of organizing such lectures on a voluntary basis. The idea behind this exercise was to encourage students to ask questions, engage in discussions and participate in a learning process outside of the regular classroom method. Classes were held beyond the regular teaching hours in college. Departments collectively crafted a course to address the difficulties that students face in regular classroom lectures and create a level playing field for them. Within the common methodology outlined above, the humanities departments developed a threefold initiative which was directed towards (i) deepening the learning exercise by enabling students to strengthen their conceptual and writing capacities; (ii) bridging the gap between types of classrooms: remedial and lecture and (iii) enabling interaction between students and teachers. The common response drawn from all the remedial classes held by different departments was that these classes should be held continuously through the year. This feedback is essential as it provides an understanding of the genuine needs of the students which can often not be accommodated within the classroom lecture or even within the tutorial space. Students are the most important stakeholders within institutions of higher learning and it is necessary to recognize and address their needs. These remedial classes were aimed at providing students with the opportunity to express their concerns and contributing to their learning beyond the classroom.