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

Civilsdaily

Login

Subject: Indian Society

  • Old Pension Scheme vs New Pension Scheme

    Many states are trying to restore Old Pension Scheme and discontinue the National Pension System (NPS).

    What is the Defined Pension Benefit Scheme (old)?

    • The scheme assures life-long income, post-retirement.
    • Usually the assured amount is equivalent to 50% of the last drawn salary.
    • The Government bears the expenditure incurred on the pension.
    • The scheme was discontinued in 2004.

    What is the National Pension System (NPS)?

    • The Union government under PM Vajpayee took a decision in 2003 to discontinue the old pension scheme and introduced the NPS.
    • The scheme is applicable to all new recruits joining the Central Government service (except armed forces) from April 1, 2004.
    • On the introduction of NPS, the Central Civil Services (Pension) Rules, 1972 was amended.

    Features of NPS

    • It is a scheme, where employees contribute to their pension corpus from their salaries, with matching contributions from the government.
    • The funds are invested in earmarked investment schemes through Pension Fund Managers.
    • At retirement, they can withdraw 60% of the corpus, which is tax-free and the remaining 40% is invested in annuities, which is taxed.
    • It can have two components — Tier I and II.
    • Tier-II is a voluntary savings account that offers flexibility in terms of withdrawal, and one can withdraw at any point of time, unlike Tier I account.
    • Private individuals can opt for the scheme.

    What were the changes introduced in 2019?

    • In 2019, the Finance Ministry said that Central government employees have the option of selecting the Pension Funds (PFs) and Investment Pattern in their Tier-I account.
    • The default pension fund managers are the LIC Pension Fund Limited, SBI Pension Funds Pvt. Limited and UTI Retirement Solutions Limited in a predefined proportion.

    Who is the regulatory authority?

    • The Pension Fund Regulatory and Development Authority (PFRDA) is the regulator for NPS.
    • PFRDA was set up through the PFRDA Act in 2013 to promote old age income security by developing pension funds to protect the interest of subscribers to schemes of pension funds.

    What is the subscriber base?

    • As on February 28, there were 22.74 lakh Central government employees and 55.44 lakh State government employees enrolled under the NPS.

    Why in news now?

    • In Feb, Rajasthan CM announced restoration of the old pension scheme for the government employees, who joined the service on or after January 1, 2004.
    • The announcement meant that the National Pension System (NPS) would be discontinued in the State.
    • The center had maintained that restoration of the old system would cause an unnecessary financial burden on the government.

    Cons of NPS

    • Forfeiture of pension: The NPS scheme was created by the Government of India, in order to stop all the defined pension related benefits that it gave to its employees.
    • Withdrawal restrictions: NPS restricts all kinds of withdrawals, before the subscriber reaches the age of 60 years.
    • No tax benefits: The NPS corpus, which the subscriber can use for buying annuity or for drawing pensions, is taxable, when the schemes matures.
    • Limit on investment: The subscriber cannot invest more than 50% of his or her total investment in the NPS account, towards the equities.
    • No guarantee: While NPS is a government scheme, the corpus is created according to the returns, which are generated under the corporate bonds, government securities, and equity.

    Try this PYQ:

    Q.Who among the following can join the National Pension System (NPS)?

    (a) Resident Indian citizens only

    (b) Persons of age from 21 to 55 only

    (c) All-State Government employees joining the services after the date of notification by the respective State Governments

    (d) All Central Governments Employees including those of Armed Forces joining the services on or after 1st April 2004

     

    [wpdiscuz-feedback id=”2nr2jt9g7y” question=”Please leave a feedback on this” opened=”1″]Post your answers here.[/wpdiscuz-feedback]

     

    UPSC 2022 countdown has begun! Get your personal guidance plan now! (Click here)

  • Common University Entrance Test

    Context

    UGC introduced the Common University Entrance Test (CUET) for admissions in undergraduate courses in 45 central universities in the country.

    Benefits of Common University Entrance Test (CUET)

    • Deals with the issue of uneven quality of different boards: In a country like ours, because of the uneven quality of different school boards, there is a huge trust deficit and suspicion about the academic quality of even the “toppers”.
    • Eliminate the need for multiple exams: Furthermore, this centralised test would free the tension-ridden youngsters from the pressure of writing multiple entrance tests in different colleges/universities.
    • Eliminate the inflated cut-off: Likewise, the supremacy of the CUET score/ranking in the selection process would invariably eliminate inflated cut-offs for admissions in “branded” colleges.
    • It would avoid subjective biases, cherish objectivity, and quantify and measure one’s mental aptitude and domain knowledge in a specific discipline.

    Issues with the CUET

    • 1] Impact on true learning: the dominant structure of education prevalent in the country is essentially book-centric and exam-oriented.
    • Either rote learning or strategic learning (a gift of coaching centres) is its essence; and far from learning and unlearning with joy, wonder and creativity, young students become strategists or exam-warriors.
    • In the coming years, schools are going to lose their relevance as students and parents are likely to rely primarily on gigantic coaching centres and fancy Ed Tech companies.
    • 2] No scope for subjective interpretation:  The MCQ-centric “objective” tests diminishes what every genuine learner needs — creative exploration, interpretative understanding and self-reflexivity.
    • In the name of “objective” tests, our students are deprived of the hermeneutic art of interpretation and skill of argumentation and compelled to reduce everything into an “objective” fact, we would do great damage to their creativity.

    Conclusion

    For real transformation, we have to see beyond the CUET, work on the quality of schools and creatively nuanced life-affirming pedagogy; and we must think of honest and fair recruitment of spirited teachers, and relative autonomy of academic institutions.

    UPSC 2022 countdown has begun! Get your personal guidance plan now! (Click here)

  • States can identify Minorities: Centre

    In an affidavit filed in the top court, the Union Ministry of Minority Affairs said “state governments can also declare a religious or linguistic community as a ‘minority community’ within the state”.

    Why in news?

    • The Centre was responding to a petition filed stating that the followers of Judaism, Baha’ism and Hinduism — who are the real minorities in Ladakh, Mizoram, Lakshadweep, Kashmir, Nagaland, Meghalaya, Arunachal Pradesh, Punjab and Manipur.
    • They however cannot establish and administer educational institutions of their choice.
    • The Centre said the allegation was “not correct”.
    • The government’s affidavit explained that Parliament and State legislatures have concurrent powers to enact laws to provide for the protection of minorities and their interests.

    Various states on Minorities

    • The Centre gave the example of how Maharashtra notified ‘Jews’ as a minority community within the State.
    • Again, Karnataka notified Urdu, Telugu, Tamil, Malayalam, Marathi, Tulu, Lambadi, Hindi, Konkani and Gujarati as minority languages within the State.

    Who are the Minorities?

    • Muslims, Sikhs, Christians, Buddhists, Jain and Zorastrians (Parsis) have been notified as minority communities under Section 2 (c) of the National Commission for Minorities Act, 1992.
    • As per the Census 2011, the percentage of minorities in the country is about 19.3% of the total population of the country.
    • The population of Muslims are 14.2%; Christians 2.3%; Sikhs 1.7%, Buddhists 0.7%, Jain 0.4% and Parsis 0.006%.
    • Minority Concentration Districts (MCD), Minority Concentration Blocks and Minority Concentration Towns, have been identified on the basis of both population data and backwardness parameters of Census 2001 of these areas.

    Defining Minorities

    • The Constitution recognizes Religious minorities in India and Linguistic minorities in India through Article 29 and Article 30.
    • But Minority is not defined in the Constitution.
    • Currently, the Linguistic minorities in India are identified on a state-wise basis thus determined by the state government whereas Religious minorities in India are determined by the Central Government.
    • The Parliament has the legislative powers and the Centre has the executive competence to notify a community as a minority under Section 2(c) of the National Commission for Minorities Act of 1992.

    Article 29: It provides that any section of the citizens residing in any part of India having a distinct language, script, or culture of its own, shall have the rights of minorities in India to conserve the same. Article 29 is applied to both minorities (religious minorities in India and Linguistic minorities in India) and also the majority. It also includes – rights of minorities in India to agitate for the protection of language.

    Article 30: All minorities shall have the rights of minorities in India to establish and administer educational institutions of their choice. Article 30 recognises only Religious minorities in India and Linguistic minorities in India (not the majority). It includes the rights of minorities in India to impart education to their children in their own language.

    Article 350-B: Originally, the Constitution of India did not make any provision with respect to the Special Officer for Linguistic minorities in India. However, the 7th Constitutional Amendment Act, 1956 inserted Article 350-B in the Constitution. It provides for a Special Officer for Linguistic Minorities appointed by the President of India. It would be the duty of the Special Officer to investigate all matters relating to the safeguards provided for linguistic minorities under the Constitution.

     

    UPSC 2022 countdown has begun! Get your personal guidance plan now! (Click here)

  • What is the Affinity Test to Identify Scheduled Tribes?

    The Supreme Court wants to fix foolproof parameters to determine if a person belongs to a Scheduled Tribe and is entitled to the benefits due to the community as it is no longer sure about an “affinity test”.

    What is the Affinity Test?

    • Affinity Test is used to shift through anthropological and ethnological traits to link a person to a tribe.
    • There is the likelihood that contact with other cultures, migration and modernization would have erased the traditional characteristics of a tribe.
    • The claim by an applicant that he is a part of a Scheduled Tribe and is entitled to the benefit extended to that tribe, cannot per se be disregarded on the ground that his present traits do not match his tribes.
    • These include peculiar anthropological and ethnological traits, deity, rituals, mode of marriage, death ceremonies, method of burial of dead bodies etc.
    • Worship is an integral part of the life of a community and tribes have specific modes which need to be ascertained by the officers who decide the claims (for ST status).

    Who are the Scheduled Tribes?

    • The term ‘Scheduled Tribes’ first appeared in the Constitution of India.
    • Article 366 (25) defined scheduled tribes as “such tribes or tribal communities or parts of or groups within such tribes or tribal communities as are deemed under Article 342 to be Scheduled Tribes for the purposes of this constitution”.
    • Article 342, which is reproduced below, prescribes procedure to be followed in the matter of specification of scheduled tribes.
    • The first specification of Scheduled Tribes in relation to a particular State/ Union Territory is by a notified order of the President, after consultation with the State governments concerned.
    • These orders can be modified subsequently only through an Act of Parliament.
    • The above Article also provides for listing of scheduled tribes State/Union Territory wise and not on an all India basis.

    What did the Supreme Court say?

    • It has been considered it best to refer the question of fixing the parameters to a larger Bench.
    • The Bench emphasized that the issue was a “matter of importance” when it came to the issuance of caste certificates.
    • The affinity test may be used to corroborate the documentary evidence and should not be the sole criteria to reject a claim the apex court had warned.

    Why discuss this?

    • The Supreme Court has decided to refer the question to a larger Bench for an authoritative decision.
    • It realised that the courts were faced with varied opinions about the efficacy of the affinity test.

    Status of STs in India

    • The Census 2011 has revealed that there are said to be 705 ethnic groups notified as Scheduled Tribes (STs).
    • Over 10 crore Indians are notified as STs, of which 1.04 crore live in urban areas.
    • The STs constitute 8.6% of the population and 11.3% of the rural population.

    Precursor to this Judgements

    • On one side, a full Bench of the Bombay High Court in Shilpa Vishnu Thakur v State of Maharashtra accepted the “relevance and importance of the affinity test”.
    • The full Bench, in a decision in 2009, held that the affinity test was an “integral part” of the verification process for caste certificates.
    • Scrutiny committees could easily determine the authenticity of a claim by running an affinity test on the basis of ethnicity and anthropology.
    • The HC had said that the term ‘affinity’ meant the ‘association’ of the applicant for a caste certificate with a Scheduled Tribe into which he or she has been born.
    • However, two years later, in 2011, the Supreme Court adopted a cautionary note. It indicated that the affinity test may have run its course.

     

    UPSC 2022 countdown has begun! Get your personal guidance plan now! (Click here)

  • Defining who is ‘Assamese’: Attempts, Challenges

    Last week, the Assam government informed the Assembly that nearly 1.44 lakh illegal foreigners had been identified in the state this year based on the 1985 Assam Accord, and around 30,000 of them had been deported to their country of origin.

    Who is a foreigner under the Assam Accord?

    • The Assam Accord was signed in 1985 by the Centre and the Assam government with the All Assam Student Union (AASU) and the All Assam Gana Sangram Parishad.
    • This movement had spearheaded the 1979-85 Assam Movement against migration from Bangladesh.
    • It was against all migrants from Bangladesh, irrespective of religion.
    • The Accord set March 24, 1971 as a cut-off. (The Assam Movement had demanded 1951 as the cut-off.)
    • Anyone who had come to Assam before midnight on that date would be an Indian citizen, while those who had come after would be dealt with as foreigners.
    • The same cut-off was used in updating the National Register of Citizens (NRC).

    What are the expressions for which the definitions have not been determined? Why are they important?

    • The definitions of phrases mentioned in the Accord such as ‘Axomiya janagan’ (Assamese people), ‘khilonjia’ (indigenous) and ‘adi basinda’ (original inhabitants) were yet to be determined.
    • The context is Clause 6 of the Assam Accord, which promises “constitutional, legislative and administrative safeguards to protect, preserve and promote the cultural, social, linguistic identity and heritage of the Assamese people”.
    • However, it doesn’t  provide clear cut definitions to identify who would be the “Assamese people”.
    • Clause 6 is important because many felt the 1971 cut-off was inadequate.

    Issues with the cut-off date

    • The cut-off for the rest of India is 1948, many noted that the Assam Accord would grant citizenship to a section of migrants who would be counted as foreigners elsewhere in the country.
    • Clause 6 was, therefore, seen as a protective provision which would guarantee certain benefits to the Assamese people, while excluding some sections among those granted citizenship on the basis of the 1971 cut-off.

    Why is the ‘Assamese’ definition difficult?

    • Because Assam’s demography has been shaped by decades of migration.
    • Many of the migrants had settled here during the colonial era.
    • While they might not be native speakers of an indigenous language, such as Assamese or Bodo or Karbi, the question was whether the definition of “Assamese” could exclude someone, for example, whose family might have lived in Assam for 100 years.

    Have any definitions been proposed?

    • A key committee came in 2019, when Assam was rocked by protests against the Citizenship Amendment Act (CAA) which proposes to grant citizenship to various categories of foreigners including Hindus from Bangladesh.
    • The government set up the committee as a means to quell the protests.

    This committee recommended following persons as Assamese:

    1. All citizens who are part of the Assamese community
    2. Any person of indigenous tribal community of Assam
    3. Any other indigenous community of Assam
    4. Any other citizens of India residing in the territory or Assam on or before January 1, 1951 and
    5. Descendants of these categories
    • In essence, this definition includes not only the indigenous people but also all other Indian citizens, irrespective of mother tongue, as long as their ancestors were staying in Assam before 1951.

     

    UPSC 2022 countdown has begun! Get your personal guidance plan now! (Click here)

  • Manual Scavenging and its prevalence in India

    Three laborers in Mumbai, allegedly hired for manual scavenging, died after inhaling toxic fumes in a septic tank.

    What is Manual Scavenging?

    • Manual scavenging is the practice of removing human excreta by hand from sewers or septic tanks.
    • India banned the practice under the Prohibition of Employment as Manual Scavengers and their Rehabilitation Act, 2013 (PEMSR).
    • The Act bans the use of any individual for manually cleaning, carrying, disposing of or otherwise handling in any manner, human excreta till its disposal.
    • In 2013, the definition of manual scavengers was also broadened to include people employed to clean septic tanks, ditches, or railway tracks.
    • The Act recognizes manual scavenging as a “dehumanizing practice,” and cites a need to “correct the historical injustice and indignity suffered by the manual scavengers.”

    Why is it still prevalent in India?

    • Low awareness: Manual scavenging is mostly done by the marginalized section of the society and they are generally not aware about their rights.
    • Enforcement issues: The lack of enforcement of the Act and exploitation of unskilled labourers are the reasons why the practice is still prevalent in India.
    • High cost of automated: The Mumbai civic body charges anywhere between Rs 20,000 and Rs 30,000 to clean septic tanks.
    • Cheaper availability: The unskilled labourers, meanwhile, are much cheaper to hire and contractors illegally employ them at a daily wage of Rs 300-500.
    • Caste dynamics: Caste hierarchy still exists and it reinforces the caste’s relation with occupation. Almost all the manual scavengers belong to lower castes.

    Various policy initiatives

    • Prohibition of Employment as Manual Scavengers and their Rehabilitation (Amendment) Bill, 2020: It proposes to completely mechanise sewer cleaning, introduce ways for ‘on-site’ protection and provide compensation to manual scavengers in case of sewer deaths.
    • Prohibition of Employment as Manual Scavengers and their Rehabilitation Act, 2013: Superseding the 1993 Act, the 2013 Act goes beyond prohibitions on dry latrines, and outlaws all manual excrement cleaning of insanitary latrines, open drains, or pits.
    • Rashtriya Garima Abhiyan: It started national wide march “Maila Mukti Yatra” for total eradication of manual scavenging from 30th November 2012 from Bhopal.
    • Prevention of Atrocities Act: In 1989, the Prevention of Atrocities Act became an integrated guard for sanitation workers since majority of the manual scavengers belonged to the Scheduled Caste.
    • Compensation: As per the Prohibition of Employment of Manual Scavengers and their Rehabilitation (PEMSR) Act, 2013 and the Supreme Court’s decision in the Safai Karamchari Andolan vs Union of India case, a compensation of Rs 10 lakh is awarded to the victims family.

    Way forward

    • Regular surveys and social audits must be conducted against the involvement of manual scavengers by public and local authorities.
    • There must be proper identification and capacity building of manual scavengers for alternate sources of livelihood.
    • Creating awareness about the legal protection of manual scavengers is necessary.

     

    UPSC 2022 countdown has begun! Get your personal guidance plan now! (Click here)

  • Why do Indians go abroad for medical studies?

    • According to estimates from Ukraine, reported in the media, around 18,000 Indian students are in Ukraine (before Operation Ganga).
    • Most of them are pursuing medicine.
    • This war has turned the spotlight on something that has been the trend for about three decades now.

    Preferred countries for medical degree

    • For about three decades now, Indian students have been heading out to Russia, China, Ukraine, Kyrgyzstan, Kazakhstan, and Philippines to pursue a medical degree.

    Hype of becoming a Doctor

    • Prestige: The desire to study medicine still holds a lot of value in the Indian community (the other is becoming an IAS officer).
    • Shortages of Doctor: In many rural areas, people still look at doctors as god’s incarnate.
    • Rarity of opportunity: The lack of equal opportunities exacerbated by the caste factor in the Indian context, has a great deal of impact on the prestige still associated with being a doctor.
    • Social upliftment ladder: For years, certain communities were denied the opportunities, and finally they do have a chance at achieving significant educational status.

    Why go abroad?

    • No language barrier: The medium of education for these students is English, a language they are comfortable with.
    • Affordability: The amount spent on living and the medical degree are far more affordable than paying for an MBBS seat in private medical colleges in India.
    • Aesthetics and foreign culture: People are willing to leave their home to study far away in much colder places and with completely alien cultures and food habits.
    • Practice and OPD exposure: It broadens students’ mind and thinking, expose them to a whole range of experiences, and their approach to issues and crises is likely to be far better.

    Doesn’t India have enough colleges?

    (a) More aspirants than seats

    • There are certainly far more MBBS aspirants than there are MBBS seats in India.
    • In NEET 2021, as per a National Testing Agency press release, 16.1 lakh students registered for the exam, 15.4 lakh students appeared for the test, and 8.7 lakh students qualified.
    • As per data from the National Medical Commission (NMC), in 2021-22, there were 596 medical colleges in the country with a total of 88,120 MBBS seats.
    • While the skew is in favour of Government colleges, it is not greatly so, with the number of private medical institutions nearly neck-to-neck with the state-run ones.

    (b) Fees structure

    • That means over 50% of the total seats are available at affordable fees in Government colleges.
    • Add the 50% seats in the private sector that the NMC has mandated must charge only the government college fees.
    • In fully private colleges, the full course fees range from several lakhs to crores.

    (c) Uneven distribution of colleges

    • These colleges are also not distributed evenly across the country, with States such as Maharashtra, Karnataka, Tamil Nadu and Kerala having many more colleges.

    What about costs?

    • The cost factor on both sides of an MBBS degree is significant.
    • The costs of an MBBS degree in a Government college tot up to a few lakhs of rupees for the full course, but in a private medical college, it can go up to â‚č1 crore for the five-year course.
    • In case it is a management seat, capitation fees can inflate the cost by several lakhs again.
    • Whereas, an MBBS course at any foreign medical university in the east and Eastern Europe costs far less (upto â‚č30lakh-â‚č40 lakh).

    Way forward

    • While PM Modi emphasised that more private medical colleges must be set up in the country to aid more people to take up MBBS, medical education experts have called for pause on the aspect.
    • If the aim is to make medicine more accessible to students of the country, the path ahead is not in the private sector, but in the public sector, with the Central and State governments’ involvement.
    • Starting private medical colleges by reducing the strict standards set for establishing institutes may not actually be the solution to this problem, if we think this is a concern.

    Conclusion

    • Creating more medical colleges will be beneficial for the country, if access and availability can be ensured.
    • This will not be possible by resorting to private enterprise only.
    • The State and Central governments can start more medical colleges, as recommended by NITI Aayog, by utilising district headquarters hospitals, and expanding the infrastructure.
    • This way, students from the lower and middle socio-economic rung, who are otherwise not able to access medical seats, will also benefit.

     

    UPSC 2022 countdown has begun! Get your personal guidance plan now! (Click here)

  • Tapping technology for multilingual learning

    Context

    As the theme of International Mother Language Day 2022, it has much relevance in reshaping Indian higher education.

    India’s unique cultural and linguistic diversity

    • According to the Language Census in 2018, India is home to 19,500 languages or dialects, of which 121 languages are spoken by 10,000 or more people in our country.
    • For centuries, India has been home to hundreds of languages and thousands of dialects, making its linguistic and cultural diversity the most unique in the world. 
    • Our linguistic diversity is one of the cornerstones of our ancient civilisation.
    • Impact of globalisation: While languages are among the key bridges that ensure cultural and civilisational continuity, globalisation and Westernisation have impacted not just the growth but also the survival of many of our dialects in this rich cultural and linguistic tapestry.
    • Therefore, International Mother Language Day has special significance to the Indian context.

    Endangered languages

    • In November 1999, the UNESCO General Conference approved the declaration of February 21 as International Mother Language Day, in response to the declining state of many languages.
    • According to the UN agency, at least 43% of the estimated 6,000 languages spoken in the world are endangered.
    • UNESCO has been striving to protect the cultural and linguistic diversity of member-states through pro-active international measures.
    • It is our collective responsibility to revive and revitalise the 196 Indian languages which fall under the “endangered” category.

    Role of technology: This year’s theme

    • Globally, the role of technology came to the fore during the COVID-19 pandemic when school shutdowns forced educators and learners to adapt themselves to online education.
    • The theme of International Mother Language Day in 2022 — “Using Technology for Multilingual Learning: Challenges and Opportunities” — is one of special relevance to us.
    • The central idea is to leverage technology to support and enrich the teaching-learning experience on a multi-lingual level.
    •  It also aims at achieving a qualitative, equitable and inclusive educational experience.
    • Inevitably, the widespread use of technology would fast-track development.
    • Multilingual education predicated on the increasing use of one’s mother tongue is a key component of inclusion in education. 
    • Seen in its entirety, this is in line with Prime Minister Narendra Modi’s vision of “sabka saath, sabka vikas, sabka vishwas”.

    Direction of NEP

    • The National Education Policy (NEP) 2020 encourages the use of mother tongue as the medium of instruction till at least Class five but preferably till Class eight and beyond.
    • The use of mother tongue in teaching is bound to create a positive impact on learning outcomes, as also the development of the cognitive faculties of students.
    • There is a pressing need to create and improve scientific and technical terminology in Indian languages.
    • We have been able to create a large English-based education system which includes colleges that offer courses in medicine and multiple disciplines of engineering.
    • This impressive system paradoxically excludes a vast majority of learners in our country from accessing higher education.

    Way forward

    • The need to build an effective multilingual education system across diverse streams and disciplines becomes all the more imperative.
    • In this context, the collaboration between the AICTE and IIT Madras to translate some courses on the central government’s e-learning platform, Study Webs of Active Learning for Young Aspiring Minds (SWAYAM) into eight regional languages such as Tamil, Hindi, Telugu, Kannada, Bengali, Marathi, Malayalam and Gujarati, is commendable. Such tech-led initiatives will serve to democratise higher education.
    • At the same time, the decision of the AICTE to permit B. Tech programmes in 11 native languages, in tune with the NEP, is a historic move.
    • Our policy-planners, educators, parents and opinion leaders must bear in mind that when it comes to education in mother tongue and local languages, we can take the cue from European countries as well as Asian powers such as Japan, China and Korea, among others.

    Conclusion

    Co-existing over centuries, borrowing from and nurturing each other, our languages are interwoven with our individual, local and national identity.

    UPSC 2022 countdown has begun! Get your personal guidance plan now! (Click here)

  • UGC’s ‘Academic Bank of Credits’ scheme

    Context

    The National Education Policy (NEP) 2020 has recommended a revamp of the higher education scene in India. A new initiative stemming from this desire is an ‘Academic Bank of Credits’ (ABC) in higher education idea, which was notified recently by the University Grants Commission (UGC).

    About the Academic Bank of Credits’ (ABC)

    • Any undergraduate or postgraduate student can create an account in the ABC portal and store information of his/her completed courses (i.e., subjects/papers in old terminology) and grades obtained.
    • These grades are stored for a period of five years. 
    • As multiple institutes are connected to the ABC portal, one can be formally enrolled in university ‘A’ but can choose to do some courses from university ‘B’, some more from university ‘C’ and so on and all of these would count towards the student’s degree.
    • Flexible and multidisciplinary: One can enrol in an equivalent course from another college in the same city or join online courses offered by other universities; or can enrol in SWAYAM (a programme initiated by the  Government of India) or the National Programme on Technology Enhanced Learning (NPTEL) and add these credits.
    • Thus, education will truly become flexible and interdisciplinary, without forcing any single institute to float an unmanageable number of courses.
    • This flexibility will offer students a chance to enrol in a course and learn from teachers from some of the best institutes such as the Indian Institutes of Technology (IIT) or the Indian Institutes of Science Education and Research.

    Issues with ABC

    • Limited seats: ABC regulations say that the institute should allow up to 20% supernumerary seats for students enrolling through the ABC scheme.
    • There is no clarity on how the selection of students would be made if there are more than 20% seats.
    • Massive Open Online Courses (MOOC) platforms such as SWAYAM and NPTEL are ‘supposedly designed’ for large enrolments.
    • So far we have not found any evidence in the public domain that these MOOC platforms can provide a reliable assessment of learning achievement if there is massive enrolment for a course.
    • Filtering criterion: The ABC portal will accept courses from a large inumber of higher education institutes.
    • The filtering criterion in the original regulation was that higher education institutes should have obtained an ‘A’ grade or higher in the latest round of National Assessment and Accreditation Council (NAAC) accreditation.
    • This filtering criterion is not satisfactory.
    • Impact on small colleges: The ABC scheme specifies that students can avail up to 70% of courses from other institutes while being enrolled in a particular college.
    • If students avail these credits outside the parent college, they need not enrol for the corresponding in-house courses.
    • As the number of teaching posts in any higher education institute are calculated on the basis of student enrolment numbers, what happens when a large fraction of students do not enrol for the courses offered by you? 

    Conclusion

    In India, where the quality of education varies drastically from one institute to the next, this can lead to unmanageable academic and administrative issues in higher education institutes with brand names, and lead to a contraction in the number of teaching posts in smaller higher education institutes.

    UPSC 2022 countdown has begun! Get your personal guidance plan now! (Click here)

  • United Nations Refugee Convention, 1951

    Model laws on asylum and refugees that were drafted by the National Human Rights Commission (NHRC) decades ago but not implemented by the government could be revised by an expert committee.

    Why in news?

    • India is not having a specific law for refugees and asylum-seekers.
    • Though India has not signed the United Nations Refugee Convention, 1951, the refugees and asylum seekers were entitled to the rights in Articles 14, 20 and 21 of the Constitution.

    UN Refugee Convention, 1951

    • The 1951 Convention Relating to the Status of Refugees was the first comprehensive attempt to define refugees and charted a detailed guideline for host countries to ensure the adequate protection and preservation of the rights of all refugees.
    • It puts out clearly who a refugee is and what kind of assistance, rights and legal protection a refugee is entitled to receive.
    • It also lays down the obligations of refugees towards the host countries.
    • The Convention also specifies certain categories of people, such as war criminals, who do not qualify for refugee status.

    Definition of Refugee:

    The 1951 convention defines a refugee as:

    1. A person who is outside his or her country of nationality or habitual residence
    2. Has a well-founded fear of being persecuted because of his or her race, religion, nationality, membership of a particular social group or political opinion
    3. Unable or unwilling to avail him— or herself of the protection of that country, or
    4. Unable to return there, for fear of persecution

    Various Rights conferred to Refugees

    • The right not to be expelled, except under certain, strictly defined conditions.
    • The right not to be punished for illegal entry into the territory of a contracting State.
    • The rights to work, housing, education, public relief and assistance, freedom of religion, access courts, and freedom of movement within the territory.
    • The right to be issued identity and travel documents.
    • The right to be protected from refoulement apply to all refugees.

    Why hasn’t India signed this convention?

    • Dispute over definition: Another reason why India has not signed the Convention is the narrow definition of refugee under it. For instance, it does not include deprivation of economic rights as an eligibility criterion.
    • National security: It is believed that the chief reason is related to security issues.
    • Porous and open borders: South Asian borders are porous and any conflict can cause a huge displacement of people.
    • Cultural strain: Finally, sometimes refugees also pose a threat to law and order due to cultural differences. Ex. North East states.
    • Strain on economy: An influx of people during such times can put a lot of strain on the resources of the local economy and also, it can cause an imbalance in the delicate demography of the region.
    • Many inhabited refugees: India has already houses many refugees and in many cases, without the support of the UN.
    • Loss of sovereignty: Signing the convention would have meant allowing international scrutiny of ‘India’s internal security, political stability and international relations’.
    • Ad-hocism of the convention: The convention lacks a strong implementation policy which has given rise to ad-hocism and warehousing of refugees.

    Way forward

    • The inability of international refugee law to reconcile itself with the practical realities that constrain states has culminated in its failure to provide asylum to persecuted persons.
    • In these circumstances, India needs a specific legislation governing refugees and asylum seekers.
    • Such a law would give legal sanctity and uniformity, ensuring the protection of human rights.
    • Along with this, each state must take responsibility for hosting refugees during their darkest hours by devising a burden-sharing system.

     

    UPSC 2022 countdown has begun! Get your personal guidance plan now! (Click here)