This leaves students feeling that it doesn't really matter what they study during their graduation because it, in no way, prepares them for a serious career. Says Keya Kamath, a recent commerce graduate from St Mira's, ``All of us have in mind the fact that no one looks for a permanent job after college. It doesn't make any difference to us that the course is not relevant. It is part of the syllabus and there is mandatory examination at the end for which we have to study. It is done out of the force of requirement. We are all ready to study further. We need to specialise after graduation.''

And it leaves teachers unhappy. Says Saadi Hassan, teacher, ``I do not know how long it has been since the syllabus was changed, but each time, the change has simply been different permutations and combinations of the same syllabus. There are so many topics that are not required and so many important ones that are left out. I know that at least 80 per cent of the commerce graduates will not be able to make a simple balance sheet.''

Dr A.B. Deshpande, principal, BMCC, would agree. He says, ``There is a very large gap between what they are being taught and what they should know. There is very little real world information. They need practical interaction to introduce them to industrial management, marketing, salesmanship and other topics.'' While commerce teachers stress the need to introduce new topics, they are not exactly thrilled with this expected modification. Says Deshpande, ``It has not been changed for nine years. It needs to be changed as early as possible but it should not be a drastic change. Without the introduction of text books and a deliberation with teachers, this will be a drastic step.'' Although, they have not received official intimation, Deshpande is expecting a new syllabus beginning June 1999 for F.Y. B.Com.

The teachers will receive the syllabus sometime in the end of May and they must be ready to begin lectures by June 15. Hassan says, ``We have no idea as to what the new syllabus will have. A copy should have been circulated.'' Says Deshpande, ``While change is necessary, I do not think this is a very academic way of introducing it.'' He is worried as well. ``Since there are no textbooks that have been prescribed for the new course, the normal tendency of students will be to turn to `guide-type' books or booklets, which I think is very wrong. They are not going to read through bulky reference books that will cover different topics.''

He has some definite ideas about how curriculum modifications should be brought about. He explains, ``The curriculum should be designed by the faculty (on the Board of Studies). Then authors should be given time to write the textbooks and finally teachers should have enough time to prepare for this new course.'' Says Vaidya, ``I have seen the new course and to my mind, there has not been that much of change. There have been some new developments but many more changes are necessary."

According to Vaidya, "Teachers of smaller colleges need to be brought up-to-date. The teachers need to be oriented to deal with modern information technology and computers. Graduates need to know how to use computers to join the industry.''. Hassan concurs. He says, ``It is high-time that computers are introduced and teachers are taught computers. Unfortunately, in most government colleges, teachers have no incentive to increase their own skills.'' Sandip Bhorkar, Director, Academy of Commerce, feels that the changes in the Commerce syllabus should be job oriented and more practical.

"The present syllabi of the course does cover practicals but it becomes almost impossible for the students to learn from it because of no initiative from colleges and lack of co-operation from industries."

He further states that, "Introducing and implementing changes for betterment is a joint responsibility of University, College and students together.

Bhorkar suggest some additions to the present syllabus. He feels that certain topics like practical accounts writing, tax audit, sales tax, excise, day to day banking transactions and a brief introduction of the syllabus of C.A, I.C.W.A and C.S. should be included. And topics like voyage accounting and farm accounting should be excluded. "These changes should not be feeble and superficial but concrete enough to take the challenge of today and changes of tomorrow," says Bhorkar.

As teachers grapple with a new syllabus and argue about what is important and what is not, students will just have to make up on their own for whatever is missing from the course.