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FUNDAMENTAL VALUES OF CIVIL SERVENTS
🔸Integrity
🔸Objectivity
🔸Impartiality
🔸 Neutrality
🔸Honesty
🔸Courage
🔸Dedication to public service
🔸 Compassion towards weaker sections.
*Use this Diagram in your Essay Paper as per the need .
“The tyranny of a prince in an oligarchy is not so much dangerous to the public welfare as the apathy of a citizen in a democracy”
~ Montesquieu
#Model_Essay
#Education #Dalits
Question -
Education and Dalit Empowerment
Answer
Who are Dalits
🔸The word Dalit‘ has been adopted from Sanskrit word Dal which means the oppressed, broken or
downtrodden. Dalit have been known by different names like untouchable, depressed classes or Harijans etc. during a course of time. As per traditional Hindu caste system, there were four castes Brahmins, Kshatriya, Vaishya, Shudra, Atishdura, Avarnas etc. Dalits were the outcastes who were considered as impure and they were socially excluded from the rest of the society.
🔸Due to the traditional fallacy of caste system, Dalits faced discrimination and violence all across the country for centuries. Two important leaders of India, Gandhi Ji & Ambedkar showed great concern about the status of Dalits in our society. Gandhi ji raised awareness among people about the widespread discrimination and tried to raise Dalit‘s status to shudras by calling them Harizans, while Ambedkar worked towards seeking constitutional and legal rights for the Dalits.
🔸Caste malady is so much ingrained in the Indian society that despite being Independent for last 67 years, a large section of Dalits in India have been denied even the basic human rights as promised in the constitution. Dalits represents nearly 17 % of the Indian population but their participation in India growth story has been far from satisfactory. Years of hostility has put the majority of Dalits among most backward and poor class of Indian society
Provisions for up-liftment of Dalits
🔸Constitution of India abolished untouchability 3 years after the independence. Since independence government of India has passed numerals acts like protection of civil rights act 1955 , Prevention to atrocities act1989 to protect the basic rights of Dalits. Apart from constitutional & legal rights, Government of India has taken several measures like reservation in government jobs, sub-plans for SC to ensure budget allocation in proportion to their population, access to education, promoting entrepreneurship etc. to empower the Dalits. Education is one aspect of empowerment which has tremendous capability to bridge the wide gap between status of Dalits and non-Dalits in a relatively short span of time.
Education is key to empowerment
🔸Education is key aspect in Dalit empowerment. Most of the Dalits are dependent on nonDalits for occupations that make them vulnerable to exploitation despite the provisions of constitutional rights. Education has the potential to enhance the avenues for employment and cut the rope of dependency. All steps to curb the social exploitation will not succeed till the time, economic exploitation persists in the society. Primary education can provide the majority of illiterates the basic read and write skills. Government of India has implemented several scheme for the up-liftment of Dalits. But in the absence of basic literacy rights they are deprived of the benefits provided under schemes due to unawarenes and make the vulnerable to the exploitation of implementation officers.Dalits participation in design and implementation of such schemes can significantly improve the outcome of these schemes.
Examinations in our U&C, barring few top U&C, test rote-learning more than conceptual clarity and value build up. Moreover, the syllabus of a majority of U&C is archaic and not revised regularly. As a result, the students passing out from these U&C lack specific skill sets and thus can not be employed by the industry. Hence,unsurprisingly, academiaindustry linkages, common in western U&C, are largely missing in India. There is no incentive for the industry to work with the former if they do not get quality. This impacts both the quality and quantity of R&D output in India. For, the U&C are constrained due to lack of funds both from the private sector( the missing linkages) and the genuine inability of the state to invest owing to other socio-economic obligations. A recent survey showed indicates that only 0.2% of the total number of journals and research papers published in India find mention in the High Impact Journals(the best ones in the world). A majority of the patents granted in India belong to the non-Indian MNCs.
Due to these structural, quality and commitment issues, a large number of students flee abroad for better quality of education, employment and R&D, also known as brain drain. This severely impacts India, as years of investment in building human capital builds the developed nations and not us. It is known that about one-third of the scientists in NASA are either from India or of Indian origin. These factors are aggravated by the fact that only about 15% of Indians students enter the HES. But, even this small percentage in unable to find employment suitable to their skill set resulting in underemployment and unemployment. This also discourages other families from sending their children for higher education,as they do not see returns.
Despite the prevalence of underemployment and unemployment, there has been a massive proliferation of private U&C in India post-1991 reforms. Owing to slack regulation by the UGC, AICTE and other such licensing and regulatory bodies, their quality of education has become .
🔸Specific Issues
There are also issues specific to the streams which impact HES. The arts and commerce U&C( like JNU, DU) usually lack vocational training courses to make their students employable. This acts as a deterrent for many seeking employment post graduation, rendering arts less popular.
In the engineering and medical U&C (IITs, NITs, AIIMS etc.) students often move from their parent stream to other streams like finance, consultancy. This severely impacts at least the government run U&C, for technical education is highly subsidized in India. Also, the number of PhDs,8,900, produced by these U&C is meagre when compared to 10,000 PhDs produced by China in only Agricultural Biotech. Multiple number of entrance examinations confuses students especially those from rural areas. Also, interestingly there is no mandatory requirement for private medical U&C to conduct medical entrance examinations. The Supreme Court recently ordered against a common NEET to be conducted by MCI, a regulatory body for medical education. Thus, there is no assurance about the much-needed quality of doctors graduating from these U&C.
🔸Conclusion
It took us years to understand the irrelevance of the western models of higher education. This was aggravated by lack of resources, new structures and excessive politicization of HES. The present state of HES has been a story of neglect and continuous erosion. Our U&C have failed to perform and deliver on every front in a highly competitive global environment. It is time to pay serious attention to the HES, if we want to reap the demographic dividend;create nation-builders, and not mere skilled labourers; and engage the best brains of India in the service of our nation rather than others. Though this seems a distant reality but the efforts of the government to reform the HES would hopefully bear fruits. The journey may not be an easy one.
"There is no chance of the welfare of the world unless the condition of women is improved. It is not possible for a bird to fly on one wing"
~ SWAMI VIVEKANAND
How to Write a good Essay
🔸Introduction
🔸Mains Issue / Problem subject
🔸Related Current News with then
🔸Write Positive & Negative Aspects
🔸Obstacles
🔸Way forward
#Model_Essay
#Socio_Eco_Cultural
Question -
Globalization and the rural society in India .
Answer -
🔸India is mainly an agrarian economy and about 70%of its population resides in rural areas and villages which contribute around 15% of GDP through its agriculture and allied sector.
🔸 So any integrationof Indian economy will have wider ramifications for both rural areas and its social, political and economic fabric. Rural life in India was characte -rized by self sufficient geographical unit following traditional way of life before the advent of globalization.
🔸Since the economic reforms of 1991 which led to liberalization, privatization and globalization, there have been implications on rural society which are both pathological and normal.
🔸It helped in mainstreaming rural society with the urban India and global world to an extent, helped in creating a more informed society and brought paradigm shift in education, devolution of power and technological reach.
🔸On the other hand, disproportionate economic prosperity in various parts induced pathological stains in the form of widespread migration, coerced land acquisitions, suicides of farmers, ever squeezing agricultural land leading to a disjunction between little tradition and great tradition of India.
🔸After globalization, Indian economy in general and rural areas in particular was opened up for quickdevelopment, increased income and standard of living. It was contented that the fruits of globalization will automatically trickle down to rural areas leading to better developments indicators.
🔸However in the long run, it led to a rural-urban divide of India. Most of the MNCs concentrated on leveraging the urban resources as more skilled
manpower was available there. This led to growth in certain pockets leading to backwardness in most areas.
🔸 Further it eroded the demographic base of rural society as more and more people migrated towards towns and cities for better life and income. Further globalization is based upon the principle of laissez faire which led to
indiscriminate exploitation of resources for generation of wealth.
🔸This led to overuse of village land
rendering them barren through mining. It also led to eviction of peasants from their land. Other factors like introduction of GMO crops in certain pockets of Maharashtra, cheap import of agricultural products from other countries etc took the toll over rural society. All these factors directly and indirectly led to suicides by farmers. Globalisation has also impacted the tribal society and its cultural identity in a big way. Thetrespassing of multi-national companies in these areas not only led to dissolution of most of tribal communities but also threatened their cultural identities, languages which a constitutional right.
🔸 In addition to that the deforestation, absence of rehabilitation has led the death of their traditional earning and livelihood. However on the positive note, it generated a lot of avenues for rural India. Globalisation led to breakdown of castes barrier to a large extent in the rural society. It led to change in the village social structure. It also rapidly transformed village society from subsistence based to market based. The competition without frontiers provided the choice to farmers to sell their produce anywhere at competitive prices .
Practice Essay writing with these model answers .
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#Model_Essay #Socio_Eco_Cultural
Question -
One is not born a woman, but becomes one . Analyse the statement in the Indian Context.
Answer -
The statement in question was made by the female existentialist philosopher Simone De Beauvoir in her book called the Second Sex‘. It alludes to the notion of women that is brought about by societal and Physiological conditioning. Hence Womanhood is something that is attained by a woman rather than something innate. Before we proceed however it is pertinent to difference between becomes becomes‘ (as used in the statement) and development. The latter is the manifestation of the being‘s innate nature and growth in a quantitative manner whereas the former can involve a change in Telos‘ alien to oneself. A women‘ in the above statement refers to society‘s idealized version hence referred to as societal women‘.
Conditioning, both classical and operant, entails alteration in behavior and concomitant changes in one‘s identity. A woman is conditioned by her physiology by virtue of her ability to bear children and by society by a combination of external and internal agents, such as her teacher or Father, in her milieu. She is also conditioned by societal expectation, rules and treatment by institutionally agencies in both favorable and unfavorable ways.
Physiological conditioning starts from a very early age rights from gifts including skirts that hinder free movement and the ability to climb trees, enjoy play. It is at this point a girl becomes aware of the differences between herself and boys. Upon the attainment of womanhood a ceremony is conducted to signal to her womanhood. This is not practiced in western nation and no undue significance is given to this particular event anymore and can be attributed to advancement in women empowerment abroad. In India the woman has greater exposure to conditioning and its impact hence. She is told of the appetites of men and how she must behave in front of them. She is told to obey a combination of rules and has her movements severely restricted. Certain social classes protect‘ their women by not letting them have an education in public schools with boys. The environment in which the women operate undergoes changes after this event and she begins to be conditioned in a different manner. It is important for the reader to note the lack of agency for the female sex. Things are done to and for her while her passivity in the affair is a Legitimate Expectation‘ of society whereas men enjoy stability in the growth and are developing‘ as individuals without violent alteration to their Telos.
Social conditioning of women is a lot more apparent in India. It is accomplished by the conforming of women to their societal expectations, even ones alien to them. This can be clearly understood upon examination of the societal role of Wife‘. From a young age women are taught to see their social standing in relation to theirs husbands or fathers. Her duties to her husband are learnt by watching her mother or movies or any other external source which depict this relation. Progress for her is made through men in her life and to identify with their success. These idealized versions stand in direct contradiction to the small margin of women who escape these notions and find a path for themselves. They seldom find accepting partners treating them as individuals and constantly experience covert societal indignation for their failure to meet these idealized versions of Wife. Although we as a nation embrace liberal beliefs and promise equality under the constitution our alief‘ (habitual belief-like attitude) is still backward.
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” I understand democracy as something that gives the weak the same chance as the strong.”
- Mahatma Gandhi
“The best argument against democracy is a five-minute conversation with the average voter.”
- Churchill
"Poverty is the worst form of violence."
- Mahatma Gandhi
"I am not handsome but I can give my hand to someone who needs help; because beauty is required in the heart, not in face."
- APJ Abdul Kalam
"Try not to become a man of success but rather try to become a man of value."
- Albert Einstein
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RIGHTS UNDER FOREST RIGHTS ACT (FRA)
🔸Title rights subject to a maximum of 4 hectares
🔸Forest management act
🔸Relief and development right
🔸Right to minor forest products , grazing etc.
*Use this Diagram in your Essay Paper as per the need .
🔸Poverty is one of the reason that majority of Dalits students dropped out of schools after primary education. Vocation education can play a bigger role to improve the income and instill confidence & entrepreneurial spirit among this segment. In talk of empowerment we often ignore the women who are the most vulnerable among vulnerable. No policy of empowerment can be called successful until it touches the life of most vulnerable. "If you educate a man, you educate an individual; if you educate a woman, you educate a family" said Mahatma Gandhi. Education among women will empower to demand their basic rights and take care of their & family health in better way Quality higher Education can provide Dalits the new skills and opportunities to enter the new high paid job market that has opened up post globalization.
Dalit education status & government measures to improve their participation
🔸Over last few decades, education level among the Dalits has improved a lot from 49 % in 1991 to 68 % among males and from 23 % to 49% among females in 2011.But the literacy rate among Dalits are still below national averages and is case of Dalit women, data is much more skewed. Drop out rate in primary education is nearly 35 %. Post-secondary school dropout ratio is as high as 70 %.Dalit enrolment in higher education is nearly 8 % below the national average of 15 % .
Government has sponsored several schemes and program to accelerate the education development among Dalits. Some of the current schemes are discussed as under:
• Government provides free supply of textbooks and stationary at all stages of school education
• Government provides pre-metric scholarship to children‘s whose parents are involved in unclean occupations
• Government also provides reservation in Kendriya vidyalayas • Government has constructed several hostels for SC girls as well boys under Babu Jagjivan Ram Chhatraws Yojna to impart the quality education to these students. • Apart from targeted schemes, the universal schemes like mid-day meal & SSA have been successful to improve the enrollment of children in schools.
• Post metric scholarship scheme has been launched to provide the support to parents of SC children so that drop out from primary to secondary education can be minimized.
Hurdles to Dalit’s education
🔸Existing schooling condition available for Dalits is alarming. Quality of Schooling system is organized in terms of hierarchical pattern of social composition. Majority of upper class students are able to join the top school in respective urban & rural areas, while Dalits do join the schools inferior in quality due to the financial constraints. Primary schooling suffers from inadequate teachers, physical infrastructure, poor teaching material & availability of schools itself. At times they face discrimination from teachers and other students in the classroom.
Conclusion
🔸Despite the continuous government support, Dalit community has not been successful to reap the full benefit of educational development due to un-availability of schools and poor quality of education if schools are available for them. Despite the , 25 per cent seats at the entry level which are to be reserved for underprivileged children, very few schools are following the rule & many of them with dangerous discrimination practices. Rising literacy rates shows some rays of hope but Dalit‘s satisfactory participation in post metric & higher education still remains a distant dream. Prevalent discrimination, abusive behavior of teacher and fellow students is forcing them to drop out of the education. On papers we have removed the untouchability but in reality majority of Indian population practice this hidden apartheid in their daily life. Government & civil society is yet to do a lot to eradicate the caste based discrimination in schools, colleges by raising awareness among government official, dropping caste demeaning section from curriculum & imparting sensitivity training to teachers & public at large so that education can play its critical role in Dalit empowerment.
“Education is the manifestation of perfection already in man.”
~ Swami Vivekananda
#Model_Essay
#Education
Question -
Our university system is, in many parts, in a state of disrepair. In almost half the districts in the country, higher education enrollments are abysmally low, almost two-third of our universities and 90 per cent of our colleges are rated as below average on quality parameters. Critically Evaluate the state of higher education in India.
Answer -
Higher education system(HES) is the backbone of any nation for it produces nation-building intellectuals. The present HES in India is largely a British Legacy, even though world class universities like Nalanda existed centuries before that. Therefore a discussion of its evolution would be in order.
🔸Evolution
The British set up many universities and colleges(U&C) in India, including Madras Presidency College, Calcutta University, both for training their recruits and imparting western and eastern education to the Indian masses. Gradually, the British realized that these universities,owing to the moral education imparted in them, had become factories for producing nationalists, challenging the very regime. Consequently, the wood's despatch ,1854, recommended a radical transformation of these U&C. The new syllabi and teaching pattern became more instrumental and less value-laden. Thus, the universities started producing skilled labourers for the industry rather than thinkers, suiting British Interests. This impressed so deeply on our HES that the system is conspicuous even today.
In what follows, the structure, distribution and associated issues/problems of the HES are discussed for a comprehensive evaluation.
🔸Structure
The HES in India can be broadly divided into Bachelors, Masters and Doctorate. A sectoral(stream-wise) classification would be arts, commerce, science, engineering, management,law, medical and journalism. Another classification based on status is Deemed universities and affiliated colleges, run by both public and private.
🔸Distribution
The geographical distribution of these U&C is quite uneven as most are concentrated in metropolitan and other urban areas. While the Governments have attempted an equitable distribution, private U&C far outnumber public U&C and thus distort the distribution. On the other hand, stream-wise distribution is also uneven, where engineering and management institutes, running in lakhs, outnumber all other institutes. This not only represents the genuine incapability of the state to accommodate the increasing number of students, but also the structural distortion in the Indian economy, where the service sector dominates.
🔸Present state
It is well known that only two Indian universities, IIT Mumbai and IIT Kharagpur, feature in the top 200 world universities, and none in top 100. An overwhelmingly large number of them are from the west. Hence, prior to any evaluation of our HES it must be kept in mind that India is developing nation which is scarce in resources and lags behind on several socioeconomic parameters. All of this has a bearing on our HES.
A sectoral(stream-wise) evaluation, which discusses both the common and specific issues to the streams is in order.
🔸Common issues
The common factors which affect the quality of education of any HES are teachers, examination pattern and syllabus, regulation/autonomy,skill training, R&D output, academia-industry linkage, political intervention in technical matters and migration across streams and nations.
A large number of posts(as much as 50%) are vacant for teachers both in technical and nontechnical U&C. Attempts have been made by both the public and private sector to attract them by higher incentives, quick promotion etc, which have hardly been successful. Recently a scheme, Jawahar Lal Nehru Full-Bright Fellowship, for bringing the eminent scientist and academicians back from abroad to India, to work here as professors, was announced by GoI. The impact is yet to be measured, but it is clear that teaching has lost its sheen in India. The attitude of teachers is reflected in the examination pattern and the students.
"Gender equality is more than a goal in itself. It is a precondition for meeting the challenge of reducing poverty, promoting sustainable development and building good governance"
~ KOFI ANNAN
🔸This led to increased income. On the economic side, it led to the abolition of intermediaries like zamindars and money lenders and created new institutions like banks that provide formal credit to the farmers at cheaper rates.
🔸More credit facilities coupled with saving avenues has increased their income and repayment options. Globalization helped in providing the desired technology to agricultural sector and government is contemplating 2nd green revolution in eastern region. Further global best practices on agriculture and organic farming has been accelerated in various rural parts in India.
🔸The globalization has led to more devolution of power to the villages after 73rd C.A. Act 1992. This not only empowered rural life politically but also helped in creating gender sensitization at the grass root level. It bridged the gap between government and people and they can have say in decision making with regard to various policies in the era of globalization that impact their environment and cultural and social milieu.
🔸Cropping up of various non- governmental organization which provide them skills and training for better employment opportunities and mushrooming of small, medium
industries in the country side increased their income, improved their living standards.The technological transformation has created a better informed society. The media and telecommunication has helped them to increase their knowledge about the day to day issues in different context.
🔸 Globalisation provided more representative governance.The newer
forms of technology like AADHAR cards and other IT enabled services led to last mile connectivity and provided the services at the doorstep making life for easy. Fast means of transport and infrastructure like roads and electricity has definitely improved their developments indicators.
🔸The globalization has led government to enact various legislations to provide roads, sanitation, drinking water, rural households and other services at affordable cost to the rural people under its socialist policy. The formation of SHGs is the product of globalization which empowered the women and was able to break the patriarchal mindset infesting village life.
🔸These SHGs are tied to various industries in the towns and cities which created an income base for these women.
🔸Hence, Globalization has changed the face of rural India. The change has been drastic and positive. Rural economy is the backbone of India and the impact of globalization has catapulted India as one of the global superpowers. However rural India must tread cautiously on the path of globalization as its negative effects can prove to be catastrophic .
“In a democracy, the individual enjoys not only the ultimate power, but carries the ultimate responsibility.”
~ Norman Cousins
Why is it right‘ for men to expect women to cook and clean when they both earn the same amount of money? What about the subtle impediments faced by ambitious women in their pursuit by institutional actors. This is the result of women operating in a patriarchal structure. She pulled by the reward of meeting the expectations of society with honor and social standing, to fit and become‘ rather than develop‘. Any attempt at development‘ is met with systematic and persistent hardship and her struggles are not met with sympathies. It is seen as a struggle against her destiny of becoming a Women‘ as society intended her to be, to make her realize her rightful place. In India, a conservative society, strictly defined roles with both traditional and religious legitimacy are powerful and have tremendous impact.
The reader might wonder if similar societal expectations‘ are not placed on Men and thus argue that men become‘ as well. It is the extent of the conditioning they face and the level of control that men have over themselves in their milieus that invalidates the argument. Men have far greater ability to escape these confining factors. Men are economically independent and society is far more tolerant of their ambition. The role of men has so far eluded strict definition and is therefore dynamic. It is defined, if at all, in a negative manner e.g. Men don‘t…… A women‘s role however is defined in a positive manner such as A women‘s place is in her home and any negative definitions extends as a logical derivative similar to the statement Women don‘t belong in politics since they belong at home.
It does beg the question, why can she not stop Becoming‘ a societal woman? Virginia Woolf wrote a book called a room of one‘s own‘ arguing for the need to find a space for development‘ without external conditioning. A plan to escape the conditioning effects of society and develop‘ as an individual however this will not be sufficient since the societal notion of a woman and their identity found does not fundamentally alter the patriarchal structure. Thus starting the cycle of conditioning afresh but this time she will be more resolute. Furthermore A room of one‘s own is available is only available to affluent section with education and employment opportunities in India.
We need a more fundamental change. She needs to regain her agency. J.J. Rousseau noted in the Origins of inequality‘ a direct relation between dependence and inequality and that inequality cannot exist without dependence. If women were thoroughly independent economically and empowered politically and socially, and in sufficient numbers it may be possible for them to develop‘ rather than become‘. We can see this happen in India with the women‘s reservation bill bringing about political empowerment, increased participation in the labor market gives women economic independence and a place outside the home for women slowly brings about societal changes. For women to enjoy the agency that men enjoy and for the creation of a society where one‘s anatomy is not the primary determinant of one‘s role is a goal of our constitutional republic. Till then however one is not born a women, but becomes one .
"Democracy is not law of the majority but protection of the minority.”
- Albert Camus
“Education is the manifestation of perfection already in man.”
- Swami Vivekananda
"There is no tool for development more effective than the empowerment of women."
- Kofi Annan
“Education is what remains after one has forgotten what one has learnt in school.”
- Einstein
"The great thing about social media was how it gave a voice to voiceless people."- JON RONSON
"We are like chameleons; we take our hue and the color of our moral character, from those who are around us."
- John Locke
