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Subject: Indian Society

  • MOOC can’t be the substitute for learning in the classroom

    Massive open online courses (MOOC) could not be panacea for the problems education faces. It can’t be the replacement for the learning in the classrooms. This article highlights the issues with adoption of MOOC and why it can’t be the replacement for learning in the classrooms.

    UGC circular to adopt MOOC

    • In the wake of the COVID-19 pandemic, the University Grants Commission had issued a circular to universities.
    • Through this circular, it encouraged them to adopt massive open online courses (MOOCs) offered on its SWAYAM platform for credit transfers in the coming semesters.
    • But the move poses a great danger.
    • But why it’s danger? Because it is also being seen as an instrument to achieve the country’s target Gross Enrolment Ratio (GER) in higher education.
    • GER in higher education is envisioned to be 30% by 2021; it was 25.8% in 2017–18.

    Issues with MOOC and what classrooms offers

    • MOOC-based e-learning platforms tend to reinforce a top-down teacher-to-student directionality of learning.
    • This misses the point that teaching and learning are skills that are always in the making.
    • The teacher is after all “an intellectual midwife” who facilitates in the birth of students’ ideas and insights through engaging in critical dialogue.
    • In a conducive classroom environment, this role is often switched and the student plays intellectual midwife to the teacher’s ideas.
    • Moving to a MOOC-based degree system would rob young teachers and students of these essential lessons in teaching and learning from each other.
    • Policymakers behind the SWAYAM platform have left out courses in engineering, medicine, dental, pharmacy, nursing, architecture, agriculture, and physiotherapy on the grounds that they involve laboratory and practical work.
    • This move makes sense.
    • But it seems to suggest that the pure sciences, the arts, the social sciences, and humanities curricula are largely lecture- and theory-based, and, therefore, readily adaptable to the online platform.
    • Nothing can be farther from such a misconception.
    • Implicit in every curriculum is the tacit assumption that the classroom is a laboratory for hands-on testing of ideas, opinions, interpretations, and counterarguments.
    • A diverse and inclusive classroom is the best litmus test for any theory or insight.
    • Multidisciplinarity happens more through serendipity — when learners across disciplines bump into each other and engage in conversations.
    • Classroom and campus spaces offer the potential for solidarity in the face of discrimination, social anxiety, and stage fear, paving the way for a proliferation of voluntary associations that lie outside the realm of family, economy, and state.
    • In the absence of this physical space, teaching and learning would give way to mere content and its consumption.
    • Without a shared space to discuss and contest ideas, learning dilutes to just gathering more information.
    • This could also dilute norms of evaluation, whereby a “good lecture” might mean merely a lecture which “streams seamlessly, without buffering”. 

    Online mode: add more value to the classroom education

    • One could think of greater value-sensitive and socially just architectures and technologies that further foster classroom engagement.
    • It also makes it accessible for students of various disabilities and challenges, thereby adding more value to the existing meaning of education.
    • But public education modelled on social distancing is a functional reduction and dilution of the meaning of education.
    • It could add value only as an addendum to the classroom. 

    Consider the question “Examine the issues with wide adoption of the MOOC to address the problems education  sector in India faces.”

    Conclusion

    Such platforms must be seen only as stop-gap variants that help us get by under lockdown situations and complement classroom lectures.

  • Sahakar Mitra Scheme

    The Union Ministry for Agriculture has launched Sahakar Mitra: Scheme on Internship Programme (SIP).

    Note: Article 19 states that the Right to form co-operative societies is a Fundamental Right and DPSP Article 43-B provides for the promotion of co-operative societies.

    Sahakar Mitra Scheme

    • The scheme is an initiative by the National Cooperative Development Corporation (NCDC), the cooperative sector development finance organization.
    • It aims to help cooperative institutions access innovative ideas of young professionals while the interns will gain experience of working in the field to be self-reliant.
    • The scheme is expected to assist cooperative institutions to access new and innovative ideas of young professionals while the interns gain experience of working in the field giving the confidence to be self-reliant.
    • Professional graduates in disciplines such as Agriculture and allied areas, IT etc. will be eligible for an internship.
    • Professionals who are pursuing or have completed their MBA degrees in Agri-business, Cooperation, Finance, International Trade, Forestry, Rural Development, Project Management etc. will also be eligible.
    • Each intern will get financial support over a 4 months internship period.

  • Migrants and COVID

    In this Article, we highlight some facts about migration in India, summarize key relief measures announced by the government and directives issued by the Supreme Court for the migrant population in relation to the lockdown.
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    Reference source: https://www.prsindia.org/theprsblog/migration-india-and-impact-lockdown-migrants

  • National Institutional Ranking Framework (NIRF) ‘India Rankings 2020’

    The National Institute Ranking Framework (NIRF) ranking list has been released by the Ministry of Human Resource Development (MHRD).

    Practice question for mains:

    Q. What is NIRF? Discuss the parameters and methodology used in the ranking. Also, discuss its key features and limitations.

    About NIRF

    • The NIRF is a methodology adopted by the Ministry of HRD to rank institutions of higher education in India.
    • The Framework was approved and on 29 September 2015.
    • There are separate rankings for different types of institutions depending on their areas of operation like universities and colleges, engineering institutions, management institutions, pharmacy institutions and architecture institutions.
    • The ranking framework evaluates institutions on five broad generic groups of parameters, i.e. Teaching, Learning and Resources (TLR), Research and Professional Practice (RP), Graduation Outcomes (GO), Outreach and Inclusivity (OI) and Perception (PR).

    Why need such rankings?

    • Rankings help universities to improve their performance on various ranking parameters and identify gaps in research and areas of improvement.
    • The ranking is necessary for transparency and healthy competition.

    Highlights of the 2020 rankings

    • IIT Madras retains 1st Position in Overall Ranking as well as in Engineering,
    • Indian Institute of Science, Bengaluru tops the University list.
    • IIM Ahmedabad tops in Management Category and AIIMS occupies the top slot in Medical category for a third consecutive year.
    • Miranda College retains 1st position amongst colleges for a third consecutive year.
    • Maulana Azad Institute of Dental Sciences, Delhi secures 1st position in “Dental” category, dental institutions included for the first time in India Rankings 2020.

  • The Urban Learning Internship Program (TULIP)

    The govt. has launched the TULIP program for providing internship opportunities to fresh Graduates in all ULBs & Smart Cities.

    Possible prelims question:

    Q. The TULIP program recently seen in news is related to: HRD/Floriculture/Urban Livelihood etc.

    TULIP

    • TULIP is a portal jointly developed by the Ministry of HRD, Ministry of Housing & Urban Affairs, and All India Council for Technical Education (AICTE).
    • It will help reap the benefits of India’s demographic dividend as it is poised to have the largest working-age population in the world in the coming years.
    • It would help enhance the value-to-market of India’s graduates and help create a potential talent pool in diverse fields like urban planning, transport engineering, environment, municipal finance etc.
    • It will further the Government’s endeavours to boost community partnership and government- academia-industry-civil society linkages.
    • This launch is also an important stepping stone for the fulfillment of MHRD and AICTE’s goal of 1 crore successful internships by the year 2025.

    Why need such a program?

    • India has a substantial pool of technical graduates for whom exposure to real-world project implementation and planning is essential for professional development.
    • General education may not reflect the depth of productive knowledge present in society.
    • Instead of approaching education as ‘doing by learning,’ our societies need to reimagine education as ‘learning by doing.’

  • Online education must supplement, not replace, physical sites of learning

    Left with no choice, many education institutions turned to online mode. But could that be a new normal? This article analyses the indispensable role of online education. However, online education cannot be a substitute for traditional education institutes. WHY? Read the article to know about the vital role of traditional educational institutions…

    Online education (OE): Supplement not the substitute

    • The incredible synergy unleashed by information and communications technology (ICT) is the best thing to have happened to education since the printing press.
    • Indeed, higher education today is unthinkable without some form of the computer and some mode of digitised data transmission.
    • OE can use content and methods that are hard to include in the normal curriculum.
    • OE can put pressure on lazy or incompetent teachers.
    • OE can provide hands-on experience in many technical fields where simulations are possible.
    • And OE can, of course, be a powerful accessory for affluent students able to afford expensive aids.
    • As products of this revolution, online methods of teaching and learning deserve our highest praise — but only when cast in their proper role.
    • This proper role is to supplement, support and amplify the techniques of face-to-face education.
    • The moment they are proposed as a substitute for the physical sites of learning we have long known — brick-and-cement schools, colleges, and universities — online modes must be resolutely resisted.

    So, what are the vested interests involved?

    • Resistance to OE is often dismissed as the self-serving response of vested interests, notably obstructive, technophobic teachers unwilling to upgrade their skills.
    • But these are not the only vested interests involved.
    • Authoritarian administrators are attracted by the centralised control and scaling-at-will that OE offers.
    • Educational entrepreneurs have been trying to harvest the billions promised by massive open online courses (MOOCs) — think of Udacity, Coursera, or EdX.
    • Pundits are now predicting post-pandemic tie-ups between ICT giants like Google and Amazon and premium education brands like Harvard and Oxford that will launch a new era of vertically-integrated hybrid OE platforms.

    Is OE a viable alternative to traditional educational institutions (TEI) for the typical Indian student?

    • No one with access to an elite TEI chooses OE.
    • Instead, we know that OE always loses in best-to-best comparisons.
    • Favourable impressions about OE are created mostly by comparing the best of OE with average or worse TEIs.

    But is it true that the best OE is better than the average college or university?

    • OE claims that neither the campus nor face-to-face interaction are integral to education.
    • Since the comparative evaluation of virtual versus face-to-face pedagogic interaction needs more space, the campus question is considered here.
    • How does the typical student’s home compare with a typical TEI campus?
    • Census 2011 tells us that 71 per cent of households with three or more members have dwellings with two rooms or less.
    • According to National Sample Survey data for 2017-18, only 42 per cent of urban and 15 per cent of rural households had internet access.
    • Only 34 per cent of urban and 11 per cent of rural persons had used the internet in the past 30 days.
    • It is true that many TEIs (both public and private) have substandard infrastructure.
    • But these data suggest that the majority (roughly two-thirds) of students are likely to be worse off at home compared to any campus.
    • The impact of smartphone capabilities and stability of net connectivity on OE pedagogy also needs to be examined.

    Importance of college as a social space

    • It is as a social rather than physical space that the college or university campus plays a critical role.
    • Public educational institutions play a vital role as exemplary sites of social inclusion and relative equality.
    • In Indian conditions, this role is arguably even more important than the scholastic role.
    • The public educational institution is still the only space where people of all genders, classes, castes, and communities can meet without one group being forced to bow to others.
    • Whatever its impact on academics, this is critical learning for life.
    • Women students, in particular, will be much worse off if confined to their homes by OE.

    Consider the question- “Covid-19 pandemic forced many educational institute to explore the online more of education. And this also brought to the fore the potential of the online mode of education. In light of this, examine the issues with substituting the online mode of education for the traditional educational mode.”

    Conclusion

    Though an indispensable supplement for traditional education, there are certain aspects of education and a social life that online learning cannot substitute. So, the government should not divert its attention from the traditional educational institution and look at online education as its substitute.

  • Ensuring MGNREGA lives up to its potential

    With migrant workers returning home, work demand under MGNREGA is bound to rise. Sensing that the government increased the allocation to MGNREGA. This article suggests some steps to make the MGNREGA more effective in catering to this surge in the wake of the pandemic. Some issues that plague the scheme are also examined at the end. So, what are the suggestion? and what are the issues? Read to know….

    Acknowledgement of the importance of MGNREGA

    • The government made an allocation of an additional Rs 40,000 crore as part of the stimulus package.
    • This is an acknowledgement of the importance of MGNREGA.
    • The most important part of MGNREGA’s design is its legally-backed guarantee for any rural adult to get work within 15 days of demanding it.
    • This demand-based trigger enables the self-selection of workers and gives them an assurance of at least 100 days of wage employment.

    Let’s put allocation in context of World Bank recommendations

    • Since 2012, an average of 18 per cent of the annual budgetary allocation for MGNREGA has been spent on clearing pending liabilities from the previous years.
    • Even this financial year began with pending wage and material liabilities of Rs 16,045 crore.
    • An allocation of Rs 1 lakh crore for FY 2020-21 would mean that approximately Rs 84,000 crore is available for employment generation this year.
    • This will still be the highest allocation for MGNREGA in any year since the passage of the law.
    • However, the allocation, which amounts to 0.47 per cent of the GDP continues to be much lower than the World Bank recommendations of 1.7 per cent for the optimal functioning of the programme.

    Some immediate steps to ensure the MGNREGA lives up to its potential

    • First, state governments must ensure that public works are opened in every village.
    • Workers turning up at the worksite should be provided work immediately, without imposing on them the requirement of demanding work in advance.
    • Second, local bodies must proactively reach out to returned and quarantined migrant workers and help those in need to get job cards.
    • Third, at the worksite, adequate facilities such as soap, water, and masks for workers must be provided free of cost. For reasons of health safety, MGNREGA tools should not be shared between workers.
    • The government should provide a tool allowance to all workers — some states are already providing such an allowance.
    • Fourth, procedures for implementing MGNREGA must be simplified but not diluted.
    • The pandemic has demonstrated the importance of decentralised governance.
    • Gram panchayats and elected representatives need to be provided with adequate resources, powers, and responsibilities to sanction works, provide work on demand, and authorise wage payments to ensure there are no delays in payments.
    • Fifth, as per a study by the RBI, more than half the districts in the country are under-banked.
    • The density of bank branches in rural India is even more sparse.
    • At this time, payments need to not only reach bank accounts on time, but cash needs to reach the workers easily and efficiently.
    • The limited coverage of bank infrastructure in rural areas must not be made a hurdle.
    • Attempts to distribute wages in cash, sans biometric authentication, must be rolled out.
    • Sixth, there needs to be flexibility in the kinds of work to be undertaken, while ensuring that the community and the workers are the primary beneficiaries.

    Issuse with MGNREGA

    • Over the last few years, MGNREGA had begun to face an existential crisis.
    • Successive governments capped its financial resources, and turning it into a supply-based programme.
    • Workers had begun to lose interest in working under it because of the inordinate delays in wage payments.
    • With very little autonomy, gram panchayats had begun to find implementation cumbersome.
    • Barring a few exceptions, state governments were only interested in running the programme to the extent funds were made available from the Centre.
    • Allocating work on demand, and not having enough funds to pay wages on time was bound to cause great distress amongst the workers and eventually for the state too.
    • As a result, state governments had begun to implement MGNREGA like a supply-driven scheme, instead of running it like a demand-based guarantee backed by law.

    Consider the question “With migrant workers returning to villages in the wake of corona pandemic, demand for work is likely to increase. In light of this, discuss the utility of MGNREGA and challenges it may face.”

    Conclusion

    With nearly eight crore migrant workers returning to their villages, and with an additional allocation for the year, this could be a moment for the true revival of MGNREGA. A revival led by workers themselves.

    Mahatma Gandhi National Rural Employment Guarantee Act, 2005

    • The Act aims at enhancing the livelihood security of people in rural areas by guaranteeing hundred days of wage employment in a financial year to a rural household whose adult members (at least 18 years of age) volunteer to do unskilled work.
    • The central government bears the full cost of unskilled labour, and 75% of the cost of material (the rest is borne by the states).
    • It is a demand-driven, social security and labour law that aims to enforce the ‘right to work’.
    • Ministry of Rural Development (MRD), Government of India in association with state governments, monitors the implementation of the scheme.

  • [pib] Atal Pension Yojana:  Marking 5 Years of Implementation

    The flagship social security scheme ‘Atal Pension Yojana’ (APY) has completed five years of successful implementation.

    Five years of successfull implemention of APY is a significant feat. A statement based prelims question on terms of enrolment of the APY can be asked.

    Atal Pension Yojana

    • APY is a government-backed pension scheme, primarily targeted at the unorganised sector.
    • It is a social security scheme launched by the government on 9th May 2015 to provide a defined pension between Rs 1,000 to Rs 5,000.
    • It aims of delivering old age income security particularly to the workers in the unorganised sector with a guarantee of minimum pension after 60 years of age.

    Terms of enrolment

    • APY can be subscribed by any Indian citizen in the age group of 18-40 years having a bank account and its uniqueness is attributable to three distinctive benefits.
    • First, it provides a minimum guaranteed pension ranging from Rs 1000 to Rs 5000 on attaining 60 years of age,
    • Secondly, the amount of pension is guaranteed for a lifetime to spouse on death of the subscriber.
    • And lastly, in the event of the death of both the subscriber and the spouse, entire pension corpus is paid to the nominee.

    Success of the scheme

    • The scheme has now 2.23 crores enrolment.
    • Apart from remarkable enrolments, the scheme has been implemented comprehensively across the country covering all states and UTs with male to a female subscription ratio of 57:43.

    About PFRDA

    • Pension Fund Regulatory and Development Authority (PFRDA) is the statutory authority established by an enactment of the Parliament.
    • It aims to regulate, promote and ensure orderly growth of the National Pension System (NPS) and pension schemes to which this Act applies.
    • NPS was initially notified for central government employees recruits w.e.f. 1st Jan 2004 and subsequently adopted by almost all State Governments for its employees.
    • NPS was extended to all Indian citizens (resident/non-resident/overseas) on a voluntary basis and to corporates for its employees.

  • Explained: How can Inter-State workers be protected?

    Context

    • Following the novel coronavirus pandemic, the nationwide lockdown announced on March 24 at short notice has caused immense distress to migrant workers around the country.
    • Hundreds have been seen trying to walk home to Uttar Pradesh, Bihar, West Bengal and Odisha from their places of work in Rajasthan, Delhi, Maharashtra, Gujarat and so forth.

    Try a mains question on this issue:

    Inter state migrants face social, economic and cultural shocks. Discuss some steps taken by center and state governments. Also suggest further reforms.

    Inter-State workers: Where is their almighty?

    • Recently, 16 migrant labourers who were trying to return to Madhya Pradesh, their home State, on foot were killed when a goods train ran over them.
    • Questions are being raised about their welfare and the lack of legal protection for their rights.
    • Those working in the field of labour welfare have recalled a 1979 law to regulate the employment and working conditions of inter-State migrants.
    • The lack of serious implementation has led to their rights being ignored.

    What about occupational safety?

    • As part of the present regime’s efforts towards consolidating and reforming labour law, a Bill has been introduced in Parliament called the Occupational Safety, Health and Working Conditions Code, 2019.
    • The proposed code seeks to merge 13 labour laws into a single piece of legislation.
    • The Inter-State Migrant Workmen (Regulation of Employment and Conditions of Service) Act, 1979, is one of them.
    • Activists fear that specific safeguards given to migrant workers may be lost as a result of this consolidation.

    Inter-State Migrant Workmen Act, 1979: What does the law envisage?

    • The Act seeks to regulate the employment of inter-State migrants and their conditions of service.
    • It is applicable to every establishment that employs five or more migrant workmen from other States; or if it had employed five or more such workmen on any day in the preceding 12 months.
    • It is also applicable to contractors who employed a similar number of inter-State workmen.
    • The Act would apply regardless of whether the five or more workmen were in addition to others employed in the establishment or by the contractors.
    • It envisages a system of registration of such establishments. The principal employer is prohibited from employing inter-State workmen without a certificate of registration from the relevant authority.
    • The law also lays down that every contractor who recruits workmen from one State for deployment in another State should obtain a licence to do so.

    What are the beneficial provisions for inter-State migrants in it?

    • The provision for registration of establishments employing inter-State workers creates a system of accountability and acts as the first layer of formalizing the utilization of their labour.
    • It helps the government keep track of the number of workers employed and provides a legal basis for regulating their conditions of service.
    • As part of the licensing process, contractors are bound by certain conditions.
    • These include committing them to provide terms and conditions of the agreement or any other arrangement on the basis of which they recruit workers.
    • In no case, shall the wages be lower than what is prescribed under the Minimum Wages Act.

    What does the proposed Code say on migrant workers?

    • The attempt to consolidate laws relating to occupational safety, health and working conditions means that many separate laws concerning various kinds of workers and labourers will have to be repealed.
    • The proposed law seeks to repeal 13 Acts such as the Factories Act, Mines Act, Dock Workers’ Act, the Inter-State Migrant Workmen Act, and other enactments relating to those working in plantations, construction, cinema, beedi and cigarette manufacture, motor transport, and the media.

    What does the news law promise for migrant workers?

    • Regarding inter-State migrant workers, the Act includes them in the definition of ‘contract labour’.
    • At the same time, an inter-State migrant worker is also separately defined as a person recruited either by an employer or a contractor for an establishment situated in another State.
    • The Code has a chapter on ‘contract labour and inter-State migrant workers’, but the Parliamentary Standing Committee has recommended that the provisions relating to migrant workers be covered in a separate chapter.
    • The Code contains provisions similar to the 1979 Act regarding registration of establishments, licensing of contractors and the inclusion of terms and conditions on hours of work, wages and amenities.
    • Further, both the old Act and the proposed Code envisage the payment of a displacement allowance and a journey allowance to inter-State migrant workers.

    Trade Union’s response

    • Even though the Code seeks to preserve many of the protections and rights are given to inter-State workers, trade unions feel that it is always better to have a separate enactment.
    • The unprecedented distress and misery faced by migrant workers due to the current lockdown have drawn attention to beneficial legislation dedicated to their welfare.
    • The Centre of Indian Trade Unions (CITU) has highlighted the fact that both the States where they work and home States have obligations cast upon them in the existing law.
    • Despite the fact that it has been poorly implemented at all, labour unions feel that preserving the separate enactment and enforcing it well is a better option than subsuming it under a larger code.

  • [pib] VidyaDaan 2.0 Programme for e-learning content contributions

    The Union HRD Ministry has e-launched VidyaDaan 2.0 program for inviting e-learning content contributions.

    There are various web/portals/apps with peculiar names such as YUKTI, DISHA, SWAYAM etc. Their core purpose is similar with slight differences. Pen them down on a separate sheet under the title various digital HRD initiatives.

    Add one more to this list.

    VidyaDaan

    • ‘Vidya Daan’ is a digital program to enable contributions to improve teaching & learning.
    • It encourages the sharing of high quality, curated, relevant & curriculum-linked digital content.
    • This program attempts to synergize countrywide developments in the field of education by providing schools all over India, from the Metro cities to the smallest villages with good quality e-content.

    How does it work?

    • VidyaDaan has a content contribution tool that provides a structured interface for the contributors to register and contribute different types of content (such as, explanation videos, presentations, competency-based items, quizzes etc.), for any grade (from grade 1 to 12), for any subject as specified by the states/UTs.

    About phase 2.0

    • The programme has been re-launched due to the increasing requirement for e-learning content for students especially in the backdrop of the situation arising out of COVID- 19.