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Subject: Indian Society

  • [pib] Swayam Prabha TV Channels

    The HRD Ministry has taken several prompt, new and unique initiatives to ensure that the education of learners should not get affected by the challenging situation arising out of COVID 19. One of them is Swayamprabha TV channels.

    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.

    SWAYAM Prabha

    • The SWAYAM Prabha is a group of 32 DTH channels devoted to telecasting of high-quality educational programmes on a 24X7 basis using the GSAT-15 satellite.
    • The channels are uplinked from BISAG, Gandhinagar. The contents are provided by NPTEL, IITs, UGC, CEC, IGNOU, NCERT and NIOS.
    • The INFLIBNET Centre maintains the web portal.
    • Every day, there will be new content for at least 4 hours which would be repeated 5 more times in a day, allowing the students to choose the time of their convenience.

    The DTH Channels shall cover the following:

    Higher Education: Curriculum-based course contents at post-graduate and under-graduate level covering diverse disciplines such as arts, science, commerce, performing arts, social sciences and humanities, engineering, technology, law, medicine, agriculture, etc.

    School education (9-12 levels): Modules for teacher’s training as well as teaching and learning aids for children of India to help them understand the subjects better and also help them in preparing for competitive examinations for admissions to professional degree programmes.

    Curriculum-based courses: These channels can meet the needs of life-long learners of Indian citizens in India and abroad.

    Back2Basics: SWAYAM Portal

    • SWAYAM is a Hindi acronym that stands for “Study Webs of Active-Learning for Young Aspiring Minds” is an Indian Massive open online course (MOOC) platform.
    • It is an initiative launched by the Ministry of HRD, under Digital India to give a coordinated stage and free entry to web courses, covering all advanced education, High School and skill sector courses.
    • It was launched on 9th July 2017 by Honorable President of India.
    • The platform offers free access to everyone and hosts courses from class 9 till post-graduation.
    • It enables professors and faculty of centrally funded institutes like IITs, IIMs, IISERs, etc. to teach students.

  • [pib] YUKTI web-portal

    Union Ministry for HRD has launched a web-portal YUKTI (Young India Combating COVID with Knowledge, Technology and Innovation).

    There are various web/portals/apps with peculiar names, ex. DISHA, SWAYAM. Note them down with their one line purpose. UPSC Prelims may quiz you on these.

    YUKTI web-portal

    • YUKTI is a unique portal and dashboard to monitor and record the efforts and initiatives of MHRD.
    • The portal intends to cover the different dimensions of COVID-19 challenges in a very holistic and comprehensive way.
    • The primary aim of the portal is to keep academic community healthy, both physically & mentally and to enable a continuous high-quality learning environment for learners.

    Utility of the portal

    • The portal allows various institutions to share their strategies for various challenges which are there because of the unprecedented situation of COVID-19 and other future initiatives.
    • It will give inputs for better planning and will enable MHRD to monitor effectively its activities for coming six months.
    • It will establish a two-way communication channel between the Ministry of HRD and the institutions so that the Ministry can provide the necessary support system to the institutions.

  • [pib] ‘Bharat Padhe Online’ campaign

    Union HRD Ministry has launched a week-long ‘Bharat Padhe Online’ campaign for Crowdsourcing of Ideas for Improving Online Education ecosystem of India.

    ‘Bharat Padhe Online’ campaign

    • Students and teachers are the main target audience of this campaign.
    • Students who are currently studying in schools or higher educational institutions are the ones engaging with the existing digital platforms offering various courses etc. on a daily basis.
    • They can share what is lacking in the existing online platforms and how it can be made more engaging.
    • The educators across the country can also come forward to contribute with their expertise and experience in the field of education.

  • [pib] Integrated Government Online Training (iGOT)

    The Union govt. has launched a training module for management of COVID-19 named ‘Integrated Government Online training’ (iGOT) on DIKSHA platform of MHRD.

    About iGOT

    • It is training module for management of COVID-19 on DIKSHA platform for the capacity building of frontline workers to handle the COVID-19 pandemic efficiently.
    • Courses on iGOT have been launched specially for Doctors, Nurses, Paramedics, Hygiene Workers, Technicians, Auxiliary Nursing Midwives (ANMs), State Government Officers, Civil Defence Officers, Various Police Organisations.
    • They are also available to NCC corps, Nehru Yuva Kendra Sangathan (NYKS), NSS volunteers, Indian Red Cross Society, Bharat Scouts and Guides and other volunteers at the stage.

    Back2Basics: DIKSHA Portal

    • HRD ministry has launched Diksha Portal (diksha.gov.in) for providing a digital platform to a teacher to make their lifestyle more digital.
    • It aims to serve as National Digital Infrastructure for Teachers.
    • The portal will cover the whole teacher’s life cycle – from the time they were enrolled as student teachers in Teacher Education Institutes (TEIs) to after they retire as teachers.
    • It will enable, accelerate and amplify solutions in the realm of teacher education. It will aid teachers to learn and train themselves for which assessment resources will be available.

  • [pib] “Samadhan” Challenge

     

    A mega online challenge – SAMADHAN – has been launched to test the ability of students to innovate.

    “Samadhan” Challenge

    • The Innovation Cell of the Ministry of HRD and All India Council for Technical Education in collaboration with Forge and InnovatioCuris has launched this online challenge.
    • Under the challenge, the students and faculty will be motivated for doing new experiments and new discoveries and provide them with a strong base leading to spirit of experimentation and discovery.
    • The students participating in this challenge will search and develop such measures that can be made available to the government agencies, health services, hospitals and other services for quick solutions to the Coronavirus epidemic and other such calamities.
    • Apart from this, through this challenge, work will be done to make citizens aware, to motivate them, to face any challenge, to prevent any crisis and to help people get livelihood.

  • [pib] Unnat Bharat Abhiyan 2.0

    The Union Minister for Human Resource Development has informed Lok Sabha about the progress of the Unnat Bharat Abhiyan (UBA).

    Unnat Bharat Abhiyan 2.0

    • Unnat Bharat Abhiyan 2.0 is the upgraded version of Unnat Bharat Abhiyan 1.0.
    • The scheme is extended to all educational institutes; however, under UBA 2.0 Participating institutes are selected based on the fulfilment of certain criteria.

    About UBA

    • It is a flagship programme of the Ministry of HRD, which aims to link the Higher Education Institutions with a set of at least 5 villages so that these institutions can contribute to the economic and social betterment of these village communities using their knowledge base.
    • It is a significant initiative where all Higher Learning Institutes have been involved for participation in development activities, particularly in rural areas.
    • It also aims to create a virtuous cycle between the society and an inclusive university system, with the latter providing knowledge base; practices for emerging livelihoods and to upgrade the capabilities of both the public and private sectors.
    • Currently under the scheme UBA, 13072 villages have been adopted by 2474 Institutes.

  • The role of women in developing a knowledge economy

    The role of women in developing a knowledge economy

    Context

    Indian economic success requires scientific skills that can foster a knowledge economy, the emergence of which depends on how gender-balanced the workforce is.

    Half the scientific potential squandered

    • The requirement of the skilled workforce: A rapidly growing India requires a highly skilled technical workforce that is crucial for developing a knowledge economy.
      • Unfortunately, half the scientific potential of India—women in science—is squandered.
      • Women make up only 14% of the 280,000 scientists, engineers, and technologists in research and development institutions across the country, according to a recent study.
    • Several barriers in careers: Today, fewer women apply for or hold key scientific positions as several barriers prevent them from progressing in their careers, in comparison with their male counterparts.

    Several unacknowledged factors that disadvantage women

    • There is widespread frustration experienced by women, who find it difficult if not impossible to fulfil their scientific potential.
      • Even today, several factors that disadvantage women are not acknowledged widely enough.
    • What are the difficulties faced by women: Peer-reviewed research reports have indicated that women-
      • Scientists earn less.
      • Have less prestige within departments.
      • Have less lab space.
      • Are offered inadequate jobs on graduating with science degrees and have more teaching responsibilities.
      • They also face greater difficulty in receiving grants and therefore apply for fewer grants in the first place.
    • Imperative to tackle issues: It is imperative to tackle these issues with vigour if India is to take its rightful place among developed nations.

    Lack of informal networks

    • Women tend to lack access to informal networks that provide opportunities to work in high-profile projects.
      • Which include attending conferences abroad or on-the-job opportunities.
    • How it affects them? They lack the work experience that would enable them to rise up the ranks and provide access to the wide range of developmental models that could build the credibility they need to advance.

    Importance of mentor

    • Performance assessment is now an integral part of an organization’s performance management systems, implemented as companies move away from the age-old concepts of training and skill development.
    • How mentors matters? Mentors often help build confidence as well as professional identity in protĂ©gĂ©s and offer access to developmental opportunities, allowing individuals to demonstrate their ability and gain trust.
      • Mentors keep information channels open and provide feedback on performance in crucial times.
      • It has been noted that almost every successful woman has had a mentor at some time.

    How organizations work culture matters?

    • Unepathetic culture: Organizations often define success by the willingness of their employee to work for long hours and prioritize work over everything else—a “live to work” ideal, generally regarded as more masculine.
      • Group membership as criteria leads to discrimination: When women feel selected or assessed on the basis of group membership rather than their work record and abilities, they experience gender discrimination.
      • Women feel that an unempathetic culture is one of the most significant barriers to their advancement.
    • Gender bias as a major career obstacle: A study highlighted that only 3% of women surveyed regarded family responsibilities as their most serious career obstacle, while 50% cited gender bias.
      • Only 7% of female employees surveyed reported leaving the organization for family reasons, whereas 73% reported leaving because they saw limited opportunities.
      • Quit rate: The quit rates for women were significantly lower in organizations that provided better training and promotion opportunities.
    • The need for the employee-friendly policies: In recent years, we have witnessed an increase in the number of women with children who participate in the country’s paid workforce.
      • An organization’s culture has a significant impact on those who work within it.
      • Unfortunately, not many organizations have revised their work policies or employee expectations to enable women to strike a balance between their work and family responsibilities.
      • Flexible policies: For instance, the internet and telecom revolutions have enabled organizations to introduce employee-friendly policies such as Flexi-work hours and work-from-home that have significantly transformed workplace practices.

    Way forward

    • Need for the realisation of the full potential of women: Science needs the best scientists, and a knowledge economy needs a gender-balanced workforce. This can only be attained by realizing the full potential of women.
    • Reach out to young girls: Apart from being wasteful and unjust, the under-representation of women in science threatens the goal of achieving excellence in the field. To tackle this, we must set an ambitious target of reaching out to 1 million young girls each year and encourage them to take up science and make a difference.
    • Convention of women: A national convention of women in science must be held annually, with a specific focus on discussing and building general awareness around the major challenges that women face.

    Conclusion

    We must mobilize all our resources if India aims to be a $5 trillion economy. The gender imbalance in science and technology is a looming challenge and threatens to weaken our country’s competitive economic position. By addressing these concerns, we can empower and motivate more women to join scientific fields, unlock India’s full potential, and develop the country to become a knowledge economy.

  • World University Rankings by Subject 2020

     

     

    Indian higher-education institutes have improved their performance on the global stage, with a greater number getting ranked in the top-100 programs, according to the latest edition of the Quacquarelli Symonds (QS) World University Rankings by Subject 2020.

    Major findings of the report

    • IIT Bombay (44), IIT Delhi (47), IIT Kharagpur (86), IIT Madras (88) and IIT Kanpur (96) found place in top 100 of this category.
    • In the Natural Sciences category, three Indian institutions made it to the top 200: IIT-Bombay at 108th rank closely followed by the IISc, Bangalore at the 111th position, while IIT-Madras scraped in at the 195th rank.
    • Jawaharlal Nehru University remained the country’s top institution in the Arts and Humanities category, with a global ranking of 162, followed at a distance by Delhi University at 231.
    • Delhi University topped the Social Sciences and Management category, with a global ranking of 160, followed by IIT-Delhi at 183.
    • There are no Indian institutions in the world’s top 200 when it comes to Life Sciences and Medicine.
    • The top institution in the country is the All India Institute of Medical Sciences, which had a global ranking of 231.
    • Other top subjects included physics & astronomy with 18 Indian institutes, biological sciences (16), electrical engineering (15), chemical engineering (14) and mechanical engineering (14).
    • MIT, Stanford University and the University of Cambridge has secured top three positions in the Engineering and Technology category.

  • Skill her, skill India

    Context

    On March 8, we honour and celebrate women on the occasion of the International Women’s Day. Women in our country are making strides in social, financial and political fields.

    Women breaking the barriers

    • Women working for the development of the country: Be it the 1857 mutiny for India’s freedom or the struggle for Independence, our women have always made India proud.
      • Even today, women are performing their duties with full devotion for the development of the country and upliftment of society.
      • They are working efficiently in various fields, such as academics, literature, music and dance, sports, media, business, information technology, science and technology, politics and social development.
    • Breaking barriers in various fields: Indian women from metropolitan cities like Delhi, Mumbai, Kolkata and Chennai are breaking barriers in fields ranging from politics to the corporate sector.
    • Giving society a new direction: Women are giving society a new direction through their leadership and critical participation in panchayat elections.
      • Increasing awareness and clear intentions are the reason behind women strengthening economic, social and cultural establishments.
      • This is very important for a democratic system.

    Female participation in the corporate sector

    • IT sector participation: There is a constant evolution of female participation in the corporate sector. Female participation is constantly increasing in the Information Technology sector.
    • Presence in other areas: Along with the IT sector, the presence of women is also increasing in the banking and finance sector.
      • Last year, the Indian Space Research Organisation decided to hand over the command of Chandrayaan-2 to two women, and these women also played a key role in the mission.

    Government schemes for women empowerment

    • Our government is running many schemes for women’s empowerment such as the Pradhan Mantri Ujjwala Yojana, Beti Bachao Beti Padhao, Mahila E-haat Scheme, Sukanya Samriddhi Yojana, Sakhi Yojana, Ladli Yojana, Digital Laado and the Swachh Bharat Mission.
    • Government is also working extensively on women’s nutrition.
    • Multiple ministries working on the same: The Ministry of Skill Development and Entrepreneurship, Women and Child Empowerment, and Human Resource Development are working closely in this regard.
    • Identification of skill set: We know that every person has a unique skill-set. What is needed is a mechanism to ensure that that skill-set is identified and honed in the best possible way.
      • The government need to ensure that all women in our country from different occupations are trained in their respective skill-sets and are employable.
    • Government need to put to best use their skill-set to become self-employed entrepreneurs and progress.
    • Around 68.12 lakh women in India have been trained under the Pradhan Mantri Kaushal Vikaas Yojana 2.0.
    • Under the Jan Shikshan Sansthan Scheme, around 08 lakh women have been trained in the 2018-2020 period, while 38.72 lakh women have been trained in Industrial Training Institutes (ITI).
      • At present, there are 18 National Skill Training Institutes across the country to train women. Special batches are being conducted to provide basic, theoretical and advanced training to women.
    • Making progress in non-traditional skills: It is a matter of joy and pride that while women in India are studying electronics, fashion design, technology and business management, there are also those who hone their new-age skills in artificial intelligence, data analytics, 3D printing, etc.
      • Along with traditional skills like beauty, wellness and healthcare, women are also progressing quickly in non-traditional skills such as electronics and hardware.

    The role of various missions in strengthening women’s skill

    • The National Rural Livelihood Mission has strengthened women’s skills and prepared them for employment.
    • Training for self-employed tailors, beauty therapists, customer care executives, hairstylists, yoga trainers, etc. are being carried out in the Prime Minister Skill Centres.
    • Women playing a significant role in various missions: Very soon, one will get to see women playing significant roles in central government schemes such as the Ayushman Bharat Yojana, Swachh Bharat Mission and Smart City Mission.
      • By joining these missions, women will make a huge contribution in giving a new shape to society.
      • In fact, in the creation of a New India, women’s education and skill development are going to be critical.
    • In the last few years, the central government has rolled out various schemes that have emboldened the women of our country and taken them on the path of self-reliance and security.

    Conclusion

    The efforts of our government have created a milieu of trust in the women of our country. They are confident that the country’s government machinery is standing by them by creating an atmosphere of respect and development for women. In the past few years, our government has made massive advancements in providing education and honing skill-sets. We pledge to make sure that these efforts reach each and every Indian woman.

     

  • A disconnected pedagogy

    Context

    The gap between jobs, needs and knowledge, and the absence of role models, could be turning India’s demographic dividend into a nightmare.

    National curriculum and problems with it

    • What is in our national curriculum? It is a fixed set of topics prescribed in all subjects — from physics to geography, and engineering to planning.
      • And it is taught in English at our elite MHRD institutions.
    • Designed by professionals: It has not been designed by politicians but by our elite professors and bureaucrats: It is what they believe the nation really needs to know.
    • Issue of imposition: It is imposed on ordinary students and parents through competitive exams and on colleges and universities through various central regulatory agencies, most egregiously, through the UGC-NET, an objective-type multiple-choice (!) exam that decides who is fit to be a college teacher.

    Issues with the engineering curriculum

    • Doesn’t address the regional needs: We already know that the national engineering curriculum fails miserably in meeting regional needs.
      • No regional variation accounted for: Engineering for Himachal Pradesh needs to be different from that in Maharashtra or Kerala.
    • Not in sync with the demands of the industry: It must address the needs of core industries, local enterprises, the provisioning of basic amenities such as water and energy.
      • None of this is in our national curricula or practised at the IITs.
      • Moreover, there is no mechanism for engineering colleges to work with their communities.

    Issue with the social science curriculum

    • No interdisciplinary courses: Let us look at the UGC-NET curricula, which is largely what is taught in our elite institutions.
      • At the BA level, it is divided into several disciplines — for instance, political science, sociology and economics.
      • This is unfortunate since much of life in India is interdisciplinary.
      • As a result, many activities such as preparing the balance sheet for a farmer, or analysing public transport needs, and development concerns such as drinking water or even city governance, are given a miss.
    • Example of economics curriculum: The UGC-NET curricula in economics has 10 units, the very last unit is Indian Economics. Unit 8 is on Growth and Development Economics, where the student must know Keynes, Marx, Kaldor, and others.
      • There are various mathematical models, for example, the IS-LM macroeconomic model, whose validity in the Indian scenario is questionable.
      • Absence of important sectors: The study of sectors such as small enterprises or basic economic services such as transportation is absent. The District Economic Survey, an important document prepared regularly by every state for each district, is not even mentioned.

    Sociology curriculum and issues involved

    • Absence of certain important items: There is no preamble nor a list of textbooks or case studies.
      • Under “Social Institutions”, we have a list of timeless words such as culture, marriage, family and kinship.
      • Peasant occurs two times, but there is no farmer. Here is a sample question: “Who uses the phrase ‘fetishism of commodities’ while analysing social conditions?” followed by four names.
    • No mention of important data: There is also no mention of important data sets such as the census or developmental programmes including MGNREGA in either curriculum.

    Conclusion

    • National curricula divorced from the community: The training at our elite institutions, and consequently, in the national curricula, is not to empower ordinary students to probe their lived reality. Or to contribute professionally and constructively to the development problems around us. Rather, it is to perpetuate a peculiar intellectualism which is divorced from the community in which these institutions are embedded.
    • Need to rethink the one-nation-one curriculum: One-nation-one-curriculum certainly has some advantages in enabling mobility of some jobs, especially in the national bureaucracy and a multinational economy.
      • Cost to the developmental needs: But one-nation-one-curriculum comes at the cost of the developmental needs of the states and the emergence of good jobs there.
    • Turning demographic dividend into a nightmare: The above-stated asymmetry is behind the aspirational dysfunction in higher education. It is this disconnect between jobs, needs and knowledge and the absence of role models, which is slowly turning our demographic dividend into a nightmare on the streets.