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Subject: Indian Society

  • Equity in education matters

    Fairness and inclusiveness are two important aspects of education system. Growing shift toward digital education in India has implications for these two aspects. The article suggests ways to make the education system fair and inclusive.

    Knowledge economy in India

    • The new National Education Policy (NEP) as well as other factors have lately brightened up education landscape in India..
    • The rise of education technology (ed-tech) incorporating VR, AR, ‘gamification’, 3D immersive learning, etc, is contributing to the knowledge economy’s potential for large market size, calling for requisite policy support.

    Barriers to equity in education

    • The Organization for Economic Co-Operation and Development (OECD) defines two dimensions of equity in education.
    • First is “fairness”, which means ensuring that personal and social circumstances do not prevent students from achieving their academic potential.
    • The second is “inclusion”, which means setting a basic minimum standard for education that is shared by all students regardless of their background.
    • The barriers that make equity difficult to foster in India are varied and complex.

    Loss of learning during Covid pandemic

    • The latest Annual State of Education Report (ASER) reveals that 20% of rural students lacked textbooks.
    • Only one in ten students had access to online classes during the Covid-19 pandemic.
    • The Survey provides a glimpse into the levels of learning loss that students in rural India, particularly in states like Bihar, West Bengal, UP, and Rajasthan, are suffering, resulting in sharp digital divides in education.
    • Unless remedied with urgency, the digital split may disrupt learning, and jeopardise our hard-won gains resulting in large scale school drop-outs, particularly of adolescent girls.

    How to remove barriers to equity?

    • To remove these barriers we need to look at several aspects like monetary resources, academic standards, academic content and support.
    • Apart from inequality in internet access and access to devices, even the quality of connection and related services and subscription fees exacerbate the digital divide.
    • For education to be availed as a social good, access at an affordable cost and reasonable quality is a precondition.
    • The availability of content in vernacular languages is yet another issue.
    • In digital education along with demand-side issues, supply-side issues need fixing, such as training of teachers in ICT, new learning devices and handling the evolved curriculum.
    • Teachers and academic institutions need to ensure that the content they are using is lucid, appropriate, fact-based and relevant.
    • Access to education loans from banks and financial institutions are a great support in the cause of education, particularly higher education.
    • Education is on the Concurrent List. A cooperative and collaborative spirit will thus be critical to realise the goals.
    • The Centre has a task well cut for building consensus on NEP2020.

    Consider the question “Fainess and inclusiveness are two important dimensions of equity that should be pursued by any education system. However, push towards digital educations threatens these two dimensions of the education system in India. Comment” 

    Conclusion

    With strong corporate commitment, states’ support, backed by strong policy push and intent by the Centre, and value addition by other stakeholders, the roadblocks on the path of equity and inclusiveness in education, though daunting, could be addressed.

    Source-

    https://www.financialexpress.com/opinion/equity-in-education-matters/2121998/

  • Annual State of Education Report (ASER) Wave 1, 2020

    The ASER Wave 1 Survey was recently released since the COVID-19 crisis interrupted this years’ trajectory.

    Practice question for mains:

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

    About ASER Survey

    • This is an annual survey (published by education non-profit Pratham ) that aims to provide reliable estimates of children’s enrolment and basic learning levels for each district and state in India.
    • ASER has been conducted every year since 2005 in all rural districts of India. It is the largest citizen-led survey in India.
    • It is also the only annual source of information on children’s learning outcomes available in India.

    How is the survey conducted?

    • ASER tools and procedures are designed by ASER Centre, the research and assessment arm of Pratham.
    • The survey itself is coordinated by ASER Centre and facilitated by the Pratham network. It is conducted by close to 30,000 volunteers from partner organisations in each district.
    • All kinds of institutions partner with ASER: colleges, universities, NGOs, youth groups, women’s organisations, self-help groups and others.
    • The ASER model has been adapted for use in several countries around the world: Kenya, Uganda, Tanzania, Pakistan, Mali and Senegal.

    Assessment parameters

    • Unlike most other large-scale learning assessments, ASER is a household-based rather than school-based survey.
    • This design enables all children to be included – those who have never been to school or have dropped out, as well as those who are in government schools, private schools, religious schools or anywhere else.
    • In each rural district, 30 villages are sampled. In each village, 20 randomly selected households are surveyed.
    • Information on schooling status is collected for all children living in sampled households who are in the age group 3-16.
    • Children in the age group 5-16 are tested in basic reading and basic arithmetic. The same test is administered to all children.
    • The highest level of reading tested corresponds to what is expected in Std 2; in 2012 this test was administered in 16 regional languages.
    • In recent years, this has included household size, parental education, and some information on household assets.

    Key Findings

    1.Enrollments:

    • 5.5% of rural children are not currently enrolled for the 2020school year, up from 4% in 2018.
    • This difference is the sharpest among the youngest children (6 to 10) where 5.3% of rural children had not yet enrolled in school in 2020, in comparison to just 1.8% in 2018.
    • Due to the disruptions caused by the pandemic, families are waiting for the physical opening of schools to enrol their youngest children, with about 10% of six-year-olds not in school.
    • Among 15-16 year-olds, however, enrollment levels are slightly higher than in 2018.
    • The proportion of boys enrolled in government schools has risen from 62.8% in 2018 to 66.4% in 2020, while for girls, that number has gone up from 70% to 73% in the corresponding period.
    • Patterns show a slight shift toward government schools, with private schools seeing a drop in enrolment in all age groups.
    • The Centre has now permitted States to start reopening schools if they can follow Covid-19 safety protocols but the majority of the country’s 25 crore students are still at home.

    2.Availability of Smartphones:

    • Among enrolled children, 61.8% live in families that own at least one smartphone which was merely 36.5% in 2018.
    • About 11% of families bought a new phone after the lockdown, of which 80% were smartphones.
    • WhatsApp is by far the most popular mode of transmitting learning materialsto students, with 75% of students receiving input via this app.

    3.Availability of Learning Material:

    • Overall more than 80% of children said they had textbooks for their current grade.
    • This proportion was higher among students enrolled in government schools (84.1%) than in private ones (72.2%).
    • In Bihar, less than 8% got such materials from their schools, along with 20% in West Bengal, Rajasthan and Uttar Pradesh.
    • More than 80% of rural children in Himachal Pradesh, Punjab, Kerala and Gujarat received such input.

    4.Learning Activities:

    • Most children (70.2%) did some form of a learning activity through material shared by tutors or family members themselves, with or without regular input.
    • 11% had access to live online classes, and 21% had videos or recorded classes, with much higher levels in private schools.
    • About 60% studied from their textbooks and 20% watched classes broadcast on TV.

    Suggestions

    • Fluid Situation: When schools reopen, it will be important to continue to monitor who goes back to school as well as to understand whether there is learning lossas compared to previous years.
    • Building on and Strengthening Family Support: Parents’ increasing levels of education can be integrated into planning for learning improvement, as advocated by National Education Policy, 2020. Reaching parents at the right level is essential to understand how they can help their children and older siblings also play an important role.
    • Hybrid Learning: As children do a variety of different activities at home, effective ways of hybrid learning need to be developed which combine traditional teaching-learning with newer ways of “reaching-learning”.
    • Assessment of Digital Modes and Content: In order to improve digital content and delivery for the future, an in-depth assessment of what works, how well it works, who it reaches, and who it excludes is needed.
    • Mediating the Digital Divide: Children from families who had low education and also did not have resources like smartphones had less access to learning opportunities. However, even among such households, there is evidence of effort with family members trying to help and schools trying to reach them. These children will need even more help than others when schools reopen.

    Way Forward

    • Covid-19 has left the nation with deep economic distress and uncertainty over school-reopenings and thrown open new challenges in every sector.
    • The nationally representative sample highlighted the role played by the families where everyone in the family supported children regardless of their education levels.
    • This strength needs to be leveraged by reaching out to more students and reducing the distance between schools and homes.

  • [pib] STARS Project

    The Union Cabinet has approved the sum of Rs. 5718 crore for the World Bank aided project STARS.

    Try this MCQ:

    Q. The STARS Project recently seen in news is an initiative of:

    World Bank/ Bill and Melinda Gates Foundation / UNECOSOC/ UNICEF

    STARS Project

    • ‘STARS’ is an acronym for Strengthening Teaching-Learning and Results for States (STARS).
    • The STARS project will be implemented through the Samagra Shiksha Abhiyan, the flagship central scheme.
    • The six states include- Himachal Pradesh, Kerala, Madhya Pradesh, Maharashtra, Odisha and Rajasthan.
    • It will help improve learning assessment systems, strengthen classroom instruction and remediation, facilitate school-to-work transition, and strengthen governance and decentralized management,
    • Some 250 million students (between the age of 6 and 17) in 1.5 million schools and over 10 million teachers will benefit from the STARS program.
    • STARS will support India’s renewed focus on addressing the ‘learning outcome’ challenge and help students better prepare for the jobs of the future – through a series of reform initiatives.

    Major components of the STARS

    1)      At the national level, the project envisages the following interventions which will benefit all states and UTs:

    • To strengthen MOE’s national data systems to capture robust and authentic data on retention, transition and completion rates of students.
    • To support MOE in improving states PGI scores by incentivizing states governance reform agenda through SIG (State Incentive Grants).
    • To support the strengthening of learning assessment systems.
    • To support MOE’s efforts to establish a National Assessment Center (PARAKH).

    2)       At the State level, the project envisages: 

    • Strengthening Early Childhood Education and Foundational Learning
    • Improving Learning Assessment Systems
    • Strengthening classroom instruction and remediation through teacher development and school leadership
    • Governance and Decentralized Management for Improved Service Delivery.
    • Strengthening Vocational education in schools through mainstreaming, career guidance and counselling, internships and coverage of out of school children

  • Changes in the labour laws needs to discussed and debated

    Increase in the jobs without employment security

    • Between 2004-05 and 2017-18, the share of salaried workers outside agriculture without any written contract increased from 60 per cent to 71 per cent.
    • Even in private and public limited companies, this share increased from 59 per cent to 71 per cent.
    • In the government and the public sector the share of such workers increasing from 27 per cent to 45 per cent over the period.
    • Many of the wage jobs in the organised sector came through contractors.
    • In organised manufacturing, the reported share of contract labour increased from 13 per cent in 1995-06 to 36 per cent in 2017-18.

    Policy response

    • A policy to deal with the problem of employment security was much needed.
    • The response came in the form the three revised labour Code Bills — on Industrial Relations, Occupational Safety, Health and Working Conditions, and Social Security.
    • These were introduced in Parliament in the Monsoon Session, and approved on September 23.
    • These three labour codes, along with the Code on Wages approved earlier, touch the lives of every Indian worker.

     “Fixed term” worker

    • In 2018, the government amended the Standing Orders on Employment Act and introduced the category of “fixed term” worker.
    • That category creates a permanent cadre of temporary workers, with no prospects of career growth and job security.

    Changes and issues with the Bills

    • 1) Government had rationalised fixed-term employment by arguing that industries had resorted to the third-party engagement of contract labour to get around the rigidities in firing workers.
    • But that has not stopped the Codes from further liberalising the provisions relating to employment of contract labour and making their regulation applicable only in establishments employing 50 or more workers, instead of 20 or more.
    • 2) The key provisions which regulate the employment of inter-state migrant workers have been further diluted and made applicable only to establishments employing 10 or more such workers, compared to five earlier.
    • 3) Along with the provisions of retrenchment, the applicability of the Standing Orders, which regulate the categorisation as well as the terms of employment of workers in establishments, has also been raised from 100 to 300 workers.
    • 4) The threshold for factories has now been doubled — from 10 to 20 workers with power — thereby eliminating a large number of important regulatory provisions for the smaller factories.
    • 5) Relevant governments have been given much more leeway in exempting establishments from the applicability of a whole range of provisions in the Code.
    • 6) Inspection provisions have been diluted in all the Codes and will no longer even be complaints based.
    • 7)  The changes have also made legal industrial action a virtual impossibility, and the presence of unions less possible.

    Conclusion

    Informality contributes to inequality and to conditions which make sustainable growth impossible, and economic recovery more difficult. It also creates conditions in which employers under-invest in workers’ capacities and workers are not invested in a company’s future — leading to low productivity and lack of competitiveness.

  • Dealing with the problems of medical education

    The article discusses the issues with medical education in India and how it affects the principle of equality.

    Role of private entities

    • Due to demand for high-quality medical care on the one hand and constraints on public resources on the other, private entities have been permitted to establish medical educational institutions to supplement government efforts.
    • In the field of health care, there is a continuing shortage of health-care personnel.
    • The infrastructure required for high-quality modern medical education is expensive.
    • The three stated objectives of medical education has been — providing health-care personnel in all parts of the country, ensuring quality and improving equity.
    • None of the three stated objectives of medical education has been achieved by the private sector.
    • Though they are supposed to be not-for-profit, taking advantage of the poor regulatory apparatus and the ability to both tweak and create rules, these private entities, with very few exceptions, completely commercialised education.

    Demand for regulation and equity

    • There have been attempts to regulate fees, sometimes by governments and sometimes by courts.
    •  These efforts have not been fruitful.
    • The executive, primarily the Medical Council of India, has proven unequal to the task of ensuring that private institutions comply with regulations.
    •  When the courts are approached, which issues are seen as important depends on the Bench.
    • It was in this situation that led to the introduction of the National Eligibility-cum-Entrance Test (Undergraduate), or NEET-UG, as a single all-India gateway for admission to medical colleges.
    •  Challenged in courts, after an initial setback, the NEET scheme has been upheld.

    How NEET affected equity

    • NEET may have improved the quality of candidates admitted to private institutions to some extent, but it seems to have further worsened equity.
    • Under any scheme of admission, the number of students from government schools who are able to get admission to a medical college is very low.
    • With NEET, the number has become lower.
    • The high fees of private medical colleges have always been an impossible hurdle for students from government schools, whatever the method used for admission.

    Way forward

    • The basic cause of inequity in admission to higher educational institutions is the absence of a high quality school system accessible to all.
    • Allowing government medical colleges to admit students based on marks in Standard XII and using NEET scores for admission to private colleges will be more equitable right now.

    Conclusion

    Only a resolute government, determined to ensure that economic policy facilitates quality and equity in education, can do it.

  • World Bank’s Human Capital Index 2020

    India has been ranked at the 116th position in the latest edition of the World Bank’s annual Human Capital Index that benchmarks key components of human capital across countries.

    Try this PYQ:

    Q.As per UN-Habitat’s Global Report on Human Settlements 2009, which one among the following regions has shown the fastest growth rate of urbanization in the last three decades?

    (a) Asia

    (b) Europe

    (c) Latin America and Caribbean

    (d) North America

    Highlights of the 2020 rankings

    • The 2020 Human Capital Index update includes health and education data for 174 countries — covering 98 per cent of the world’s population — up to March 2020.
    • It provides a pre-pandemic baseline on the health and education of children, with the biggest strides made in low-income countries.

    Impact of the pandemic

    • The analysis shows that pre-pandemic, most countries had made steady progress in building the human capital of children, with the biggest strides made in low-income countries.
    • The pandemic puts at risk the decade’s progress in building human capital, including the improvements in health, survival rates, school enrollment, and reduced stunting.
    • The economic impact of the pandemic has been particularly deep for women and for the most disadvantaged families, leaving many vulnerable to food insecurity and poverty.
    • Due to the pandemic’s impact, most children — more than 1 billion — have been out of school and could lose out, on average, half a year of schooling, adjusted for learning, translating into considerable monetary losses.
    • Data also shows significant disruptions to essential health services for women and children, with many children missing out on crucial vaccinations.

    India’s performance

    • India’s score increased to 0.49 from 0.44 in 2018, as per the Human Capital Index report released by the World Bank.
    • Last year, India had raised “serious reservations” over the Human Capital Index, wherein India was ranked 115 out of 157 countries.
    • This year India finds itself at 116th from among 174 countries.

    Back2Basics: Human Capital Project

    1. As part of this World Development Report (WDR), the World Bank has launched a Human Capital Project (HCP).
    2. The HCP programme is claimed to be a program of advocacy, measurement, and analytical work to raise awareness and increase demand for interventions to build human capital.
    3. There are three components of HCP:
    • a cross-country human capital measurement metric called the Human Capital Index (HCI),
    • a programme of measurement and research to inform policy action
    • a programme of support for country strategies to accelerate investment in human capital.

    Human Capital Index (HCI)

    1. The HCI has been constructed for 157 countries.
    2. It claims to seek to measure the amount of human capital that a child born today can expect to attain by age 18.
    3. The HCI has three components:
      • Survival: as measured by under-5 mortality rates
      • Expected years of Quality-Adjusted School: which combines information on the quantity and quality of education
      • Health environment: Using two proxies of (a) adult survival rates and (b) the rate of stunting for children under age 5. 

    HDI vs. HCI

    1. UNDP constructs Human Development Index (HDI) for several years.
    2. The HCI uses survival rates and stunting rate instead of life expectancy as a measure of health, and quality-adjusted learning instead of merely years of schooling as a measure of education.
    3. HCI also excludes per capita income whereas the HDI uses it.

  • What is a Yo-Yo Test?

    In his interaction with fitness experts and influencers the PM asked about the yo-yo test, that is a vital part of the Indian cricket team’s fitness routine.

    Try this MCQ:

    Q.The Yo-Yo test sometimes seen in news is related to:

    Sports/ Healthcare/ Robotics/ Automation

    What is the Yo-Yo test?

    • The test was developed by Danish football physiologist Jens Bangsbo.
    • Two cones are placed 20 metres apart, and the athlete has to run between them when the beep goes off.
    • The beeps become more frequent after one minute, and if the athlete fails to reach the line within that time, he is expected to catch up within two more beeps.
    • The test is stopped if the player fails to catch up before the beeps run out.
    • The test has a beginner and an advanced level, and players are given scores. The minimum score set by the Board of Control for Cricket in India to pass the test is 16.1.

  • Issues with E-learning in India

    Pandemic has forced learning to the online mode. But there are several concerns with the online leaning. The article discusses the same.

    Providing learning opportunity in pandemic

    • The main thrust of providing learning opportunities while schools are shut is online teaching.
    • There are several sets of guidelines and plans issues by the government, the National Council of Educational Research and Training (NCERT) and the Central Board of Secondary Education (CBSE) for this purpose.
    • The Internet space is teeming with learning schemes, teaching videos, sites and portals for learning opportunities.

    3 issues with online learning

    1) Increasing inequality

    • Calamities, be they natural or man-made, affect the underprivileged the hardest,  COVID-19 is no exception.
    •  The COVID-19 shutdown has affected opportunity for the poor even harder than their counterparts from well-to-do sections of society.
    • The government began plans for students with no online access only by the end of August.
    • But online or digital education is available is for students with only online access.
    • Thus, digital India may become even more unequal and divided than it already is.

    2) Pedagogical issues leading to bad quality education

    • The quality of online teaching-learning leaves much to be desired.
    • Listening to lectures on the mobile phone, copying from the board where the teacher is writing, frequent disconnections can hardly and organically connect the child’s present understanding with the logically organised bodies of human knowledge.
    • The secondary students are in a better position still because of their relative independence in learning and possible self-discipline.
    • The beginners in the lower primary can get nothing at all from this mode of teaching.

    3)  An unwarranted thrust on online education, post-COVID-19

    • All reliable studies seem to indicate that Information and Communication Technology (ICT) in the classroom helps in already well-functioning systems, and either has no benefits or negative impact in poorly performing systems.
    • That does not indicate much hope from IT in our education system.
    • Transformation of schools in the current understanding of pedagogy, suitability of learning material and quality of learning provided through IT will further devastate the already inadequate system of school education in the country.
    • Of course, IT can be used in a balanced manner where it can help; but it should not be seen as a silver bullet to remedy all ills in the education system.

    Importance of institutional environment

    • The institutional environment plays an important role online teaching.
    • Even when the institutions function sub-optimally, students themselves create an environment that supports their growth morally, socially and intellectually in conversations and interactions with each other.
    • The online mode of teaching completely forecloses this opportunity.

    Conclusion

    Our democracy and public education system should try to address the issues raised here while promoting the online mode of education.

  • [pib] YuWaah Platform

    Ministry of Youth Affairs & Sports and United Nations Children Fund (UNICEF) are set to establish YuWaah, Generation Unlimited (GenU), a global multi-stakeholder platform in India.

     YuWaah Platform

    As per the Statement of Intent, the objectives of this project are:

    • Support young people by providing entrepreneurship classes (online and offline) with successful entrepreneurs and experts, towards establishing an entrepreneurial mindset among young people.
    • Upskilling of young people on 21st-century skills, life skills, digital skills through online and offline channels and support them through self-learning, for their productive lives and the future of work.
    • Create linkages with aspirational economic opportunities to connect young people with employment opportunities, including building pathways to connect them with jobs or self-employment.
    • Providing career guidance support to young people through career portal as well as through job-readiness and self-exploration sessions to make young people career-ready.

  • Examining the legislative error of disentitling daughters

    The article highlights the importance of the latest Supreme Court Judgement making daughter coparcener in own right by birth removing the conditions laid down in the previous judgement.

    Background

    • In Vineeta Sharma v. Rakesh Sharma (2020), the Supreme Court held that a coparcener’s daughter would become a coparcener in her own right by birth.

    Amendment in 2005 and related SC judgement

    • There is a difference between rights conferred by the Hindu Succession Act of 1956 and the amendment to that act in 2005.
    • In 1956 Act, equal right of succession at par with a son was given to a daughter, but only after the demise of the father or mother.
    • The 2005 amendment gave the right to property to a daughter in a joint Hindu family during the lifetime of the father.
    • In Prakash v. Phulavati 2005, the Supreme Court decided on the prospectivity or retrospectivity of the law creating coparcenary rights in favour of daughters.
    • It created a condition that the rights under the amendment are applicable only to living daughters of living coparceners as on September 9, 2005; however, it gave no reason as to why this was chosen as a condition.
    • The status of a daughter to be subject to her father being alive is apparently a mistake.
    • The death of an individual should not determine the rights of their heirs.
    • If any right had accrued in the daughter’s favour by a legislation, the same can’t be disturbed by death of her father.

    What the SC said in latest judgement

    • In the present judgment, Vineeta Sharma v. Rakesh Sharma , the court rightly held that as laid down in Section 6 (1) (a), daughter is to be a coparcener by birth; so there is no question of being prospective or retrospective.
    • It is the physical status that matters and should not be linked to a date.
    • Even in the case of unregistered partition deeds executed before December 20, 2004, the court has opened a new window for daughters.
    • Daughters can claim a right even in an unregistered partition deed which has not been proved conclusively.

    Conclusion

    There is a need to examine all the existing laws and wherever discriminatory practices exist, they need to be amended appropriately.