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GS Paper: GS2

  • After the Trump visit

    Context

    President Trump’s visit had the right optics. Attention must now turn to India-US priority areas.

    What were the mutual gains and highlights of the visit?

    • Security: Homeland Security is an American expression. For us to own it shows our concerns on cross-border sponsored terrorism.
    • Nuclear technology: Our nuclear VVER power plant technologies are state of the art and of Russian and French design.
      • Fast breeder: Good, but one more is better. We are well on the way to the fast breeder on the thorium route and these nuclear turbines are an essential step.
      • Unlimited thorium: We don’t have much uranium but unlimited thorium, so in the long run, apart from solar, this is the energy future.
      • Insurance obstacle resolved: Obviously, the insurance obstacle, as to who will bear the cost of insurance against disaster damage, which the Americans were raising earlier, has been resolved.
      • We have to build nuclear power to provide the initial feedstock for the thorium-based reactors.
    • No progress on trade pact: There are obviously differences between the two nations on the trade pact.
      • There is “progress”, but otherwise, we don’t know the way forward. Since the event was Ahmedabad-based, Amul is invading America and dairying is real politics.
    • US concerns over Kashmir issue: The US concern on Kashmir and minority rights is real.
      • If the largest foreign office establishment in the world is raising issues through their chief, let’s not bury our head in the sand.
      • Our defence minister expressing sadness at former chief ministers of Jammu and Kashmir being in detention was a gesture to the US President’s stand on pursuing solutions.
    • The bipartisan foreign policy of India shifting: The Americans generally rally behind the President on foreign policy.
      • We are more advanced now and have kicked a bipartisan approach to foreign affairs.
      • Seven decades of a bipartisan policy are thrown away without a word in explanation.

    Challenges to the rights in India

    • Every right is tampered with. Your religion, your identity in a country that never questioned it, you name it, it’s in question.
    • Multiple identity cards not accepted: The Aadhaar card, passport, ration card, election card are not enough. One office doesn’t accept another’s card, even if they carry the same information.
    • A study on a ration card and election cards: A study funded by the Canadian IDRC showed the poor only keep under lock and key the ration and election cards. One saves them from starvation, the other gives them dignity. At least once every five years, the mightiest knock at their door. We must not destroy, we must build.

    Conclusion

    There are obviously differences between the two nations on the trade pact. But apart from trade, there are many areas the cooperation on which can benefit both the countries.

     

     

  • Explained: Behind Meghalaya violence

     

     

    Last week, ethnic violence left three dead in Meghalaya. The violence underlined the ethnic complexities of Meghalaya, with tensions coming back to the fore following the passage of the Citizenship (Amendment) Act.

    Multi-ethnic Meghalaya

    • Meghalaya became a state in 1972 when it was carved out of Assam. Before that, Shillong, now Meghalaya’s capital, used to be the capital of Assam.
    • Sharing a 443-km border with Bangladesh, Meghalaya has seen decades of migration from areas that are now in Bangladesh, as well as from various Indian states via Assam.
    • Besides the indigenous groups, Meghalaya’s residents include Bengalis, Nepalis, Marwaris, Biharis and members of various other communities.
    • Meghalaya is a tribal majority state, and the indigenous Khasis, Jaintias and Garos are entitled to 80% reservation in government jobs.
    • Various groups have continuously expressed concerns that illegal migration from Bangladesh and the growth of “outsiders” from other states would overwhelm the indigenous communities.

    Meghalaya violence: The CAA context

    • The CAA relaxes the norms for Hindus from Bangladesh (among six religious groups from three countries) for eligibility to apply for Indian citizenship.
    • Long before that, the legislation was already facing protests in the Northeast, including Meghalaya. Eventually, the Centre decided the CAA will not apply in Sixth Schedule areas.
    • The Sixth Schedule of the Constitution has special provisions for administration of certain areas in the Northeast, including almost the whole of Meghalaya.
    • Despite the large exemption, the concerns have persisted in Meghalaya, and demands for an Inner Line Permit (ILP) regime have gathered fresh momentum.
    • If the ILP system is introduced, every Indian citizen from any other state would require a time-bound permit to visit Meghalaya.

    Signals simmering tensions

    • The last four decades have seen numerous incidents of violence in Meghalaya targeted at non-tribals, including from Bengal and Nepal.
    • The latest bout follows a sustained campaign over the implementation of the Inner Line Permit and unrest in the Northeast over the CAA that led to six deaths in Assam two months ago.
    • The violence last week has an immediate context in the anti-CAA campaign and ILP demand.

    Shillong, then and now

    • Shillong has seen violence against “outsiders” several times in the last four decades.
    • The targets were Bengalis in 1979, Nepalis in 1987, and Biharis in 1992.
    • In 2018, Shillong saw clashes between Khasis and Punjab-origin Dalit Sikhs whose ancestors had settled there over 100 years ago.
    • All that began collapsing after Independence, Constitutional institutions set up to safeguard the interest of the tribes came to be popularly perceived as opportunities to convert these tribal areas into exclusive zones of tribal hegemony.
    • The issue of ‘foreigners’ illegally residing in the state of Meghalaya was one of the most important issues which dominated state politics in the 1970s and 1980s.
    • In 1979, the state was plunged into a crisis for the first time since it was created.

  • When does Speaker suspend MPs from Lok Sabha?

    Seven MPs of a political party were suspended for unruly behaviour in the Lok Sabha. The motion was passed by a voice vote.

    What is the reason for suspending an MP?

    • The general principle is that it is the role and duty of the Speaker of Lok Sabha to maintain order so that the House can function smoothly.
    • This is a daunting task even at the best of times.
    • In order to ensure that proceedings are conducted in the proper manner, the Speaker is empowered to force a Member to withdraw from the House (for the remaining part of the day), or to place him/her under suspension.

    What are the rules under which the Speaker acts?

    Rule Number 373 of the Rules of Procedure and Conduct of Business says:

    • The Speaker, if is of the opinion that the conduct of any Member is grossly disorderly, may direct such Member to withdraw immediately from the House, and any Member so ordered to withdraw shall do so forthwith and shall remain absent during the remainder of the day’s sitting.

    To deal with more recalcitrant Members, the Speaker may take recourse to Rules 374 and 374A. Rule 374 says:

    1. The Speaker may, it deems it necessary, name a Member who disregards the authority of the Chair or abuses the rules of the House by persistently and wilfully obstructing the business thereof.
    2. If a Member is so named by the Speaker, the Speaker shall, on a motion being made forthwith put the question that the Member (naming such Member) be suspended from the service of the House for a period not exceeding the remainder of the session: Provided that the House may, at any time, on a motion being made, resolve that such suspension be terminated.
    3. A member suspended under this rule shall forthwith withdraw from the precincts of the House.

    What is the procedure for revocation of a Member’s suspension?

    • While the Speaker is empowered to place a Member under suspension, the authority for revocation of this order is not vested in her.
    • It is for the House, if it so desires, to resolve on a motion to revoke the suspension.

    What happens in Rajya Sabha?

    • Like the Speaker in Lok Sabha, the Chairman of the Rajya Sabha is empowered under Rule Number 255 of its Rule Book to “direct any Member whose conduct is in his opinion grossly disorderly to withdraw immediately” from the House.
    • Any Member so ordered to withdraw shall do so forthwith and shall absent himself during the remainder of the day’s meeting.
    • The Chairman may name a Member who disregards the authority of the Chair or abuses the rules of the Council by persistently and wilfully obstructing business.
    • In such a situation, the House may adopt a motion suspending the Member from the service of the House for a period not exceeding the remainder of the session.
    • The House may, however, by another motion, terminate the suspension.
    • Unlike the Speaker, however, the Rajya Sabha Chairman does not have the power to suspend a Member.

    Way Forward: Striking a balance

    • There can be no question that the enforcement of the supreme authority of the Speaker is essential for smooth conduct of proceedings. A balance has to be struck.
    • However, it must be remembered that her job is to run the House, not to lord over it.
    • The solution to unruly behaviour has to be long-term and consistent with democratic values.
    • A step in that same direction could be to discontinue the practice of herding people out of the visitors’ gallery when the House witnesses chaos.
    • So, the ruling party of the day invariably insists on the maintenance of discipline, just as the Opposition insists on its right to protest. And their positions change when their roles flip.

  • Freedom in the World 2020

     

    India has become one of the world’s least free democracies, according to a global survey.

    Freedom in the World Report

    • It is a yearly survey and report by the U.S. based non-governmental organization Freedom House.
    • It measures the degree of civil liberties and political rights in every nation and significant related and disputed territories around the world.
    • The report derives its methodology from the Universal Declaration of Human Rights, adopted by the UN General Assembly in 1948.
    • It covers 195 countries, awarding scores based on political rights indicators such as the electoral process, political pluralism and participation and government functioning, as well as civil liberties indicators related to freedom of expression and belief associational and organisational rights, the rule of law and personal autonomy and individual rights.

    Highlights of the report

     

     

    Deteriorating freedom in India

    • The report ranks India at the 83rd position, along with Timor-Leste and Senegal.
    • This is near the bottom of the pile among the countries categorised as “Free”.
    • India’s score fell by four points to 71, the worst decline among the world’s 25 largest democracies this year.
    • India scored 34 out of 40 points in the political rights category, but only 37 out of 60 in the civil liberties category, for a total score of 71, a drop from last year’s score of 75.
    • The report treats “Indian Kashmir” as a separate territory, which saw its total score drop precipitously from 49 to 28 this year, moving it from a status of “Partly Free” to “Not Free”.

    Reason for the downfall

    • The annulment of autonomy and the subsequent shutdown of Kashmir, the NRC and the CAA, as well as the crackdown on mass protests, have been listed as the main signs of declining freedom in the report.
    • These three actions have shaken the rule of law in India and threatened the secular and inclusive nature of its political system said the report.
    • The report slammed the internet blackout in Kashmir terming it the longest shutdown ever imposed by democracy.
    • It said freedom of expression was under threat in India, with journalists, academics and others facing harassment and intimidation when addressing politically sensitive topics.
    • It warned that the Indian government’s alarming departures from democratic norms under present govt. could blur the values-based distinction between Beijing and New Delhi.

  • Gairsain as new summer capital of Uttarakhand

     

     

    Uttarakhand govt names Gairsain as the new summer capital of the state.

    Gairsain

    • Gairsain is situated at the eastern edge of the vast Dudhatoli mountain range, located almost at the centre of the state, at a distance of approximately 250 kilometres from Dehradun.
    • It is easily accessible from both the Garhwal and the Kumaon divisions, and in a way, acts as the bridge between the two regions.
    • Uttarakhand was carved out as a separate state from Uttar Pradesh in 1998.
    • Gairsain was best suited to be the capital of the mountainous state as it was a hilly region falling on the border of Kumaon and Garhwal regions.
    • But it was Dehradun, located in the plains that served as the temporary capital.
    • With the fresh announcement, there is no clarity on either the city’s current status or a new winter capital.
    • The state Assembly is located in Dehradun, but sessions are held in Gairsain as well.

  • World University Rankings by Subject 2020

     

     

    Indian higher-education institutes have improved their performance on the global stage, with a greater number getting ranked in the top-100 programs, according to the latest edition of the Quacquarelli Symonds (QS) World University Rankings by Subject 2020.

    Major findings of the report

    • IIT Bombay (44), IIT Delhi (47), IIT Kharagpur (86), IIT Madras (88) and IIT Kanpur (96) found place in top 100 of this category.
    • In the Natural Sciences category, three Indian institutions made it to the top 200: IIT-Bombay at 108th rank closely followed by the IISc, Bangalore at the 111th position, while IIT-Madras scraped in at the 195th rank.
    • Jawaharlal Nehru University remained the country’s top institution in the Arts and Humanities category, with a global ranking of 162, followed at a distance by Delhi University at 231.
    • Delhi University topped the Social Sciences and Management category, with a global ranking of 160, followed by IIT-Delhi at 183.
    • There are no Indian institutions in the world’s top 200 when it comes to Life Sciences and Medicine.
    • The top institution in the country is the All India Institute of Medical Sciences, which had a global ranking of 231.
    • Other top subjects included physics & astronomy with 18 Indian institutes, biological sciences (16), electrical engineering (15), chemical engineering (14) and mechanical engineering (14).
    • MIT, Stanford University and the University of Cambridge has secured top three positions in the Engineering and Technology category.

  • Skill her, skill India

    Context

    On March 8, we honour and celebrate women on the occasion of the International Women’s Day. Women in our country are making strides in social, financial and political fields.

    Women breaking the barriers

    • Women working for the development of the country: Be it the 1857 mutiny for India’s freedom or the struggle for Independence, our women have always made India proud.
      • Even today, women are performing their duties with full devotion for the development of the country and upliftment of society.
      • They are working efficiently in various fields, such as academics, literature, music and dance, sports, media, business, information technology, science and technology, politics and social development.
    • Breaking barriers in various fields: Indian women from metropolitan cities like Delhi, Mumbai, Kolkata and Chennai are breaking barriers in fields ranging from politics to the corporate sector.
    • Giving society a new direction: Women are giving society a new direction through their leadership and critical participation in panchayat elections.
      • Increasing awareness and clear intentions are the reason behind women strengthening economic, social and cultural establishments.
      • This is very important for a democratic system.

    Female participation in the corporate sector

    • IT sector participation: There is a constant evolution of female participation in the corporate sector. Female participation is constantly increasing in the Information Technology sector.
    • Presence in other areas: Along with the IT sector, the presence of women is also increasing in the banking and finance sector.
      • Last year, the Indian Space Research Organisation decided to hand over the command of Chandrayaan-2 to two women, and these women also played a key role in the mission.

    Government schemes for women empowerment

    • Our government is running many schemes for women’s empowerment such as the Pradhan Mantri Ujjwala Yojana, Beti Bachao Beti Padhao, Mahila E-haat Scheme, Sukanya Samriddhi Yojana, Sakhi Yojana, Ladli Yojana, Digital Laado and the Swachh Bharat Mission.
    • Government is also working extensively on women’s nutrition.
    • Multiple ministries working on the same: The Ministry of Skill Development and Entrepreneurship, Women and Child Empowerment, and Human Resource Development are working closely in this regard.
    • Identification of skill set: We know that every person has a unique skill-set. What is needed is a mechanism to ensure that that skill-set is identified and honed in the best possible way.
      • The government need to ensure that all women in our country from different occupations are trained in their respective skill-sets and are employable.
    • Government need to put to best use their skill-set to become self-employed entrepreneurs and progress.
    • Around 68.12 lakh women in India have been trained under the Pradhan Mantri Kaushal Vikaas Yojana 2.0.
    • Under the Jan Shikshan Sansthan Scheme, around 08 lakh women have been trained in the 2018-2020 period, while 38.72 lakh women have been trained in Industrial Training Institutes (ITI).
      • At present, there are 18 National Skill Training Institutes across the country to train women. Special batches are being conducted to provide basic, theoretical and advanced training to women.
    • Making progress in non-traditional skills: It is a matter of joy and pride that while women in India are studying electronics, fashion design, technology and business management, there are also those who hone their new-age skills in artificial intelligence, data analytics, 3D printing, etc.
      • Along with traditional skills like beauty, wellness and healthcare, women are also progressing quickly in non-traditional skills such as electronics and hardware.

    The role of various missions in strengthening women’s skill

    • The National Rural Livelihood Mission has strengthened women’s skills and prepared them for employment.
    • Training for self-employed tailors, beauty therapists, customer care executives, hairstylists, yoga trainers, etc. are being carried out in the Prime Minister Skill Centres.
    • Women playing a significant role in various missions: Very soon, one will get to see women playing significant roles in central government schemes such as the Ayushman Bharat Yojana, Swachh Bharat Mission and Smart City Mission.
      • By joining these missions, women will make a huge contribution in giving a new shape to society.
      • In fact, in the creation of a New India, women’s education and skill development are going to be critical.
    • In the last few years, the central government has rolled out various schemes that have emboldened the women of our country and taken them on the path of self-reliance and security.

    Conclusion

    The efforts of our government have created a milieu of trust in the women of our country. They are confident that the country’s government machinery is standing by them by creating an atmosphere of respect and development for women. In the past few years, our government has made massive advancements in providing education and honing skill-sets. We pledge to make sure that these efforts reach each and every Indian woman.

     

  • A disconnected pedagogy

    Context

    The gap between jobs, needs and knowledge, and the absence of role models, could be turning India’s demographic dividend into a nightmare.

    National curriculum and problems with it

    • What is in our national curriculum? It is a fixed set of topics prescribed in all subjects — from physics to geography, and engineering to planning.
      • And it is taught in English at our elite MHRD institutions.
    • Designed by professionals: It has not been designed by politicians but by our elite professors and bureaucrats: It is what they believe the nation really needs to know.
    • Issue of imposition: It is imposed on ordinary students and parents through competitive exams and on colleges and universities through various central regulatory agencies, most egregiously, through the UGC-NET, an objective-type multiple-choice (!) exam that decides who is fit to be a college teacher.

    Issues with the engineering curriculum

    • Doesn’t address the regional needs: We already know that the national engineering curriculum fails miserably in meeting regional needs.
      • No regional variation accounted for: Engineering for Himachal Pradesh needs to be different from that in Maharashtra or Kerala.
    • Not in sync with the demands of the industry: It must address the needs of core industries, local enterprises, the provisioning of basic amenities such as water and energy.
      • None of this is in our national curricula or practised at the IITs.
      • Moreover, there is no mechanism for engineering colleges to work with their communities.

    Issue with the social science curriculum

    • No interdisciplinary courses: Let us look at the UGC-NET curricula, which is largely what is taught in our elite institutions.
      • At the BA level, it is divided into several disciplines — for instance, political science, sociology and economics.
      • This is unfortunate since much of life in India is interdisciplinary.
      • As a result, many activities such as preparing the balance sheet for a farmer, or analysing public transport needs, and development concerns such as drinking water or even city governance, are given a miss.
    • Example of economics curriculum: The UGC-NET curricula in economics has 10 units, the very last unit is Indian Economics. Unit 8 is on Growth and Development Economics, where the student must know Keynes, Marx, Kaldor, and others.
      • There are various mathematical models, for example, the IS-LM macroeconomic model, whose validity in the Indian scenario is questionable.
      • Absence of important sectors: The study of sectors such as small enterprises or basic economic services such as transportation is absent. The District Economic Survey, an important document prepared regularly by every state for each district, is not even mentioned.

    Sociology curriculum and issues involved

    • Absence of certain important items: There is no preamble nor a list of textbooks or case studies.
      • Under “Social Institutions”, we have a list of timeless words such as culture, marriage, family and kinship.
      • Peasant occurs two times, but there is no farmer. Here is a sample question: “Who uses the phrase ‘fetishism of commodities’ while analysing social conditions?” followed by four names.
    • No mention of important data: There is also no mention of important data sets such as the census or developmental programmes including MGNREGA in either curriculum.

    Conclusion

    • National curricula divorced from the community: The training at our elite institutions, and consequently, in the national curricula, is not to empower ordinary students to probe their lived reality. Or to contribute professionally and constructively to the development problems around us. Rather, it is to perpetuate a peculiar intellectualism which is divorced from the community in which these institutions are embedded.
    • Need to rethink the one-nation-one curriculum: One-nation-one-curriculum certainly has some advantages in enabling mobility of some jobs, especially in the national bureaucracy and a multinational economy.
      • Cost to the developmental needs: But one-nation-one-curriculum comes at the cost of the developmental needs of the states and the emergence of good jobs there.
    • Turning demographic dividend into a nightmare: The above-stated asymmetry is behind the aspirational dysfunction in higher education. It is this disconnect between jobs, needs and knowledge and the absence of role models, which is slowly turning our demographic dividend into a nightmare on the streets.

     

     

     

  • Teaching the teacher

    Context

    Our teacher education system must be aligned with global standards.

    Learning crisis and teacher vacancies in India

    • Teacher education as a status check on schooling education: Comparable to the role of a thermometer in diagnosing fever, an assessment of the quality of teacher education can be a status check on the schooling system.
      • Teachers remain at the heart of the issue, and translating schooling into learning is a critical challenge.
    • The gravity of learning crisis: The learning crisis is evident in the fact that almost half of the children in grade 5 in rural India cannot solve a simple two-digit subtraction problem,
      • While 67 per cent of children in grade 8 in public schools score less than 50 per cent in competency-based assessments in mathematics.
    • Teacher vacancies: India is dealing with a scenario of significant teacher vacancies, which are to the tune of almost 60-70 per cent in some states.
    • In fact, there are over one lakh single-teacher schools present across the country.
    • Excess teachers produced by TEIs: On the other hand, there are 17,000-odd Teacher Education Institutes (TEIs) that are responsible for preparing teachers through programmes such as the Bachelor of Education (B.Ed), and Diploma in Elementary Education (D.El.Ed).
      • 19 lakh teachers every year: Taking their sanctioned intake into account, at full operation, these TEIs could generate over 19 lakh freshly trained teachers every year as against the estimated annual requirement of 3 lakh teachers.
      • To put things in perspective, currently, there are about 94 lakh teachers across all schools in India.
      • Every year, the teacher education system could, therefore, be producing one-fifth of the total number of school teachers.

    The quality aspect of the teachers

    • Poor quality teachers: Not only are these TEIs generating a surplus supply of teachers, but they are also producing poor-quality teachers.
    • Pass percentage in eligibility test below 25%: Besides it being reflected in the dismal state of learning across schools, the pass-percentage in central teacher eligibility tests that stipulate eligibility for appointments as teachers has not exceeded 25 per cent in recent years.
      • This begs a pertinent question — how did we get here?

    What are the reasons for such problems?

    • The answers lie in:  The inadequacies of planning, regulation, policy and organisational structures.
    • The role and issues in NCTE: The National Council for Teacher Education (NCTE) and its four regional committees (north, south, east and west), established by statute, are responsible for teacher education in India.
      • Toothless in terms of powers: The Act assigns disproportionate power to the regional committees which grant programme affiliation while the Council has been rendered toothless.
    • Proliferation of sus-standard TEIs: Perverted incentives, widespread corruption and commercialisation have resulted in a massive proliferation of sub-standard TEIs.
      • In fact, while most of these TEIs are financially unviable, some function out of tiny rooms with duplicate addresses, and a few could even be selling degrees at a fixed price.
      • No system to ensure the entry of meritorious: These institutes function in isolation from the rest of the higher education system, and there is no system to assess and accredit them. Consequently, there is no systemic sieve to ensure the entry of only motivated and meritorious individuals into the teacher education space.
    • Disparity regional spread of TEIs: A more granular look reveals disparities across regions and programmes offered.
      • One-third in UP: Almost one-third of the TEIs are concentrated in Uttar Pradesh.
      • In fact, Ghazipur, a district in UP with a population of around one lakh, has a whopping 300 TEIs.
      • Approximately half of the total TEIs are in the northern region with Rajasthan having the second-largest number of institutes.
    • Poor planning: While there are about 17 recognised teacher education programmes, a majority of TEIs offer only B.Ed and D.El.Ed programmes.
      • This reinforces the point of poor planning as the country is actually facing a shortage of subject teachers in secondary schools and teacher-educators for whom a Master of Education (M.Ed) degree is a requisite (offered in less than 10 per cent of the TEIs).
    • Outdated curriculum: Adding to the mix of challenges is an outdated teacher preparation curriculum framework that was last updated over a decade ago.
    • Regulation by multiple agencies: On the governance front, multiple agencies have oversight on teacher education.

    Way forward

    • Collect the credible data: Any reform initiative must be built on credible data.
      • No data available: To date, there is no accurate real-time database of the number and details of teacher education institutes, students enrolled and programmes offered.
      • How the data can be helpful? Such data could be used to create a comprehensive plan for the sector, devising the optimal number of TEIs, their regional spread and programme-wise intake.
      • One cannot but underscore the significance of proper planning. The teachers will concur.
    • Develop the system of assessment and accreditation: An accurate system of assessment and accreditation must be developed to ensure high-quality teacher education.
      • The National Accreditation and Assessment Council (NAAC), responsible for quality-standards in higher education, has only covered 30 per cent of all institutes since its establishment back in 1994.
      • Given the extensive landscape of the teacher education sector alone and current capacity constraints, it is necessary that multiple accreditation agencies be empanelled.
      • A common accreditation framework should be designed through a consultative process including all relevant stakeholders to facilitate its wider acceptability.
      • A transparent and credible system of accreditation could form the bedrock for weeding out substandard TEIs and propelling quality improvements in the rest.
    • The curriculum of global quality: Core determinant of quality is the curriculum which must be regularly revamped and revised to ensure that our teacher education system is aligned to global standards.
      • Ideally, given that teacher education requires a good mix of curricular inputs and good-quality pedagogy, experts are rightly advocating for a shift towards integrated four-year subject-specific programmes to be housed in multidisciplinary colleges and universities.
      • In the first phase, these may be initiated in select central and state universities.
      • Potential to outsource teachers: This could also potentially serve as an avenue for India to outsource its surplus high-quality teachers to over 70 countries that face a teacher shortage.
    • Administrative will and execution: Finally, reforms must be driven by administrative will and executed through a well-established governance mechanism, clearly establishing ownership and accountability for set work streams across multiple agencies.
      • The draft National Education Policy presents a ray of hope.
      • Its vision to restore integrity and credibility to the teacher education system needs to be translated into effective action.

    Conclusion

    India is estimated to have the largest workforce within the next decade. This means that a population bulge is on the cusp of entering the higher education ecosystem now. The pressing need of the hour is to focus on providing the best quality teacher education to those who aspire to build the future of this country.

     

  • A blow against social justice

    Context

    The recent verdict of a two-judge Supreme Court Bench on reservations and Scheduled Caste and Scheduled Tribes promotions — has mainly raised four constitutional questions.

    The first question-Whether reservation in promotions is a fundamental right or not. 

    • Scope for the reservation: Addressing the first question, the scope for reservation for the Backward Classes is promised in Part III of the Constitution under Fundamental Rights.
      • Articles 16(4) and 16(4A) which empowers the state to provide reservation for SCs and STs are a part of the section, “Equality of opportunity in matters of public employment”.
      • The right to equality is also enshrined in the Preamble of the Constitution. Many construe that the reservation is against Article 16 (Right to equality).
    • The basis for the reservation: One should understand that the absence of equal opportunities for the Backward Classes due to historic injustice by virtue of birth entails them reservation.
      • In other words, the right to equality is the basis of reservation as there is no level-playing field among castes.
      • Articles 16 (2) and 16(4) are neither contradictory nor mutually exclusive in nature. In fact, they are complementary to each other; even Article 16(4) is not a special provision.
    • Whether reservation should be applied in promotions?
      • The answer is yes because, in India, where there is a peculiar hierarchical arrangement of caste, it is conspicuous that SCs and STs are poorly represented in higher posts.
      • Confined to lower cadre jobs: Denying application of reservation in promotions has kept SCs and STs largely confined to lower cadre jobs. This is even seen in the higher judiciary.
      • Hence, providing reservation for promotions is even more justified and appropriate to attain equality.
      • Need of the reservation at every level: The question of law is not about enabling reservations in promotions or not, but this judgment destabilises the very basis of reservation; when there is no direct recruitment in higher posts, the implementation of the reservation is justified at every level to get a reasonable representation.
      • Subdivision of reservation not correct: It is not correct to subdivide the scope of reservation at the entry-level and in promotions; this delineation will only lead to confusion in the implementation of reservation.
      • Now, by declaring that reservation cannot be claimed as a fundamental right is a dangerous precedent in the history of social justice.

    The second question- Can a court issue a mandamus to the state for providing reservation?

    • Will it be appropriate for the courts to issue a mandamus in this regard?
      • This is inappropriate because when the court is empowered to pass orders to create extra seats every year for forward-caste students who claim to be affected by reservation, why cannot it direct the state to provide reservation in promotions?
    • Use of powers under Article 142: The Supreme Court has extraordinary powers under Article 142, which empowers the Court to pass any order necessary for doing “complete justice in any cause or matter pending before it”.

    Third question-Necessity of quantifiable data

    • Data to prove inadequate representation: The next question is about the necessity of quantifiable data to show an inadequate representation of reserved category people.
    • Article 16 addresses the question: This question has been addressed in the Constitution. Article 16(4) reads: “Nothing in this article shall prevent the State from making any provision for the reservation of appointments or posts in favour of any backward class of citizens which, in the opinion of the State, is not adequately represented in the services under the State.”
    • How “opinion of the State” should be construes: Here, “in the opinion of State” should not be construed as the discretion of the state to give the reservation or not; on the contrary, if the state feels that SCs and STs are under-represented, then it is in the domain of the state to provide reservation.
    • Quantifiable data for exceeding the 50% limit: In the Indra Sawhney vs Union of India case (Mandal Commission) the idea of quantifiable data on inadequate representation was applied for exceeding the 50% cap for reservation; within 50% where the existing quotas for SCs and STs are accommodated were not affected.
      • Responsibility to collect data on the State: The responsibility of collecting data on representation by the Backward Classes lies with the state.
      • Pathetically, the last caste-based census was in 1935, and in the pre-Independence era, by the British government.
      • No caste-based census in India: After Independence, no government has had the inclination to conduct a caste-based census due to political reasons.
      • Even if a caste-based census is collected, the population and proportionate representation of SCs and STs will be low. For this reason alone, a proper caste-based census has not been conducted in independent India.
      • No mention of quantifiable data: Moreover, Article 16(4) clearly mentions that if the state, in its opinion, feels that SCs and STs are not adequately represented, then it can provide reservation for them. There is no mention of “quantifiable data” in the Constitution. Even after 70 years of SC/ST reservation, their representation is as low as 3%.

    Fourth question-Whether it is the obligation of the state to give reservation?

    • Obligatory on the government: Finally, if the argument is that it is not binding on the state to give reservation, it must be noted that when reservation rights are in Part III as Fundamental Rights, it is the obligation of the state to ensure reservation to the underprivileged.
    • Interpretation as obligatory provisions: This judgment has interpreted Articles 16 (4) and 16(4A) only as enabling provisions.
    • Enabling provisions mean that these provisions empower the state to intervene; it does not mean the state is not bound to provide it.
    • Interpreting the Constitution by paraphrasing and selective reading is dangerous.

     Administrative efficiency

    • Reservation should not affect the efficiency of administration: More importantly, this judgment has raised a new point — that the decision of the State government to provide reservation for SC/STs should not affect the efficiency of administration.
      • This implies that the entry of SC/STs in the job market can reduce the quality of administration; this by itself is discriminatory.
    • No evidence to support the claim: There is no evidence that performance in administration is affected on account of caste.
    • There have been many attempts to dilute reservation in the past. But, this judgment appears to be debatable in the larger context and should be challenged in a constitutional bench.

    Conclusion

    In a country of parliamentary democracy, even the Constitution of India can be amended. If the government at the Centre has a genuine concern for SC/STs, it can amend the Constitution using its political majority.