đŸ’„Join UPSC 2027,2028 Mentorship (July Batch) + XFactor Notes & Microthemes PDF
Talk to Mentor

Civilsdaily

Login

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

  • In news: National Centre for Disease Control (NCDC)

    India’s premier organisation mandated to collect data about diseases, the NCDC is failing in its task as the spread of COVID-19 continues unabated.

    Practice question for mains:

    Q. Health infrastructure in India is hardly capable of handling any pandemic. Critically comment.

    About the National Centre for Disease Control

    • The NCDC carries out nationwide disease surveillance through its Integrated Disease Surveillance Programme (IDSP).
    • It is a vertical programme under Directorate General of Health Services.

    Its formation

    • This programme has been present in the country in different avatars since 1997 when the National Surveillance Programme for Communicable Diseases was set up.
    • This was upscaled to the Integrated Disease Surveillance Project in 2004, with assistance from the World Bank, to address the demands of the WHO’s International Health Regulations, 2005.
    • Under this, each country had to assess public health emergencies of international concern within 48 hours and report them to WHO within the next 24 hours.
    • It was then included in the 12th Plan (2012-17) under the Union Health Ministry and renamed IDSP.

    Mandate of the NCDC

    To aid the process of an investigation, NCDC has put down 10 steps that need to be followed for each outbreak:

    • Determine the existence of an outbreak
    • Confirm the diagnosis
    • Define a case
    • Search for cases
    • Generate hypothesis using descriptive findings
    • Test hypothesis with the analytical study
    • Draw conclusions
    • Compare hypothesis with established facts
    • Communication of findings
    • Execute preventive measures

    Why did NCDC fail?

    • IDSP’s manual says weekly and monthly updates are mandatory for each State and UTs even if no outbreaks are reported.
    • But this has never been observed to date.
    • There is an overlap between the diseases being followed by IDSP and other agencies like the National Vector Borne Disease Control Programme
    • The fact that IDSP does not collect mortality data was also a concern. Moreover, the IDSP was not investigating zoonotic diseases.

  • COVID-19 Law Lab

    The UN agencies have started a portal called the COVID-19 Law Lab to host all recent legal enactments to fight the novel coronavirus disease (COVID-19) pandemic.

    Note the following things about COVID-19 Law Lab:

    1) It is an online portal and not a cubical laboratory

    2) Parent agency includes the UN and WHO

    3) It is the first collation of health-related laws and protocols of the countries

    COVID-19 Law Lab

    • This digital portal hosts all legal steps taken by 190 countries to fight the pandemic.
    • The UNDP, the WHO, the Joint UN Programme on HIV/AIDS and the O’Neill Institute for National and Global Health Law at Georgetown University have collaborated for this initiative.
    • The collation initiative aims at dissemination of procedures and practices for effective enactment of health-related laws.
    • It is expected to be the most expansive collation of laws and procedures related to a health emergency.

    Why need such a repository?

    • The pandemic has led to confusion over treatment and management protocols.
    • Some 220 countries/territories have enacted various procedures backed by various enabling laws related to epidemics and health emergency.
    • Laws and policies that are grounded in science, evidence and human rights can enable people to access health services, protect themselves from COVID-19 and live free from stigma, discrimination and violence.
    • Sharing medicines and formulae for even general treatment has been a big challenge due to restrictive laws and trade practices.
    • As health is global, legal frameworks need to be aligned with international commitments to respond to current and emerging public health risks.

  • Transforming higher education

    The issues of quality of higher education explain the lack of employability of Indian youth. This article examines the issue and suggests the approach to deal with the issue.

    Three learning outcomes

    • The first is to provide knowledge in the relevant discipline to the students.
    • Second, imparting students with the skills needed for their jobs/enterprises.
    • Third, students are expected to play a constructive role in shaping the society and the world at large, the values and ideals of a modern, progressive society.
    • The teaching-learning process is expected to mould their character accordingly.

    Issues with the education system

    • Apart from a handful of institutions in the technology, management and liberal arts streams a vast majority of other students just meander through college and acquire a degree.
    • There is a huge gulf between the curriculum taught in the colleges and actual job requirements.
    • It is common to hear even the brightest of students mention that they learnt more on the job than through their curriculum in college.

    Focus more on training

    • If most of the students learn so much on the job, it raises several questions.
    • Why should we bestow so much importance on a syllabus?
    • And why do we take such massive efforts to evaluate students’ knowledge of that syllabus through exams?
    • What we can do is completely re-evaluate the syllabus frequently considering the changing needs of the time.
    • We can have substantive industrial internships while retaining only a very basic outline of essential concepts.
    • The evaluation too can be a mix of regular assignments, performance in the internship.

    Consider the question “The lack of employability in the youth of India could be a huge hurdle in India’s aim to reap the benefits of demographic dividend. Examine the reasons for and suggest the measures to deal with the issue.”

    Conclusion

    The higher education sector has multiple stakeholders and multiple vested interests. In normal times, maintaining the status quo or implementing incremental and marginal reforms was all one could hope for. The pandemic has opened the doors for ushering in massive, bold and transformational reforms. As John Lewis said, “If not now, then when?”

  • [pib] Manodarpan Initiative

    The Union HRD Ministry will launch the Manodarpan Initiative, today.

    Try this question from CSP 2016:

    Q.’Rashtriya Garima Abhiyaan’ is a national campaign to:

    (a) rehabilitate the homeless and destitute persons and provide them with suitable sources of livelihood

    (b) release the sex workers from their practice and provide them with alternative sources of livelihood

    (c) eradicate the practice of manual scavenging and rehabilitate the manual scavengers

    (d) release the bonded labourers from their bondage and rehabilitate them

    Manodarpan Initiative

    • ‘Manodarpan’ covers a wide range of activities to provide psychosocial support to students, teachers and families for Mental Health and Emotional Wellbeing during the COVID outbreak and beyond.
    • It contains advisory, practical tips, posters, videos, do’s and don’ts for psychosocial support, FAQs and online query system.
    • It aims to provide psychosocial support to students for their mental health and well-being.
    • It has been included in the Atmanirbhar Bharat Abhiyan, as a part of strengthening human capital and increasing productivity and efficient reform and initiatives for the education sector.
    • A toll-free helpline will also be launched as part of the initiative for a country-wide outreach to students from schools, colleges and universities.
    • Through this helpline, tele-counselling will be provided to the students to address their mental health and psychosocial issues.

  • Debate around ‘One-Nation- One-Curriculum’

    The Supreme Court has refused to entertain a plea for a uniform and common curriculum for school students between aged six and 14 across the country rather than have diverse ones such as the CBSE, the ICSE and State Board.

    Practice question for mains:

    Q.Discuss the efficacy of the One-Nation- One-Board System and its limitations.

    Background

    • Schools in India are mainly columned primarily into 4 boards of education, namely CBSE, ICSE and IB (International Baccalaureate).
    • In total, there are 41 boards of education throughout India.
    • These different boards of education have different syllabuses, which creates a knowledge gap among school students.
    • To curate this gap, syllabuses of every board for the Indian schools are being brought at par.

    What was the plea before the Supreme Court?

    • The petition asked considering the setting up of a National Education Council/Commission and following a “one-nation-one-board” system in which the ICSE is merged with the CBSE.
    • It urged a standard textbook with chapters on fundamental rights, duties, directive principles and the golden goals set out in the Preamble.
    • It asked to make the study compulsory for all the children aged 6-14 years throughout the territory of India.

    Why did the court refuse?

    • Uniform curriculum was a “matter of policy” and the judiciary could not “command” the government said the Supreme Court bench.

    Pros of common curriculum

    • The Article 21A of the Constitution has the RTE (Right to Education) Act says that every child in the age of 4 to 16 should be given free and compulsory education.
    • To keep a check on that, a common syllabus throughout the country is required. This will help all the students to be on par with education.
    • With a common syllabus throughout the country, no student will lag behind in education and hence, this will help them prepare better for competitive examinations or admission tests beyond school level for the outside world.
    • Politics, in some cases, influence the education system which is very unfair for the students. Some state boards prefer the admission of students from their own region and willingly keep the seats of colleges and universities occupied for students passing their 12th standard from their state boards.
    • A common syllabus would also mean that there would be no discrimination regarding quality education on the basis of caste, creed, social, religious beliefs or economic backgrounds.
    • It will provide an unbiased ground of learning and development of the young ones, which may turn out to be very beneficial in future.
    • At present, some of the state boards are not updating their syllabus frequently as per the changes in society. This loophole will be eliminated with the introduction of the uniform syllabus in India.

    Limitations

    • Students may miss learning things specific to their region and their culture. This can be a threat to diversity.
    • Current school students might get affected or stressed out on a sudden change of syllabus.
    • An abrupt change in the syllabus may hamper the stability of a student with the academics which will not be a good turn.
    • A new set of the syllabus will bring in more workload on teachers and parents too.

    Conclusion

    • Uniform education system having common syllabus and common curriculum would achieve the code of a common culture, removal of disparity and depletion of discriminatory values in human relations.
    • It would enhance virtues and improve the quality of life, elevate the thoughts, which advance the constitutional philosophy of equal society.
    • Though the government has been trying to put up with equality in education, the barriers have been inevitable to date.
    • A common syllabus seems to be a wise option, but it is yet to be implemented over the entire country.

    With inputs from:

    https://www.groupdiscussionideas.com/common-syllabus-throughout-indian-schools-pros-cons/

  • Centralisation in decision making in education

    The article tracks the evolution of the India education system after Independence. While the decentralisation and active encouragement underscores the initial years, recent trends shows a growing emphasis on centralisation.

    How Government support contributed to rise of educational institutions

    • In the initial decades after Independence, the government was conscious of various social, economic and financial challenges.
    • So, the government strongly supported universities, encouraging them to further develop an academic .
    • The IITs and IIM along with institutions of academic excellence like the IISc, Indian Statistical Institute, and JNU emerged as model institutions.
    • The institutional and academic autonomy offered was central to their emerging as premier institutions.
    • Other universities revised curricula and set about the task of reforming the university as a space for healthy academic engagement.

    Rise of decentralisation in collective decision making

    • The above changes were marked by the growing importance of various large representative institutional bodies.
    • For example, institutional bodies like faculty committees, committees of courses, board of studies, university senates, academic councils and executive councils grew in importance.
    • These bodies oversaw the administrative and academic functioning of the university and ensured collective decision-making.
    • Debate over ideological positions, scholarly beliefs shaped the process of nation-building in independent India.

    Policy changes and its impact (2005-15)

    • The constitution of the National Knowledge Commission and privatisation of education undermined the deliberative and independent character of these institutions of higher education.
    • Administrative and academic decisions were imposed from above.
    • Discussions within various academic bodies were discouraged.
    • The imposition of the semester system and a four-year undergraduate programme in many public and private universities were hallmarks of this new era of bureaucratic centralisation.
    • The academic achievements of scholars from Indian universities were undermined.
    • Those in positions of authority within the universities were encouraged to undermine academic bodies and limit their role.

    New government intervention after 2015

    • Futher changes were introduced starting from 2015.
    • Choice Based Credit System was introduced and there were renewed attempts to privatise higher education linked to an emphasis on rankings.
    • The government started to look into minute details pertaining to academic curricula, the teaching-learning process and the parameters that governed academic research within the university.

    Centralisation in Covid-19 pandemic

    • The centralisation trend intensified with the outbreak of the COVID-19 pandemic.
    • The Central government and the University Grants Commission have imposed themselves on the daily functioning of all higher educational institutions.
    • This represents a new government-oriented bureaucratic centralisation.
    • Decisions about the conclusion of academic term, the modalities for evaluation and the conduct of the teaching-learning process have become exclusive government prerogatives.
    • The various academic bodies that had original jurisdiction over these matters have been made redundant.
    • How and whether examinations are to be conducted has become an issue of contention between State and Central governments.

    Consider the question “Centralisation of the decision making instead of at institutional level in educational institutions and universities lies at many woes of the higher education in India. Comment.”

    Conclusion

    The time has come for institutions of higher education in India to recover their lost voice and restore the fertile academic space where ideas are discussed and debated rather than suppressed and dismissed.

    Original article:

    https://www.thehindu.com/opinion/lead/the-lost-voice-of-the-indian-university/article32105945.ece

  • [pib] NISHTHA Programme

    The first on-line NISHTHA programme for 1200 Key Resources Persons in Andhra Pradesh was launched by Union HRD Ministry.

    There are various web/portals/apps with peculiar names such as YUKTI, DISHA, SWAYAM etc. Their core purpose is similar with slight differences. Pen them down on a separate sheet under the title various digital HRD initiatives.

     

    Add one more to this list.

    NISHTHA Programme

    • NISHTHA is an acronym for National Initiative for School Heads’ and Teachers’ Holistic Advancement.
    • It is the largest teachers’ training programme of its kind in the world.
    • The basic objective of this massive training programme ‘NISHTHA’ is to motivate and equip teachers to encourage and foster critical thinking in students.
    • The initiative is first of its kind wherein standardized training modules are developed at national level for all States and UTs.
    • The States and UTs can also contextualize the training modules and use their own material and resource persons also, keeping in view the core topics and expected outcomes of NISHTHA.

    Progress till date

    • Around 23,000 Key Resource Persons and 17.5 lakh teachers and school heads have been covered under this NISHTHA face to face mode till date.
    • It has been customized for online mode to be conducted through DIKSHA and NISHTHA portals by the NCERT.

  • [pib] PRAGYATA Guidelines on Digital Education

    Union HRD Ministry has released PRAGYATA Guidelines on Digital Education through online medium.

    Practice question for mains:

    Q.Discuss the impact of the COVID induced lockdowns on the education system in India. Give some solutions for it.

    PRAGYATA guidelines

    • The guidelines include eight steps of online/ digital learning that is, Plan- Review- Arrange- Guide- Yak(talk)- Assign- Track- Appreciate.
    • These guidelines have been developed from the perspective of learners, with a focus on online/blended/digital education for students who are presently at home due to lockdown.
    • It provides a roadmap or pointers for carrying forward online education to enhance the quality of education.
    • The guidelines will be relevant and useful for a diverse set of stakeholders including school heads, teachers, parents, teacher educators and students.
    • It stresses upon the use of an alternative academic calendar of NCERT, for both, learners having access to digital devices and learners having limited or no access.

     Major highlights

    The guidelines highlight 3 modes of online education:

    The guidelines outline suggestions for administrators, school heads, teachers, parents and students in the following areas:

    • Need assessment
    • Concerns while planning online and digital education like duration, screen time, inclusiveness, balanced online and offline activities etc level-wise
    • Modalities of intervention including resource curation, level-wise delivery etc.
    • Physical, mental health and wellbeing during digital education
    • Cyber safety and ethical practices including precautions and measures for maintaining cyber safety
    • Collaboration and convergence with various initiatives

    Recommended screen time

    Class Recommendation
    Pre Primary Not more than 30 minutes.
    Classes 1 to 12 Recommended to adopt/adapt the alternative academic calendar of NCERT
    Classes 1 to 8 Not more than two sessions of 30-45 minutes each on the days
    Classes 9 to 12 Not more than four sessions of 30-45 minutes each on the days

    Guidelines for parents

    • For parents, the guideline helps to understand the need for physical, mental health and wellbeing along with the cyber safety measures for children at home.
    • Guidelines for physical health and mental wellness is stressed so that children do not get overly stretched or stressed, or get affected owing to prolonged use of digital devices.
    • Also, it provides sufficient Dos and Don’ts regarding ergonomics and cyber safety.

  • [pib] India’s Voluntary National Review (VNR) of SDGs

    The NITI Aayog has recently presented India’s second Voluntary National Review at the UN’s High-Level Political Forum (HLPF) on Sustainable Development, 2020.

    Practice question for mains:

    Q.Discuss the institutional approach adopted by NITI Aayog for the 2030 Agenda of the Sustainable Development Goals (SDGs) of the United Nations.

    About the UN Forum on SDGs

    • The HLPF is the foremost international platform for follow-up and review of progress on the 17 Sustainable Development Goals (SDGs).
    • The HLPF meets annually in July for eight days under the auspices of the Economic and Social Council (ECOSOC) of the UN.
    • The VNRs presented by the Member States at the HLPF are a critical component of the review of progress and implementation of the 2030 Agenda and the SDGs.
    • The reviews are voluntary and state-led and are aimed at facilitating the sharing of experiences, including successes, challenges and lessons learned.

    India VNR 2020

    • NITI Aayog prepared and presented India’s first VNR in 2017.
    • The report is a comprehensive account of the adoption and implementation of the 2030 Agenda in India.
    • India’s VNR this year has undertaken a paradigm shift in terms of embodying a “whole-of-society” approach in letter and spirit.
    • Apart from presenting a review of progress on the 17 SDGs, the report discusses at length the policy and enabling environment, India’s approach to localizing SDGs, and strengthening means of implementation.
    • Leveraging science, technology and innovation for SDGs, and costing and financing of SDGs are the two levers of strengthening means of implementation which have been introduced this year.

    Consultations made for the VNR 2020

    From Global to Local -key steps of localisation of SDGs in India

     

  • Smart Cities Mission and the public health

    “Smart Cities Mission” lacks the focus on public health. This article highlights the consequences of this. The article suggests strengthening the of local governments and provisions for the livelihood through an urban employment guarantee scheme.

    “Smart Cities Mission”: Progress so far

    • The ‘Smart Cities Mission’, a flagship programme of the government, completed five years, in June 2020.
    •  The Mission had sought to make 100 selected cities “smart”.
    • Cities are being developed under “Area-Based Development” model.
    • Under this model, a small portion of the city would be upgraded by retrofitting or redevelopment.
    • Many of the projects undertaken under the ‘Smart Cities Mission’ are behind schedule.
    • According to the Ministry of Housing and Urban Affairs, of the 5,151 smart city projects, only 1,638 projects have been completed.
    • In terms of expenditure, of the total investment of â‚č2,05,018 crore, only projects worth â‚č26,700 crore have been completed.

    Lack of focus on Public health in Smart Cities Mission

    • ‘Smart Cities Mission’ has given little importance to basic services such as public health.
    •  An analysis shows that only 69 of over 5,000 projects undertaken under the Mission were for health infrastructure.
    • These projects are for an estimated cost of â‚č2,112 crore, amounting to just around one per cent of the total mission cost.
    • Hence, public health seems to be a major blind spot in India’s smart city dreams.

    Public Health: Essential local government function

    • ‘Smart Cities Mission’ had the stated aim of improving the quality of life of urban residents.
    • Further, public health is an essential local government function in India’s constitutional scheme.
    • As per the 74th Amendment ( 12th Schedule), “public health” is one of the 18 functions that are to be devolved to the municipalities.
    • However, public health infrastructure of cities has often been neglected over the years.

    Strengthening Local Governments

    • Success of Kerala in containing the pandemic has shown how a decentralised political and administrative system can be effective.
    • It is important to strengthen local government capacities.
    • Investment in urban public health systems is needed.
    • Promoting programmes that improve the livelihoods of urban vulnerable communities should be the priority.
    • Programs such as the National Urban Livelihoods Mission and National Urban Health Mission, need to be strengthened.

    Focus on Urban Employment

    • It is time to consider the introduction of a national urban employment guarantee programme.
    • Kerala has been running such a scheme since 2010.
    • States such as Odisha, Himachal Pradesh and Jharkhand have also recently launched similar initiatives in the wake of the COVID-19 crisis.

    Consider the question “Covid pandemic has highlighted the lack of focus on public health in our Smart Cities Mission. Suggest the measures to make our cities resilient and source of livelihood. 

    Conclusion

    As Indian cities face an unprecedented challenge, it is important to get the priorities of urban development right and invest in programmes that improve the health and livelihoods of its residents.