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GS Paper: GS2-13.Issues relating to development and management of Social Sector/Services relating to Health, Education, Human Resources.

  • Costly HPV vaccine needs to be part of national immunisation programme

    Why in the News?

    The HPV vaccine works best if given before coming into contact with the virus. It is recommended for children aged 12 to 13 and for people who are more likely to get HPV.

    What are the health benefits of including the HPV vaccine in the national immunization program?

    • Prevention of Cervical Cancer: The HPV vaccine can prevent over 90% of cervical cancers caused by HPV, significantly reducing incidence rates and mortality associated with this disease.
    • Broader Cancer Protection: Vaccination also protects against other HPV-related cancers, including those of the vagina, vulva, penis, anus, and oropharynx, promoting overall public health.
    • Cost-Effectiveness: Early vaccination can lead to long-term savings in healthcare costs by reducing the need for cancer treatments and associated healthcare services.
    • Equity and Accessibility: Making the HPV vaccine part of the national immunization program would enhance accessibility for all demographics, particularly in low- and middle-income regions where cervical cancer rates are disproportionately high.

    What are the economic implications of integrating the HPV vaccine into the national immunization program?

    • Healthcare Savings: By preventing cervical cancer, the integration of the HPV vaccine into the national immunization program can lead to substantial reductions in treatment costs and hospitalizations related to advanced cancer stages.
    • Increased Productivity: Healthier populations contribute to economic productivity as fewer individuals suffer from debilitating illnesses that impede work and social engagement.
    • Investment in Public Health: Allocating resources for HPV vaccination can enhance public health infrastructure and create a more robust healthcare system capable of addressing other health issues.

    What are the barriers to HPV vaccination? 

    • High Vaccine Costs: The prohibitive cost of HPV vaccines like Gardasil and Cervarix limits their accessibility for many Indian families. Although the indigenous vaccine, CERVAVAC, offers a more affordable alternative, affordability remains a key barrier to widespread vaccination.
    • Low Awareness Levels: A significant lack of awareness about HPV and its link to cervical cancer results in poor understanding of the vaccine’s benefits, contributing to low acceptance and coverage rates.
    • Cultural and Social Stigma: Cultural taboos around sexual health and reproductive issues discourage parents from vaccinating children, particularly girls, due to misconceptions about the vaccine’s necessity or fears of promoting promiscuity.
    • Gender Bias in Vaccination Efforts: The focus on HPV as a women-centric infection leads to insufficient promotion of vaccination among boys and young men, perpetuating gender disparities in healthcare and reducing overall campaign effectiveness.
    • Policy and Budgetary Constraints: Despite recommendations for including the HPV vaccine in national immunization programs, delays caused by budgetary limitations and competing health priorities hinder its integration and accessibility.

    What strategies can be employed to overcome barriers to HPV vaccination uptake? (Way forward)

    • Awareness Campaigns: Implementing educational initiatives to inform communities about the benefits and safety of the HPV vaccine can help dispel myths and cultural stigmas surrounding vaccination.
    • Subsidizing Costs: Reducing the financial burden through government subsidies or integrating the vaccine into public health programs can improve accessibility for lower-income populations.
    • Engaging Healthcare Providers: Training healthcare professionals to communicate the importance of HPV vaccination effectively can encourage more patients to get vaccinated, particularly among hesitant parents and young adults.

    Mains PYQ:

    Q What is the basic principle behind vaccine development? How do vaccines work? What approaches were adopted by the Indian vaccine manufacturers to produce COVID-19 vaccines? (UPSC IAS/2022)

  • More flexibility, but also greater challenges

    Why in the News?

    The latest guidelines from the University Grants Commission (UGC) mark a significant transformation in India’s higher education system.

    What are the Draft Guidelines by UGC in 2025?

    The University Grants Commission (UGC) has introduced new draft guidelines for undergraduate education in India, which include:

    • Accelerated Degree Programmes (ADP): This allows students to complete their degrees faster by earning additional credits per semester. Students can opt for this after their first or second semester based on their academic performance. A three-year degree can be completed in five semesters, while a four-year degree can be finished in six or seven semesters.
    • Extended Degree Programmes (EDP): This option enables students facing personal or academic challenges to extend their study duration, allowing them to take fewer credits per semester. There is no upper limit on the number of students who can enroll in EDP, unlike ADP, which may have a cap of 10% of the sanctioned intake.

    What are the advantages of adapting new guidelines?

    • Greater Flexibility: The new guidelines allow for biannual admissions, enabling students to enroll in higher education programs twice a year. This flexibility helps students who may have missed the initial admission cycle or face personal challenges, reducing the risk of losing an entire academic year.
    • Multiple Entry and Exit Options: Students can now enter and exit programs as needed, which accommodates various life circumstances and promotes lifelong learning. This approach aligns with the National Education Policy (NEP) 2020’s emphasis on inclusivity and adaptability.
    • Holistic Development: The guidelines promote multidisciplinary learning by allowing students to earn credits in skill development, apprenticeships, or other subjects outside their major discipline. This fosters a more well-rounded educational experience.
    • Recognition of Prior Learning (RPL): The introduction of RPL allows individuals to gain formal recognition for skills and knowledge acquired through informal or experiential learning. This enhances career prospects and supports the integration of informal workers into the education system.
    • Alignment with Global Standards: By adopting these flexible structures, Indian higher education can better align with international practices, improving student mobility both within India and abroad.

    What are the challenges in adapting new guidelines?

    • Administrative Complexity: Implementing these new guidelines requires significant changes to existing administrative structures and processes within higher education institutions (HEIs). This can be daunting for institutions already facing resource constraints.
    • Quality Assurance Concerns: There are concerns about maintaining educational quality and rigor, especially in accelerated programs where the curriculum is compressed. This could lead to superficial understanding of key concepts among students.
    • Equity Issues: Students from underprivileged backgrounds may struggle to navigate the new system without adequate support, potentially leading to higher dropout rates if they cannot keep pace with peers.
    • Faculty Adaptation: Educators will need professional development to adjust to new pedagogical models that emphasize flexibility and interdisciplinary learning. The success of these reforms depends not only on student adaptation but also on faculty capability to support diverse learning needs effectively.

    What are the practical issues? 

    • Curriculum Restructuring: Implementing these new formats requires significant changes to existing curricula and teaching methodologies, which could strain resources at many institutions.
    • Administrative Frameworks: Institutions must develop robust systems for tracking student progress, managing credit transfers, and recognizing academic achievements effectively.
    • Digital Divide: The shift towards digitalization in education could exacerbate inequalities among students from different socio-economic backgrounds if adequate support systems are not established.
    • Faculty Development: Educators will need professional development to adapt to new teaching models that emphasize flexibility and interdisciplinary learning.

    Way forward: 

    • Strengthen Institutional Capacity: Provide financial support, upgrade infrastructure, and streamline administrative systems to manage credit transfers, biannual admissions, and curriculum restructuring effectively.
    • Ensure Inclusivity and Quality: Offer targeted support for underprivileged students, bridge the digital divide, and invest in faculty development programs to maintain educational quality and equity.

    Mains PYQ:

    Q National Education Policy 2020 is in conformity with the Sustainable Development Goal-4 (2030). It intends to restructure and reorient education system in India. Critically examine the statement. (UPSC IAS/2020)

  • What is Human Metapneumo- Virus (HMPV)?

    Why in the News?

    Human Metapneumovirus (HMPV) has recently become a topic of widespread discussion in India, fueled by sensational media reports. These reports claim the emergence of a “new dangerous virus” from China, leading to unnecessary public panic and misinformation.

    What is Human Metapneumovirus (HMPV)?

    • Human Metapneumovirus (HMPV) is a respiratory virus that primarily causes mild to moderate respiratory infections.
    • It belongs to the Paramyxoviridae family, the same group of viruses that includes respiratory syncytial virus (RSV) and parainfluenza.
    • HMPV was first identified in 2001 and has been circulating globally for decades.
    • Most infections are mild and self-limiting, but HMPV can cause severe illness in vulnerable groups such as:
      • Elderly individuals.
      • Young children (especially under five years).
      • Immunocompromised individuals or those with chronic illnesses.
    • Transmission:
      • Spread primarily through respiratory droplets, direct contact with contaminated surfaces, or close contact with infected individuals.
    • Diagnosis:
      • Advanced PCR-based respiratory panels can detect HMPV. However, these tests are not routinely performed unless required in vulnerable patients or during hospital outbreaks.

    Symptoms and Treatment for HMPV:

    • HMPV symptoms overlap with those of other respiratory viruses like influenza and RSV.
    • Mild Symptoms: Runny nose; Sore throat; Cough; Fever; Fatigue.
    • Severe Symptoms (in vulnerable populations): Bronchitis; Wheezing; Pneumonia; Difficulty breathing; Hypoxia in extreme cases.
    • No Specific Antiviral or Vaccine: Unlike flu and RSV, there is no targeted antiviral therapy or vaccine for HMPV.
    • Supportive Care: Rest and hydration; Over-the-counter medications to manage fever and pain (e.g., acetaminophen or ibuprofen).
    • For Severe Cases: Hospitalization may be required for oxygen therapy, nebulization, or other supportive measures.

    Present Scenario- Global and National:

    • HMPV is one of the leading causes of respiratory infections worldwide, following influenza and RSV.
    • Studies indicate HMPV accounts for 5-10% of respiratory infections in children and vulnerable adults annually.
    • The Indian Council of Medical Research (ICMR) recently reported two HMPV cases in Karnataka involving babies with a history of bronchopneumonia.
    • These are the first cases identified using PCR diagnostic tools after a surge in HMPV cases in China.

    PYQ:

    [2022] In the context of vaccines manufactured to prevent COVID-19 pandemic, consider the following statements:

    1. The Serum Institute of India produced COVID-19 vaccine named Covishield using mRNA platform.

    2. Sputnik V vaccine is manufactured using a vector-based platform.

    3. COVAXIN is an inactivated pathogen-based vaccine.

    Which of the statements given above are correct?

    (a) 1 and 2 only

    (b) 2 and 3 only

    (c) 1 and 3 only

    (d) 1, 2 and 3

  • Why was the no-detention policy rolled back?

    Why in the News?

    Recently, the Union government revised the Rules of the Right to Education Act, 2009, permitting schools to retain students in Classes 5 and 8 if they fail to meet the promotion criteria based on a year-end examination.

    What led to the amendment of the Right to Education Act, 2009 Rules?

    • Significant Learning Gaps: Surveys, including the Annual Status of Education Report (ASER), revealed alarming deficiencies in foundational skills among students. For example, a substantial percentage of Class 5 students were unable to read at their grade level, indicating a pressing need for intervention.
    • Declining Academic Performance: National Achievement Surveys showed a downward trend in student performance as they progressed through grades, with average scores dropping significantly from Class 3 to Class 8. This decline raised concerns about the effectiveness of the no-detention policy.
    • Impact of COVID-19: The disruptions caused by the pandemic exacerbated existing learning gaps, prompting educational authorities to reconsider policies that may have contributed to inadequate learning outcomes.
    • Ineffective Implementation of Continuous and Comprehensive Evaluation (CCE): The original intent of the RTE Act included CCE to assess students continuously. However, its poor implementation led to many schools neglecting assessments altogether, resulting in automatic promotions without evaluating students’ actual learning.

    What are the new rules? 

    • Rollback of No-Detention Policy: The amendment effectively rolls back the no-detention policy that was a fundamental aspect of the RTE Act, which previously mandated that no child could be held back until completing elementary education (Classes 1 to 8). This policy aimed to reduce dropout rates by promoting students regardless of their academic performance.
    • Promotion Criteria: Under the new rules, students in Classes 5 and 8 can be detained if they do not pass their year-end exams. However, they will be given a second chance through a re-examination after receiving two months of additional teaching.
    • Implementation of Continuous Evaluation: The amendment is intended to support better evaluation practices by allowing for regular assessments rather than relying solely on final examinations. This aims to ensure that students are adequately prepared before advancing to higher grades.

    What have schools been allowed to do? 

    • Detaining Students: Schools can now hold back students in Classes 5 and 8 if they fail to meet the promotion criteria after a year-end examination. This marks a departure from the previous no-detention policy that prohibited such actions until the completion of elementary education.
    • Re-Examination Opportunities: If a student does not pass the initial examination, they are given an opportunity for a re-examination within two months after receiving additional instruction. If they still do not meet the criteria after this second chance, they can be detained in their current class.
    • Monitoring and Support: The rules require class teachers to identify learning gaps and provide specialized support to students who are at risk of being held back. The head of the school is also mandated to monitor the progress of these students.
    • Competency-Based Assessments: The examinations and re-examinations are intended to be competency-based, focusing on holistic development rather than rote memorization.
    • Implementation Across Central Schools: This amendment applies to around 3,000 central schools, including Kendriya Vidyalayas and Jawahar Navodaya Vidyalayas, extending the option for detention beyond state-run schools.

    Is there something wrong with the appraisal system? 

    • Poor Implementation of Continuous Evaluation: The original aim of continuous and comprehensive evaluation (CCE) was undermined by inadequate resources and training for teachers. Many schools failed to conduct meaningful assessments, leading to automatic promotions without evaluating students’ actual learning outcomes.
    • Lack of Accountability: The previous no-detention policy created an environment where accountability for student performance diminished. Teachers often did not engage in effective monitoring or support for students struggling academically, resulting in significant learning gaps.
    • Focus on Final Examinations: The shift towards allowing detention may lead to a renewed emphasis on final examinations rather than continuous assessment throughout the academic year, potentially reversing some of the progressive educational practices intended by the RTE Act.

    Who should be made accountable?

    • Teachers: Teachers should be held accountable for their students’ learning outcomes. They are crucial in identifying learning gaps, providing necessary support, and ensuring that all students receive adequate attention and instruction.
    • School Administrators: School heads and administrators must monitor student progress and implement effective teaching strategies. They are responsible for creating an environment that encourages accountability among teachers and supports student learning.
    • Education Authorities: Government bodies and education authorities at both state and national levels should be accountable for implementing educational policies effectively.
    • Parents and Communities: Engaging parents and local communities in the educational process can enhance accountability.
    • Policymakers: Lawmakers and policymakers must be accountable for creating a robust framework that supports quality education. This includes adequate funding, resource allocation, and the establishment of clear standards and expectations for schools.

    What are some of the best ways to test a child’s learning? (Way forward)

    • Continuous and Comprehensive Evaluation (CCE): Implement regular assessments through a mix of formative (ongoing, classroom-based) and summative (end-of-term) evaluations to track progress across cognitive, emotional, and social domains.
    • Skill-Based Assessments: Focus on grade-appropriate competencies in reading, writing, and arithmetic through practical tasks, quizzes, and interactive activities, rather than relying solely on rote-based exams.
    • Individualized Feedback Mechanisms: Use assessments that provide personalized insights into a child’s strengths and weaknesses, allowing for tailored remedial interventions to address specific learning gaps.

    Mains PYQ:

    Q The Right of Children to Free and Compulsory Education Act, 2009 remains indadequate in promoting incentive-based system for children’s education without generating awareness about the importance of schooling. Analyse. (UPSC IAS/2022)

  • India needs to prioritise preventive care

    Why in the News?

    Non-communicable diseases (NCDs) like heart disease, stroke, diabetes, and cancer are rising sharply in India which causing a heavy financial burden. In 2022, NCDs accounted for 65% of all deaths.

    Why should India shift its focus from curative to preventive healthcare?

    • Improved Health Outcomes: Preventive healthcare allows for early detection and management of health issues, which can lead to better overall health, a higher quality of life, and potentially increased lifespan.
    • Early diagnosis helps mitigate serious complications associated with chronic diseases like diabetes, heart disease, and cancer.
    • Cost Savings: Investing in preventive care can significantly reduce healthcare costs. By preventing illnesses or catching them early, individuals can avoid expensive treatments and hospitalizations.
    • Reduced Burden on Healthcare Systems: With a proactive approach to health, the pressure on India’s already strained healthcare infrastructure can be alleviated. Preventive care can help manage the rising incidence of non-communicable diseases (NCDs), which accounted for about 65% of deaths in 2022.
    • Economic Productivity: A healthier population contributes to increased productivity. Chronic illnesses often lead to absenteeism and reduced work capacity, which can negatively impact economic growth.
    • Addressing Rising Disease Burden: The growing prevalence of NCDs in India necessitates a shift toward preventive measures. With many individuals facing disease burdens earlier in life, focusing on prevention can help manage these conditions more effectively and sustainably.

    How can India effectively shift its focus from curative to preventive healthcare?

    • Strengthening Early Intervention: Enhancing the capabilities of Ayushman Health and Wellness Centres to facilitate targeted screenings and early interventions is crucial. This can involve using data analytics to identify high-risk populations and provide tailored preventive care services.
    • Encouraging Regular Screenings: Promoting regular health screenings, especially for individuals aged 40-60, can help identify conditions early. Collaborating with private health providers and insurers to offer subsidized screening programs can make preventive care more accessible.
    • Policy Incentives: Revising tax deductions for preventive health checks can incentivize individuals to prioritize their health. Increasing the limit from ₹5,000 to ₹15,000 under Section 80D of the Income Tax Act can encourage more people to undergo comprehensive health assessments.

    What role do technology and innovation play in enhancing preventive healthcare accessibility?

    • AI and Digital Health Solutions: The integration of AI-enabled imaging modalities and telemedicine can enhance the accessibility of preventive healthcare services. These technologies can facilitate lower-cost screenings and improve diagnostic accuracy, especially in underserved areas.
    • Health Data Management: The National Digital Health Mission (NDHM) can play a pivotal role in managing health data effectively, enabling better tracking of health trends and facilitating targeted interventions based on population health analytics.
    • Wearable Health Devices: The use of wearable devices for monitoring vital signs and health metrics can empower individuals to take proactive steps in managing their health, leading to earlier detection of potential health issues.

    What are the expected economic and health outcomes of prioritizing preventive care?

    • Reduced Healthcare Costs: By prioritizing preventive care, India could significantly lower the overall financial burden on individuals and the healthcare system.
      • Early diagnosis and intervention can prevent the escalation of diseases that require expensive treatments.
    • Improved Health Outcomes: A focus on preventive healthcare is likely to lead to better health outcomes, including reduced morbidity and mortality rates associated with non-communicable diseases (NCDs). This shift can enhance the quality of life for many individuals.
    • Economic Resilience: Investing in preventive healthcare can contribute to economic stability by reducing productivity losses associated with chronic diseases. A healthier population is more productive, which can drive economic growth and reduce the financial strain on households.

    Way forward: 

    • Expand Preventive Care Infrastructure: Strengthen health centers with early screening capabilities, utilize data analytics to identify high-risk groups, and collaborate with private providers to offer affordable preventive services.
    • Incentivize Preventive Health Practices: Revise tax benefits for health check-ups and promote the use of technology, such as wearable devices and telemedicine, to increase accessibility and awareness of preventive healthcare.

    Mains PYQ:

    Q The increase in life expectancy in the country has led to newer health challenges in the community. What are those challenges and what steps need to be taken to meet them?  (UPSC IAS/2022)

  • [pib] Ayushman Arogya Mandirs

    Why in the News?

    • In February 2018, the Centre had launched the initiative to establish 1,50,000 Ayushman Arogya Mandirs (AAMs), formerly known as Ayushman Bharat Health and Wellness Centres (AB-HWCs), by December 2022.
      • As of 31st July 2024, 1,73,881 Ayushman Arogya Mandirs have been set up and are fully operational, exceeding the original target.

    About the Ayushman Arogya Mandirs (AAMs):

    Details
    • Launched to provide comprehensive health services covering preventive, promotive, curative, rehabilitative, and palliative care for all age groups.
      • First AAM was launched in Bijapur, Chhattisgarh on April 18th, 2018.
    • In FY 2018-19, over 17,000 AAMs were operationalized, surpassing the target of 15,000.
      • Currently, there are 1.6 lakh such centres across India.
    • National Health Policy of 2017 envisioned AAMs as the cornerstone of India’s health system.
      • In 2023, the Union Health Ministry renamed AB-HWCs as Ayushman Arogya Mandirs with the tagline ‘Arogyam Parmam Dhanam’.
    Aims and Objectives
    • To provide universal, free-of-cost, and accessible primary healthcare services to both rural and urban populations.
    Features and Significance
    • Services provided include preventive, promotive, curative, palliative, and rehabilitative care.
    • AAMs offer a comprehensive 12-package set of services.
    • Sub-Health Centres (SHC) and Primary Health Centres (PHC) are being transformed to offer broader healthcare services.
    Structural Mandate Implemented via 2 Components:

    1. Comprehensive Primary Health Care: The mission plans to establish 1,50,000 AAMs in rural and urban areas to provide comprehensive primary healthcare services.
    2. Pradhan Mantri Jan Arogya Yojana (PM-JAY): The scheme provides a health insurance cover of Rs. 5 lakh per year to more than 10 crore vulnerable families for secondary and tertiary care.

     

    PYQ:

    [2022] With reference to Ayushman Bharat Digital Mission, consider the following statements:

    1. Private and public hospitals must adopt it.
    2. As it aims to achieve universal health coverage, every citizen of India should be part of it ultimately.
    3. It has seamless portability across the country.

    Which of the statements given above is/are correct?

    (a) 1 and 2 only

    (b) 3 only

    (c) 1 and 3 only

    (d) 1, 2 and 3

  • Centre wants States to make Snakebites a Notifiable Disease

    Why in the News?

    The Union Health Ministry has urged states to make snakebites a Notifiable Disease, meaning both private and public hospitals must report it to the government.

    Snakebites Menace in India:

    • Snakebites are a significant public health concern in India, with approximately 3 to 4 million cases reported annually.
      • It causes an estimated 58,000 deaths every year, according to the 2020 Indian Million Death Study.
    • States such as Bihar, Jharkhand, Madhya Pradesh, Odisha, Uttar Pradesh, Andhra Pradesh, Telangana, Rajasthan, and Gujarat report the highest number of snakebites.
    • The National Action Plan for Prevention and Control of Snakebite Envenoming (NAPSE), launched by the government earlier in 2024, aims to halve snakebite deaths by 2030 and includes making snakebites notifiable.

    What are Notifiable Diseases?

    • Notifiable diseases are those that must be reported to the government for effective public health monitoring and management. These are typically:
      • Infectious diseases likely to cause outbreaks.
      • Diseases that result in deaths or require quick action to prevent wider transmission.
    • Legal Basis:
      • According to WHO’s International Health Regulations, 1969, disease reporting is mandatory for global surveillance.
      • The primary law governing notifiable diseases is the Epidemic Diseases Act, 1897 which outlines the reporting requirements for diseases considered a public health threat.
        • However, the specific list of notifiable diseases can vary across different states and is typically determined by the respective state governments under their individual public health acts.
    • Common examples of notifiable diseases include tuberculosis, HIV, cholera, malaria, dengue, and hepatitis.

    Why snakebite is considered a Notifiable Disease?

    • Snakebites can cause severe health issues, including paralysis, fatal hemorrhages, and tissue damage, making it crucial for timely intervention.
      • Victims need immediate antivenom treatment to prevent death and long-term effects.
    • In 2009, the WHO added snakebite to its list of Neglected Tropical Diseases (NTD), acknowledging its widespread impact on public health.
    • Making snakebites a notifiable disease will enhance surveillance, help track case numbers, and improve treatment strategies across the country.
    • It will ensure the availability of adequate antivenoms in regions where snakebites are frequent.
    • Medical staff will receive training to handle snakebite cases effectively, reducing mortality rates.

  • [pib] Jan Aushadhi Kendra’s by PACS

    Why in the News?

    • The Government has empowered Primary Agricultural Credit Societies (PACS) to operate Pradhan Mantri Bhartiya Jan Aushadhi Kendras (PMBJK), aiming to provide generic medicines at affordable prices to underserved rural areas.

    About Pradhan Mantri Bhartiya Jan Aushadhi Kendras (PMBJK) by PACS:

    Details
    • PMBJKs were established in November 2008.
    • Government-established outlets that provide affordable, quality generic medicines.
    • Operated by PACS (Primary Agricultural Credit Societies) in rural areas.
      • PACS are empowered to run these Kendras to ensure accessibility in remote regions under the Pradhan Mantri Bhartiya Jan Aushadhi Pariyojana (PMBJP).
    Aims and Objectives To provide affordable medicines, promote healthcare equity, and reduce medical expenses for farmers, while generating local employment and ensuring PACS’ financial sustainability through the sale of medicines and allied products.
    Structural Mandate and Implementation
    • Administered by the Department of Pharmaceuticals under the Ministry of Chemicals and Fertilizers;
    • Bureau of Pharma PSUs of India (BPPI) is the implementation agency.

    Implementation:

    • PACS receive technical and administrative support from the Department of Pharmaceuticals.
    • PACS leverage their existing infrastructure, including land, buildings, and storage, to run the Kendras.
    • PACS-run Kendras receive a 20% incentive on monthly purchases, capped at Rs. 20,000 per month.
    • Kendra owners receive a 20% margin on MRP (excluding taxes).
    • They can sell allied medical products.
    Features and Significance
    • Affordable Medicine Distribution: Ensures that generic medicines are affordable in rural areas.
    • Economic and Healthcare Benefits: Reduces medical costs and improves healthcare outcomes for farmers.
    • Alignment with National Health Policy: Supports equitable healthcare access, especially in remote areas.
    • Strengthening Rural Infrastructure: Utilizes PACS’ infrastructure to boost rural healthcare.

     

    PYQ:

    [2015] Public health system has limitations in providing universal health coverage. Do you think that private sector could help in bridging the gap? What other viable alternatives would you suggest?

  • Draft UGC Regulations, 2024

    Why in the News?

    • The University Grants Commission (UGC) released the Draft UGC (Minimum Standards of Instructions in the Award of UG and PG Degrees) 2024 to bring sweeping reforms in India’s higher education sector.
      • The new regulations will apply to all Central, State, Private, and Deemed Universities across India.

    Back2Basics: University Grants Commission (UGC)

    • UGC was inaugurated in 1953 by Maulana Abul Kalam Azad, then Minister of Education.
    • it was established as a statutory body in November 1956 under the UGC Act 1956.
      • The Sargeant Report (1944) recommended a University Grants Committee, established in 1945, initially handling all universities by 1947.
      • Post-independence, the University Education Commission (1948) under Dr. S Radhakrishnan proposed reorganizing the committee along the lines of the UK’s University Grants Commission.
    • A proposal to replace UGC with the Higher Education Commission of India (HECI) is under consideration.
    • UGC handles:
      • Providing funds to higher education institutions.
      • Coordination, determination, and maintenance of academic standards.

     

    About the Draft UGC Regulations, 2024:

    Aims and Objectives
    • To reform India’s higher education system.
    • To introduce flexibility, multidisciplinary learning, and inclusivity in higher education while removing disciplinary rigidities.
    Key Provisions and Features
    • Biannual Admissions: Institutions can admit students twice a year (July/August and January/February).
    • Multiple Entry and Exit: Students can enter or exit their programs multiple times, with continuous assessments, recognition of prior learning, and the possibility to pursue two programs at the same time.
    • Flexibility for Students: Students can choose any discipline for UG and PG programs, irrespective of their background, subject to clearing entrance exams (e.g., CUET or university-specific exams).
    • Minimum Attendance Requirement: Institutions will set the minimum attendance based on program-specific requirements and statutory approvals, in line with the NEP 2020.
    • UG Degree Credits: At least 50% of credits must be earned in the major discipline for an undergraduate degree. The remaining 50% credits can be from skill courses, apprenticeships, or multidisciplinary subjects.
    • Duration of Degrees: UG degrees can be completed in 3 to 4 years, depending on the course structure. PG degrees will typically take 1 to 2 years, though they can be longer or shorter based on the program.
    Accelerated and Extended Degree Programs:
    • ADP (Accelerated Degree Programs): Allows students to complete their degree in a shorter duration while covering the full curriculum.
    • EDP (Extended Degree Programs): Extends the duration for students who need more time to complete the program.
      • Up to 10% of the sanctioned intake can be earmarked for ADP. Students can choose ADP or EDP by the end of the first or second semester.
      • ADP/EDP degrees will include a note specifying the adjusted duration, while ensuring the full academic content is covered.
    • Postgraduate Eligibility: Students completing a four-year undergraduate degree (Hons./Research, BTech, BE) will be eligible for a two-year postgraduate program.

     

    PYQ:

    [2012] Which of the following provisions of the Constitution does India have a bearing on Education?

    1. Directive Principles of State Policy
    2. Rural and Urban Local Bodies
    3. Fifth Schedule
    4. Sixth Schedule
    5. Seventh Schedule

    Select the correct answer using the codes given below:

    (a) 1 and 2 only
    (b) 3, 4 and 5 only
    (c) 1, 2 and 5 only
    (d) 1, 2, 3, 4 and 5

  • [7th December 2024] The Hindu Op-ed: Public health — insights from the 1896 Bombay Plague

    PYQ Relevance:

    Q) Public health system has limitation in providing universal health coverage. Do you think that private sector can help in bridging the gap? What other viable alternatives do you suggest? (UPSC CSE 2015)

    Mentor’s Comment: UPSC Mains have asked questions around the Public Health Policies (2017) and Newer Health Challenges (2020 and 2022).

    India is aiming for real-time public health monitoring platforms National Health Mission Health Management Information System (NHM-HMIS), and the Integrated Disease Surveillance Programme (IDSP) to enhance surveillance, monitoring, and resource allocation at primary healthcare levels.

    Today’s editorial reflects on the historical context of the Bombay Plague of 1896 and its implications for contemporary public health practices. This content can be used as a case study while exchanging ideas on ‘Public Health Policies and challenges in India’.

    _

    Let’s learn!

    Why in the News?

    There are ongoing discussions in Parliament around public health strategies in the wake of recent health crises, including the past COVID-19 pandemic.

    • By reflecting on historical lessons from the Bombay 1896 plague outbreak, we can analyze the significance of community engagement, comprehensive disease management strategies, and ethical considerations in health interventions.
    What were the Public Health Measures implemented by Britishers and how effective were they?

    • Quarantine and Isolation: Infected individuals were forcibly removed from their homes and taken to plague hospitals or camps, where they were often separated from their families. This included door-to-door searches conducted by soldiers to identify the sick.
    • Destruction of Property: Personal belongings and houses of the infected were often burned and demolished which led to substantial loss of property for many residents.
    • Sanitation Campaigns: A large-scale sanitation initiative was launched, which included flushing sewers with seawater, washing streets with lime, and disinfecting homes.
    o Special camps were established for the treatment of the infected but often faced criticism for poor conditions and high mortality rates.
    • Legislative Measures: The Epidemic Diseases Act of 1897 was enacted, granting authorities extensive powers to enforce health measures, including movement restrictions and compulsory examinations.

    Were they effective?
    • Limited Success: The death toll exceeded 33,000 within a short period, indicating that these strategies did not sufficiently curb the outbreak.
    • Social Backlash: Reports of disrespect during inspections and inadequate hospital conditions fueled anger, resulting in protests and even violent incidents against medical personnel.
    • Migration and Spread: Many residents fled Bombay in response to the plague and government actions, which inadvertently contributed to the spread of the disease beyond urban areas.
    • Long-term Impact: While some improvements in urban infrastructure and public health policies emerged post-plague, many immediate measures were criticized for their insensitivity to local customs and needs.

    What was positive in this policy implementation despite the criticism?

    • Emphasis on control over cases: The Indian Plague Commission’s approach during the 1896 Bombay Plague focused significantly on controlling the movement of people and the spread of the disease rather than directly addressing the health needs of affected individuals. Focus Areas were:
      • Railway Plague Inspection Stations Map (to monitor the movement of people) focused on railway networks and inspection points.
      • Chausa Observation Camp Plan detailed layouts of observation camps that reflected a militarized approach to quarantine with prominent police presence.
      • Khanpur Station Map illustrated disinfection zones and highlighted the role of police in maintaining control over these areas.
    • Cartographic Approach and Its Consequences: The maps were unusually colorful for administrative reports, possibly to convey a sense of effective control while downplaying the epidemic’s severity. The emphasis moved from identifying who was affected by the plague to understanding where the disease could potentially spread.
    • Prioritization of State Control: The Commission’s focus on control points indicated a prioritization of state mechanisms for surveillance rather than an understanding of epidemiological factors or community health requirements.
      • This approach raised concerns about the adequacy of public health responses that prioritized state security over effective disease management and community welfare.

    What lessons can contemporary public health systems learn from the Bombay Plague?

    • Community Engagement: Effective public health responses must include community cooperation. The mistrust generated by colonial policies highlights the need for transparent communication and involvement of local leaders in health initiatives.
    • Comprehensive Disease Management: The outbreak underscored the importance of not only immediate medical responses but also long-term strategies addressing underlying social determinants of health such as poverty and sanitation.
    • Ethical Considerations: The harsh measures taken during the plague raise ethical questions regarding public health interventions. Balancing individual rights with community safety remains a critical challenge for public health officials today.
    • Historical Reflection: Understanding past epidemics can inform current practices. The Bombay Plague illustrates how historical narratives shape contemporary health policies and societal attitudes toward disease management.

    https://www.thehindu.com/opinion/lead/public-health-insights-from-the-1896-bombay-plague/article68955779.ece