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GS Paper: Social Empowerment

  • A people still waiting to move out of the margins

    Why in the News?

    International Transgender Day of Visibility, held on March 31, brings attention to the problems transgender people still face, like unfair treatment in schools, jobs, and healthcare.

    What challenges do transgender individuals face despite the 2019 Transgender Rights Act?

    • Delays in Legal Recognition and ID Issuance: The certification process for transgender identity is slow and bureaucratic. e.g. As of December 2023, over 3,200 applications on the National Portal were pending beyond the 30-day limit.
    • Lack of Self-Determination in Identity Recognition: The Act mandates a certification process rather than allowing self-identification, unlike global best practices. e.g. Transgender persons must get approval from a district magistrate instead of simply self-declaring their identity.
    • Poor Implementation of Welfare Schemes: Many government schemes meant for transgender individuals are poorly implemented or inaccessible. e.g. In Delhi, out of about 4,200 transgender people (2011 Census), only 23 ID cards were issued by April 2022.
    • No Provisions for Protection from Family Rejection or Police Harassment: The Act does not address key social challenges like violence, rejection, or abuse. e.g. Transgender persons facing domestic violence or harassment by authorities have little legal recourse under the Act.
    • Continued Social Exclusion and Stigma: Despite legal recognition, social acceptance remains low, leading to discrimination in daily life. e.g. Many transgender individuals are still denied housing, employment, and public services due to prejudice.

    Why does economic exclusion persist for the transgender community in India?

    • Hiring Discrimination and Workplace Bias: Transgender individuals face exclusion during recruitment and hostility at work. e.g. A 2022 study reported a 48% unemployment rate among transgender people, far higher than the national average of 7-8%.
    • Limited Industry Adoption of Inclusive Policies: Only a few companies have adopted transgender-inclusive hiring and workplace practices. e.g. while Tata Steel hired over 100 transgender employees, such initiatives are not widely adopted across industries.
    • Barriers to Financial Inclusion: Many transgender individuals face hurdles in opening bank accounts or accessing credit. e.g. Despite a 2024 clarification allowing LGBTQ+ individuals to open joint bank accounts, broader financial exclusion still persists.

    How do barriers in education and healthcare impact transgender inclusion?

    • High Dropout Rates Due to Bullying and Harassment: Discrimination in schools leads to low retention and poor educational outcomes. e.g. In Kerala, 58% of transgender students dropped out due to bullying and lack of support.
    • Low Literacy Levels Limit Opportunities: Inadequate access to quality education restricts upward mobility. e.g. The 2011 Census reported a transgender literacy rate of 56.1%, compared to the national average of 74.04%.
    • Lack of Gender-Sensitive Infrastructure in Schools and Colleges: The absence of gender-neutral toilets and inclusive curricula creates an unwelcoming environment. e.g. Few institutions offer facilities like separate hostel rooms or transgender cells; Maharashtra is among the few states addressing this.
    • Denial of Basic Healthcare Services: Transgender individuals are often refused treatment or face discrimination in hospitals. e.g. A National Legal Services Authority (NALSA) survey found that 27% were denied healthcare due to their gender identity.
    • Limited Access to Gender-Affirming Treatments: High costs and lack of insurance make crucial medical procedures unaffordable. e.g. Gender-affirming surgeries cost between ₹2 lakh to ₹5 lakh, and despite the launch of Ayushman Bharat TG Plus, implementation is patchy.

    Which state-level initiatives support transgender students in education?

    • Maharashtra – Transgender Cells in Colleges: The state has established dedicated support cells in colleges to address the needs of transgender students. e.g. These cells help create a more inclusive academic environment by offering counseling and redressal mechanisms.
    • Kerala – Reservation and Hostel Facilities: Kerala has introduced reserved seats for transgender students in universities and provided separate hostel facilities. e.g. The University of Kerala reserves seats for transgender individuals in postgraduate courses and provides dedicated accommodations.
    • Tamil Nadu – Scholarships and Welfare Schemes: Tamil Nadu provides scholarships and educational assistance specifically for transgender students. e.g. The Third Gender Welfare Board supports education, skill training, and financial aid for transgender persons.

    What measures can ensure genuine inclusion beyond symbolic visibility days?

    • Enforce Anti-Discrimination Laws and Policies: Strong legal enforcement is needed to protect transgender rights in workplaces, schools, and public spaces. e.g. Implementing mandatory anti-discrimination clauses in employment policies can reduce workplace bias and ensure accountability.
    • Promote Gender Sensitisation in Institutions: Regular awareness and training programs in schools, universities, and offices can change attitudes. e.g. Including transgender awareness in school curricula and conducting sensitisation workshops in workplaces helps reduce stigma and foster inclusion.
    • Support Transgender Economic Empowerment: Inclusive hiring, access to credit, and government-backed entrepreneurship programs can boost livelihoods. e.g. Initiatives like targeted financial schemes and diversity hiring programs can help transgender entrepreneurs start businesses and gain financial independence.

     

    Mains PYQ:

    [UPSC 2024] Despite comprehensive policies for equity and social justice, underprivileged sections are not yet getting the full benefits of affirmative action envisaged by the Constitution. Comment.

    Linkage: Lack of progress for underprivileged sections despite policy efforts.

  • A school closure that must be called out

    Why in the News?

    The shutdown of the only Gondi-medium school in Maharashtra’s Gadchiroli district, which was started in 2019 by the Mohgaon gram panchayat, raises concerns about tribal students learning in their own language.

    What constitutional provisions support the preservation of Adivasi languages and cultures in India?

    • Article 29: Protects the rights of minorities to conserve their distinct languages, scripts, and cultures.
    • Article 350A: Directs the state to provide adequate facilities for instruction in the mother tongue at the primary education level for minority children.
    • Fifth Schedule: Provides special protections and governance provisions for Scheduled Areas, where many Adivasi communities reside.
    • Sixth Schedule: Grants autonomy to certain tribal areas in the northeastern states, allowing self-governance and cultural preservation.
    • Panchayats (Extension to the Scheduled Areas) Act, 1996 (PESA): Recognizes the role of gram sabhas in self-governance, including decisions related to education in tribal areas.

    How do the forces of absorption in secular and religious realms impact Adivasi communities?

    • Marginalization of Adivasi Languages in Education: Adivasi students are forced to learn in dominant languages, leading to the decline of their mother tongues and weakening of cultural identity. Example: The closure of the Gondi-medium school in Maharashtra due to non-recognition under the Right to Education Act.
    • Loss of Land and Displacement Due to Development Projects: Adivasi communities are displaced from their ancestral lands due to industrial and infrastructural projects, leading to economic instability and cultural loss. Example: Large-scale mining and dam projects in Jharkhand and Chhattisgarh have forced many Adivasis to migrate to urban slums.
    • Religious Assimilation and Erosion of Indigenous Beliefs: Traditional tribal religious practices are undermined or replaced by dominant religions, leading to cultural homogenization. Example: The decline of Sarna worship among Adivasis due to conversions to Hinduism and Christianity.
    • Market-Driven Cultural Appropriation: Tribal art, music, and traditions are exploited for commercial purposes without benefiting the Adivasi creators. Example: Warli and Gond paintings being sold globally, while many Adivasi artists remain in poverty.
    • Denial of Political and Constitutional Recognition: The lack of official recognition for Adivasi languages and cultures weakens their identity and limits access to resources and opportunities. Example: Gondi, spoken by over 2.9 million people, is not included in the Eighth Schedule of the Constitution, whereas Sanskrit, spoken by fewer than 25,000, is recognized.

    What are the steps taken by the government?

    • National Education Policy (NEP) 2020: Emphasizes mother-tongue-based education at the primary level, promoting indigenous languages. Example: Bilingual textbooks in tribal languages have been introduced in states like Odisha and Jharkhand.
    • Eklavya Model Residential Schools (EMRS): Aims to provide quality education to tribal students while incorporating their cultural heritage. Example: Over 700 EMRS schools are planned across India, with some offering instruction in tribal languages.
    • Documentation and Digital Preservation Initiatives: Projects to document and preserve endangered tribal languages and cultures. Example: The Scheme for Protection and Preservation of Endangered Languages (SPPEL) under the CIIL (Central Institute of Indian Languages) focuses on documenting languages like Gondi.

    What are the factors that highlight the contrast between the recognition of Sanskrit and Gondi in the Eighth Schedule?

    • Oral vs. Textual Tradition: Sanskrit has a vast corpus of classical texts and scriptures, whereas Gondi follows an oral tradition, making it vulnerable to erosion without formal preservation efforts. Example: Ancient Sanskrit texts like the Vedas are archived and studied, but Gondi folklore and oral histories are at risk of being lost due to a lack of institutional documentation.
    • Number of Speakers: Gondi is spoken by over 2.9 million people across six states, while Sanskrit has fewer than 25,000 speakers. Example: Despite its widespread use among Adivasi communities, Gondi remains unrecognized, whereas Sanskrit, with a much smaller speaker base, is included in the Eighth Schedule.
    • State Support and Promotion: Sanskrit receives government funding, university courses, and institutional backing, whereas Gondi lacks state-supported educational and literary initiatives. Example: Sanskrit is taught in schools and has dedicated institutions like the Rashtriya Sanskrit Sansthan, while Gondi-medium schools struggle for recognition, such as the case in Maharashtra.
    • Socio-Political Influence: Sanskrit is associated with elite Brahminical traditions and enjoys support from powerful socio-political groups, whereas Gondi is linked to marginalized Adivasi communities with limited political representation. Example: Political leaders and policymakers advocate for Sanskrit’s preservation, but there is little lobbying for Gondi’s inclusion in the Eighth Schedule.
    • Economic and Employment Relevance: Sanskrit is promoted as a classical and sacred language, but it has minimal practical usage in employment, whereas Gondi is actively spoken by tribal communities in daily life. Example: Sanskrit is used in religious and academic contexts, while Gondi is the primary language for communication among Adivasis, yet lacks state recognition.

    Way forward: 

    • Institutional Recognition and Policy Support: Need to include Gondi and other major Adivasi languages in the Eighth Schedule to ensure constitutional recognition, funding for education, and cultural preservation.
    • Community-Led Preservation and Promotion: The Government should strengthen grassroots efforts by empowering Adivasi organizations, establishing indigenous language schools, and promoting digital documentation of oral traditions.

    Mains PYQ:

    Q Given the diversities among tribal communities in India, in which specific contexts should they be considered as a single category? (UPSC IAS/2022) 

    Reason- This question is relevant because the closure of the Gondi-medium school highlights the specific educational needs of a particular tribal community (Gondi speakers).

  • The deeper meaning of declining school enrolment

    Why in the News?

    Recently, the Ministry of Education released the Unified District Information System for Education Plus (U-DISE+) data for the years 2022-23 and 2023-24.

    Could India’s demographic dividend end before it becomes rich and ageing?

    • Declining School Enrolment Signals a Shrinking Youth Population: U-DISE+ data (2022-24) shows a 15.5 million drop (6%) in school enrolment since 2018-19, reflecting a demographic shift. This means that fewer young people will enter the workforce in the future.
      • Over the past decade, school enrolment in India has dropped by 24.51 million (9.45%), with elementary-level enrolment seeing the sharpest decline of 18.7 million (13.45%). While secondary enrolment fell by 1.43 million (3.75%), senior secondary enrolment increased by 3.63 million (15.46%).
    • Shift in Schooling Patterns: Government and aided school enrolments have declined significantly, while private schools saw only a slight rise. The number of schools has also reduced by 79,109 (5.1%) since 2017-18, reflecting a long-term demographic transition rather than a temporary trend.
    • Falling Fertility Rate Below Replacement Level: India’s Total Fertility Rate (TFR) dropped to 2.01 in 2022, below the replacement level of 2.1. A declining birth rate leads to an ageing population without sufficient workforce replenishment.
    • Aging Population Before Achieving High-Income Status: Japan and China leveraged their demographic dividend before ageing, but India may age before industrializing fully. It leads to a higher dependency ratio and increased pension and healthcare burdens.
    • Labor Market and Economic Growth Concerns: China’s workforce peaked in 2011, leading to labour shortages and slower growth. India might face a similar scenario. It led to reduced economic productivity and difficulty sustaining high GDP growth.
    • Decline in Number of Schools and Future Workforce Readiness: The number of schools in India declined by 79,109 (5.1%) from 2017-18 to 2023-24, indicating fewer children. Fewer skilled workers, potentially impacting India’s aspirations to become a global manufacturing and service hub.
    • Demographic Shift: The school-age population (6-17 years) has decreased by 17.30 million (5.78%) due to lower fertility rates (2.01 in 2022, below the replacement level of 2.10), leading to fewer children in elementary and secondary education.

    What challenges are associated with enrollment?

    • Economic Strain Due to a Shrinking Workforce: A declining working-age population may slow economic growth, limiting India’s ability to generate sufficient income to support an aging society. Example: India’s fertility rate dropped to 2.01 in 2022, below the replacement level of 2.1, indicating a future decline in the labor force.
    • Educational System Under Pressure: Falling elementary-level enrollment has reduced demand for schools and teachers, potentially affecting education quality. Meanwhile, senior secondary enrollment increased by 3.63 million (15.46%) over the past decade, putting strain on higher education infrastructure. Example: Elementary school enrollment fell by 18.7 million (13.45%) in the last decade, signaling a demographic shift impacting resource allocation.
    • Growing Educational and Economic Inequality: Government and aided schools, which serve marginalized communities, saw a sharp enrollment decline of 19.89 million (13.8%) and 4.95 million (16.41%), respectively, while private schools saw a slight increase, widening the education gap. Example: Enrollment in private unaided schools rose by 1.61 million (2.03%), indicating a shift toward private education that is less accessible to low-income groups.

    How might this impact society?

    • Shrinking Workforce & Economic Slowdown: Fewer young people entering the job market may lead to labor shortages, reducing economic productivity. Example: Japan and South Korea struggle with aging populations, leading to workforce gaps and slower growth.
    • Increased Social Inequality: Government school enrollment decline disproportionately affects marginalized communities, widening the education gap. Example: In rural India, fewer children in government schools may limit upward mobility and economic opportunities.
    • Strain on Higher Education & Skill Shortages: A decline in secondary-level enrollment can result in fewer skilled workers, affecting industries reliant on educated labor. Example: IT and manufacturing sectors may face talent shortages, impacting India’s competitiveness in global markets.
    • Higher Dependency Ratio & Welfare Burden: With an aging population and fewer workers, the burden on healthcare and pension systems will rise. Example: Countries like Italy and Germany face financial stress due to increased elderly care costs.
    • Changing Consumer & Housing Markets: Lower youth populations may reduce demand for housing, schooling, and consumer goods, shifting economic dynamics. Example: Fewer school-age children may lead to school closures, teacher unemployment, and real estate downturns in urban centers.

    What are the steps taken by the Indian Government? 

    • National Education Policy (NEP) 2020: Aims to transform the education system by ensuring universal access, equity, and quality learning from early childhood to higher education.
      • Targets a 100% Gross Enrolment Ratio (GER) in school education by 2030 and emphasizes vocational training to meet future workforce demands.
    • Samagra Shiksha Abhiyan: A centrally sponsored initiative that integrates existing education programs to provide inclusive and equitable education from pre-school to senior secondary levels.
      • Focuses on reducing gender and social disparities, enhancing infrastructure, and promoting digital learning.
    • Skill India Mission: Aim to train over 400 million people in industry-relevant skills to support economic growth.
      • Includes Pradhan Mantri Kaushal Vikas Yojana (PMKVY) for skill training and certification to boost employability.

    Way forward: 

    • Enhancing Educational Access & Quality: Need to strengthen government school infrastructure, improve teacher training, and expand digital learning to bridge educational disparities and ensure skill readiness.
    • Strategic Workforce & Economic Planning: Align skill development programs with future industry needs, promote labor-intensive sectors, and implement policies to balance workforce participation and aging demographics.

    Mains PYQ:

    Q National Education Policy 2020 isin 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)

  • [pib] SECL launches Post-Retirement Benefit (PRB) Cell

    Why in the News?

    South Eastern Coalfields Limited (SECL), a Chhattisgarh-based subsidiary of Coal India Limited (CIL) has established a Post-Retirement Benefit (PRB) Cell.

    About Coal India Limited (CIL)

    • Coal India Limited (CIL) was founded in 1975 and is the world’s largest coal producer.
    • It is a ‘Maharatna’ public sector enterprise under the Ministry of Coal, Government of India.
    • CIL operates through 8 subsidiaries, including South Eastern Coalfields Limited (SECL), Bharat Coking Coal Limited (BCCL), and Mahanadi Coalfields Limited (MCL), which is its largest coal-producing subsidiary.
    • It supplies 78% of India’s total coal production, supporting more than 50% of the country’s coal-based power capacity.
    • CIL operates across 8 Indian states, managing 84 mining areas and a total of 313 active mines.

    What are the aims and objectives?

    • Provide a centralized platform for retired employees to access all post-retirement benefits and services under one roof.
    • Simplify and expedite the resolution of issues related to pensions, provident funds, medical benefits, and other entitlements.
    • Eliminate the need for retirees to coordinate with multiple departments, minimizing delays and miscommunication.
    • Reinforce Mission Sambandh, SECL’s initiative to build stronger connections and improve communication with stakeholders.

    What are the key benefits of the PRB Cell?

    • Acts as a one-stop solution for all post-retirement benefit queries and services.
    • Consolidates services like pensions, medical benefits, and financial queries, making it convenient for retirees.
    • Dedicated personnel ensure faster response times and seamless service delivery.
    • Officers from key departments, including Personnel, Finance, and Medical, are stationed at the PRB Cell to provide specialized support.

    PYQ:

    [2019] Consider the following statements:

    1. Coal sector was nationalised by the Government of India under Indira Gandhi.
    2. Now, coal blocks are allocated on lottery basis.
    3. Till recently, India imported coal to meet the shortages of domestic supply, but now India is self-sufficient in coal production.

    Which of the statements given above is/are correct?

    (a) 1 only

    (b) 2 and 3 only

    (c) 3 only

    (d) 1, 2 and 3

  • [10th January 2025] The Hindu Op-ed: We need accessibility rules that are based on principles

    PYQ Relevance:

    Q) Does the Rights of Persons with Disabilities Act, 2016 ensure effective mechanisms for empowerment and inclusion of the intended beneficiaries in the society? Discuss (UPSC CSE 2017)
    Q) The Rights of Persons with Disabilities Act, 2016 remains only a legal document without intense sensitisation of government functionaries and citizens regarding disability. Comment. (UPSC CSE 2022)

    Mentor’s Comment: UPSC mains have always focused on Rights of Persons with Disabilities Act, 2016 (2022), and ‘Morals of Welfare State’ in (2021).

    PwDs (Persons with Disabilities) face stigma, discrimination, and neglect, due to prejudice and socio-psychological and cultural reasons, despite the Constitutional guarantee of equality of all citizens. Only about 35.29% of children with disabilities have access to schools, and approximately 55% of disabled individuals in India are illiterate, which severely limits their employment opportunities and social participation.

    Today’s editorial emphasizes the urgent need for accessibility rules that are grounded in fundamental principles. This content can be used for representing a framework that is not only comprehensive but also clear and actionable, ensuring that all individuals, regardless of their abilities, can access services and environments effectively.

    _

    Let’s learn!

    Why in the News? 

    The Supreme Court, in the case of Rajive Raturi v. Union of India (2024), ruled that Rule 15 of the Rights of Persons with Disabilities (RPwD) Rules, 2017, violates the Rights of Persons with Disabilities Act, 2016. 

    • The Court found that Rule 15 was written in a discretionary manner, contrasting with the mandatory language of relevant sections in the Act, which obligate the government to ensure accessibility. 
    Significance of the Present Ruling:

    • The present Rajive Raturi v. Union of India (2024) ruling is crucial as Rule 15 underpins various accessibility guidelines from different ministries, such as housing and transportation.
    • By declaring Rule 15 ultra vires, the Court effectively nullified the statutory authority of the existing guidelines and mandated the government to establish minimum mandatory accessibility requirements within three months. 
    Rule 15 of the Act states that the appropriate government shall designate one or more authorities to mobilize the community and create social awareness to support persons with disabilities in the exercise of their legal capacity.
    • The judgment highlights a significant oversight in how accessibility guidelines have been developed without a unified framework, calling for a shift towards principle-based rules that ensure comprehensive and inclusive access for all individuals.

    What are the provisions under the Rights of Persons with Disabilities Act, 2016?

    • The Act aims to ensure that all PwDs can lead their lives with dignity, without discrimination and with equal opportunities.
    • It was enacted to give effect to the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) of 2007, to which India is a signatory. The key provisions of the Act are as follows:
    • PwD refers to a person with long term physical, mental, intellectual or sensory impairment which, in interaction with barriers, hinders his full and effective participation in society equally with others.
    • It recognises 21 types of disabilities including acid attack victims, intellectual disability, mental illness, etc.
    • State governments are responsible for ensuring PwDs enjoy the right to equality, life with dignity and respect. It ensures their protection from abuse, cruelty, inhuman treatment, violence and exploitation, etc.
    Other rights include the right to home and family, reproductive right, accessibility in voting, the right to own or inherit property.
    •  It refers to a person with at least 40% of a specified disability, whether defined in measurable terms or not as certified by the relevant authority.
    • If a PwD cannot make legally binding decisions even with support, a limited guardian may be appointed. The District Court or designated authority may also grant total support to the person if needed.
    • The Act mandates the government to formulate necessary programmes to safeguard the rights of PwDs for an adequate standard of living to enable them to live independently or in the community.

    How is the idea of Accessibility pursued?

    • Accessibility is recognized as a fundamental right under the UN Convention on the Rights of Persons with Disabilities. It establishes standardized accessibility measures that must be integrated from the outset in various environments.
      • Reasonable accommodation, on the other hand, acts as a facilitator of equality by addressing specific challenges faced by individuals in particular contexts. It tailors solutions to meet unique needs, ensuring that all individuals can participate fully.
      • Both concepts are interdependent; accessibility lays the groundwork, while reasonable accommodation provides necessary adjustments for those who still encounter barriers.
    • The notion of accessibility is dynamic, evolving with technological advancements such as Artificial Intelligence and the Internet of Things. This evolution necessitates continuous updates to digital accessibility tools to enhance inclusivity.
      • The Rajive Raturi case emphasized that existing guidelines often set long-term goals without immediate minimum standards. A phased approach is needed, where accessibility thresholds are gradually raised over time, similar to Canada’s roadmap for achieving full accessibility by 2040.

    What are the barriers to Accessibility?

    • Definition: The RPwD Act defines barriers broadly, including both tangible (infrastructure) and intangible (attitudinal) obstacles. Recognizing attitudinal barriers is crucial for fostering a more inclusive society.
      • As societal understanding of disability evolves, so too must the parameters for accessibility. This includes acknowledging that disability can arise from various situations beyond permanent impairments, such as temporary injuries or age-related challenges.
    • Universal Design Principles: The concept of universal design has expanded to encompass not just PwDs but all vulnerable groups, including women, children, and the elderly. This shift reflects a broader understanding that disability is not merely an individual limitation but often a result of environmental factors.
    What is the significance of compliance with Social Audit under the RPwD Act?

    Section 48 of the Rights of Persons with Disabilities (RPwD) Act, 2016 mandates that both Central and State governments conduct regular social audits of all general schemes and programs to ensure they meet the needs of persons with disabilities (PwDs). 

    • Accountability: Social audits help identify bottlenecks in the delivery of services, assess the effectiveness of assistance technologies provided to PwDs, and adapt to their changing needs.
    • Service Improvement: By evaluating existing schemes, social audits can lead to better device provision and more effective support systems for individuals with disabilities.

    What are the challenges in Implementation?

    • Lack of Standardized Guidelines: Currently, there are no clear guidelines under the RPwD Rules regarding the scope and methodology for conducting social audits. This absence leads to inconsistencies between the Centre and States, a lack of awareness among stakeholders, and insufficient training for auditors.
      • For instance, a sporting complex has multiple guidelines for accessibility from the Ministry of Urban Affairs and Housing, Sports, Transport, and others. 
    • Need for Clarity: Establishing clear operational guidelines for social audits is essential to effectively identify evolving disability-related challenges and implement targeted interventions.

    Way Forward: There is a need for a principled approach to accessibility that transcends mere compliance with regulations. By ensuring that accessibility rules are clear, inclusive, and well-enforced, society can move towards a more equitable environment where everyone has the opportunity to participate fully. 

    • This structured approach will not only benefit individuals with disabilities but will also enhance user experience for all members of society.

    https://www.thehindu.com/opinion/lead/we-need-accessibility-rules-that-are-based-on-principles/article69081174.ece#

  • [28th December 2024] The Hindu Op-ed: Marginalised by caste, marginalised in education

    PYQ Relevance:
    Q) Debate the issue whether and how contemporary movements for assertion of Dalit identity work towards annihilation of caste. (UPSC CSE 2015)

    Mentor’s Comment: UPSC mains have always focused on Inequality (2020), ‘Caste System’ (2018 & 2020), and ‘Inclusive Growth’ (2022).

    The Human Rights Watch Report of 2007 reports that nearly 60% of children who drop out of school are Dalit children, indicating significant barriers that lead to high dropout rates within this community.

    Today’s editorial addresses the systemic barriers faced by marginalized communities, particularly Dalits, in accessing quality education in India. This content can be used in your Mains answer to highlight how caste-based discrimination continues to impact educational opportunities, thereby perpetuating cycles of poverty and inequality.

    _

    Let’s learn!

    Why in the News?

    One Dalit student’s plight gained significant attention on social media, leading the Supreme Court to intervene and grant him admission by exercising its extraordinary powers under Article 142, highlighting the systemic inequalities that often leave deserving students without opportunities.

    • He had nearly lost his admission to IIT Dhanbad after missing the fee payment deadline due to financial constraints and technical issues
    Key Highlights of “Hidden Apartheid” in India (Human Rights Watch Report 2007):

    • Literacy Rates: As of the Census of India 2011, the literacy rate among Dalits is 66.1%, significantly lower than the national average of 73%.
    • Enrollment Rates: Between 1983 and 2000, enrollment rates for Dalit boys increased from 47.7% to 63.25%. In comparison, upper-caste boys’ enrollment rose from 73.22% to 82.92% during the same period.
    • Female Enrollment Disparities: The enrollment rate for Dalit girls improved from 15.72% to 32.61%, while upper-caste girls’ enrollment climbed from 43.56% to 59.15%, indicating a stark contrast in educational access between genders and castes.
    • Dropout Rates: Informal data suggests that nearly 60% of children who drop out of school are Dalit children, indicating significant barriers that lead to high dropout rates within this community.By 1931, only 4% of Dalit children had access to primary education despite educational policies being established decades earlier, reflecting a long history of exclusion from educational opportunities.
    • Systemic Barriers: The report emphasizes ongoing practices of “untouchability” and discrimination that create hostile environments for Dalit students in educational institutions, further complicating their access to quality education.

    What are the major challenges presently faced by Dalit students in the Indian Education system?

    While past restrictions were overt, contemporary obstacles are more insidious, manifesting through rising tuition fees and financial barriers.

    • Rise in Tuition Fees: Under the “Atmanirbhar Bharat Abhiyan,” the Government of India has promoted self-reliance in educational institutions, resulting in significant tuition hikes at prestigious colleges such as the IITs and IIMs.
      • For example, in 2016, IITs raised undergraduate tuition fees by 200%, escalating costs from ₹90,000 to ₹3 lakh annually. Similarly, recent increases at IIMs have seen fees rise by nearly 30% at some institutions.
    • Insufficient Support Measures: In response to criticism over these fee increases, the government introduced the Vidyalakshmi scheme, which offers interest-free scholarships for marginalized communities.
      • However, this initiative falls short of addressing the broader financial challenges faced by Dalit students as tuition continues to soar, despite their academic achievements.
      • The NCRB Data (2021) revealed that over the past seven years, 122 students from IITs and IIMs took their own lives, with many citing financial stress and employment anxiety.
    • Prevailing Disparities: An RTI filed by IIT-Bombay students further exposed the disparities, showing that 24 departments had no SC faculty, 15 lacked ST representation, and nine had no OBC faculty. A 2019 report revealed that 95% of faculty positions in IITs were held by individuals from upper-caste backgrounds.
      • These statistics highlight the deep-rooted caste-based inequalities that persist in both employment and education.
    • The issue of dropouts: Many students who manage to enroll themselves in prestigious institutions eventually drop out due to their inability to afford rising education fees.
      • The HRD Ministry reported that 2,461 students dropped out of IITs in just two years (2017 and 2018). In 2023, this issue was raised in the Lok Sabha, revealing that over the past five years, more than 13,500 students from the SC/ST/OBC had dropped out of courses in the central universities.
    Previous Government Initiatives:

    • Scholarship Schemes: Various scholarship programs are available for Dalit students, including the Post-Matric Scholarship Scheme, which provides financial assistance for education beyond matriculation, ensuring that economic barriers do not prevent Dalit students from pursuing higher education.
    • Indian Institute of Dalit Studies (IIDS): This research institute focuses on studying issues related to Dalits and has contributed to formulating guidelines against caste-based discrimination in schools.
    • Dalit Indian Chamber of Commerce & Industry: DICCI promotes entrepreneurship among Dalits by providing support and resources for business development. Its initiatives aim to empower Dalit youth to become job creators rather than job seekers.
    • Protection of Civil Rights Act (1955) and Scheduled Castes and Scheduled Tribes (Prevention of Atrocities) Act (1989): These acts are designed to prevent atrocities against Dalits and ensure their rights are protected. They provide legal recourse for victims of caste-based discrimination and violence, although implementation has faced challenges.

    Did you know?
    A recent survey in 29 States on urban sewer and septic tank workers revealed that 92% belong to SC/ST/OBC.

    Way Forward:

    • Strengthen Reservation Policies: Establish robust mechanisms to monitor compliance with reservation policies and hold institutions accountable for non-compliance.
    • Address Discrimination and Hostility: Enforce strict anti-discrimination policies and training programs within educational institutions, ensuring that any caste-based harassment is addressed promptly.
    • Promote Mental Health Support: Create peer mentoring programs that connect Dalit students with mentors who can provide guidance and support.
    • Reform Employment Opportunities: Enhance job placement services for Dalit graduates, ensuring they have access to employment opportunities post-education.

    https://www.thehindu.com/opinion/lead/marginalised-by-caste-marginalised-in-education/article69034291.ece

  • The right to work deleted

    Why in the News?

    The implementation guidelines for MGNREGA are outlined in Master Circulars issued by the Ministry of Rural Development (MoRD) annually or biennially.

    Mahatma Gandhi NREGA provides a number of legal entitlements to the job seekers through a series of provisions in the Act. While the Act makes provision for at least 100 days work per rural household in a year, it is the strong legal framework of rights and entitlements that come together to make the hundred days of work per year possible.

    • Every household residing in any rural area is entitled to a Job Card which contains the names and photographs of all adult members of the household so that they can demand and receive work.
      • According to the Master Circular for 2021-22, job cards can only be deleted under specific circumstances: 
        • when a household has permanently migrated
        • if the job card is identified as a duplicate,
        • if it was issued using forged documents.
    • According to Chapter 4 (​​Schedule II) of the annual circular, “Every adult member of a registered household whose name appears in the job card shall be entitled to apply for unskilled manual work.
    • The Ministry mandates the provision of an additional 50 days of wage employment (beyond the stipulated 100 days) to every Scheduled Tribe Household in a forest area,  under the FRA Act, 2006.
    • State Governments are mandated to put in place multiple mechanisms by which rural households can submit applications for demand for work at the Gram Panchayat (GP), Block and District levels.

    What were the reasons behind the decision to delete references to the ‘Right to work’ in recent legislation or policy?

    • Administrative Efficiency: Governments may argue that streamlining policies and removing cumbersome regulations can enhance efficiency in employment programs.
    • Aadhaar-Based Payment Systems (ABPS): The push for ABPS has led to increased deletions of job cards, as officials focus on compliance metrics rather than ensuring workers’ rights are upheld.
    • Political and Economic Pressures: There may be external pressures to reduce welfare spending or adjust labour policies in response to economic conditions, leading to a perception that the ‘right to work’ is less critical.

    What does the term ‘right to work’ entail, and why is it significant in the context of labor laws?

    • The ‘right to work’ is a fundamental principle in labour laws that guarantees individuals the opportunity to engage in employment and earn a livelihood.
    • In the context of the Mahatma Gandhi National Rural Employment Guarantee Act (MGNREGA), specifically provides rural households with a legal entitlement to at least 100 days of wage employment per year.
    • This right is significant because it aims to alleviate poverty, promote social justice, and ensure economic security for rural populations. The act also mandates due process in the deletion of workers from job cards, emphasising the importance of transparency and accountability in employment practices.

    How might the deletion of the ‘right to work’ impact workers, unions, and the broader labour market?

    • Workers’ Rights: It undermines the legal protections afforded to workers, making it easier for authorities to arbitrarily delete job cards without proper verification or due process.
    • Unions and Collective Bargaining: Unions may find it challenging to advocate for workers’ rights when legal entitlements are diminished, weakening their bargaining power.
    • Labour Market Dynamics: A reduction in guaranteed employment can lead to increased unemployment and underemployment, exacerbating poverty and economic inequality among rural populations.

    Way forward: 

    • Strengthen Oversight and Accountability: Implement independent audits, regular reviews, and grievance redress mechanisms to ensure adherence to due process in job card deletions, with active involvement of Gram Sabhas and worker representatives.
    • Enhance Worker Protections: Reinforce legal safeguards for the ‘right to work’ by improving transparency in employment programs, ensuring compliance with MGNREGA mandates, and addressing systemic issues like ABPS-linked exclusions through inclusive digital solutions.

    Mains PYQ:

    Q An essential condition to eradicate poverty is to liberate the poor from the process of deprivation.” Substantiate this statement with suitable examples. (UPSC IAS/2016)

  • [6th November 2024] The Hindu Op-ed: Rising STEM research demands revitalized education

    PYQ Relevance:

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

    Q) Besides the welfare schemes, India needs deft management of inflation and unemployment to serve the poor and the underprivileged sections of society. Discuss. (UPSC CSE 2022)

    Q) The quality of higher education in India requires major improvement to make it internationally competitive. Do you think that the entry of foreign educational institutions would help improve the quality of technical and higher education in the country? Discuss. (UPSC CSE 2015)

    Mentor’s Comment:  The SDG India Index, developed by NITI Aayog, reports an overall score of 71 out of 100, up from 66 in the previous edition, indicating progress in areas such as quality education (SDG 4), where the score improved from 66 to 75.  Despite progress, challenges remain, including disparities in educational quality across regions and inadequate infrastructure. 

    SDG 4.4 aims to substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship by 2030.

    Additionally, SDG 8 also plays a significant role in this context, as it promotes sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all. 

    In light of the increasing global demand for skilled professionals in Science, Technology, Engineering, and Mathematics (STEM), today’s editorial focuses on the urgent need for revitalizing educational frameworks to better prepare students for future challenges. 

    _

    Let’s learn!

    Why in the News?

    The NITI Aayog reports highlight the need for increased investment in teacher training, digital resources, and facilities to enhance learning environments.

    What is the significance of STEM Education?

    • Economic Growth and Competitiveness: STEM education equips students with essential skills such as critical thinking, problem-solving, and creativity, which are crucial for success in technology-driven industries. A strong foundation in STEM fields enables India to compete globally and contribute to the global talent pool in science and technology.This is vital for India’s economic expansion, as a skilled workforce can drive innovation and attract investments.
    • Equity and Access: STEM education fosters a multidisciplinary approach, where students learn to apply scientific principles to develop innovative solutions for these challenges. Efforts to promote STEM education also focus on empowering women and marginalized groups, reducing gender disparities in these fields. 
    • Curriculum Innovation: Integrating STEM into the curriculum encourages a shift from traditional rote learning to hands-on, project-based learning. Well-trained STEM educators are needed to implement these educational strategies effectively. 

    What are the key barriers to effective STEM education in current curricula?

    • School-Related Barriers: Many schools lack sufficient laboratory equipment and materials necessary for hands-on STEM learning, which limits practical experiences for students.
      • Secondly, high student-to-teacher ratios hinder personalized instruction and effective classroom management, making it difficult to engage all students in STEM subjects.
    • Teacher-Related Barriers: A shortage of qualified STEM teachers and inadequate professional development opportunities result in a lack of effective teaching methods in STEM education. 
    • Student-Related Barriers: Students often show low levels of motivation towards STEM subjects, which can stem from a lack of relatable content or perceived difficulty. Some educators need to be made aware that focusing on STEM will detract from traditional academic subjects, leading to resistance.
    • Curriculum and Instructional Barriers: Current curricula are rigid and do not integrate interdisciplinary approaches, limiting students’ ability to make connections between different fields.
    • Technology-Related Barriers: In many areas, particularly rural regions, students do not have adequate access to technology that supports STEM learning, such as computers and internet connectivity

    How can Educational Institutions adapt their teaching methodologies in STEM fields?

    • Project-Based Learning (PBL): PBL encourages students to work on projects that promote creativity, teamwork, and practical application of knowledge in real-world problems, as students take ownership of their learning from start to finish.
    • Problem-Based and Analytical Thinking (PBAT): In this approach, students are presented with complex problems that do not have straightforward solutions. They must analyze the situation, evaluate different perspectives, and devise solutions, thereby enhancing their critical thinking skills.
    • Encouraging Curiosity: This method allows students to ask questions and explore topics of interest through investigation and experimentation. It fosters a deeper understanding of STEM concepts and develops research skills, as students learn to seek out information independently.
    • Integration of Technology: Utilizing technology in the classroom—such as simulations, coding platforms, and digital collaboration tools—can enhance student engagement and provide access to a wider range of learning resources. 

    What role does industry collaboration play in enhancing STEM education?

    • Real-World Application of Knowledge: Industry partnerships help students see how STEM concepts apply to real-world challenges, making learning more relevant and engaging. This connection motivates students to pursue STEM subjects by illustrating their practical importance in various fields.
    • Access to Resources and Expertise: Partnerships with industry can supply schools with access to the latest technologies, enhanced research, and expert knowledge. This access ensures that students are learning with up-to-date tools and methodologies relevant to current market demands.
    • Authentic Assessment: Industry partners can provide valuable and experienced feedback on student projects and educational practices, helping educators refine their curricula to better meet industry standards and expectations.
      • They provide students with insights into various STEM careers through guest speakers, mentorship programs, skill development, and industrial visits.
    • Strengthening Industrial Community: They collaborate with local businesses foster community involvement in education, creating a supportive environment for students. These partnerships can also contribute to local economic development by preparing a skilled workforce
    A collaborative Project by UNESCO and Huawei on “Revitalizing STEM education to equip next generations with STEM competency” 

    • Launched in March 2024, this initiative aims to enhance STEM education across Europe by focusing on several key areas:
    ○ To support innovative educational projects through a competitive selection process. For empowering girls and women in STEM fields, addressing gender disparities in these areas.
    ○ Initiates to integrate gender perspectives in Romania, support refugees in Germany, enhance earthquake engineering education in North Macedonia, and improve mathematics teaching in Malta.
    • It aims to improve teaching practices, promote STEM research, and create a Regional STEM Clearinghouse for knowledge sharing, all while aligning with the United Nations’ Sustainable Development Goals (SDGs).

    Way Forward: By implementing these adaptive methodologies, educational institutions and Industries can create a dynamic learning environment that not only enhances students’ understanding of STEM subjects but also cultivates the critical thinking and innovative skills necessary for future success in these fields.

    https://www.thehindu.com/opinion/lead/rising-stem-research-demands-revitalised-education/article68833729.ece

  • SC ruling on child marriage: why it’s important to go beyond just punishment

    Why in the News?

    In the recent judgment of Society for Enlightenment and Voluntary Action v. Union of India, the SC has shifted the focus in child marriage cases from punishing criminal acts to addressing the “harm inflicted on the victim.”

    What is the law on Child Marriage?

    • Prohibition of Child Marriage Act, 2006 (PCMA): Defines child marriage as one where the husband is under 21 years or the wife is under 18.
      • Such marriages are voidable: The underage person can choose to cancel the marriage, but until they do, it is still legally recognized.
    • State Variations: In Karnataka and Haryana, child marriages are void from the beginning, without the need for annulment.
    • Annulment vs. Divorce: Annulment treats the marriage as if it never took place, while divorce ends an existing marriage. To get an annulment under the PCMA, it only needs to be shown that one person was underage at the time.

    Why are there concerns about using criminal action to tackle child marriage?

    • Although the marriage remains valid unless annulled, related activities are criminalized under PCMA, BNS, and POCSO, such as promoting or performing child marriages and sexual activity with a minor.
    • Criminal provisions can lead to charges against the girl’s family members (parents, husband, in-laws), leaving her without support and creating barriers to accessing sexual and reproductive healthcare.
    • Studies reveal criminal provisions are used more in self-initiated marriages than arranged ones, overlooking the complexities of these cases.
    • Some adolescents may choose marriage to escape abusive environments or forced marriage, often seeing it as a way to assert their agency in a restrictive society.

    Why is the SC judgment significant?

    • Social and Economic Barriers: Women who leave child marriages often face significant social and economic penalties. The SC judgment proposes skill development, vocational training, economic stability programs, rehabilitation services, and victim compensation to support them.
    • Empowering Women in Child Marriages: Some women prefer to remain married but need support to advocate for themselves. The judgment calls for tools to help them make decisions about reproductive rights, employment, and education.
    • Sex Education for Adolescents: The judgment emphasizes sex education, equipping young people with skills and knowledge to navigate relationships and improve agency.
    • Holistic Approach: By moving away from solely criminal prosecution to focus on empowerment and support, the SC judgment provides a more comprehensive, agency-affirming response to child marriage.

    Way forward: 

    • Strengthen Support Systems: Develop targeted programs for skill training, financial assistance, and rehabilitation to help individuals exit child marriages, promoting economic stability and social reintegration.
    • Enhance Education and Awareness: Implement comprehensive sex education and awareness initiatives in communities to empower young individuals and discourage child marriage through informed decision-making and better access to reproductive rights.

    Mains PYQ:

    Q “Empowering women is the key to controlling the population growth.” Discuss. (UPSC IAS/2019)

    Q Customs and traditions suppress reason leading to obscurantism. Do you agree? (UPSC IAS/2020)

  • [31st October 2024] The Hindu Op-ed: Importing a toxic work culture into India

    PYQ Relevance:

    Q) What are the continued challenges for Women in India against time and space? (UPSC CSE 2019)
    Q) Are we losing our local identity for the global identity? Discuss. (UPSC CSE 2019)
    Q) “Though women in post-independent India have excelled in various fields, the social attitude towards women and the feminist movement has been patriarchal.” Apart from women’s education and women empowerment schemes, what interventions can help change this milieu? (UPSC CSE 2021)
    Q) Explain why suicide among young women is increasing in Indian society. (UPSC CSE 2023)

    Mentor’s Comment:

    The tragic death of Anna Sebastian Perayil, a 26-year-old chartered accountant, underscores the human cost of a relentless work culture that often glorifies long hours and high productivity, leading to Mental health crises among young professionals.

    The World Health Organization (WHO) states that 20% of Indians are expected to experience mental health disorders by the end of the year, with 5.6 crore suffering from depression and 3.8 crore from anxiety disorders

    Most of the world’s largest multinationals are American, which shapes their work culture. Western work culture is not just about productivity; it’s deeply rooted in historical and religious contexts.

    Today’s editorial addresses the alarming trend of adopting detrimental workplace practices from abroad, particularly from high-pressure environments in developed countries. It highlights the severe implications of such practices on mental health and overall employee well-being.

    _

    Let’s learn!

    Why in the News?

    The tragic death of a 26-year-old Chartered Accountant has brought attention to the severe pressures faced by employees in high-stress environments.

    • The Lancet found a 35% increase in mental health disorders in India, reflecting the growing crisis 

    What are the characteristics of toxic work cultures imported from Western countries?

    • Historical Insights: After the USSR fell, the U.S. gained significant influence over global affairs, and its economic practices became the standard for success.
      • The idea of “the American way” (long hours and high productivity/Capitalist perspective) became synonymous with corporate culture, influencing companies worldwide.
      • Karl Marx pointed out over a century ago, longer working days can lead to higher profits if labor costs are kept low.
      • German sociologist Max Weber explored that Protestantism changed its attitudes toward work in Northern Europe.
    • American Influence on Work Culture: The term ‘Multinational Corporations’ is misleading because, despite their global operations, these companies are often closely tied to their home countries.
      • Max Weber cited American thinker Benjamin Franklin to illustrate this connection, suggesting that the work culture in MNCs is deeply rooted in historical religious values (cultural glorification of hard work) rather than modern management theories.
    What is the actual scenario?

    • Data from the International Labour Organisation (ILO) shows that while hard work has helped the U.S. economy grow, it doesn’t guarantee the highest living standards. In 2023, the U.S. ranked 12th globally in terms of per capita income, falling behind countries like Austria, Belgium, and Denmark.
    • The U.S. has improved only slightly compared to Switzerland. Interestingly, workers in most other countries listed worked fewer hours than those in the U.S. This shows that achieving greater wealth while working less is possible.

    How does this imported ‘Capitalist perspective’ affect Indian professionals and their work culture?

    • High-Pressure Work Environment: American companies often expect long hours, leading to stress and burnout among Indian workers. The expectations set by American firms often clash with Indian cultural norms.
      • Indian work culture traditionally values relationships and teamwork, the imported capitalist model tends to prioritize efficiency and individual performance. 
      • Indian professionals may struggle with the more egalitarian approach of American firms, which encourages open communication.
    • Hierarchical Structures Vs. Equality: Indian workplaces are typically hierarchical, with a strong emphasis on respect for authority and seniority. In Indian organizations, decision-making is often top-down, whereas American firms favor collaborative approaches.
      • This difference can make it challenging for Indian professionals to adapt, as they may feel uncomfortable speaking up or challenging their superiors even when encouraged to do so.
    • Work-Life Balance Challenges: Long hours and blur boundaries like working late or during weekends, make it hard for the employees to relax or find the space between work and personal life.
      • Rising stress levels contribute to mental health problems, including anxiety and burnout.
      • Women face additional pressures in balancing work demands with traditional family roles.

    What steps can organizations take to mitigate these effects?

    • Employee Wellbeing Programs: Create wellness initiatives that include flexible work hours, mental health days, and access to counseling. These programs help reduce stress and improve morale.
    • Promote Work-Life Balance: Encourage flexible schedules and remote work options. This helps employees manage personal and professional commitments, reducing burnout.
    • Foster Open Communication: Build a culture where employees can discuss their workloads and mental health openly. Regular check-ins can help managers support their teams effectively.
    • Train Managers: Provide training for managers to be supportive leaders. Good management practices can enhance employee satisfaction and create a positive work environment.

    https://www.thehindu.com/opinion/lead/importing-a-toxic-work-culture-into-india/article68815685.ece