The government has a Nutrient Based Subsidy (NBS) scheme to regulate the subsidy rates for Phosphatic and Potassic (P&K) fertilizers, based on international prices of raw materials and fluctuations in the global market.
Note: Unlike P&K fertilizers, urea is provided to farmers at a statutorily notified Maximum Retail Price (MRP), irrespective of its cost of production.
About the Nutrient Based Subsidy (NBS) Scheme:
Details
About
• Introduced to provide subsidies on Phosphatic (P) and Potassic (K) fertilizers, based on nutrient content, excluding Urea.
• Aims to promote balanced fertilization by encouraging use of multiple fertilizers for optimal plant nutrition.
Structure and Functioning
• Launched: 2010, under the Ministry of Chemicals and Fertilizers.
• Implemented by the Department of Fertilizers, Ministry of Chemicals and Fertilizers.
• Scope: Applies to Phosphatic and Potassic fertilizers (excluding Urea).
• Governance: Subsidy rates are decided annually or bi-annually, based on market prices of fertilizers and raw materials.
Aims and Objectives
• Promote Balanced Fertilization: Encourages the use of Phosphorus and Potassium to complement Nitrogen and improve soil health.
• Enhance Nutrient Efficiency: Aims to reduce over-reliance on Urea and improve use of other essential nutrients.
• Support Farmers’ Affordability: Makes P&K fertilizers more affordable and accessible to farmers.
About New Investment Policy (NIP) on Urea
The NIP for Urea was announced by the Government of India in 2012 to increase domestic urea production capacity and reduce dependence on urea imports.
The policy aims to revive old urea plants and promote investment in new plants to meet the growing demand for urea.
The NIP focuses on improving fertilizer availability, and ensuring self-sufficiency in urea production.
Urea Pricing after NIP
The pricing of urea is controlled by the government, and the subsidy mechanism ensures affordable pricing for farmers.
The government provides subsidies to urea manufacturers to bridge the gap between the cost of production and the retail price, which is kept constant at ₹5,360 per ton (as of 2023) for farmers.
PYQ:
[2020] With reference to chemical fertilizers in India, consider the following statements:
1. At present, the retail price of chemical fertilizers is market-driven and not administered by the Government.
2. Ammonia, which is an input of urea, is produced from natural gas.
3. Sulphur, which is a raw material for phosphoric acid fertilizer, is a by-product of oil refineries.
Which of the statements given above is/are correct?
The Government of India and the Asian Development Bank (ADB) have signed a $98 million loan to support the Building India’s Clean Plant Programme.
Aims and Objectives
The $98 million loan focuses on improving horticulture crop farmers’ access to certified disease-free planting materials.
The primary aim is to boost the yield, quality, and resilience of crops, particularly in response to the impacts of climate change.
About the Atmanirbhar Clean Plant Programme (CPP):
Details
• Announced in Union Budget 2023-24 to enhance plant health management in India.
• Aimed at providing farmers access to clean, disease-free planting materials.
• Anchored by the National Horticulture Board (NHB), which will set up Clean Plant Centers across the country.
• Ensures global competitiveness of the Indian horticulture sector.
• Key Objectives:
– Strengthen the regulatory framework for plant health management.
– Establish Clean Plant Centres for disease-free horticultural crops.
– Collaborate with private nurseries, researchers, state governments, and growers’ associations for success.
• Funding: ADB loan to establish advanced laboratories and diagnostic testing facilities at Clean Plant Centres.
• Will include a certification scheme for private nurseries to produce disease-free planting materials.
Where does India stand in its Horticulture Sector?
• In 2022-23, India’s horticulture production reached 351.92 million tonnes, surpassing foodgrain production.
• Second largest producer of fruits and vegetables in the world; Contributes about 33% to the agriculture Gross Value Added (GVA). • Ranks first in the production of crops like Bananas, Lime, Papaya, and Okra.
• Steady increase in horticulture production driven by proactive government policies.
PYQ:
[2021] What are the present challenges before crop diversification? How do emerging technologies provide an opportunity for crop diversification?
[2018] Assess the role of National Horticulture Mission (NHM) in boosting the production, productivity and income of horticulture farms. How far has it succeeded in increasing the income of farmers?
The National AYUSH Mission (NAM) is an important Centrally Sponsored Scheme aimed at promoting and developing the AYUSH systems of medicine across the country.
In addition to NAM, Central Sector Schemes like the AYURSWASTHYA Yojana and the AYURGYAN Scheme play a crucial role in advancing the mission’s objectives
About AYURGYAN and AYURSWATHYA Scheme
Details
AYURSWASTHYA Yojana
• Under the Ministry of AYUSH to promote AYUSH healthcare and education.
• Has two key components:
AYUSH and Public Health: Promotes AYUSH interventions for community health care.
Upgradation of Facilities to Centre of Excellence: Improves standards of AYUSH medical units and establishes advanced centers in AYUSH and Allopathic institutions (both Govt. and Private).
• Funding: Maximum assistance of ₹10 crore for Centre of Excellence upgrades for 3 years.
AYURGYAN Scheme
• Created by merging two schemes under one umbrella.
• Focuses on promoting AYUSH education and research.
• Aims to develop quality standards and expand AYUSH education and healthcare services across India.
• Training of healthcare professionals in AYUSH and supporting research initiatives to improve efficacy and standards of traditional medicine.
Back2Basics: National AYUSH Mission (NAM)
Category
Details
Overview
• Launched in September 2014 under the Ministry of Health and Family Welfare during the 12th Five Year Plan.
• Aimed at promoting and strengthening traditional systems of medicine: AYUSH (Ayurveda, Yoga, Unani, Siddha, Homeopathy).
• Focuses on improving healthcare infrastructure in rural and remote areas, enhancing access to AYUSH services and promoting holistic health across India.
Implementation and Structure
• Initially implemented by the Department of AYUSH, now under the Ministry of AYUSH for nationwide execution.
• Works in partnership with States and UTs to address healthcare gaps in underserved areas.
Provisions under NAM
• Promotion of AYUSH Systems: Integrates AYUSH into the mainstream healthcare system, especially in rural and underserved areas.
• Support to State/UTs: Provides financial support for establishing AYUSH dispensaries, clinics, colleges and hospitals.
• Strengthening AYUSH Health Services: Financial assistance for expanding AYUSH services, especially in remote areas.
• Research & Development (R&D): Supports research for developing better treatments and standardizing practices in AYUSH.
PYQ:
[2019] How is the Government of India protecting traditional knowledge of medicine from patenting by pharmaceutical companies?
PYQ Relevance: Q) Analyse the multidimensional challenges posed by external state and non-state actors, to the internal security of India. Also discuss measures required to be taken to combat these threats. (UPSC CSE 2021)
Mentor’s Comment: UPSC Mains have previously focused on ‘internal security’ as well as ‘external impacts on the political security’ of India (in 2021).
India ranked 4th out of 159 countries on the Global Terrorism Index, indicating a high level of internal conflict and the presence of various extremist groups.
Today’s editorial explores the complex transition of armed groups into formal political entities within democratic frameworks. This content can be used to put the ‘challenges and implications of transformations for broader political security and democratic landscape’.
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Let’s learn!
Why in the News?
Elections in Sri Lanka highlight a less noticeable trend, where left-wing revolutionary groups, once dedicated to armed struggle, are shifting toward democratic engagement.
Some of the most prominent insurgencies, including Nepal’s Maoists, El Salvador’s Farabundo Martí National Liberation Front (FMLN), and certain Marxist-Leninist groups within India, have pursued a new path by entering parliamentary politics.
This shift reflects a pragmatic blend of ideological adaptation and responsiveness to changing political realities.
What are the challenges faced in India due to such groups?
• Security Threats: The Naxalite groups, which include the CPI-Maoist, have engaged in guerrilla warfare against state forces, leading to thousands of deaths among civilians and security personnel (esp in the “red corridor” across central and eastern India). These groups often establish control over remote areas, providing governance and social services while undermining state authority. • Social and Economic Factors: The insurgency is fueled by deep-rooted issues such as poverty, land disputes, and social marginalization of tribal communities and Dalits. The government’s inability to address, this eventually allows the Naxalites to gain support from disenfranchised populations. • Political Dynamics: The rise of right-wing politics in India has complicated the landscape for leftist movements. The ruling party’s policies may exacerbate existing tensions and hinder dialogue with Marxist-Leninist groups, making it difficult for the government to pursue peaceful resolutions. The government has launched several military operations, such as Operation Green Hunt, but these operations have often led to retaliatory violence and further entrenching the conflict rather than resolving it.
What factors contribute to the successful transition of armed groups into parliamentary politics?
Internal Cohesion and Leadership: A unified leadership and strong internal cohesion within the armed group are essential for navigating the transition. Leaders who are committed to the political process and can manage internal dissent play a critical role in guiding their groups through the transformation.
Disarmament, Demobilization, and Reintegration (DDR): The act of disarming can have significant psychological benefits, symbolizing a commitment to peace and civilian life, which is crucial for gaining public trust and acceptance.
Successful transitions often involve effective DDR initiatives that facilitate the disarmament of combatants, their demobilization from armed groups, and their reintegration into civilian life.
Favorable Peace Agreements: Agreements that include provisions for political participation, power-sharing arrangements, and recognition of the armed group’s role can create pathways for their transformation into political parties.
For example, Nepal’s peace process allowed the Maoists to enter mainstream politics after disarming and participating in elections.
Timing and Transitional Justice: Implementing transitional justice measures at right time helps address grievances and fosters reconciliation, which is vital for sustaining peace and encouraging political participation.
How do societal and political perceptions affect the integration of former insurgents into politics?
Public Trust and Legitimacy: If society views them as legitimate political actors, it can facilitate their integration. Conversely, if they are seen as threats or remnants of violence, public resistance can hinder their political participation.
For Example, in El Salvador, the FMLN’s transition from a guerrilla group to a political party was initially successful due to a peace agreement that garnered public support.
Historical Grievances: Societal attitudes towards past injustices can also affect integration. If former insurgents are perceived as having fought against oppression, they may gain sympathy and support. However, unresolved grievances can lead to resentment and opposition.
In Iraq, the Sunni population’s disenfranchisement after the fall of Saddam Hussein contributed to ongoing insurgency, as many felt excluded from the new political order.
Narratives of Victimhood: Insurgent groups often cultivate narratives of victimhood to justify their actions and garner support. If these narratives resonate with societal sentiments, they can facilitate acceptance into political processes.
However, if society perceives these narratives as manipulative or self-serving, it may lead to a backlash against former insurgents.
State Response and Governance: If the government adopts an inclusive approach that encourages participation rather than exclusion or repression, it enhances the chances of successful integration. In contrast, heavy-handed state responses can alienate former combatants and push them back towards militancy.
CASE STUDIES:
• Nepal: The Maoist party transitioned into a legitimate political entity after a decade-long civil war, aided by a comprehensive peace agreement that included provisions for their participation in governance. • Colombia: The Revolutionary Armed Forces of Colombia (FARC) signed a peace deal in 2016 that allowed them to transition into a political party. While initially successful, their integration has faced challenges due to ongoing violence and societal skepticism towards their motives. • South Sudan: Former SPLA members have struggled with integration into formal politics due to ongoing conflict and societal divisions exacerbated by ethnic tensions.
Conclusion: The willingness of the government to engage with former insurgents, and the role of external actors—play a crucial role in shaping the environment for successful political participation. For example, Colombia’s FARC’s transition into a political party post-peace agreement illustrates how supportive frameworks can aid integration, while ongoing societal skepticism presents challenges.
DIGITAL EDUCATION: It is a method of delivering educational information through the Internet and digital platforms. It is the process of sharing knowledge through various channels such as e-books, CDs, webinars and more. It is flexible and self-paced and suited for distance learning.e-Education has revolutionized the conventional method of chalk and board style of learning imparted to the students.
Advantages of DIGITAL Education in India
Convenience and Flexibility
Flexible Scheduling and 24/7 Access: Online education allows both teachers and students to engage at their preferred times and from any location. Courses and learning materials are accessible anytime, providing a self-paced learning environment.
Ease of Access: Resources are available online, eliminating the need for physical presence and making education more accessible.
Effective and Engaging Learning
Enhanced Grasping and Disciplined Learning: E-learning methods, including audio-visual teaching, ensure better understanding and create a disciplined and engaging learning environment.
Improved Engagement: Interactive multimedia content enhances student engagement and makes learning more enjoyable.
Cost-Effectiveness
Reduced Costs: Savings on transportation and physical infrastructure lower the overall cost of education.
More Affordable: Online programmes are generally cheaper than traditional education, making them accessible to a wider audience.
Environmental Benefits
Paperless Learning and Energy Efficiency: Online education reduces the need for paper and consumes less energy compared to traditional classroom settings, promoting environmental sustainability.
Global Reach and Networking
Diverse Reach and Networking Opportunities: Tutors can teach in multiple languages, reaching students across different time zones. Online platforms enable students to network with peers globally, fostering a broader learning community.
Efficient Resource Management
Easy Documentation and Access to Expertise: Educational materials and communications are stored securely in online databases, allowing students to learn from experts worldwide, breaking geographical barriers.
Addressing Teacher Scarcity
Solving Shortages: Online education helps mitigate the shortage of teachers by enabling a single educator to reach many students simultaneously.
Role of Technology in Overcoming Challenges in the Indian Education System
Access and Inclusion: Technology provides 24/7 access to education, enabling live interaction with faculty and inclusivity for diverse groups, including remote areas, adult dropouts, and marginalized communities.
Quality of Education: Interactive and adaptive learning tools make education engaging and personalized, enhancing comprehension and addressing students’ weak areas.
Teacher Development and Management: ICT facilitates large-scale teacher training, knowledge sharing, and collaboration, improving overall teaching quality.
Governance and Management: ICT supports transparent and efficient school management systems, enhancing administrative processes.
Skill Development and Employability: MOOCs and certification courses from top institutions boost employability.
Research and Development: Promotes international collaboration, integrating local knowledge with global advancements.
Challenges and Disadvantages of Online Education in India
Weak Student Feedback and Engagement
Weak Feedback: Online platforms often provide insufficient feedback mechanisms for students.
Social Isolation: The lack of physical interaction can lead to social isolation and poor communication skill development.
Reduced Engagement: Digital distractions can reduce focus and productivity, with entertainment easily accessible.
Motivation and Integrity Issues
Requires Strong Self-Motivation: Students need strong self-discipline to stay on track.
Cheating and Plagiarism: Preventing cheating during online assessments is challenging, and students may plagiarize essays and assignments more easily.
Access issues
Internet Connectivity: Poor internet connectivity in villages and remote areas limits access to online education.
Digital Divide: A significant gap exists between urban and rural areas, with less than 15% of rural households having internet access, and only 4.4% of rural households having computers.
Digital Illiteracy
Lack of Digital Skills: Many parents, teachers, and students lack the necessary digital literacy to effectively engage with online education platforms.
Resistance to Technology: Teachers often resist adopting new technologies due to unfamiliarity and comfort with traditional methods.
Content and Language Barriers
Lack of Vernacular Content: There is a shortage of high-quality educational content in local Indian languages, making it difficult for many students to learn.
Content Customization: Often, content from other regions is used without proper customization to meet local needs.
Practical and Hands-On Subjects
Limitations in E-Learning: Subjects requiring practical, hands-on experience, such as chemistry, face significant challenges in an online format.
Domestic and Social Challenges
Increased Screen Time: Parents are concerned about the increased screen time for children and their own discomfort with technology.
Domestic Responsibilities: Increased domestic responsibilities, especially for girls, impair their learning opportunities.
Social Divide: Economically and socially disadvantaged groups struggle to afford and maintain access to ICT devices.
Training and Motivation
Inadequate Training: Teachers often lack adequate training in using technology effectively for teaching.
Low Motivation: Overloaded and less motivated teachers find it challenging to adapt to new teaching methods and technologies.
Infrastructure and Support
Lack of Infrastructure: Many schools lack basic infrastructure such as electricity, proper classrooms, computers, and internet connectivity.
Technical Support: Insufficient technical support hinders the effective use of ICT in education.
Policy and Governance
Lack of National Policy: The absence of a comprehensive national policy on ICT in education leads to inadequate attention and financial support for integrating technology into education.
Weak Monitoring: There are weak standards for monitoring and evaluating the use of ICT in education.
Financial Constraints: The high cost of acquiring, installing, maintaining, and replacing ICT infrastructure, combined with current budgetary constraints, limits the adoption of technology in education.
Rapid Technological Changes: The fast pace of technological innovation outstrips the ability of most educational institutions to effectively integrate new technologies.
Awareness and Engagement
Lack of Awareness: There is a general lack of awareness about e-learning platforms among students and educators.
Engagement Difficulties: Ensuring high levels of student engagement in online learning environments remains a challenge.
Disparity and Equity Issues: Online education may deepen the gap between the haves and have-nots, exacerbating educational inequalities.
Government Initiatives for Online Education in India
School Level
Higher Education Level
Other Digital Education Initiatives
VidyaDaan 2.0: National program inviting contributions from individuals and organizations to e-learning content for school students.
SWAYAM MOOCs: Provides online courses from school to postgraduate levels, offering quality resources, discussion forums, tests, and academic grades.
‘Wise’ App: Mobile app integrated with Zoom for online teaching on low bandwidth; beneficial for low-income and low connectivity areas, especially used in Kashmir.
e-Pathshala: Portal/app developed by NCERT hosting textbooks, audio, video, and other educational materials for teachers, students, parents, researchers, and educators.
SWAYAM PRABHA: 32 DTH channels broadcasting educational content 24/7 using GSAT-15 satellite, covering diverse disciplines and educational levels.
‘Bolki Shaala’ by Diganta Swaraj Foundation: Loudspeaker-based learning in Maharashtra’s tribal belt; recorded materials played out, with volunteer support.
PRAGYATA Guidelines: Ministry of Education’s guidelines addressing issues related to students with limited or no access to digital technologies.
National Digital Library of India (NDLI): Developed by IIT Kharagpur, offers free digital educational resources to all citizens.
BleeTech Innovations: Remote learning kits for deaf children with visual content workbooks.
Manodarpan: Initiative for the psychosocial support of teachers, students, and families regarding mental health and emotional well-being.
Digital ISBN Portal: Facilitates online registration for ISBNs for publishers and authors.
‘Support Our Students’ in Bengaluru: Collects and refurbishes old devices for underprivileged children; NGOs involved in donating tablets to girls in slums.
PM eVIDYA: Multi-mode access to digital/online education, including DIKSHA portal, TV channels (one class, one channel), radio, community radio, podcasts, and special e-content for visually and hearing impaired students.
Vittiya Saksharta Abhiyan: Promotes digital economy and cashless transactions, involving students and faculty in awareness campaigns.
Government School Teachers in Karnataka: Teachers travel to remote villages for teaching; similar initiatives in Tripura (neighborhood classes) and Chhattisgarh (mohalla classes).
DIKSHA: Digital platform offering engaging learning material aligned with the prescribed school curriculum for teachers, students, and parents.
National Academic Depository (NAD): Digital repository for academic awards, providing online retrieval and verification of certificates and degrees.
Pen-drive Schools in Nagaland: Distribution of pen-drives with study materials; similar workbook delivery in Dadra & Nagar Haveli.
Operation Digital Board (ODB): Converts classrooms into digital classrooms.
National Digital Education Architecture (N-DEAR): Connects various academic activities and modernizes education, reducing inequality.
Home-schooling in Sikkim: Teachers visit students’ homes in remote villages; Jharkhand uses house walls as blackboards for open-air teaching.
ShaGun Portal: Monitors the progress of Sarva Shiksha Abhiyan implementation.
e-Shodh Sindhu: Provides access to quality e-resources, including full-text, bibliographic, and factual databases to academic institutions at a lower subscription rate.
Radio Pathsala in Odisha: Lessons broadcast via radio alongside online versions.
Shala Siddhi: Online portal for schools to conduct self-evaluation based on set standards.
Shodhganga: National repository of all M.Phil/Ph.D. theses and dissertations by universities in India.
National Digital Education Architecture (NDEAR): Supports teaching, learning, educational planning, and administrative activities.
Campus Connect Programme: Connects all Central Universities through WIFI, providing 24/7 access to educational resources in classrooms, libraries, laboratories, and hostels.
National Education Technology Forum (NETF): Platform for exchanging ideas on using technology to enhance learning, assessment, planning, and administration.
Free and Open Source Software for Education (FOSSEE): Promotes the use of open-source software in education.
PM eVIDYA: Includes initiatives for higher education, such as allowing top 100 universities to start online courses automatically.
Vidyadaan: Program encouraging academicians and organizations to develop engaging e-learning content aligned to the curriculum.
Way Forward for Addressing Challenges of Online Education in India
National Policy and Strategic Planning
Formulate a National ICT Policy: Develop a comprehensive national policy on ICT to enhance the role of technology in education and achieve SDG 4, ensuring inclusive and quality education for all.
Prioritize Access to Remote Areas: Improve connectivity infrastructure and bandwidth through initiatives like the BharatNet project and mobile connectivity expansion.
Infrastructure and Access
Deploy Ed-Tech for Low Bandwidth: Use educational technology applications that function efficiently with low internet bandwidth and patchy connections.
Offline Learning Tools: Develop tools to allow curriculum, notes, and other study materials to be downloaded and accessed without internet connectivity.
Community Learning Centers: Promote ICT in non-formal education through community learning centres and tele-centres to improve adult literacy and basic education for out-of-school youth.
Incentives and Partnerships
Incentivize Educational Institutes: Government should incentivize educational institutes to adopt the latest technology for teaching and course delivery.
Strengthen Partnerships: Collaborate with private sector, NGOs, and organizations like UNESCO to develop and implement ICT projects in education.
Content and Customization
Improve Regional Language Content: Enhance educational content in regional languages to make learning more accessible.
Customization of Courses: Tailor course content and technology to meet local needs and cultural contexts.
Capacity Building and Awareness
Capacity Building: Train all stakeholders, including teachers, students, and parents, to effectively use technology for education.
Awareness Campaigns: Conduct campaigns to raise awareness about the benefits and methods of online education.
Quality Assurance and Monitoring
Establish Quality Benchmarks: Set quality assurance mechanisms and benchmarks for online learning to ensure high standards.
Effective Monitoring Systems: Implement robust monitoring systems to track the effectiveness of ICT in education.
Inclusivity and Equity
Inclusive Learning Solutions: Develop solutions that ensure all students, including those from marginalized groups, have access to online education, such as leveraging mobile internet.
Leverage Community-Owned Devices: Promote the use of community-owned tablets and smart devices to bridge the digital divide.
Funding and Resources: Ensure sufficient financial resources are allocated for the acquisition, installation, maintenance, and replacement of ICT infrastructure in education.
Government and Private Sector Collaboration: Ensure that the government and private sector work together to make education available, accessible, and affordable for all, in line with SDG 4.
The challenges in online education in India are multifaceted, involving issues of digital literacy, affordability, infrastructure, content, and social barriers. Addressing these challenges requires comprehensive policy support, increased funding, improved training for teachers, and greater efforts to bridge the digital divide.
Enrolment Ratios: Elementary level enrolment ratios are close to 100%. Gross enrolment ratios (GER) for secondary education have increased, although net enrolment ratio (NER) remains low.
GER for Grades 6-8: 90.9%
GER for Grades 9-10: 79.3%
GER for Grades 11-12: 56.5%
Enrolment Trends: From 2007-08 to 2015-16, enrolment in government primary schools declined by 2.31 crores, while enrolment in private primary schools increased by 1.45 crores.
Out-of-School Children: As per the 75th round NSSO survey (2017-18), 3.22 crore children in the age group of 6 to 17 years are out of school.
Human Development Report (2019): Between 1990 and 2018, mean years of schooling increased by 3.5 years and expected years of schooling increased by 4.7 years in India.
Attendance Rates: ASER surveys estimate national attendance in primary and upper primary schools at 71.4% and 73.2%, respectively, with considerable state-wise differences.
Enrolment Drop-offs: Enrolment drop-offs are severe for Scheduled Castes (19.6% to 17.3%), Scheduled Tribes (10.6% to 6.8%), differently-abled children (1.1% to 0.25%), and female students within these categories.
Learning Outcomes: Over 5 crore elementary school students have not attained foundational literacy and numeracy.
Pupil-Teacher Ratio: The national pupil-teacher ratio is 24:1 for elementary schools and 27:1 for secondary schools.
Mental Health: Student suicides due to examination and career stress increased from about 6,600 in 2012 to about 9,000 in 2015.
Challenges
Inadequate Public Funding: Government spending on education remains around 3% of GDP, compared to the world average of 4.7% (World Bank).
Focus on Infrastructure Over Learning Outcomes: Disproportionate emphasis on infrastructure rather than actual learning outcomes.
Governance and Monitoring: Centralized governance leads to conflicts of interest and ineffective management.
Teacher Training and Vacancies: Inadequate teacher training, numerous teaching vacancies, and high absenteeism affect education quality.
Limited Vocational Education: The school system offers limited options for vocational training.
Language Barriers: Underdeveloped Indian languages and lack of standard publications hinder learning, especially in rural areas.
Small Schools: Numerous small schools are economically and operationally inefficient, often requiring teachers to cover multiple grades and subjects.
Mental Health Support: Inadequate mental health support for students leads to increased stress and related issues.
Steps Taken
VidyaDaan 2.0: National program for contributing e-learning content.
PRAGYATA Guidelines: Guidelines for digital education addressing limited or no access to technologies.
Manodarpan: Psychosocial support initiative for mental health and emotional well-being.
PM eVIDYA: Multi-mode access to digital education, including DIKSHA portal, TV channels, radio, and special content for the visually and hearing impaired.
Operation Digital Board (ODB): Converts classrooms into digital classrooms.
Shala Siddhi: Online portal for school self-evaluation.
National Digital Education Architecture (NDEAR): Supports teaching, learning, and administrative activities.
National Education Technology Forum (NETF): Platform for exchanging ideas on technology use in education.
Sarva Shiksha Abhiyan: Universalisation of primary education.
Mid-Day Meal: Enhances enrolment, retention, and nutritional levels among school children.
RTE Act, 2009: Enforces free and compulsory education for children aged 6-14 years.
NIPUN Bharat Mission: Aims for universal proficiency in foundational literacy and numeracy by the end of Grade 3 by 2026-27.
Strengthening Teaching-Learning and Results for States (STARS) Project: Improves monitoring and measurement activities in school education.
Samagra Shiksha Abhiyan: Integrates Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha Abhiyan (RMSA), and Teacher Education (TE) to provide quality education and enhance learning outcomes.
Way Forward
Increase Funding: Raise government spending on education to at least 6% of GDP by 2022.
Improve Governance: Develop robust mechanisms to enforce regulations on teacher qualifications, absenteeism, and learning outcomes, with regular assessments by independent bodies.
Focus on Learning Outcomes: Integrate small schools to optimize resources, run remediation processes concurrently with regular classes, and implement consequences for failing to meet minimum learning outcomes.
Enhance Vocational Education: Award credits for subjects passed, provide options for vocational courses from secondary level, and pilot innovative vocational education models.
Revamp Curriculum: Design pre-primary and primary syllabus on a skill-based continuum, align vocational education syllabus with NSQF, and include practical learning activities.
Teacher Training: Improve teacher training and reduce vacancies to enhance teaching quality.
Reduce Mental Stress: Include life skills and stress management in the curriculum, provide mental health support, and ensure easy access to counseling, especially for at-risk children.
Broaden RTE Coverage: Extend RTE to cover ages 6-18, ensuring foundational knowledge and workforce inclusion.
Address Drop-Outs: Implement creative policies to tackle drop-outs due to financial constraints and loss of interest, such as free bicycles to improve mobility.
2022-The Right of Children to Free and Compulsory Education Act, 2009 remains inadequate in promoting incentive-based systems for children’s education without generating awareness about the importance of schooling. Analyze. (15M)
2020- National Education Policy 2020 is in conformity with the Sustainable Development Goal-4 (2030). It intends to restructure and reorient the education system in India. Critically examine the statement. (15M)
2016- Professor Amartya Sen has advocated important reforms in the realms of primary education and primary health care. What are your suggestions to improve their status and performance?
2015-The quality of higher education in India requires major improvements to make it internationally competitive. Do you think that the entry of foreign educational institutions would help improve the quality of higher and technical education in the country? Discuss.(12.5M)
2014-Should the premier institutes like IITs/IIMs be allowed to retain premier status, allow more academic independence in designing courses and also decide mode/criteria of selection of students. Discuss in light of the growing challenges.(12.5M)
Education is a permanent measure to achieve an egalitarian society. Education transforms lives and is at the heart of building peace, eradicating poverty and driving sustainable development.
Education being a basic human right for all throughout life must be matched by access and quality.
Education is the manifestation of perfection already in man – Swami Vivekananda
To educate a person in mind and not in morals is to educate a menace to the society – Theodore Roosevelt
We do not want book worms, we want man making, character building education – Swami Vivekananda
Economy is the material part of development. Education is the essential part of it.
Education that does not mold the character is absolutely worthless. – Mahatma Gandhi
Confucius – “If you think in terms of a year, plant a seed; if in terms of ten years, plant trees; if in term of 100 years, teach the people”
“Education is the most powerful weapon you can use to change the world” – Nelson Mandela.
“The pen is mightier than the sword” – Edward Lytton
Intelligence plus character – that is the goal of real education – Martin Luther King Jr.
We want the education by which character is formed, strength of mind is increased, the intellect is expanded, and by which one can stand on one’s own feet” SWAMI VIVEKANAND
“Education is what remains after one has forgotten what one has learnt in school”- Mahatma Gandhi
“Learning gives creativity. Creativity leads to thinking. Thinking Provides knowledge. Knowledge makes you great.” – APJ Abdul Kalam
“Children must be taught how to think, not what to think” – Margaret Mead
“There are two educations. One should teach us how to make a living and the other how to live.” – John T Adams
Pota cabins → residential schools for the children in LWE affected areas of Chattisgarh.
Delhi Model Virtual School – provide education to students remotely through personalized teaching-learning, effective assessments and use of cutting-edge technology.
E-Talim → Video recording of lectures by best teachers in Kishangarh district of Bihar.
The AaoGhar Mein Seekhein (let’s learn at home) programme in Rajasthan, improved access to education amidst COVID-19 pandemic.
“Namath Basai” – Kerala Government unique programme of teaching tribal children in their mother tongue.
Baste Ka Bojh Kam project (Rajasthan)- Integrated book for different subjects.
Pratibha Parv: M.P-regular assessment of teaching learning and evaluation of
education.
E- takin: Kishangarh district, Bihar – video recording of lectures by best teacher in district
Mera Mobile, Mera Vidyalaya: Banka, Bihar
Sonam Wangchuk started New hope revolutionizing education in Ladakh
Pune Zilla Parishad has appealed to citizens to donate old smartphones and used laptops to help poor students continue with e- classes during the lockdown
IT club of school at Koothattukulam in Kerala will train students to blog and post videos on Youtube, Going beyond mere basics of IT
Distribution of Smartphone by Punjab Government for Students to access Online education
Kerala Government became 1st state which helped struggling students to repay education loan debts after the completion of their course
CONSTITUTIONAL PROVISIONS
Fundamental Rights
Article 21A: Right to elementary education. Article 28: Freedom from attending religious instruction or worship in certain educational institutions. Article 29: This article provides equality of opportunity in educational institutions. Article 30: Right of minorities to establish and administer educational institutions of their own.
Directive Principles
Article 41: Right to work, to education and to public assistance in certain cases. Article 45: Provision for free and compulsory education for children and provision for early childhood care and education to children below the age of six years. Article 46: It provides for special care to the promotion of education and economic interests of the scheduled caste, scheduled tribes and the weaker sections of society.
Fundamental Duties
Article 51 A(k): A parent or guardian to provide opportunities for education to his child or, as the case may be, ward between the age of six and fourteen years.
Other Articles
Article 337: This provides for special provision with respect to educational grants for the benefit of the Anglo-Indian community. Article 350A: This article relates to facilities for instruction in mother tongue at primary stage. Article 350B: It provides for special officer for linguistic minorities.
Amendments:
42th Amendment Act 1976: Education was shifted from State List to Concurrent List 86 Amendment Act 2002: Right to Education (inserted 21A and amended article 51(A)(K)) 93 Amendment Act 2006: Amended Article 15, which provides reservation for SC, ST and OBC in private institutions
Judgements
1993: The Supreme Court in the case of Mohini Jain and Unnikrishnan vs State of Andhra Pradesh Ruled that the right to education is a fundamental right that flows from the Right to life in Article 21 under Indian Constitution.
Importance of Education
DATA
Literacy rate
The literacy rate ( as per the 2011 census) is at 74.04 %; 82.14% for males and 65.46% for females. Kerala has the highest literacy rate of 93.91% and Bihar (63.82 %) ranks last. The literacy rate in rural India is 67.77% as compared to 84.11% in urban India. The National Statistical Commission – literacy 77.7% in 2017–18, 84.7% for male and 70.3% for female.
Gross Enrolment Ratio
Gross Enrolment Ratio in higher education has increased steadily over the past decade, reaching a (GER) of 26.3% in 2019. As per UDISE- In 2020-21 total students enrolled in school education from primary to higher secondary stood at 25.38 crore. There is an increase of 28.32 lakh enrolments as compared to the 25.10 crore enrolment in 2019-20.
Teacher ratio
The pupil to teacher ratio within the public school system for primary education is 35:1. Teachers in School Education: 96 lakh teachers were engaged in school education during 2020-21. This is higher by about 8800 in comparison with the number of teachers involved in school education during 2019-20. Pupil-Teacher Ratio (PTR): In 2020-21 the Pupil-Teacher Ratio (PTR) stood at 26 for primary, 19 for upper primary, 18 for secondary and 26 for higher secondary showing an improvement since 2018-19. The PTR for primary, upper primary, secondary and higher secondary was 28, 20, 21,and 30 respectively during 2018-19.
Expenditure on education
India spends only 4% of the GDP on education, less than some developing countries. For example, South Africa’s expenditure on education is 6.1% of its GDP.
Non-teaching staffs
The number of non-teaching staff has also improved over the years. Total non teaching staff during 2020-21 stood at 15.8 lakh as compared to 12.37 lakhs in 2018-19.
Report on School Infrastructure
Schools with functional electricity have made impressive progress during 2020-21 with a net addition of 57,799 schools providing electricity. Now 84% of the total schools have functional electricity facilities in comparison with 73.85% in 2018-19 showing a remarkable improvement of 10.15% during the period. Percentage of the schools with functional drinking water has increased to 95.2 % in 2020-21 from 93.7 % in 2019-20. Percentage of the school with functional girls’ toilet facilities has increased to 93.91 % in 2020-21 in comparison with 93.2 % in 2019-20 by adding the facility in additional 11,933 schools during the year. Percentage of schools with hand wash facilities has also improved during 2020-21 and now stands at 91.9 % as compared to 90.2 % in 2019-20. Number of schools having functional computers increased to 6 lakhs in 2020-21 from 5.5 lakh in 2019-20 showing an increase of 3 %. Now, 40% of the schools have functional computers. Number of schools having internet facilities increased to 3.7 lakh in 2020-21 from 3.36 lakh in 2019-20 with an increase of 2.6%.
School Dropout Rates (Economic Survey 2022-23)
Decline in the dropout rates across all school levels in FY22. Primary level:1.5% Upper primary level: 3% Secondary level: 12.6 %
ASER Report 2022 Findings Enrollment :
ASER Report 2022 Findings Enrollment : Almost all (98.4%) students in the age bracket of 6-14 years are now enrolled in schools. Increase of 7.3 percentage points in government school enrollment in the period 2018 to 2022. Enrollment has gone from 97.2 per cent in 2018 to 98.4% in 2022.
Basic Reading and Arithmetic Skills :Decline in basic reading and arithmetic skills of children in Class 3 and Class 5 in India.
Other Important Findings : In both government and private schools, only 20.5% students of Class 3 can read. The proportion of Class 5 students who can read – 42.8% in 2022 Number of girls not going to school is above 10% in MP (17%), UP (15%), and Chhattisgarh (11.2%).
All India Survey on Higher Education (AISHE) 2020-2021
Enrollment Only about 27.1% of all eligible candidates can make it to a higher education university. [Target:50% by 2035] 4.1 crore in 2020-21 (increased from previous years) Female enrollment reaches 2 crore 28% rise in enrolment of SC students 47% rise in enrolment of ST students At the undergraduate level, enrolment was highest in humanities (33.5%), followed by science (15.5%), commerce (13.9%) and engineering & technology (11.9%). At the postgraduate level, maximum students opted for social science (20.56%) followed by science (14.83%). Educational Institutions : No. of medical colleges in the country increased from 387 in 2014 to 648 in 2022. No. of IITs rose from 16 to 23 between 2014 and2022 IIMs increased from 13 to 20. QS World Rankings 2023 : Only 3 Indian Universities in QS top 200 list – IISC, Bangalore (155), IIT-B (172nd), IIT Delhi(174th) Accredited Universities: Only 32 % Funding on Higher Education: 1.4% of GDP
The Right of Children to Free and Compulsory Education (RTE) Act, 2009, is a landmark legislation in India that aims to provide free and compulsory education for all children aged 6-14 years. It represents the consequential legislation envisaged under Article 21-A, which means that every child has a right to full time elementary education of satisfactory and equitable quality in a formal school which satisfies certain essential norms and standards.
Aspects of the RTE Act:
Increased Access to Education: By mandating that all children aged 6-14 years receive free and compulsory education, the Act has helped increase enrolment rates and reduce dropout rates. According to the Annual Status of Education Report (ASER) 2020, the overall enrolment rate for children aged 6-14 years increased from 93.4% in 2006 to 96.3% in 2020. Thus, the Act has made significant strides in improving access to education.
Infrastructure and Quality Improvements: The RTE Act also mandates that schools meet certain minimum standards in terms of infrastructure and teacher qualifications. Since the Act’s implementation, there has been a significant improvement in school infrastructure, with the percentage of schools with functional toilets increasing from 62.6% in 2010 to 79.4% in 2016, according to the District Information System for Education (DISE).
Limitations of the RTE Act:
Limited Focus on Learning Outcomes: This can limit the effectiveness of the Act in incentivizing and promoting the importance of education, as parents and children may not perceive the benefits of schooling if learning outcomes are not emphasized. The ASER 2018 report reveals that only 50.3% of grade 5 students in rural India can read a grade 2 level text, indicating a gap in learning outcomes.
Inadequate Emphasis on Awareness Generation: Without widespread awareness of the benefits of schooling, it is challenging to create an incentive-based system that encourages children to attend school and complete their education. Initiatives like the Sarva Shiksha Abhiyan’s “Chalo School Chale” campaign have attempted to create awareness but require further efforts to reach a larger audience.
Insufficient Incentives for Disadvantaged Groups: There is a lack of provisions for scholarships, transportation, or mid-day meals to encourage and facilitate school attendance among children from marginalized backgrounds. Although the Mid-Day Meal Scheme is in place, its implementation has faced challenges, and further incentives are needed to ensure greater inclusion.
Incomplete Implementation: The RTE Act has faced challenges in its implementation due to inadequate funding, a shortage of trained teachers, and insufficient monitoring and evaluation mechanisms. As per the DISE 2016 report, around 17.51% of schools still lack the mandated pupil-teacher ratio.
Age Limitation: The Act covers only children aged 6-14, excluding those aged 0-6 and 14-18, despite international commitments for education up to 18 years.
Gender Bias: Traditional norms force girls into household chores, leading to irregular attendance and dropouts. Limited secondary and higher secondary schools in rural areas further exacerbate this issue.
Children with Special Needs: The Act lacks provisions for children with disabilities, leaving them without necessary educational support.
Private School Challenges: Private schools are required to admit children from weaker backgrounds, but face attitude issues and lack provisions for additional expenses like uniforms and books.
Quality of Education: The Act is seen as input-focused, emphasizing universal admission over the quality of education provided.
Bridging Courses: The Act mandates age-based admission for out-of-school children but lacks details on bridging courses to help them catch up academically.
School Management Committees (SMC): Forming SMCs with primarily parent members can burden poor parents, who may struggle to volunteer time and effort.
The World Bank’sGlobal Director for Education highlighted concerns over significant learning losses for children due to the COVID-19 pandemic and emphasized the need for concerted efforts to bridge these gaps.
According to the World Bank’s learning poverty calculation, India’s learning poverty increased from 54% before the pandemic to 70% after the pandemic.
Learning Poverty, as defined by the World Bank, means being unable to read and understand a simple text by the age of 10. This indicator combines schooling and learning indicators by measuring the share of children who haven’t achieved minimum reading proficiency and adjusting for the proportion of children who are out of school and assumed not to be able to read proficiently.
All foundational skills (basic literacy, numeracy, and transferable skills) are important, but reading is focused on because:
Reading proficiency is an easily understood measure of learning.
Reading is a student’s gateway to learning in every other area.
Reading proficiency can serve as a proxy for foundational learning in other subjects, similar to how the absence of child stunting indicates healthy early childhood development.
NEED TO ELIMINATE LEARNING POVERTY
Key to eliminating poverty in general and boosting shared prosperity.
To improve learning outcomes: Globally, between 2000 and 2017, there has been only a 10% improvement in learning outcomes for primary school-aged children. At this pace, 43% of 10-year-olds will not be able to read by 2030.
To achieve SDG Goals: The target is ambitious but achievable and should galvanize action toward achieving Sustainable Development Goal (SDG4) ensuring quality education for all. It will require nearly tripling the rate of progress worldwide if every country matches the performance of the countries that made the most progress between 2000 and 2015.
To increase global productivity: The learning crisis not only wastes children’s potential but also harms entire economies. It negatively impacts future workforces and economic competitiveness. The World Bank’s Human Capital Index shows that globally, the productivity of the average child born today is expected to be only 56% of what it would be if countries invested sufficiently in health and education.
INCREASE IN LEARNING POVERTY
School closures during the COVID-19 pandemic: Many countries, including India, had to close down schools and colleges, encouraging online classes. According to a World Bank report in 2019, 55% of children in the country at late primary age could not read correctly. The problem worsened during COVID-19, with observations suggesting a 20% increase.
Disorganized school systems: When a child cannot read, it usually indicates that school systems are not well-organized to help children learn in other areas such as mathematics, science, and humanities.
School dropouts: Many children globally cannot read proficiently. Over 260 million children do not attend school, further deepening the crisis.
Decline in household income: Surveys have shown that many students have been forced to withdraw from private schools and enroll in government schools due to a decline in household incomes. The quality gap between private and public schools has increased learning poverty.
Quality of study material: Poorly designed study materials, such as textbooks and learning materials, contribute to poor performance and increased learning potential.
Malnutrition among children: Severe deprivations in terms of nutrition, unhealthy environments, or lack of nurture by caregivers.
Quality of teachers: Poor guidance and teaching methodologies, along with a lack of trained teachers, are causing a decrease in learning outcomes, leading to an increase in learning poverty.
IMPORTANCE OF LEARNING SKILLS
For sustainable growth and poverty reduction: Poor education outcomes have major costs for future prosperity, given that human capital is the most important component of wealth globally.
Improving overall schooling systems: When children cannot read, it usually indicates that school systems aren’t well organized to help children learn in other areas such as mathematics, science, and humanities.
Better quality workforce: Countries that have prioritized and invested in foundational learning have produced a better quality workforce, enabling their economies to take off. Both South Korea and China did this in the 1970s, with a tremendous impact on their economies.
Improves individual freedom: For individuals and families, it can lead to higher productivity and earnings, poverty reduction, higher rates of employment, better health outcomes, and greater civic engagement.
Benefits society: For societies, it can contribute to faster innovation and growth, better-functioning institutions, greater intergenerational social mobility, higher levels of social trust, and a lower likelihood of conflict.
WAY FORWARD
Ensure timely access to more and better age- and skill-appropriate texts: In Mongolia, better access to books led to a 0.21 standard deviation improvement in student outcomes.
Focus on ramping up catch-up learning: Brushing up on the fundamentals helps children revise the syllabus easily.
Extra effort from teachers in class: Teachers will require a lot of support to group students within the classroom based on where they are rather than their grade or age.
Investment in education technology: Re-enrolment campaigns and reassessment of learning levels as schools reopen after a gap of two years call for investment in education technology to complement classroom teaching.
Digital literacy: The resurgence of education television and radio is a good development. Resilient systems are necessary because the next natural disaster is unpredictable.
Budgetary allocations: Increased budgetary allocation will bring quality and better infrastructure to education, helping to reduce learning poverty.
The stigma surrounding HIV/AIDS impacts not only those living with the virus but also affects healthcare practices as a whole. India needs policies that address both the medical treatment of HIV and the social issues that prevent effective healthcare.
Background:
In 1983, Luc Montagnier and Robert Gallo identified the AIDS-causing virus. By the mid-1980s, HIV/AIDS symbolized fear, targeting immune cells and posing immense medical challenges without effective treatments.
In August 1987, the U.S. beaches saw a disturbing “Syringe Tide,” with used syringes and medical waste washing ashore, alarming the public and creating a national outcry over health concerns.
In 1986, India passed the Environmental Protection Act, marking its first major step towards environmental protection. It also identified the first HIV case at Madras Medical College.
Despite this progress, biomedical waste was not recognized as ‘hazardous waste’, and the 1989 Hazardous Waste Rules did not include biomedical waste, leaving its disposal to local bodies.
Why did the USA pass the Medical Waste Tracking Act, of 1988?
Public Health Crisis: The syringe tide incident, where used syringes and medical waste washed ashore, raised severe public health concerns, especially given the context of the HIV/AIDS epidemic. Many syringes found were reportedly HIV-positive, amplifying fears about contamination and disease transmission.
Economic Impact: The tourism industry suffered significant losses, estimated at over $1 billion due to beach closures and public fear of contaminated shorelines. This economic fallout prompted a swift governmental response to restore public confidence and safety.
Regulatory Framework: The Medical Waste Tracking Act of 1988 established a clear framework for monitoring and managing medical waste from its generation to disposal. This legislation recognized medical waste as a distinct category requiring specific handling procedures to prevent similar incidents in the future.
What are the new Biomedical Waste Regulations in India?
Biomedical Waste (Management and Handling) Rules, introduced in 1998: It marked a significant step by formally recognizing hospital waste as hazardous. This legislation empowered Pollution Control Boards to oversee waste management practices.
Biomedical Waste Management Rules (BMWM Rules)), 2016: It represents a comprehensive regulatory framework aimed at managing biomedical waste effectively.
Initially, biomedical waste was categorized into ten different types. This was later simplified to four color-coded categories in the 2016 amendments, which aimed to streamline the segregation process
Segregation and Treatment: Current regulations mandate that biomedical waste be segregated at the point of generation into specific categories (e.g., infectious, non-infectious) and treated accordingly before disposal.
Yellow Bags: For human anatomical waste, soiled waste, expired medicines, and chemical waste. This waste is typically treated through incineration.
Red Bags: For recyclable contaminated waste such as tubing and syringes (without needles), which undergo autoclaving before recycling.
White Containers: For sharps like needles and blades, which are sterilized before disposal.
Blue Boxes: For glassware that is disinfected or autoclaved.
How do these regulations aim to address environmental concerns?
The regulations aim to prevent environmental contamination by ensuring that biomedical waste is not mixed with general waste streams, thus reducing the risk of hazardous materials entering landfills or water bodies.
By regulating how medical waste is handled and disposed of, these laws protect public health and the occupational safety of healthcare workers who may be exposed to hazardous materials during their work.
What challenges exist in implementing these biomedical waste regulations?
Compliance Gaps: Despite established regulations, many healthcare facilities, particularly in rural areas, struggle with compliance due to a lack of resources, training, or awareness about proper waste management practices.
Occupational Hazards: Healthcare professionals continue to face risks from improperly managed biomedical waste, which can lead to exposure to infectious materials and other hazardous substances.
Infrastructure Limitations: Inadequate infrastructure for waste segregation and treatment remains a significant challenge in many regions of India, hindering the effective implementation of existing regulations.
Way forward:
Strengthen Infrastructure and Training: Invest in modern waste treatment facilities and ensure regular training programs for healthcare workers, particularly in rural areas, to enhance compliance with biomedical waste regulations.
Enforce Strict Monitoring and Penalties: Implement robust monitoring systems and impose penalties for non-compliance to ensure accountability and adherence to waste management standards across all healthcare facilities.
Mains PYQ:
Q What are the impediments in disposing of the huge quantities of discarded solid wastes which are continuously being generated? How do we remove safely the toxic wastes that have been accumulating in our habitable environment? (UPSC IAS/2018)
In the first half of 2024, the Asian News International (ANI) filed a defamation suit against Wikipedia Foundation and three Wikipedia administrators in the Delhi High Court, which ordered Wikipedia to disclose the administrators’ details.
What are the charges levelled by ANI in the defamation against Wikipedia?
Defamatory Statements: ANI claims that its Wikipedia page contains false and misleading statements, including accusations of being a “propaganda tool” for the Indian government and distributing materials from fake news websites. They argue these claims tarnish their reputation and professional standing.
Interference with Edits: ANI alleges that Wikipedia administrators have actively removed edits made by ANI-associated editors that sought to correct these statements, thereby violating their rights and obligations as an intermediary under Indian law.
Who is Allowed to Edit Wikipedia Pages?
Any Member of the Wikipedia Community: Wikipedia allows any user to edit pages, provided they follow the platform’s guidelines. However, there are certain restrictions based on page status and the user’s account level.
Extended Confirmed Users: Pages with a high risk of vandalism or controversial topics may be protected, meaning only editors with extended confirmed status (long-standing accounts and a minimum number of edits) can edit these pages.
Administrators: These are experienced editors elected by the community who can make additional changes, including protecting pages, blocking users, and performing technical functions.
What are the Guidelines for Editing Wikipedia Pages?
Reliability and Verifiability: All statements on Wikipedia must be backed by reliable, verifiable sources. Original research is not allowed, and editors are prohibited from publishing ideas or analyses not previously published elsewhere.
Neutral Point of View (NPOV): Editors are required to maintain neutrality in writing articles. Content should not be biased or represent a particular viewpoint.
Consensus and Collaboration: Wikipedia is a community-driven platform, and decisions about the content are made through consensus. Editors are encouraged to work together to resolve disputes.
Page Protection: If a page is subject to frequent vandalism or disputes, it can be marked for protection, either for extended confirmed users or administrators only. This is done to maintain the integrity of the content.
Way forward:
Strengthen Legal Framework for Online Defamation: The Indian government should create clear legal guidelines to address defamation issues related to online platforms, ensuring accountability for platforms like Wikimedia in cases of false or misleading content.
Promote Digital Literacy and Content Regulation: The government should invest in promoting digital literacy to help users better understand and navigate online content, and ensure platforms like Wikipedia adhere to stricter content verification and neutrality standards.
Mains PYQ:
Q Major cities of India are becoming vulnerable to flood conditions. Discuss. (UPSC IAS/2016)
Union Minister told the Rajya Sabha that more women are now working and looking for jobs. The percentage of women working has gone up from 22% in 2017-18 to 40.3% in 2023-24, and the percentage of women in the labor force has increased from 23.3% to 41.7% during the same period.
Presently, India ranks 165th out of 187 countries in the world.
What factors have contributed to the doubling of the worker population?
Increased Economic Engagement: The WPR for women rose from 22% in 2017-18 to 40.3% in 2023-24, indicating a substantial increase in women’s engagement in economic activities.
Educational Advancements: There has been a notable rise in the employment of educated women. For instance, the employment rate for women with postgraduate education increased from 34.5% to 39.6% during the same period.
Government Initiatives: Various government policies aimed at enhancing women’s employment opportunities and empowerment have played a crucial role in this increase.
Rural Participation: A significant factor has been the rise in female labour force participation in rural areas, which jumped by 23 percentage points from 2017-18 to 2023-24.
How does the increase in women’s worker population ratio compare across different regions and sectors?
Urban vs. Rural Participation: The increase in female labour force participation has been more pronounced in rural areas, from 24.6% to 47.6%. In contrast, urban participation saw a smaller increase from 20.4% to 23.8%.
Sectoral Differences: Women are increasingly participating in various sectors, with significant improvements noted in agriculture and informal sectors, which traditionally employ many women.
What are the implications of economic growth and gender equality in India?
Economic Growth: The rise in women’s workforce participation contributes positively to economic growth by increasing productivity and expanding the labour market. This shift is essential for achieving higher overall economic performance.
Gender Equality: Enhanced participation of women in the workforce is a critical step toward achieving gender equality. As more women enter the labour force, it challenges traditional gender roles and promotes equal opportunities.
Income Growth: With increased participation comes improved earnings for women across different employment categories, further contributing to household income and economic stability.
Way forward:
Skill Development and Inclusive Policies: Expand skill training programs tailored to women’s needs, particularly in non-traditional and high-growth sectors like technology, finance, and entrepreneurship.
Strengthening Rural and Informal Sector Opportunities: Invest in rural employment initiatives, such as MGNREGA, and formalize informal sector jobs by improving access to social security benefits, childcare support, and credit facilities for women entrepreneurs.
Mains PYQ:
Q ‘Women’s movement in India has not addressed the issues of women of lower social strata.’ Substantiate your view. (UPSC IAS/2016)
• Located in Halebidu, Karnataka.
• Built in the 12th century during the Hoysala dynasty under King Vishnuvardhana.
• Dedicated to Lord Shiva.
• Famous for its detailed sculptures, depicting mythological stories, deities, and animals.
• Hoysala style architecture with a star-shaped platform and intricate stone carvings.
• Temple is a masterpiece of the Hoysala architectural style, with complex stonework and frieze detailing.
• UNESCO tentative list for World Heritage status.
Amrutheshwara Temple
• Located in Amruthapura, Karnataka, near Tarikere.
• Built in the 14th century by King Harihara II of the Vijayanagara Empire.
• Dedicated to Lord Shiva.
• Architectural style reflects Vijayanagara influence with a prominent pillared hall.
• Famous for its stone carvings, particularly those on the Shiva Linga.
• Notable for its tank and the beautiful courtyard surrounding the temple.
• Temple follows the tradition of Chola and Hoysala architecture, with distinct Vijayanagara elements.
Gol Gumbaz
• Located in Vijayapura, Karnataka.
• Built in the 17th century by Sultan Muhammad Adil Shah of the Bijapur Sultanate as his tomb.
• Second-largest dome in the world after St. Peter’s Basilica in Rome.
• Acoustic marvel: The dome has a whispering gallery, where sounds can be heard clearly from great distances.
• The central dome spans 44 meters in diameter and is flanked by four towers.
• The structure is made of lime mortar and stone.
• Reflects Deccan Sultanate architectural brilliance, combining Persian, Ottoman, and Indian elements.
Gomatesvara Temple
• Located in Shravanabelagola, Karnataka.
• Features the 57-feet monolithic statue of Lord Bahubali (Gomatesvara), carved from a single block of granite in 981 AD.
• The statue is the largest monolithic statue in India.
• A major pilgrimage site for Jains; it commemorates the spiritual enlightenment of Bahubali.
• The temple complex includes tall steps leading up to the statue, with pilgrims performing a ritual of climbing the steps.
• Maha Mastakabhisheka: Every 12 years, the statue is anointed with milk, water, and saffron in a grand ritual.
• The temple and statue are considered an architectural marvel in Jain art and sculpture.
PYQ:
[2015] With reference to art and archaeological history of India, which one among the following was made earliest?
