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Meeting of Education Ministers of E9 Countries

Why in News Recently, a consultation meeting of Education Ministers of E9 countries was held. The meeting was held on the theme ‘E9...

10 Apr 2021 Education
Pradhan Mantri Swasthya Suraksha Nidhi

Why in News The Union Cabinet has approved the Pradhan Mantri Swasthya Suraksha Nidhi (PMSSN) as a single non-lapsable reserve fund for Health from...

11 Mar 2021 Education
Universal Primary Education in India

This article is based on “A Kerala model for universal education” which was published in The Indian Express on 09/03/2021. It talks...

10 Mar 2021 Education
QS World Subject Rankings 2021

Why in News 25 programmes offered by higher education institutions in India ranked among the top 100 in the world in their respective subject...

06 Mar 2021 Education
Right To Education

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04 Mar 2021 Education
Karnataka’s Engineering Research & Development Policy

Why in News Recently, Karnataka launched the country’s maiden Engineering Research & Development (ER&D) Policy. Key...

03 Mar 2021 Education
Review of Rashtriya Uchchatar Shiksha Abhiyan

Why in News The Union Education Minister chaired a review meeting on Rashtriya Uchchatar Shiksha Abhiyan (RUSA). Key Points About the Rashtriya...

02 Mar 2021 Education
IIT Council’s Recommendations

Why in News Recently, the Institute of Technology (IIT) Council has constituted four working groups to look at greater autonomy for the IITs. The...

23 Feb 2021 Education
International Mother Language Day

Why in News Every year, the United Nations Educational, Scientific and Cultural Organization (UNESCO) celebrates 21st February as International...

22 Feb 2021 Education
The Big Picture: Bare Necessities Index

Why in News? Despite the widespread efforts and improvements, inequalities in access to bare necessities like drinking water, sanitation,...

16 Feb 2021 Education
Parivar Pehchan Patra and Privacy Concerns

Why in News Recently, there has been a privacy concern with respect to Haryana's Parivar Pehchan Patra (PPP) Scheme. Although enrollment under...

06 Feb 2021 Education
Budget 2021 Highlights: Inclusive Development for Aspirational India and Reinvigorating Human Capital

Why in News Recently, the Finance Minister presented the Union Budget 2021-22. This was the first digital budget. This section deals with the...

03 Feb 2021 Education
Kala Utsav 2020

Why in News Recently, Kala Utsav 2020 - an annual function to promote arts in education, was organised by the Ministry of Education. Key...

29 Jan 2021 Education
Digital Education: Learning amid the Pandemic

This article is based upon “Digital Education cannot Substitute for Real Learning” which was published in The Times of India on...

22 Jan 2021 Education
Pradhan Mantri Kaushal Vikas Yojana 3.0

Why in News The Ministry of Skill Development and Entrepreneurship (MSDE) has launched Pradhan Mantri Kaushal Vikas Yojana (PMKVY) 3.0, in a bid to...

16 Jan 2021 Education
School Bag Policy 2020

Why in News The Directorate of Education has issued a circular asking schools to follow the new ‘School Bag Policy, 2020’ released by...

05 Jan 2021 Education
Human Development Index

This article is based on “Three Decades of HDI” which was published in The Economic & Political Weekly on 02/01/2021. It talks...

04 Jan 2021 Education
Smart Classes for Rural Schools

Why in News Recently, RailTel has proposed to the Ministry of Education its plan for equipping rural schools, run by the central government, with...

04 Jan 2021 Education
Satyameva Jayate: Digital Media Literacy

Why in News The Kerala Government has recently announced a digital media literacy programme called ‘Satyameva Jayate’ (Truth alone...

02 Jan 2021 Education
Draft National Science Technology and Innovation Policy, 2020

Why in News Recently, the draft of the 5th National Science Technology and Innovation Policy (STIP) has been uploaded by the Department of Science...

02 Jan 2021 Education

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		'article_id' => (int) 8113,
		'category_id' => (int) 21,
		'title' => 'Meeting of Education Ministers of E9 Countries',
		'description' => '<h3>Why in News</h3>
<p>Recently, <strong>a consultation meeting of Education Ministers of E9 countries</strong> was held.</p>
<ul style="list-style-type: square;">
<li>The meeting was held on the theme &lsquo;E9 initiative: <strong>Scaling up digital learning to accelerate progress towards SDG4&rsquo;.</strong></li>
</ul>
<h3>Key Points</h3>
<ul style="list-style-type: square;">
<li><strong>Scaling up Digital Learning to Accelerate Progress towards SDG4 (Concept):</strong><br />
<ul style="list-style-type: circle;">
<li>The <a href="/important-institutions/drishti-specials-important-institutions-international-institution/united-nations-1" target="_blank" rel="noopener"><strong>United Nations (UN)</strong></a> is <strong>spearheading a global initiative on digital learning and skills for all,</strong> targeting marginalized children and youth and aiming to close the digital divide and drive rapid change in education systems.</li>
<li>This initiative <strong>focuses on three of the five priorities of the 2020 Global Education Meeting (GEM) Declaration:</strong> supporting teachers; investing in skills; and narrowing the digital divide.</li>
<li><strong>E9 countries offer a starting gate</strong> to accelerate progress on digital learning and skills in the immediate term and ultimately on the SDG4 agenda in the longer term.</li>
</ul>
</li>
<li><strong>E9 Countries:</strong><br />
<ul style="list-style-type: circle;">
<li><strong>E9 Partnership</strong> was first established in <strong>1993</strong>, formed to achieve the goals of <strong>UNESCO's Education For All (EFA)</strong>.</li>
<li>A group of <strong>E9 countries (Bangladesh, Brazil, China, Egypt, India, Indonesia, Mexico, Nigeria, and Pakistan)</strong> aims at strengthening political will and collective effort to ensure quality education and lifelong learning opportunities for all.</li>
<li>E9 Partnership is working for the achievement of <strong>SDG4 &ndash; Education 2030</strong>.</li>
</ul>
</li>
<li><strong>Education For All (EFA):</strong><br />
<ul style="list-style-type: circle;">
<li>An international initiative, first launched at the <strong>World Conference on Education for All</strong> by <a href="/important-institutions/drishti-specials-important-institutions-international-institution/unesco-5" target="_blank" rel="noopener"><strong>UNESCO</strong></a>, <a href="/daily-updates/daily-news-analysis/human-development-index-undp" target="_blank" rel="noopener"><strong>UNDP</strong></a>, <a href="/daily-updates/daily-news-analysis/state-of-the-world-population-2020-unfpa" target="_blank" rel="noopener"><strong>UNFPA</strong></a>, <a href="/important-institutions/drishti-specials-important-institutions-international-institution/unicef-1" target="_blank" rel="noopener"><strong>UNICEF</strong></a> and the <a href="/important-institutions/drishti-specials-important-institutions-international-institution/world-bank-group" target="_blank" rel="noopener"><strong>World Bank</strong></a> in <strong>Thailand in 1990</strong>.</li>
<li>Participants endorsed an <strong>'expanded vision of learning'</strong> and pledged to <strong>universalize primary education </strong>and<strong> massively reduce illiteracy</strong> by the end of the decade.</li>
<li>Ten years later, with many countries far from having reached this goal, a broad coalition of national governments, civil society groups, and development agencies <strong>met again in Dakar, Senegal,</strong> and <strong>affirmed the commitment to achieving EFA by the year 2015</strong>. <br />
<ul style="list-style-type: disc;">
<li>They <strong>identified six key education goals</strong> which aim to meet the learning needs of all children, youth and adults by 2015 (e.g. the Dakar Framework for Action).</li>
</ul>
</li>
</ul>
</li>
</ul>
<div class="border-bg">
<p><strong>2020 Global Education Meeting Declaration</strong></p>
<ul style="list-style-type: square;">
<li>As part of the Decade of Action to accelerate progress on SDG4 and in response to Covid-19, the 2020 GEM Declaration <strong>identified five priorities</strong> for urgent action:<br />
<ul style="list-style-type: circle;">
<li>Education financing;</li>
<li>Safe school reopening;</li>
<li>Supporting teachers as frontline workers;</li>
<li>Investment in skills; and</li>
<li>Narrowing the digital divide.</li>
</ul>
</li>
<li>The <strong>Covid-19 crisis</strong> revealed the weakness and unpreparedness of the current education systems worldwide, prompting the deployment of <a href="/daily-updates/daily-news-editorials/digital-education-learning-amid-the-pandemic" target="_blank" rel="noopener"><strong>digital learning</strong></a> during mass school closures across almost all countries.</li>
</ul>
<p><strong>SDG4</strong></p>
<ul style="list-style-type: square;">
<li>To bring sustainable development in the mainstream, the <strong>United Nations (UN) member states, in 2015, adopted the 2030 Agenda for Sustainable Development and Sustainable Development Goals (<a href="/to-the-points/paper3/sustainable-development-3" target="_blank" rel="noopener">SDGs</a>)</strong>.<br />
<ul style="list-style-type: circle;">
<li>There are <strong>17 goals and 169 specific targets to be achieved by 2030</strong>.</li>
<li>SDGs are <strong>not legally binding</strong>.</li>
</ul>
</li>
<li><strong>SDG4</strong> is to <strong>ensure inclusive and equitable quality education</strong> and <strong>promote lifelong learning opportunities</strong> for all.</li>
</ul>
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<p><a href="https://pib.gov.in/PressReleaseIframePage.aspx?PRID=1709692" target="_blank" rel="noopener"><strong>Source: PIB</strong></a></p>',
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		'category_id' => (int) 21,
		'title' => 'Pradhan Mantri Swasthya Suraksha Nidhi',
		'description' => '<h3>Why in News</h3>
<p>The Union Cabinet has approved the <strong>Pradhan Mantri Swasthya Suraksha Nidhi (PMSSN)</strong> as<strong> a single non-lapsable reserve fund for Health</strong> from the proceeds of Health and Education Cess.</p>
<ul style="list-style-type: square;">
<li>The proceeds of<a href="/daily-updates/daily-news-editorials/system-of-cess-in-india" target="_blank" rel="noopener"><strong> Health and Education Cess</strong></a> are levied under <strong>Section 136-b of Finance Act, 2007.</strong></li>
</ul>
<h3>Key Points</h3>
<ul style="list-style-type: square;">
<li><strong>Salient Features of the Pradhan Mantri Swasthya Suraksha Nidhi (PMSSN):</strong><br />
<ul style="list-style-type: circle;">
<li>It is a non-lapsable reserve fund for Health in the<a href="/daily-updates/daily-news-analysis/mp-s-salaries-cut-and-mplads-suspended" target="_blank" rel="noopener"><strong> Public Account.</strong></a></li>
<li>Proceeds of share of health in the <strong>Health and Education Cess</strong> will be credited into PMSSN.</li>
<li>Accruals into the PMSSN will be utilized for the flagship schemes of the Ministry of Health &amp; Family Welfare namely,<br />
<ul style="list-style-type: disc;">
<li><strong><a href="/daily-updates/daily-news-editorials/ayushmanbharat" target="_blank" rel="noopener">Ayushman Bharat</a> - Pradhan Mantri Jan Arogya Yojana (AB-PMJAY).</strong></li>
<li>Ayushman Bharat - <strong>Health and Wellness Centres (AB-HWCs).</strong></li>
<li><a href="/daily-updates/daily-news-analysis/national-health-mission-and-janani-suraksha-yojana" target="_blank" rel="noopener"><strong>National Health Mission.</strong></a></li>
<li><strong><a href="/daily-updates/daily-news-analysis/important-facts-for-prelims-11th-january-2019" target="_blank" rel="noopener">Pradhan Mantri Swasthya Suraksha Yojana</a> (PMSSY).</strong></li>
<li>Emergency &amp; disaster preparedness and <strong>responses during health emergencies.</strong></li>
<li>Any<strong> future programme/scheme</strong> that targets to achieve progress towards <a href="/to-the-points/paper3/sustainable-development-3" target="_blank" rel="noopener"><strong>Sustainable Development Goals (SDGs)</strong></a> and the targets set out in the <a href="/daily-updates/daily-news-analysis/national-digital-health-mission" target="_blank" rel="noopener"><strong>National Health Policy (NHP) 2017.</strong></a></li>
</ul>
</li>
<li><strong>Administration and maintenance</strong> of the PMSSN is entrusted to the <strong>Ministry of Health &amp; Family Welfare (MoHFW).</strong> <br />
<ul style="list-style-type: disc;">
<li>In any financial year, the expenditure on such schemes of the MoHFW would be initially incurred from the PMSSN and thereafter, from Gross Budgetary Support (GBS).</li>
</ul>
</li>
</ul>
</li>
<li><strong>Benefits of PMSSN:</strong> <br />
<ul style="list-style-type: circle;">
<li><strong>Enhanced access to universal &amp; affordable health care</strong> through availability of earmarked resources, while ensuring that the amount does not lapse at the end of financial year.</li>
</ul>
</li>
<li><strong>Significance of Spending on Healthcare: </strong><br />
<ul style="list-style-type: circle;">
<li><strong>Improved Developmental Outcomes:</strong> From an economic standpoint, better health improves productivity, and reduces losses due to premature death, prolonged disability and early retirement.</li>
<li><strong>Enhance Opportunities:</strong> One extra year of population life expectancy raises GDP per capita by 4%, investment in health creates millions of jobs, largely for women, through a much needed expansion of the health workforce.</li>
</ul>
</li>
<li><strong>Health and Education Cess:</strong> <br />
<ul style="list-style-type: circle;">
<li>In the <strong>Budget speech 2018,</strong> the Finance Minister while announcing Ayushman Bharat Scheme, also announced<strong> replacement of existing 3% Education Cess by 4% Health and Education Cess.</strong><br />
<ul style="list-style-type: disc;">
<li>It is collected with the aim of addressing the educational and healthcare needs of rural families in India.</li>
</ul>
</li>
</ul>
</li>
</ul>
<div class="border-bg">
<p><strong>Cess</strong></p>
<ul style="list-style-type: square;">
<li>Different from the usual taxes and duties like excise and personal income tax, a <strong>Cess is imposed as an additional tax besides the existing tax (tax on tax)</strong> with a purpose of raising funds for a specific task.</li>
<li>The Union government is empowered to raise revenue through a gamut of levies, including taxes (both direct and indirect), surcharges, fees and cess.<br />
<ul style="list-style-type: circle;">
<li>A cess, generally paid by everyday public, is added to their basic tax liability paid as part of total tax paid.</li>
<li><strong>Article 270</strong> of the Constitution allows<strong> cess to be excluded from the purview of the divisible pool of taxes</strong> that the Union government must share with the States.</li>
</ul>
</li>
<li>Cess collected for a particular purpose <strong>cannot be used for or diverted to other purposes.</strong> A particular cess continues to be levied till the time the government collects enough funds for the purpose that it was introduced for.<br />
<ul style="list-style-type: circle;">
<li>For example, the <strong>Swachh Bharat cess</strong> (abolished in 2017) was levied by the government for cleanliness activities.</li>
</ul>
</li>
<li><strong>Difference between Surcharge and Cess: </strong><br />
<ul style="list-style-type: circle;">
<li><strong>Surcharge</strong> is <strong>an additional charge or tax levied on existing tax.</strong> The main surcharges are on personal income tax (on high income slabs and on super rich) and on corporate income tax.</li>
<li>Despite <strong>both are not shareable with state governments,</strong> surcharge can be kept with the <a href="/daily-updates/daily-news-analysis/mp-s-salaries-cut-and-mplads-suspended" target="_blank" rel="noopener"><strong>Consolidated Fund of India (CFI)</strong></a> and spent like any other taxes, the cess should be kept as a separate fund after allocating to CFI and can be spent only for a specific purpose.</li>
<li>A <strong>surcharge is discussed under Article 270</strong> and <strong>271</strong> of the Indian Constitution.</li>
<li>Unlike a cess, which is meant to raise revenue for a temporary need,<strong> surcharge is usually permanent in nature.</strong></li>
</ul>
</li>
</ul>
</div>
<p><a href="https://www.thehindu.com/news/national/cabinet-clears-non-lapsable-fund-for-health-care/article34036353.ece" target="_blank" rel="noopener"><strong>Source: TH</strong></a></p>',
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		'title' => 'Universal Primary Education in India',
		'description' => '<div class="border">
<p>This article is based on <a href="https://indianexpress.com/article/opinion/a-kerala-model-for-universal-education-7220535/" target="_blank" rel="noopener"><strong>&ldquo;A Kerala model for universal education&rdquo;</strong></a> which was published in The Indian Express on 09/03/2021. It talks about the Kerala model of education.</p>
</div>
<p>Nelson Mandela highlighted that Education is the liberator from the shackles of ignorance, poverty, and social and economic exclusion, through his famous quote &ldquo;Education is the most powerful weapon which you can use to change the world.&rdquo;</p>
<p>The same thought is enshrined in the Universal Declaration of Human Rights (UDHR) in Article 26 which held that every individual has the right to education. However, seven decades after the UDHR, 58 million children are out of school globally and more than 100 million children get eliminated from the schooling system before completing primary education.</p>
<p>Ironically, India which once held the position of &ldquo;Vishwa Guru&rdquo; (world&rsquo;s teacher), tops the list of countries with out-of-school children. But Kerala has shown a silver lining as it is now all set to be declared the first state in the country to achieve complete primary education.</p>
<p>In this context, other states, especially Bihar, Jharkhand, West Bengal, Uttar Pradesh and Assam which rank low on the primary education levels in the country, could follow the Kerala Model of Education.</p>
<h3>Kerala Model of Education</h3>
<ul style="list-style-type: square;">
<li>Kerala that led the way by achieving complete literacy way back in 1991 has once shown that it is possible to achieve complete literacy even at the primary school level.</li>
<li>However, this success story has roots in the historic royal rescript of Rani Gouri Parvati Bai, 1817 which proclaimed education as the &ldquo;responsibility&rdquo; of the state.
<ul style="list-style-type: circle;">
<li>Simultaneously, it emphasized that &ldquo;political will&rdquo; is more important than the political economy to decide the expenditure on education.</li>
</ul>
</li>
<li>Based on the efforts of the successive governments, Kerala is known for its highest literacy rate in the country and one hundred percent primary and secondary education enrollment.</li>
<li>In order to universalize primary education, the Kerala government launched a special scheme Athulyam in October 2014.</li>
<li>Through extensive surveys, people living in panchayats who had not yet completed their primary education or had dropped out of schools were traced. Convincing them to study again and sit for exams was the next step.</li>
<li>They were given five months of training, enabling them to attend the fourth equivalency examination.</li>
<li>Amartya Sen attributes the Kerala economic and social success to the consistency with which school education expanded, based on sustained public policies and action.</li>
</ul>
<h3>Challenges in Universalization of Education</h3>
<p>The Constitution of India provides for free and compulsory education for all children up to 14 years of age. In pursuance of this Government of India has enacted the Right to Education Act, 2009. However, the goal of universalization of primary education is still far from our reach. The factors that can be attributed to this are as follows:</p>
<ul style="list-style-type: square;">
<li><strong>Low Public Spending:</strong> The Incheon Declaration to which India is a signatory, expects member states to spend 4-6% of their GDP on education to achieve SDG4. to this declaration. However, the Union Budget 2021 budget allocates only 2.75 percent of the GDP to education.</li>
<li><strong>Exclusive Private Sector:</strong> Many reports and available data shows a rise in the privatization of education with a large number of children being eliminated from the system at early stages, cost of education going up due to systemic inefficiencies, and students committing suicide for want of data and laptops.</li>
<li><strong>Qualitative Issue:</strong> Universalization of compulsory education has failed to catch up to the desired target because quality control of primary education has not been maintained.
<ul style="list-style-type: circle;">
<li>The successive ASER survey reflects the poor state of learning outcomes in primary education.</li>
</ul>
</li>
<li><strong>Other Factors:</strong> Factors like ignorance and illiteracy of parents, lack of cooperation between school and local community, and corruption in recruitment of teachers affects the goal of universalization of education.</li>
</ul>
<h3>Way Forward</h3>
<ul style="list-style-type: square;">
<li><strong>Active Role of State:</strong> To make education universal the state must find resources to provide ancillary services such as school health, mid-day meals, free supply of textbooks, writing materials, school uniform, etc.
<ul style="list-style-type: circle;">
<li>The Kerala model shows that comprehensive interventions pertaining to nutrition, health, sanitation, and early stimulation can help to achieve sustainable growth in human development.</li>
</ul>
</li>
<li><strong>Social Auditing:</strong> There should be a Village or Mohalla School Committee in each village or urban area.
<ul style="list-style-type: circle;">
<li>Such a committee would look after the construction and maintenance of buildings, playgrounds, and school gardens, provision for ancillary services, the purchase of equipment, etc.</li>
<li>To discharge the duties, the committee will have sufficient funds by way of donations and grants-in-aid from the state government.</li>
<li>For example, successive governments in Kerala have increased the capital outlay to education and simultaneously decentralized financing of education through local bodies</li>
</ul>
</li>
<li><strong>Engaging Civil Society:</strong> The success of Kerala is made possible thanks to the collective efforts of the various departments of the government, officials, volunteers, NGOs, and friendly associations.</li>
</ul>
<h3>Conclusion</h3>
<p>The provision for Universal Elementary Education is crucial for spreading mass literacy, which is a basic requirement for economic development, modernization of social structure, and the effective functioning of democratic institutions.</p>
<p>It also represents an indispensable first step towards the provision of equality of opportunity to all citizens. Thus, Indian society as a whole should take necessary steps to achieve universalization of primary education.</p>
<table border="1" style="border-collapse: collapse; width: 100%;">
<tbody>
<tr>
<td style="width: 100%; border-style: dotted; border-color: #ff0000; background-color: #fffff7;">
<p><span style="color: #000080;"><em><strong>Drishti Mains Question</strong></em></span></p>
<p>India which once held the position of &ldquo;Vishwa Guru&rdquo;, now tops the list of countries with out-of-school children. In light of the statement, discuss what various Indian states can learn from Kerela&rsquo;s model of education.</p>
</td>
</tr>
</tbody>
</table>
<p style="text-align: center;"><iframe width="560" height="315" src="https://www.youtube.com/embed/uBi_DJXZvQo" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="allowfullscreen"></iframe></p>
<p>This editorial is based on <a href="https://economictimes.indiatimes.com/blogs/et-editorials/twere-well-it-were-done-quickly/" target="_blank" rel="noopener"><strong>&ldquo;Twere well, it were done quickly&rdquo;</strong> </a>published in The Economic Times on March 08<sup>th</sup>, 2020. Now watch this on our Youtube channel.</p>',
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	(int) 3 => object(Cake\ORM\Entity) {

		'article_id' => (int) 7858,
		'category_id' => (int) 21,
		'title' => 'QS World Subject Rankings 2021',
		'description' => '<h3>Why in News</h3>
<p><strong>25 programmes</strong> offered by higher education institutions in India <strong>ranked among the top 100 in the world</strong> in their respective subject categories, according to the <strong>latest edition (11<sup>th</sup>) of the QS World University Rankings by Subject.</strong></p>
<h3>Key Points</h3>
<ul style="list-style-type: square;">
<li><strong>About the QS World Subject Rankings:</strong><br />
<ul style="list-style-type: circle;">
<li><strong>Quacquarelli Symonds (QS):</strong> It is a leading global career and education network for ambitious professionals looking to further their personal and professional development.<br />
<ul style="list-style-type: disc;">
<li>QS develops and successfully implements methods of comparative data collection and analysis used to highlight institutions&rsquo; strengths.</li>
</ul>
</li>
<li><strong>QS World University Rankings:</strong> It is <a href="/daily-updates/daily-news-analysis/qs-world-university-rankings" target="_blank" rel="noopener"><strong>an annual publication</strong></a> of university rankings which <strong>comprises the global overall and subject rankings.</strong><br />
<ul style="list-style-type: disc;">
<li><strong>Six parameters and their weightage</strong> for the evaluation:<br />
<ul style="list-style-type: disc;">
<li>Academic Reputation (40%)</li>
<li>Employer Reputation (10%)</li>
<li>Faculty/Student Ratio (20%)</li>
<li>Citations per faculty (20%)</li>
<li>International Faculty Ratio (5%)</li>
<li>International Student Ratio (5%)</li>
</ul>
</li>
</ul>
</li>
<li><strong>QS World University Rankings by Subject:</strong> It calculates performance based on <strong>four parameters</strong> &mdash; academic reputation, employer reputation, research impact (citations per paper) and the productivity of an institution&rsquo;s research faculty.</li>
</ul>
</li>
<li><strong>Top Performers:</strong><br />
<ul style="list-style-type: circle;">
<li>Globally <strong>Massachusetts Institute of Technology</strong> (MIT -USA) and <strong>Harvard</strong> (USA) <strong>are among top performers, Russia and China record best-ever performances.</strong></li>
</ul>
</li>
<li><strong>India&rsquo;s Performance:</strong><br />
<ul style="list-style-type: circle;">
<li>The 2021 QS&rsquo;s global university performance comparison offered independent <strong>data on the performance of 253 programs at 52 Indian higher education institutions, across 51 academic disciplines.</strong></li>
<li>The <strong>number of Indian universities/institutes in the top 100 subject rankings </strong>has<strong> increased from 8 to 12 this year.</strong><br />
<ul style="list-style-type: disc;">
<li><strong>12 Indian institutions</strong> that have made it to the top 100 of the world - IIT Bombay, IIT Delhi, IIT Madras, IIT Kharagpur, IISC Bangalore, IIT Guwahati, IIM Bangalore, IIM Ahmedabad, JNU, Anna University, University of Delhi and OP Jindal University.</li>
<li><strong>IIT-Bombay has cornered more top 100 positions</strong> than any other Indian institution.</li>
</ul>
</li>
<li><strong>Except one, all the 25 programmes are in institutions run by either the state or union government.</strong> However, <strong>last year, this number stood at 26.</strong><br />
<ul style="list-style-type: disc;">
<li><strong>17 of the 25</strong> globally ranked Indian programmes are in <strong>engineering. IIT-Madras&rsquo;s Petroleum Engineering programme registered the best performance among Indian institutes</strong> - 30<sup>th</sup> in the world.</li>
</ul>
</li>
<li>The <strong>government-run <a href="/daily-updates/daily-news-analysis/institutions-of-eminence-scheme" target="_blank" rel="noopener">Institutions of Eminence (IoE)</a> remains significantly better-represented in the rankings</strong> than the private ones.<br />
<ul style="list-style-type: disc;">
<li><strong>OP Jindal Global University</strong> has entered the global top-100 for law (76<sup>th</sup>). This is the <strong>only top-100 result achieved by a private IoE.</strong></li>
<li><strong>IoE:</strong> It is a government's scheme to provide the regulatory architecture for setting up or upgrading of 20 Institutions (10 from public sector and 10 from the private sector) as world-class teaching and research institutions.</li>
</ul>
</li>
<li>The<strong> All India Institute of Medical Sciences remained the only institution in the top 300 in the area of life sciences and medicine,</strong> but also dropped more than 10 places.</li>
</ul>
</li>
<li><strong>Analysis:</strong><br />
<ul style="list-style-type: circle;">
<li>One of the biggest <strong>challenges faced by India is providing high-quality tertiary education</strong> in the face of exploding demand - this much was recognized by last year&rsquo;s <a href="/daily-updates/daily-news-analysis/national-education-policy-2020" target="_blank" rel="noopener"><strong>National Education Policy (NEP)</strong></a>, which set the ambitious target of a 50% gross enrolment ratio by 2035. <br />
<ul style="list-style-type: disc;">
<li>It should therefore be <strong>small cause for concern that the number of Indian programs featuring across 51 subject rankings has actually decreased over the last year &ndash;</strong> from 235 to 233.</li>
<li>While this is a minor decrease, it is indicative of the fact that<strong> expanding provision in a way that does not sacrifice quality</strong> remains a highly-challenging task.</li>
</ul>
</li>
<li>A <strong>number of programs at India&rsquo;s privately-run prospective Institutions of Eminence have made progress</strong> this year, demonstrating the positive role that well-regulated private provision can have in enhancing India&rsquo;s higher education sector.</li>
<li><strong>India</strong> remains<strong> at the forefront of global environmental science research.</strong> Data indicates that <strong>India ranks 5<sup>th</sup> in terms of its research footprint</strong> in this field &ndash; behind only Germany, China, the United Kingdom, and the United States.</li>
<li><strong>Commonalities between nations</strong> that are improving and nations that are not <strong>(three factors):</strong><br />
<ul style="list-style-type: disc;">
<li>First, <strong>an international outlook &ndash;</strong> both in terms of faculty body and research relationships&ndash; correlates strongly with improved performance.</li>
<li>Second, rising universities have received<strong> strong targeted investment from governments</strong> over a decade or more&ndash; particularly in China, Russia, and Singapore.</li>
<li>Third, <strong>improving relationships with industry</strong> is correlated with better employment, research, and innovation outcomes.</li>
</ul>
</li>
</ul>
</li>
</ul>
<div class="border-bg">
<p><strong>National Institutional Ranking Framework</strong></p>
<ul style="list-style-type: square;">
<li>The <strong>Ministry of Human Resource Development (now Ministry of Education)</strong> established the <strong><a href="/daily-updates/daily-news-analysis/india-rankings-2020-nirf" target="_blank" rel="noopener">National Institutional Ranking Framework (NIRF)</a> in September 2015.</strong></li>
<li>This framework <strong>outlines a methodology to rank institutions across the country</strong> according to parameters covering: Teaching, Learning and Resources; Research and Professional Practice; Graduation Outcomes; Outreach and Inclusivity; and Perception.</li>
</ul>
</div>
<p><a href="https://indianexpress.com/article/education/india-score-in-qs-subject-ranking-25-programmes-12-institutes-in-top-100-7214720/" target="_blank" rel="noopener"><strong>Source: IE</strong></a></p>',
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	(int) 4 => object(Cake\ORM\Entity) {

		'article_id' => (int) 7843,
		'category_id' => (int) 21,
		'title' => 'Right To Education',
		'description' => '<h3>Why in News</h3>
<p>Delhi High Court asked the Central government to respond to a petition against the authorities for <strong>not deciding upon extension of free education under the<a href="/to-the-points/Paper2/right-to-education" target="_blank" rel="noopener"> Right To Education (RTE) Act</a> to children of Economically Weaker Section (EWS) beyond Class 8 and up to Class 12 in school.</strong></p>
<h3>Key Points</h3>
<ul style="list-style-type: square;">
<li><strong>Constitutional Provisions for Right To Education:</strong> <br />
<ul style="list-style-type: circle;">
<li>Originally Part IV of Indian Constitution, <strong>Article 45 and Article 39 (f) of DPSP,</strong> had a provision for state funded as well as equitable and accessible education.</li>
<li>The first official document on the Right to Education was the <strong>Ramamurti Committee Report</strong> in 1990.</li>
<li>In 1993, the Supreme Court&rsquo;s landmark judgment in the <em><strong>Unnikrishnan JP vs State of Andhra Pradesh &amp; Others</strong> </em>held that <strong>Education is a Fundamental right flowing from Article 21.</strong></li>
<li><strong>Tapas Majumdar Committee (1999)</strong> was set up, which encompassed insertion of Article 21A.</li>
<li>The <strong>86<sup>th</sup> Constitutional Amendment in 2002,</strong> provided Right to Education as a fundamental right in Part-III of the Constitution.<br />
<ul style="list-style-type: disc;">
<li>It <strong>inserted Article 21A</strong> which made Right to Education a fundamental right for children between 6-14 years.</li>
<li>It provided for a follow-up legislation <strong><a href="/daily-updates/daily-news-analysis/faulty-education-guidelines-in-rajasthan" target="_blank" rel="noopener">Right to Education Act 2009</a>.</strong></li>
</ul>
</li>
</ul>
</li>
<li><strong>Feature of Right to Education (RTE) Act, 2009:</strong><br />
<ul style="list-style-type: circle;">
<li>The RTE Act aims to provide primary education to all children<strong> aged 6 to 14 years.</strong></li>
<li><strong>Section 12(1)(c)</strong> mandates that <strong>non-minority private unaided schools should reserve at least 25% of seats in entry-level grades for children from economically weaker</strong> and disadvantaged backgrounds.</li>
<li>It also makes <strong>provisions for a non-admitted child</strong> to be admitted to an age appropriate class.</li>
<li>It also states about<strong> sharing of financial and other responsibilities</strong> between the Central and State Governments.<br />
<ul style="list-style-type: disc;">
<li>Education in the Indian constitution is <strong>a concurrent issue</strong> and both centre and states can legislate on the issue.</li>
</ul>
</li>
<li>It lays down the<strong> norms and standards</strong> related to: Pupil Teacher Ratios (PTRs), Buildings and infrastructure, School-working days, Teacher-working hours.</li>
<li>It also <strong>provides for prohibition of deployment of teachers for non-educational work,</strong> other than decennial census, elections to local authority, state legislatures and parliament, and disaster relief.</li>
<li>It provides for the <strong>appointment of teachers with the requisite entry and academic qualifications.</strong></li>
<li><strong>It prohibits</strong><br />
<ul style="list-style-type: disc;">
<li>Physical punishment and mental harassment.</li>
<li>Screening procedures for admission of children.</li>
<li>Capitation fee.</li>
<li>Private tuition by teachers.</li>
<li>Running of schools without recognition.</li>
</ul>
</li>
<li>It focuses on making the child free of fear, trauma and anxiety through a system of <strong>child friendly and child centred learning.</strong></li>
</ul>
</li>
<li><strong>Argument for Extension of Free Education under RTE beyond Class 8 for EWS:</strong><br />
<ul style="list-style-type: circle;">
<li>The <strong>parents of children are required to pay hefty fees to unaided private schools in classes 9</strong> and onwards which they can not afford.</li>
<li>Changing school from unaided private to government after class 8<strong> may affect the children&rsquo;s state of mind and education</strong> and thus, an extension of the RTE benefits will ensure continuity in the education.</li>
</ul>
</li>
</ul>
<div class="border-bg">
<p><strong>Reservation for Economically Weaker Section in Higher Education</strong></p>
<ul style="list-style-type: square;">
<li><a href="/current-affairs-news-analysis-editorials/news-editorials/08-01-2019" target="_blank" rel="noopener"><strong>103<sup>rd</sup> Constitutional Amendment Act</strong></a> introduced an economic reservation (10% quota) in jobs and admissions in education institutes for Economically Weaker Sections (EWS) by amending Articles 15 and 16.</li>
<li>It inserted<a href="/daily-updates/daily-news-analysis/lok-sabha-passes-the-constitution-124th-amendment-bill-2019" target="_blank" rel="noopener"><strong> Article 15 (6) and Article 16 (6).</strong></a></li>
<li>It was enacted to promote the <strong>welfare of the poor</strong> not covered by the 50% reservation policy for SCs, STs and <a href="/daily-updates/daily-news-analysis/extension-to-obc-sub-categorisation-commission" target="_blank" rel="noopener"><strong>Socially and Educationally Backward Classes</strong></a> (SEBC).</li>
<li>It enables both Centre and the states to provide reservation to the EWS of society.</li>
</ul>
</div>
<p><a href="https://indianexpress.com/article/education/no-decision-yet-on-extending-rte-benefits-delhi-hc-pulls-up-govt-7213165/" target="_blank" rel="noopener"><strong>Source:IE</strong></a></p>',
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	(int) 5 => object(Cake\ORM\Entity) {

		'article_id' => (int) 7833,
		'category_id' => (int) 21,
		'title' => 'Karnataka’s Engineering Research & Development Policy',
		'description' => '<h3>Why in News</h3>
<p>Recently, <strong>Karnataka</strong> launched the <strong>country&rsquo;s maiden Engineering Research &amp; Development (ER&amp;D) Policy.</strong></p>
<p><a href="http://www.drishtiias.com/images/uploads/1614766282_image2.jpg" target="_blank" rel="noopener"><strong><img class="content-img" src="http://www.drishtiias.com/images/uploads/1614766282_image2.jpg" width="500" caption="false" style="display: block; margin-left: auto; margin-right: auto;" /></strong></a></p>
<h3>Key Points</h3>
<ul style="list-style-type: square;">
<li><strong>About:</strong><br />
<ul style="list-style-type: circle;">
<li><strong>Key Sectors:</strong><br />
<ul style="list-style-type: disc;">
<li>The new policy identified <strong>five key focus sectors</strong> such as aerospace and defence; auto, auto components and EV; <strong><a href="/daily-updates/daily-news-editorials/biotechnology-sector-in-india" target="_blank" rel="noopener">biotechnology</a>,<a href="/daily-updates/daily-news-editorials/india-s-pharma-sector" target="_blank" rel="noopener"> pharma</a></strong> and medical devices; semiconductors, telecom, and software products.</li>
</ul>
</li>
<li><strong>Skilling:</strong><br />
<ul style="list-style-type: disc;">
<li>The government will <strong>invest in skilling, improve academia and industry collaboration</strong>, and also encourage <a href="/to-the-points/paper3/intellectual-property-rights" target="_blank" rel="noopener"><strong>intellectual properties (IPs)</strong></a> creation locally.</li>
</ul>
</li>
<li><strong>Subsidies:</strong><br />
<ul style="list-style-type: disc;">
<li>It will offer up to <strong>50% reimbursement of rentals up to Rs 2 crore to <a href="/mains/model-essays/multinational-corporations-savior-or-saboteur" target="_blank" rel="noopener">Multi-National Corporation (MNC)</a></strong> entities beyond Bengaluru Urban district.</li>
<li>It will also offer recruitment assistance and up to 20% subsidy up to Rs. 2 crore for investing in the State beyond Bengaluru.</li>
<li>These subsidies will be assessed on case to case basis based on the investment the companies are making and also employment they generate.</li>
</ul>
</li>
<li><strong>Innovation:</strong><br />
<ul style="list-style-type: disc;">
<li>To promote innovation, the government will provide <strong>funding to colleges</strong> for projects and will also <strong>fund the cost of developing industry-oriented courses in the colleges and universities.</strong> This is so that talents are in line with the industry demand.</li>
</ul>
</li>
</ul>
</li>
<li><strong>Aim:</strong><br />
<ul style="list-style-type: circle;">
<li>To prepare the State to make use of the <strong>future opportunities</strong> emanating from this sector.</li>
<li>To <strong>grow Karnataka&rsquo;s contribution</strong>, develop more IPs, and make Karnataka a skilled knowledge capital.</li>
<li>To <strong>attract MNCs</strong> to establish new ER&amp;D centres in the State or expand their existing facilities through subsidies, market the advantages of the ecosystem to global MNCs and <strong>bridging the gap between engineering talent and opportunity.</strong></li>
</ul>
</li>
<li><strong>Need:</strong><br />
<ul style="list-style-type: circle;">
<li>The <strong>ER&amp;D sector in the country</strong> is the fastest growing industry with a <strong>Compound Annual Growth Rate (CAGR) of 12.8%.</strong> <br />
<ul style="list-style-type: disc;">
<li><strong>CAGR</strong> is the <strong>rate of return</strong> that would be required for an investment to grow from its beginning balance to its ending balance, assuming the profits were reinvested at the end of each year of the investment's lifespan.</li>
</ul>
</li>
<li>The <strong>global engineering research and development industry</strong> is expected to reach a spend of <strong>USD 2 trillion by 2025.</strong></li>
<li>There are about 900 global capability centres for ER&amp;D in India and a <strong>significant share of them in Karnataka.</strong></li>
<li>The State government anticipates the policy has the <strong>potential to create over 50,000 jobs in the ER&amp;D space in five years.</strong> <br />
<ul style="list-style-type: disc;">
<li>According to industry apex body <a href="/daily-updates/daily-news-analysis/icann-and-nasscom-collaboration" target="_blank" rel="noopener"><strong>Nasscom</strong></a>, ER&amp;D has the potential to become a <strong>USD 100-billion industry</strong> in the country in the <strong>next five years.</strong></li>
</ul>
</li>
<li><strong>Linkage between Digital Engineering and <a href="/loksabha-rajyasabha-discussions/in-depth-industrial-revolution-4-0" target="_blank" rel="noopener">Industry 4.0</a></strong>, which reflects in the form of:<br />
<ul style="list-style-type: disc;">
<li><strong>Digitalized manufacturing operations &amp; automation</strong> in processes and supply chains;</li>
<li><strong>Product-as-a-Service Business Model</strong>, allowing customers to pay for a desired result (instead of the equipment driving the result);</li>
<li><a href="/daily-updates/daily-news-analysis/formulation-of-policy-for-3d-printing" target="_blank" rel="noopener"><strong>Additive Manufacturing</strong></a>, which can deconstruct the tedious production processes engaged for complex parts and enhance their functional performance.</li>
</ul>
</li>
</ul>
</li>
</ul>
<p><a href="https://www.thehindu.com/news/national/karnataka/karnataka-launches-indias-first-erd-policy/article33974154.ece" target="_blank" rel="noopener"><strong>Source:TH</strong></a></p>',
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		'article_id' => (int) 7820,
		'category_id' => (int) 21,
		'title' => 'Review of Rashtriya Uchchatar Shiksha Abhiyan',
		'description' => '<h3>Why in News</h3>
<p>The <strong>Union Education Minister</strong> chaired a <strong>review meeting on<a href="/daily-updates/daily-news-analysis/rashtriya-uchchatar-shiksha-abhiyan" target="_blank" rel="noopener"> Rashtriya Uchchatar Shiksha Abhiyan (RUSA).</a></strong></p>
<h3>Key Points</h3>
<ul style="list-style-type: square;">
<li><strong>About the Rashtriya Uchchatar Shiksha Abhiyan:</strong><br />
<ul style="list-style-type: circle;">
<li><strong>Aim:</strong> It aims at providing<strong> strategic funding to higher education</strong> institutions throughout the country.<br />
<ul style="list-style-type: disc;">
<li>The scheme is being operated in mission mode for<strong> funding state universities and colleges</strong> to achieve the aims of <strong>equity, access and excellence.</strong></li>
</ul>
</li>
<li><strong>Funding:</strong> It is a <a href="/daily-updates/daily-news-analysis/proposal-to-hike-monthly-pensions" target="_blank" rel="noopener"><strong>centrally sponsored scheme</strong></a> launched in October 2013.<br />
<ul style="list-style-type: disc;">
<li>Since 2016-17, the government has spent an average of Rs. 1,500 crore every year on RUSA.</li>
</ul>
</li>
<li><strong>Objectives:</strong><br />
<ul style="list-style-type: disc;">
<li>Improve the<strong> overall quality of state institutions</strong> by conforming to the prescribed norms and standards.</li>
<li><strong>Adoption of accreditation</strong> (certification of competency) as a mandatory quality assurance framework.</li>
<li><strong>Promoting autonomy</strong> in state universities and improving governance in institutions.</li>
<li>Ensure <strong>reforms in the affiliation, academic and examination system.</strong></li>
<li>Ensure<strong> adequate availability of quality faculty</strong> in all higher educational institutions and ensure capacity building at all levels of employment.</li>
<li>Create an <strong>enabling atmosphere for research</strong> in the higher education system.</li>
<li><strong>Correct regional imbalances</strong> in access to higher education by setting up institutions in unserved and underserved areas.</li>
<li>Improve<strong> equity in higher education</strong> by providing adequate opportunities to the disadvantaged.</li>
</ul>
</li>
</ul>
</li>
<li><strong>Highlights of the Meeting:</strong><br />
<ul style="list-style-type: circle;">
<li><strong>Gross Enrolment Ratio (GER):</strong> Need to draw plans on educating additional 3.5 crore students to increase GER to 50% by 2035. <br />
<ul style="list-style-type: disc;">
<li><strong>GER:</strong> <br />
<ul style="list-style-type: disc;">
<li><strong>India's higher education enrollment</strong> is calculated in terms of GER, which is the ratio of population in the 18-23 age group to the number of people enrolled in higher education.</li>
<li>According to<a href="/daily-updates/daily-news-analysis/aishe-2019#:~:text=According%20to%20the%20All%2DIndia,total%20enrolment%20in%20higher%20education." target="_blank" rel="noopener"><strong> All India Survey on Higher Education (AISHE)</strong></a>, the GER in higher education has increased from 25.8% in 2017-18 to 26.3% in 2018-19, while in absolute terms the enrolment increased from 3.66 crores to 3.74 crore students.</li>
</ul>
</li>
</ul>
</li>
<li><strong>Focus on Local Skills:</strong> A total of 7 crore students with employable skills that suit local conditions should pass out from colleges and Universities. Education should lead to local employment. Education in Degree College should be aligned with the <a href="/daily-updates/daily-news-analysis/pm-formalization-of-micro-food-processing-enterprises-scheme#:~:text=One%20District%20One%20Product%20(ODOP,widely%20produced%20in%20an%20area." target="_blank" rel="noopener"><strong>&ldquo;One district one product (ODOP)&rdquo;</strong></a> plan.</li>
<li><strong>Monitoring:</strong> The <a href="/daily-updates/daily-news-analysis/ukieri-ugc-higher-education-leadership-development-programme" target="_blank" rel="noopener"><strong>University Grants Commission</strong></a> will monitor the progress of work done by Institutions which received funding under the RUSA Scheme.</li>
</ul>
</li>
</ul>
<p><a href="https://pib.gov.in/PressReleseDetailm.aspx?PRID=1701735" target="_blank" rel="noopener"><strong>Source: PIB</strong></a></p>',
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	(int) 7 => object(Cake\ORM\Entity) {

		'article_id' => (int) 7760,
		'category_id' => (int) 21,
		'title' => 'IIT Council’s Recommendations',
		'description' => '<h3>Why in News</h3>
<p>Recently, the <strong>Institute of Technology (IIT)</strong> Council has constituted four working groups to look at greater <strong>autonomy for the IITs.</strong></p>
<ul style="list-style-type: square;">
<li>The decision is in line with the <a href="/daily-updates/daily-news-analysis/national-education-policy-2020" target="_blank" rel="noopener"><strong>National Education Policy</strong></a> recommendation.</li>
<li>The IITs are seeking autonomy <strong>on the lines of what was granted to the Indian Institutes of Management (IIMs).</strong></li>
</ul>
<h3>Key Points</h3>
<ul style="list-style-type: square;">
<li><strong>About :</strong><br />
<ul style="list-style-type: circle;">
<li><strong>Members and Head:</strong><br />
<ul style="list-style-type: disc;">
<li>The IIT Council is <strong>headed by the Education Minister.</strong></li>
<li>It includes the <strong>directors of all IITs</strong>, and the chairs of each <strong>IIT&rsquo;s Board of Governors (BoG).</strong></li>
</ul>
</li>
<li><strong>Objective:</strong><br />
<ul style="list-style-type: disc;">
<li>It is meant to <strong>advise</strong> on admission standards, duration of courses, degrees and other academic distinctions.</li>
<li>It <strong>lays down policy</strong> regarding cadre, methods of recruitment and conditions of service of employees of all IITs.</li>
</ul>
</li>
</ul>
</li>
<li><strong>Working Groups of the Council:</strong><br />
<ul style="list-style-type: circle;">
<li><strong>Group-1:&nbsp;</strong>Graded Autonomy, Empowered &amp; accountable BoG and Director.</li>
<li><strong>Group-2:</strong> Grooming distinguished academics for directorship of IITs.</li>
<li><strong>Group-3:</strong> Reform and restructuring of Academic Senate.</li>
<li><strong>Group-4:</strong> Innovative funding mechanisms.</li>
</ul>
</li>
<li><strong>Other Recommendations:</strong><br />
<ul style="list-style-type: circle;">
<li><strong>Use of Technology:</strong><br />
<ul style="list-style-type: disc;">
<li>To constitute a<strong> task force to review use of technology</strong> at all IITs and also to accelerate deployment of digital tools,<br />
<ul style="list-style-type: disc;">
<li>Such as <a href="/loksabha-rajyasabha-discussions/in-depth-artificial-intelligence" target="_blank" rel="noopener"><strong>Blockchain, AI (Artificial intelligence)</strong></a>, <strong>ML (machine learning),</strong> and <a href="/daily-updates/daily-news-analysis/edge-computing" target="_blank" rel="noopener"><strong>Cloud Computing.</strong></a></li>
</ul>
</li>
</ul>
</li>
<li><strong>Reducing Staff:</strong><br />
<ul style="list-style-type: disc;">
<li><strong>Cutting IIT staff strength</strong> to lower levels.<br />
<ul style="list-style-type: disc;">
<li>The IITs currently function so that for every ten students, there is one faculty member. And for <strong>every ten faculty, they have pre-approval for 11 staff.</strong></li>
</ul>
</li>
</ul>
</li>
<li><strong>Research and Development Fair:</strong><br />
<ul style="list-style-type: disc;">
<li>To organise an <strong>IIT research and development fair</strong> to showcase the quality research work being done by IITs to the industries.</li>
</ul>
</li>
<li><strong>Development Plans:</strong><br />
<ul style="list-style-type: disc;">
<li>Asked the IITs to <strong>develop Institute Development Plans to improve the mobility of faculty between institution</strong> and industry to promote research collaborations.</li>
</ul>
</li>
</ul>
</li>
<li><strong>Need of Autonomy:</strong><br />
<ul style="list-style-type: circle;">
<li><strong>Better Decision Making:</strong><br />
<ul style="list-style-type: disc;">
<li>Administrative and financial autonomy helps institutes to take a <strong>valuable decision for the benefit of students and the organisation.</strong> <br />
<ul style="list-style-type: disc;">
<li>In the absence of autonomy, most decisions are taken by bureaucrats, who lack the technical knowledge needed to decide for technical institutes.</li>
</ul>
</li>
<li>Constructive decisions can be taken only by academicians and experts, while <strong>IITs do not enjoy complete autonomy, they have partial freedom.</strong></li>
<li>Recently, <strong>an expert panel,</strong> appointed to recommend measures to better implement reservations at IITs, has proposed that <strong><a href="/daily-updates/daily-news-analysis/recommendations-on-reservation" target="_blank" rel="noopener">IITs should be exempted from caste reservations for faculty appointments as they are institutes of national importance.</a><br /></strong></li>
</ul>
</li>
<li><strong>Improved Responsibility:</strong><br />
<ul style="list-style-type: disc;">
<li><strong>Lack of autonomy</strong> not only permits interference, but also creates <strong>divided responsibility</strong>, which inevitably leads to maintenance of the status quo, which in today&rsquo;s India is not desirable.</li>
<li>With autonomy these institutes would <strong>have full control on their policies and operations</strong>, as well as <strong>have full responsibility</strong> for what value they provide.</li>
</ul>
</li>
</ul>
</li>
</ul>
<p><a href="https://www.thehindu.com/news/national/iit-council-sets-up-panels-for-more-autonomy/article33906723.ece" target="_blank" rel="noopener"><strong>Source:TH</strong></a></p>',
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	(int) 8 => object(Cake\ORM\Entity) {

		'article_id' => (int) 7746,
		'category_id' => (int) 21,
		'title' => 'International Mother Language Day  ',
		'description' => '<h3>Why in News</h3>
<p>Every year, the <a href="/important-institutions/drishti-specials-important-institutions-international-institution/unesco-5#:~:text=UNESCO,-30%20Apr%202020&amp;text=United%20Nations%20Educational%2C%20Scientific%20and,Education%2C%20the%20Sciences%20and%20Culture.&amp;text=Three%20UNESCO%20member%20states%20are,Islands%2C%20Niue%2C%20and%20Palestine." target="_blank" rel="noopener"><strong>United Nations Educational, Scientific and Cultural Organization (UNESCO)</strong></a> celebrates <strong>21<sup>st</sup> February as International Mother Language Day</strong> to promote mother tongue-based multilingual education.</p>
<ul style="list-style-type: square;">
<li>The theme of the 2021 celebrations, &ldquo;Fostering multilingualism for inclusion in education and society,&rdquo; recognizes that languages and multilingualism can advance inclusion, and the <a href="/to-the-points/paper3/sustainable-development-3" target="_blank" rel="noopener"><strong>Sustainable Development Goals</strong></a> focus on leaving no one behind.</li>
<li>The world has over 7,000 languages whereas India alone has about 22 officially recognized languages, 1635 mother tongues, and 234 identifiable mother tongues.</li>
</ul>
<h3>Key Points</h3>
<ul style="list-style-type: square;">
<li><strong>About the International Mother Language Day:</strong><br />
<ul style="list-style-type: circle;">
<li>UNESCO declared 21<sup>st</sup> February as International Mother Language Day <strong>in 1999</strong> and World has been celebrating the same since 2000. The day <strong>also commemorates a long struggle by Bangladesh to protect its mother language Bangla.</strong></li>
<li>The resolution to mark 21st February as the International Mother Language Day was <strong>suggested by Rafiqul Islam</strong>, a Bangladeshi living in Canada. He proposed the said date to commemorate the <strong>1952 killings in Dhaka during the <a href="/loksabha-rajyasabha-discussions/in-depth-international-mother-language-day" target="_blank" rel="noopener">Bangla Language Movement.</a></strong></li>
<li>The initiative is aimed at preserving and promoting mother languages. The aim is to protect the diverse culture and intellectual heritage of different regions of the world.</li>
</ul>
</li>
<li><strong>Related Data:</strong><br />
<ul style="list-style-type: circle;">
<li>According to the United Nations (UN), <strong>every two weeks, a language disappears</strong> and the world loses an entire cultural and intellectual heritage.<br />
<ul style="list-style-type: disc;">
<li>Due to globalization, the rush for learning foreign languages for better job opportunities is a major reason behind the disappearance of mother languages.</li>
</ul>
</li>
<li>At least <strong>43% of the estimated 6000 languages spoken in the world are endangered.</strong></li>
<li>Only a few hundred languages have been genuinely given a place in education systems and public domain. Also, 40% of the global population does not have access to education in a language they speak or understand.</li>
<li><strong>Less than a hundred languages are used in the digital world.</strong></li>
</ul>
</li>
<li><strong>Global Efforts for Protection of Languages:</strong><br />
<ul style="list-style-type: circle;">
<li>The UN has designated the period between <strong>2022 and 2032 as the International Decade of Indigenous Languages.</strong> <br />
<ul style="list-style-type: disc;">
<li>Earlier, the <a href="/important-institutions/drishti-specials-important-institutions-international-institution/united-nations-1" target="_blank" rel="noopener"><strong>United Nations General Assembly</strong></a> had proclaimed 2019 as the International Year of Indigenous Languages (IYIL).</li>
</ul>
</li>
<li>The <strong>Yuelu Proclamation, made by UNESCO at Changsha (China)</strong> in 2018, plays a central role in guiding the efforts of countries and regions around the world to protect linguistic resources and diversity.</li>
</ul>
</li>
<li><strong>India&rsquo;s Initiatives:</strong><br />
<ul style="list-style-type: circle;">
<li>The recently announced <a href="/daily-updates/daily-news-analysis/national-education-policy-2020" target="_blank" rel="noopener"><strong>National Education Policy 2020</strong></a> has given maximum attention to the development of mother tongues.<br />
<ul style="list-style-type: disc;">
<li>The policy recommends that as far as possible, the medium of instruction shall be, at least till class 5, (preferably up to grade 8 and beyond) mother tongue / vernacular / regional language.</li>
<li>Instructions in mother tongue empowers students with the subject and language of their choice. It will help in building a truly multilingual society in India, improve attendance and learning outcomes, and the ability to learn new languages.</li>
</ul>
</li>
<li><strong>The Commission for Scientific and Technical Terminology (CSTT)</strong> is providing publication grants towards the publications of University Level Books in regional languages.<br />
<ul style="list-style-type: disc;">
<li>It was established in 1961 to evolve technical terminology in all Indian Languages.</li>
</ul>
</li>
<li>The <strong>National Translation Mission (NTM)</strong> is being implemented through the Central Institute of Indian Languages (CIIL), Mysore under which the text books of various subjects prescribed in Universities and Colleges are being translated in all languages of the Eighth Schedule.</li>
<li><a href="/daily-updates/daily-news-analysis/protection-and-preservation-of-endangered-language"><strong>&ldquo;Protection and Preservation of Endangered Languages&rdquo;</strong></a> scheme for conservation of threatened languages.</li>
<li>The<a href="/daily-updates/daily-news-analysis/sc-decision-on-ugc-guidelines-on-conduct-of-examinations" target="_blank" rel="noopener"><strong> University Grants Commission (UGC)</strong></a> also promotes regional languages in higher education courses in the country and supports nine Central Universities under the scheme &ldquo;Establishment of Centre for Endangered Languages in Central Universities&rdquo;.</li>
<li>Other Initiatives by the Government of India include the <strong>Bharatavani project</strong> and the proposed setting up of a <strong>Bharatiya Bhasha Vishwavidyalaya (BBV).</strong><br />
<ul style="list-style-type: disc;">
<li>Further, the Vice President has highlighted other areas for the use of local languages, i.e. in administration, court proceedings, higher and technical education, etc.</li>
</ul>
</li>
<li>Recently, an initiative <a href="/daily-updates/daily-news-analysis/namath-basai-kerala" target="_blank" rel="noopener"><strong>Namath Basai</strong></a> by Kerala State Government has proved to be very beneficial in educating children from tribal areas by adopting vernacular languages as medium of instruction.</li>
<li>Google&rsquo;s Project <strong>Navlekha</strong> uses technology to protect mother language. The project is aimed at increasing the online content in Indian local languages.</li>
</ul>
</li>
</ul>
<div class="border-bg">
<p><strong>Related Constitutional and Legal Provisions</strong></p>
<ul style="list-style-type: square;">
<li><strong>Article 29 of the Constitution (Protection of interests of minorities)</strong> gives all citizens right to conserve their language and prohibits discrimination on the basis of language.</li>
<li><strong>Article 120 (Language to be used in Parliament)</strong> provides for use of Hindi or English for transactions of Parliament but gives the right to members of Parliament to express themselves in their mother tongue.</li>
<li><strong>Part XVII of the Indian Constitution deals with the <a href="/daily-updates/daily-news-analysis/bill-to-change-stature-of-official-languages" target="_blank" rel="noopener">official languages</a> in Articles 343 to 351.</strong><br />
<ul style="list-style-type: circle;">
<li><strong>Article 350A (Facilities for instruction in mother-tongue at primary stage)</strong> provides that it shall be the endeavour of every State and of every local authority within the State to provide adequate facilities for instruction in the mother-tongue at the primary stage of education to children belonging to linguistic minority groups.</li>
<li><strong>Article 350B (Special Officer for linguistic minorities):</strong> The President should appoint a special officer for linguistic minorities to investigate all matters relating to the constitutional safeguards for linguistic minorities and to report to him. The President should place all such reports before the Parliament and send to the state government concerned.</li>
</ul>
</li>
<li><a href="/daily-updates/daily-news-editorials/one-nation-one-language" target="_blank" rel="noopener"><strong>The Eighth Schedule</strong></a> recognises following 22 languages: Assamese, Bengali, Gujarati, Hindi, Kannada, Kashmiri, Konkani, Malayalam, Manipuri, Marathi, Nepali, Oriya, Punjabi, Sanskrit, Sindhi, Tamil, Telugu, Urdu, Bodo, Santhali, Maithili and Dogri.</li>
<li><strong>Right to Education (RTE) Act, 2009</strong> says that the medium of instruction shall, as far as practicable, be in a child&rsquo;s mother tongue.</li>
</ul>
</div>
<p><a href="https://pib.gov.in/PressReleseDetailm.aspx?PRID=1699792" target="_blank" rel="noopener"><strong>Source: PIB</strong></a></p>',
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	(int) 9 => object(Cake\ORM\Entity) {

		'article_id' => (int) 7699,
		'category_id' => (int) 15,
		'title' => 'The Big Picture: Bare Necessities Index',
		'description' => '<p style="text-align: center;"><iframe width="560" height="315" src="https://www.youtube.com/embed/KsO0iam8o5o" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="allowfullscreen" data-mce-fragment="1"></iframe></p>
<h3>Why in News?</h3>
<ul style="list-style-type: square;">
<li>Despite the widespread efforts and improvements, inequalities in access to <strong>bare necessities</strong> like <strong>drinking water, sanitation, hygiene and housing conditions</strong> continue to exist between urban and rural India.
<ul style="list-style-type: circle;">
<li>The above inference is drawn from the <a href="/daily-updates/daily-news-analysis/highlights-of-economic-survey-2021" target="_blank" rel="noopener"><strong>Economic Survey for 2020-21</strong></a> in its newly constructed <strong>&ldquo;Bare Necessities Index&rdquo; (BNI).</strong></li>
</ul>
</li>
</ul>
<h3>Key Points</h3>
<ul style="list-style-type: square;">
<li>The BNI is built on the idea of <strong>Thalinomics</strong> in the <a href="/daily-updates/daily-news-analysis/economic-survey-2019-20-highlights" target="_blank" rel="noopener"><strong>Economic Survey for 2019-20</strong></a>, through which it had sought to examine the access to food in the country.</li>
<li>The Economic Survey (2020-21) has underlined the <strong>need to focus on reducing variations in the access to bare necessities across states,</strong> between rural and urban areas, and between income groups.</li>
<li>With us moving to a completely digital era, the <strong>bare necessities are no more confined to &ldquo;Roti, Kapda aur Makan&rdquo;</strong> but goes beyond it.</li>
<li><strong>Access to technology; smartphones, internet</strong> and connectivity with the whole nation are the <strong>newly added bare necessities</strong> to go hand in hand with the world.</li>
</ul>
<div class="border-bg">
<p><strong>Thalinomics</strong></p>
<ul style="list-style-type: square;">
<li>In the 2019-20 Economic Survey, Thalinomics was introduced to make an <strong>attempt to relate economics to the common person using something that an individual encounters every day -</strong> a plate of food i.e a Thali.</li>
<li>Affordability of Thalis vis-&agrave;-vis a day&rsquo;s pay of a worker has<strong> improved over time,</strong> indicating improved welfare of the common person.</li>
</ul>
</div>
<h3>Bare Necessities Index</h3>
<ul style="list-style-type: square;">
<li>The <strong>Bare Necessities Index (BNI)</strong> is based on the large annual household survey data.
<ul style="list-style-type: circle;">
<li>It is constructed using suitable indicators and methodology at district level for all/targeted districts.</li>
</ul>
</li>
<li>The BNI summarises<strong> 26 indicators on five dimensions -</strong> water, sanitation, housing, micro-environment, and other facilities and has been created for all states for 2012 and 2018 using NSO data.</li>
<li>The index classifies areas on three levels of access- <strong>high, medium, low</strong> to bare necessities.</li>
<li><strong>Utility of data:</strong>
<ul style="list-style-type: circle;">
<li>To check inter state disparities or a progress of a particular state over time.</li>
<li>To check the efficacy of policies/ schemes implemented to meet these bare necessities.</li>
</ul>
</li>
<li><strong>Improvement in bare necessities:</strong>
<ul style="list-style-type: circle;">
<li>Bare necessities have improved across all States in the country in 2018 as compared to 2012.</li>
<li>Increase in equity is noteworthy as the rich can access private options for public goods.</li>
</ul>
</li>
</ul>
<p><strong>Steps taken to Provide the Bare Necessities</strong></p>
<ul style="list-style-type: square;">
<li><a href="/daily-updates/daily-news-analysis/pradhan-mantri-awas-yojana-grameen-behind-target" target="_blank" rel="noopener"><strong>Pradhan Mantri Awas Yojana</strong></a> and <a href="/daily-updates/daily-news-analysis/saubhagya-scheme" target="_blank" rel="noopener"><strong>Saubhaggya yojana</strong> </a>for housing.</li>
<li><a href="/daily-updates/daily-news-analysis/ayushman-bharat-pm-jay-sehat-jk" target="_blank" rel="noopener"><strong>PM-JAY</strong></a> and <a href="/daily-updates/daily-news-analysis/national-health-mission-and-janani-suraksha-yojana" target="_blank" rel="noopener"><strong>National Health Mission</strong></a> for the health sector.
<ul style="list-style-type: circle;">
<li>Increased allocations for some of the bare necessities in the <a href="/daily-updates/daily-news-analysis/budget-2021-highlights-health-and-wellbeing" target="_blank" rel="noopener"><strong>budget 2020-21</strong></a> such as the health.</li>
</ul>
</li>
<li><a href="/current-affairs-news-analysis-editorials/news-analysis/18-05-2020#:~:text=Government%20will%20launch%20PM%20eVIDYA,one%20nation%2C%20one%20digital%20platform)" target="_blank" rel="noopener"><strong>PM eVIDYA</strong></a>, <a href="/daily-updates/daily-news-analysis/swayam-and-swayam-prabha" target="_blank" rel="noopener"><strong>Swayam Massive Open Online Courses (MOOCs)</strong></a> and <a href="/daily-updates/daily-news-analysis/pragyata-guidelines-on-digital-education" target="_blank" rel="noopener"><strong>PRAGYATA</strong></a> in the educational sector.</li>
<li><a href="/daily-updates/daily-news-analysis/measures-on-atmanirbhar-bharat-3-0" target="_blank" rel="noopener"><strong>Aatmanirbhar Bharat Rozgar Yojana</strong></a>: It is aimed at incentivising the creation of new employment opportunities during the<a href="/daily-updates/daily-news-analysis/coronavirus-disease-named-covid-19#:~:text=The%20World%20Health%20Organisation%20(WHO,31st%20December%2C%202019)." target="_blank" rel="noopener"> <strong>Covid-19</strong></a> economic recovery phase.</li>
<li><a href="/daily-updates/daily-news-analysis/sdg-india-index-by-niti-ayog#:~:text=The%20index%20documents%20the%20progress,which%20covered%20only%2013%20goals" target="_blank" rel="noopener"><strong>Niti Aayog Sustainable Development Goals Index</strong></a>: The index documents the progress made by India&rsquo;s States and Union Territories towards achieving the 2030 SDG targets.</li>
</ul>
<h3>Issues Associated</h3>
<p><strong>Internet Facility as a Bare Necessity</strong></p>
<ul style="list-style-type: square;">
<li>During the pandemic, besides the bare necessities, the <strong>biggest need was found to be the internet and smartphones,</strong> whether it was about working from home, or attending online classes.
<ul style="list-style-type: circle;">
<li>Most people were able to afford smartphones and the internet, but those who couldn&rsquo;t afford them, were found to be in a very deprived situation.</li>
</ul>
</li>
<li>Internet facilities and access to smartphones is a necessity in the present that has not been taken into account while preparing the list of bare necessities.
<ul style="list-style-type: circle;">
<li>To catch up with everyone else in this electronic world, the people who are devoid of these necessities need more uplift than just food and housing.</li>
</ul>
</li>
<li>Lack of equal internet access is not only a huge inequality in the education sector, but also in the health sector.
<ul style="list-style-type: circle;">
<li>With the increasing use of<strong> telemedicines, e-skilling, e-governance and e-education,</strong> not being provided with the internet facility, a major part of India will continue to be a laggard in this electronic world.</li>
</ul>
</li>
<li>Kerala which has an enormous <a href="/to-the-points/paper3/public-distribution-system-1" target="_blank" rel="noopener"><strong>Public Distribution System</strong></a>, still there children can be found facing several difficulties due to lack of internet access.
<ul style="list-style-type: circle;">
<li>Food, oil and unemployment allowance are provided to them by the government, but the internet is not included in the list.</li>
</ul>
</li>
</ul>
<p><strong>Multiplicity of Schemes</strong></p>
<ul style="list-style-type: square;">
<li>There are about<strong> 250-300 poverty alleviation schemes</strong> launched by central and state government at the district level which are<strong> almost similar in nature.</strong>
<ul style="list-style-type: circle;">
<li>This multiplicity of schemes is very infructuous.</li>
</ul>
</li>
<li>This<strong> brings inefficiency</strong> within the effective functioning of schemes and <strong>opens windows for corruption.</strong></li>
</ul>
<h3>Way Forward</h3>
<ul style="list-style-type: square;">
<li><strong>Framing the policies keeping in mind the future needs and possibilities:</strong> The schemes shall be futuristic keeping in mind that the idea of bare necessities have changed over the years and will definitely change even more for the upcoming generation.</li>
<li><strong>Digital education aspect:</strong> One of the easiest ways is to target the younger, school-going generation and take into account what they need so that they get equal access to education.
<ul style="list-style-type: circle;">
<li><a href="/loksabha-rajyasabha-discussions/in-depth-digital-india" target="_blank" rel="noopener"><strong>Digital India</strong></a> and <a href="/daily-updates/daily-news-analysis/bharatnet-project" target="_blank" rel="noopener"><strong>Bharat Net</strong></a> must be accelerated.</li>
</ul>
</li>
<li><strong>Discouraging multiplicity of schemes:</strong> The high number of infructuous schemes shall be integrated.
<ul style="list-style-type: circle;">
<li>Quality should be raised instead of quantity, a few but well organised and effective schemes must be preferred over too many schemes creating chaos and confusions.</li>
<li><strong>Convergence of these schemes</strong> is needed, so that the schemes which are not necessary should be done away with.</li>
</ul>
</li>
<li><strong>Keeping the traditional as well as new needs into consideration:</strong> It is not an &lsquo;either this-or that&rsquo; situation, India shall focus on the traditional bare needs along with including smartphones and internet facilities as a basic need to bridge a digital divide in this technological era.
<ul style="list-style-type: circle;">
<li>The newly introduced &ldquo;digital aspect&rdquo; of bare needs must be addressed but the traditional needs must not be compromised, they must be taken into account at a priority basis.</li>
</ul>
</li>
<li><strong>The need of proper health facilities:</strong> The most important traditional bare need is <strong>public health which adheres to sewage and sanitation.</strong>
<ul style="list-style-type: circle;">
<li>A medical condition called <strong>environmental enteropathy</strong> is caused by poor health and sanitation conditions which<strong> infects people&rsquo;s ability to absorb nutrition.</strong></li>
<li>Environmental enteropathy (also called tropical enteropathy) is a<strong> subclinical condition caused by constant fecal-oral contamination</strong> and resulting in blunting of intestinal villi and intestinal inflammation.</li>
<li>Besides, every block hospital should be upgraded, upgradation of the hospitals will ultimately lead to the quantum leap in the health services available at the block level.</li>
</ul>
</li>
</ul>
<h3>Conclusion</h3>
<ul style="list-style-type: square;">
<li>Bare Necessities Index is a <strong>good way to ensure equal access to the bare necessities</strong> across sectors, states and the country.
<ul style="list-style-type: circle;">
<li>It shows that there needs to be a<strong> special focus on public health.</strong></li>
</ul>
</li>
<li>Multiplicity of schemes has to be addressed and integrated; <strong>better synergy shall be there among the centre and states.</strong></li>
<li>The status of basic needs in the country must be improved as it would lead to the growth of the country and bring improvement in the rank of <strong><a href="/daily-updates/daily-news-analysis/human-development-index-undp" target="_blank" rel="noopener">Human development Index (HDI)</a>.</strong></li>
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		'article_id' => (int) 7632,
		'category_id' => (int) 21,
		'title' => 'Parivar Pehchan Patra and Privacy Concerns',
		'description' => '<h3>Why in News</h3>
<p>Recently, there has been a privacy concern with respect to <strong>Haryana's Parivar Pehchan Patra (PPP) Scheme.</strong></p>
<ul style="list-style-type: square;">
<li>Although enrollment under the scheme is voluntary, but the <strong>precondition of linking it</strong> to get the benefit of many essential services has raised serious concerns about the scheme.</li>
</ul>
<h3>Key Points</h3>
<ul style="list-style-type: square;">
<li><strong>Current Issue:</strong><br />
<ul style="list-style-type: circle;">
<li><strong>Contradictory Position:</strong> Although the enrollment under the PPP is<strong> voluntary,</strong> but in case a citizen or a family wishes to apply for a service delivered by the Haryana government, the PPP ID would be <strong>required,</strong> which leaves very little choice before the residents.</li>
<li><strong>Data Abuse:</strong> In the absence of <strong>privacy laws</strong> in India, or any indication of data protection<strong> Standard Operating Procedures</strong> being followed for this exercise, there is strong possibility of<strong> potential abuse</strong> of the data collected under the PPP. <br />
<ul style="list-style-type: disc;">
<li>Moreover, a lot of data which is being sought is well above and beyond what is required for the delivery of a particular service.</li>
</ul>
</li>
</ul>
</li>
<li><strong>Parivar Pehchan Patra (PPP) Scheme:</strong><br />
<ul style="list-style-type: circle;">
<li><strong>Background:</strong> PPP scheme was formally launched in July 2019 to achieve Haryana government&rsquo;s vision for<strong> &lsquo;paperless&rsquo; and &lsquo;faceless&rsquo;</strong> delivery of schemes, services and benefits offered by the state government.<br />
<ul style="list-style-type: disc;">
<li>Under this, each family is considered a<strong> single unit</strong> and gets an <strong>8-digit unique identification number,</strong> called <strong>family ID.</strong></li>
<li>Family IDs are also linked to independent schemes like <strong>scholarships, subsidies and pensions,</strong> so as to ensure consistency and reliability.</li>
<li>It also enables <strong>automatic selection</strong> of beneficiaries of various schemes, subsidies and pensions.</li>
</ul>
</li>
<li><strong>Objective:</strong> The primary objective of <strong>Parivar Pehchan Patra (PPP)</strong> is to create <strong>authentic, verified and reliable data</strong> of all families in Haryana.</li>
</ul>
</li>
<li><strong>Benefits of PPP:</strong><br />
<ul style="list-style-type: circle;">
<li><strong>Family as a Unit:</strong> Union government&rsquo;s<strong> Aadhaar card</strong> contains individual&rsquo;s details and does not cater to the entire family as a unit.<br />
<ul style="list-style-type: disc;">
<li>Although the <strong>ration card system</strong> is there, it is<strong> not updated</strong> and does not contain <strong>adequate family records.</strong></li>
</ul>
</li>
<li><strong>Smooth Service Delivery:</strong> Government services and schemes such as<strong> social security pensions, ration cards and birth, death, caste and income certificates etc.</strong> are being delivered by various departments of the Haryana government through PPP.</li>
<li><strong>Beneficial for Migrant Workers: Registration IDs</strong> are provided to those who live in Haryana but have <strong>not completed residency requirements.</strong><br />
<ul style="list-style-type: disc;">
<li>This enables the State government to provide benefits such as rations from fair price shops, benefits of labour schemes, street vendors&rsquo; support schemes, etc.</li>
</ul>
</li>
</ul>
</li>
</ul>
<div class="border-bg">
<p><strong>PPP vs Aadhaar</strong></p>
<ul style="list-style-type: square;">
<li>While Aadhaar represents an<strong> individual as a unit,</strong> a PPP represents a<strong> family as a unit</strong> and this is where PPP is important because, most of our government schemes are <strong>structured around the family,</strong> not around an <strong>individual.</strong><br />
<ul style="list-style-type: circle;">
<li>For example, <strong>ration eligibility</strong> is there for the family but the family can split it into various members as long as they are above 18 years and say they are separating entitlements for all individuals.</li>
</ul>
</li>
</ul>
</div>
<h3>Way Forward</h3>
<ul style="list-style-type: square;">
<li>The PPP may also be linked to <strong>property records</strong> in the government database of lands and properties to prevent<strong> fraudulent transactions</strong> and<strong> clarify ownership.</strong></li>
<li>Besides, the government should start a<strong> mass campaign</strong> to make people aware about the <strong>schemes and its benefits.</strong></li>
<li>Government should also introduce<strong> measures</strong> to strengthen the security of <strong>data</strong> being collected under the <strong>Parivar Pehchan Patra</strong> (PPP) scheme.</li>
</ul>
<p><a href="https://www.thehindu.com/news/national/other-states/privacy-concerns-over-haryanas-id-scheme/article33763956.ece" target="_blank" rel="noopener"><strong>Source:TH</strong></a></p>',
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		'article_id' => (int) 7604,
		'category_id' => (int) 21,
		'title' => 'Budget 2021 Highlights: Inclusive Development for Aspirational India and Reinvigorating Human Capital',
		'description' => '<h3>Why in News</h3>
<p>Recently, the Finance Minister presented the Union <a href="/to-the-points/paper3/government-budgeting#:~:text=According%20to%20Article%20112%20of,Annual%20Financial%20Statement%20(AFS).&amp;text=The%20economic%20and%20financial%20policy,introduction%20of%20new%20schemes%2Fprojects." target="_blank" rel="noopener"><strong>Budget</strong></a> 2021-22. This was the<strong> first digital budget.</strong></p>
<ul style="list-style-type: square;">
<li>This section deals with the theme <strong>&lsquo;Inclusive Development for Aspirational India and Reinvigorating Human Capital&rsquo;.</strong></li>
</ul>
<h3>Key Points</h3>
<ul style="list-style-type: square;">
<li><strong>Inclusive Development for Aspirational India:</strong><br />
<ul style="list-style-type: circle;">
<li><strong>Agriculture:</strong><br />
<ul style="list-style-type: disc;">
<li>Ensured <a href="/daily-updates/daily-news-analysis/minimum-support-price" target="_blank" rel="noopener"><strong>Minimum Support Price (MSP)</strong></a> at minimum 1.5 times the cost of production across all commodities.</li>
<li><a href="/daily-updates/daily-news-analysis/svamitva-scheme" target="_blank" rel="noopener"><strong>SWAMITVA Scheme</strong></a> to be extended to all States/UTs.</li>
<li><a href="/to-the-points/paper3/operation-greens-ttp-1-1" target="_blank" rel="noopener"><strong>Operation Green Scheme</strong></a> to be extended to 22 perishable products, to boost value addition in agriculture and allied products.</li>
<li>1,000 more mandis to be integrated with the <a href="/daily-updates/daily-news-analysis/mandis-under-e-nam-increased" target="_blank" rel="noopener"><strong>National Agricultural Market (e-NAM)</strong></a> to bring transparency and competitiveness.</li>
<li><a href="/daily-updates/daily-news-editorials/agriculture-produce-to-agriculture-marketing" target="_blank" rel="noopener"><strong>APMCs (agricultural produce market committee)</strong> </a>to get access to the Agriculture Infrastructure Funds for augmenting infrastructure facilities.</li>
</ul>
</li>
<li><strong>Fisheries:</strong><br />
<ul style="list-style-type: disc;">
<li>5 major fishing harbours &ndash; Kochi, Chennai, Visakhapatnam, Paradip, and Petuaghat to be developed as hubs of economic activity.</li>
<li>Multipurpose <strong><a href="/daily-updates/daily-news-analysis/pegasus" target="_blank" rel="noopener">Seaweed</a> Park</strong> in Tamil Nadu to promote seaweed cultivation.</li>
</ul>
</li>
<li><strong>Migrant Workers and Labourers:</strong><br />
<ul style="list-style-type: disc;">
<li><a href="/daily-updates/daily-news-editorials/one-nation-one-ration-card-3" target="_blank" rel="noopener"><strong>One Nation One Ration Card scheme</strong></a> for beneficiaries to claim rations anywhere in the country - migrant workers to benefit the most.</li>
<li><strong>Portal to collect information on unorganized labour force,</strong> migrant workers especially, to help formulate schemes for them.</li>
<li>Implementation of <strong>4 <a href="/loksabha-rajyasabha-discussions/the-big-picture-the-labour-code-bills" target="_blank" rel="noopener">labour codes</a></strong> underway:<br />
<ul style="list-style-type: disc;">
<li><strong>Social security benefits for gig and platform workers</strong> too.</li>
<li><strong>Minimum wages and coverage</strong> under the Employees State Insurance Corporation applicable for all categories of workers.</li>
<li><strong>Women workers</strong> allowed in all categories, including night-shifts with adequate protection.</li>
<li><strong>Compliance burden</strong> on employers reduced with single registration and licensing, and online returns.</li>
</ul>
</li>
</ul>
</li>
<li><strong>Financial Inclusion:</strong><br />
<ul style="list-style-type: disc;">
<li>Under <strong>Stand Up India Scheme</strong> for <a href="/daily-updates/daily-news-editorials/reimagining-the-national-commission-for-scheduled-castes" target="_blank" rel="noopener"><strong>Scheduled Castes</strong> </a>(SC), <a href="/daily-updates/daily-news-analysis/national-commission-for-scheduled-tribes" target="_blank" rel="noopener"><strong>Scheduled Tribes</strong></a> (ST) and women,<br />
<ul style="list-style-type: disc;">
<li>Margin money requirement reduced to 15%.</li>
<li>To also include loans for allied agricultural activities.</li>
</ul>
</li>
</ul>
</li>
</ul>
</li>
<li><strong>Reinvigorating Human Capital:</strong><br />
<ul style="list-style-type: circle;">
<li><strong>School Education:</strong><br />
<ul style="list-style-type: disc;">
<li>15,000 schools to be strengthened by implementing all<a href="/daily-updates/daily-news-editorials/national-education-policy-nep-2020" target="_blank" rel="noopener"><strong> National Education Policy (NEP)</strong> </a>components. Shall act as exemplar schools in their regions for mentoring others.</li>
<li><strong>100 new Sainik Schools</strong> to be set up in partnership with NGOs/private schools/states.</li>
</ul>
</li>
<li><strong>Higher Education:</strong><br />
<ul style="list-style-type: disc;">
<li>Legislation to be introduced to set up the <strong>Higher Education Commission of India</strong> as an umbrella body with 4 separate vehicles for <strong>standard-setting, accreditation, regulation, and funding.</strong></li>
<li>Creation of formal umbrella structure to cover all Government colleges, universities, research institutions in a city for greater synergy.</li>
<li><strong>Central University to come up in Leh</strong> for accessibility of higher education in Ladakh.</li>
</ul>
</li>
<li><strong>Scheduled Castes and Scheduled Tribes Welfare:</strong><br />
<ul style="list-style-type: disc;">
<li>750 <a href="/daily-updates/daily-news-analysis/eklavya-model-residential-and-day-boarding-schools" target="_blank" rel="noopener"><strong>Eklavya model residential schools</strong></a> in tribal areas.</li>
<li>Revamped <a href="/daily-updates/daily-news-analysis/scholarship-schemes-in-india#:~:text=Post%20Matric%20Scholarship%20for%20SCs,government%20and%20Union%20Territory%20administration.&amp;text=The%20scholarship%20is%20available%20for,2%2C50%2C000%20per%20annum%20." target="_blank" rel="noopener"><strong>Post Matric Scholarship Scheme</strong></a> for welfare of SCs.</li>
</ul>
</li>
<li><strong>Skilling:</strong><br />
<ul style="list-style-type: disc;">
<li>Proposed amendment to Apprenticeship Act to enhance opportunities for youth.</li>
<li>Rs. 3000 crore for realignment of existing <strong>National Apprenticeship Training Scheme (NATS)</strong> towards post-education apprenticeship, training of graduates and diploma holders in Engineering.</li>
<li>Initiatives for<strong> partnership with other countries</strong> in skilling to be taken forward, similar to partnership:<br />
<ul style="list-style-type: disc;">
<li><strong>With UAE</strong> to benchmark skill qualifications, assessment, certification, and deployment of certified workforce.</li>
<li><strong>With Japan</strong> for a collaborative <strong>Technical Intern Training Programme (TITP)</strong> to transfer skills, technique and knowledge.</li>
</ul>
</li>
</ul>
</li>
<li><strong>Innovation and Research &amp; Development:</strong><br />
<ul style="list-style-type: disc;">
<li><strong>National Language Translation Mission (NTLM)</strong> to make governance-and-policy related knowledge available in major Indian languages.</li>
<li>PSLV-CS51 to be launched by <a href="/daily-updates/daily-news-analysis/private-sector-participation-in-space#:~:text=Global%20technology%20powerhouse.-,New%20Space%20India%20Limited,of%20the%20Department%20of%20Space." target="_blank" rel="noopener"><strong>New Space India Limited (NSIL)</strong> </a>carrying Brazil&rsquo;s Amazonia Satellite and some Indian satellites.</li>
<li>As part of the<a href="/daily-updates/daily-news-analysis/gaganyaan-6" target="_blank" rel="noopener"><strong> Gaganyaan mission</strong> </a>activities:<br />
<ul style="list-style-type: disc;">
<li>4 Indian astronauts being trained on Generic Space Flight aspects, in Russia.</li>
<li>First unmanned launch is slated for December 2021.</li>
</ul>
</li>
<li>Rs. 4,000 crore over five years for <strong><a href="/daily-updates/daily-news-analysis/digital-ocean" target="_blank" rel="noopener">Deep Ocean Mission</a> survey</strong> exploration and conservation of deep sea biodiversity.</li>
</ul>
</li>
</ul>
</li>
</ul>
<p><a href="https://pib.gov.in/PressReleasePage.aspx?PRID=1693907" target="_blank" rel="noopener"><strong>Source:PIB</strong></a></p>',
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		'article_id' => (int) 7575,
		'category_id' => (int) 21,
		'title' => 'Kala Utsav 2020',
		'description' => '<h3>Why in News</h3>
<p>Recently, Kala Utsav 2020 - an annual function to promote arts in education, was organised by the Ministry of Education.</p>
<h3>Key Points</h3>
<ul style="list-style-type: square;">
<li><strong>About Kala Utsav: </strong><br />
<ul style="list-style-type: circle;">
<li><strong>Ministry Involved:</strong> Kala Utsav is an initiative of the <strong>Ministry of Education (MoE)</strong> to <strong>promote arts in education.</strong> <br />
<ul style="list-style-type: disc;">
<li>This programme <strong>was initiated</strong> under <strong>Rashtriya Madhyamik Shiksha Abhiyan (RMSA),</strong> which has now been merged with other schemes under <a href="/daily-updates/daily-news-analysis/samagra-shiksha" target="_blank" rel="noopener"><strong>&lsquo;Samagra Shiksha &ndash; an integrated scheme for school education&rsquo;.</strong></a></li>
</ul>
</li>
<li><strong>Aim:</strong> Kala Utsav aims at <strong>nurturing and showcasing the artistic talent of school students</strong> at the secondary stage in the country. <br />
<ul style="list-style-type: disc;">
<li><strong>District/State/National Level Utsav</strong> is structured as an<strong> art festival</strong> which includes performances and display of exhibits.</li>
</ul>
</li>
<li><strong>In Accordance with NCF 2005:</strong> <br />
<ul style="list-style-type: disc;">
<li>In the context of education of Arts (Music, Theatre, Dance, Visual Arts and Crafts), the initiative is guided by the recommendations of the <strong>National Curriculum Framework 2005</strong> (NCF-2005).</li>
</ul>
</li>
<li><strong>Importance:</strong> <br />
<ul style="list-style-type: disc;">
<li><strong>Introduction of Indigenous Toys and Games</strong> segment in Kala Utsav 2020 supported the <a href="/current-affairs-news-analysis-editorials/news-editorials/09-06-2020" target="_blank" rel="noopener"><strong>&lsquo;Vocal for Local&rsquo;</strong> </a>initiative.</li>
<li>It is in <strong>sync with the recommendations of <a href="/daily-updates/daily-news-analysis/national-education-policy-2020" target="_blank" rel="noopener">National Education Policy 2020</a></strong> which emphasises the promotion of arts and culture through education.</li>
<li>It <strong>complements the Samagra Shiksha Scheme</strong> by enhancing aesthetics and artistic experiences for<strong> secondary-level students,</strong> which play a major role in creating awareness of <strong>India&rsquo;s rich cultural heritage</strong> and its<strong> vibrant diversity in line with <a href="/current-affairs-news-analysis-editorials/news-analysis/31-10-2018" target="_blank" rel="noopener">&lsquo;Ek Bharat Shreshtha Bharat'</a>.</strong></li>
<li>It enhances the<strong> students' reasoning, comprehensibility, problem solving, cognitive and decisive abilities,</strong> which are helpful in the<strong> all-round development</strong> of the student.</li>
</ul>
</li>
</ul>
</li>
<li><strong>Other Initiatives Taken for Promoting Arts:</strong>
<ul style="list-style-type: circle;">
<li><a href="/daily-updates/daily-news-analysis/kala-sanskriti-vikas-yojana" target="_blank" rel="noopener"><strong>Kala Sanskriti Vikas Yojana</strong></a> (Ministry of Culture).</li>
<li><a href="/daily-updates/daily-news-analysis/draft-national-list-of-intangible-cultural-heritage" target="_blank" rel="noopener"><strong>Scheme for Safeguarding the Intangible Cultural Heritage</strong></a> (Ministry of Culture).</li>
</ul>
</li>
</ul>
<p><a href="https://pib.gov.in/PressReleasePage.aspx?PRID=1692938" target="_blank" rel="noopener"><strong>Source:PIB</strong></a></p>',
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		'article_id' => (int) 7530,
		'category_id' => (int) 22,
		'title' => 'Digital Education: Learning amid the Pandemic',
		'description' => '<div class="border">
<p>This article is based upon <a href="https://timesofindia.indiatimes.com/blogs/the-interviews-blog/digital-education-cannot-substitute-for-real-learning-staring-at-a-screen-learners-only-act-as-remote-receptors-of-whats-beamed/" target="_blank" rel="noopener"><strong>&ldquo;Digital Education cannot Substitute for Real Learning&rdquo;</strong> </a>which was published in The Times of India on 21/01/2021. It talks about how the pandemic has completely shifted the present education system into a digital mode of learning and if it is actually substituting real learning or not.</p>
</div>
<p>The<a href="/daily-updates/daily-news-analysis/coronavirus-disease-named-covid-19" target="_blank" rel="noopener"><strong> Covid-19</strong></a> outbreak has disrupted children&rsquo;s lives, pushed out many, and stalled classes and examinations across the country. To ensure students do not miss out on studies, schools shifted the classes to online mode.</p>
<p>With the <a href="/daily-updates/daily-news-analysis/covid-19-now-pandemic-who" target="_blank" rel="noopener"><strong>pandemic</strong></a> forcing the teaching and learning process to migrate to the online mode, the education system has faced an upheaval like never before. Many of the students have been left clinging to their phones and computer screens.</p>
<p>However, the 2017-18 <strong>National Sample Survey</strong> suggested that less than 15% of rural Indian households have Internet as opposed to 42% of their urban counterparts.</p>
<p>Therefore, this shift to the e-learning system has sparked a debate on whether it helped the students to learn or has impeded their progress, social and emotional well-being, and more importantly if this is indeed education.</p>
<h3>Digital Education</h3>
<ul style="list-style-type: square;">
<li>Digital education is the innovative use of digital tools and technologies during teaching and learning and is often referred to as Technology Enhanced Learning (TEL) or e-Learning. <br />
<ul style="list-style-type: circle;">
<li>Exploring the use of digital technologies gives educators the opportunity to design engaging learning opportunities in the courses they teach, and these can take the form of blended or fully online courses and programs.</li>
</ul>
</li>
</ul>
<p><a href="http://www.drishtiias.com/images/uploads/1611319201_image10.png" target="_blank" rel="noopener"><img class="content-img" src="http://www.drishtiias.com/images/uploads/1611319201_image10.png" style="display: block; margin-left: auto; margin-right: auto;" width="600" caption="false" /></a></p>
<div class="border-bg">
<p><strong>Government Initiatives for Smooth Conduct of E-Learning</strong></p>
<ul style="list-style-type: square;">
<li>Several initiatives have been taken to enable online education in India, such as: <br />
<ul style="list-style-type: circle;">
<li><strong>E-PG Pathshala:</strong> An initiative of the Ministry of Human Resource Development to provide e-content for studies.</li>
<li><a href="/daily-updates/daily-news-analysis/swayam-and-swayam-prabha" target="_blank" rel="noopener"><strong>SWAYAM</strong></a>: it provides for an integrated platform for online courses.</li>
<li><a href="/daily-updates/daily-news-analysis/national-educational-alliance-for-technology-neat-scheme" target="_blank" rel="noopener"><strong>NEAT</strong></a>: It aims to use <a href="/loksabha-rajyasabha-discussions/in-depth-artificial-intelligence" target="_blank" rel="noopener"><strong>Artificial Intelligence</strong></a> to make learning more personalized and customized as per the requirements of the learner</li>
</ul>
</li>
<li>Other initiatives include: <strong>National Project on Technology Enhanced Learning (NPTEL)</strong>, <a href="/mains-practice-question/question-210" target="_blank" rel="noopener"><strong>National Knowledge Network, (NKN)</strong></a>, and National Academic Depository (NAD), among others.</li>
<li><strong>PRAGYATA:</strong> The Ministry of Human Resource Development (MHRD) released guidelines on <a href="/daily-updates/daily-news-editorials/education-in-post-covid-era" target="_blank" rel="noopener"><strong>digital education</strong> </a>titled <a href="/daily-updates/daily-news-analysis/pragyata-guidelines-on-digital-education" target="_blank" rel="noopener"><strong>PRAGYATA.</strong></a> <br />
<ul style="list-style-type: circle;">
<li>Under the PRAGYATA guidelines, only 30 minutes of screen time per day for interacting with parents is recommended for kindergarten, nursery and pre-school.</li>
<li>Schools can hold live online classes for a maximum of 1.5 hours per day for Classes 1-8, and 3 hours per day for Classes 9-12.</li>
</ul>
</li>
</ul>
<p><strong>National Programme on Technology Enhanced Learning</strong></p>
<ul style="list-style-type: square;">
<li>The NPTEL is a project of MHRD initiated by seven Indian Institutes of Technology (IIT), along with the Indian Institute of Science Bangalore.</li>
<li>It was created in 2003 to provide online education.</li>
<li>The aim was to have web and video courses in engineering, sciences, and management.</li>
</ul>
</div>
<h3>Technology as a Saviour</h3>
<ul style="list-style-type: square;">
<li><strong>Flexibility:</strong> Online education enables both the teacher as well as the students to set their own learning pace plus provides the flexibility of setting a schedule that fits everyone&rsquo;s agenda. Consequently, providing a better work-study balance.</li>
<li><strong>A Wide Range of Courses:</strong> In a space as vast and wide as the internet, infinite skills and subjects are there to teach and learn. <br />
<ul style="list-style-type: circle;">
<li>A growing number of universities and higher education schools are coming forward to offer online versions of their programs for various levels and disciplines.</li>
</ul>
</li>
<li><strong>More Cost-Effective than Conventional Learning:</strong> Lesser monetary investment is there with better results. <br />
<ul style="list-style-type: circle;">
<li>With the online mode of learning, the money spent on study materials along with commute charges is considerably less.</li>
</ul>
</li>
<li><strong>A Comfortable Learning Environment:</strong> Online learning allows students to work in the environment that best suits them.</li>
</ul>
<h3>The Other Side of the Coin</h3>
<ul style="list-style-type: square;">
<li><strong>Lack of a Healthy Learning Environment:</strong> Education is not just about classes but interactions, broadening of ideas, and free-flowing open discussions. <br />
<ul style="list-style-type: circle;">
<li>Students learn more from each other while engaging in challenging collective tasks and thinking together.</li>
<li>There is substantial learning that is lost when education goes online. Staring at a screen prevents them from using their mind and acting as remote receptors of what is beamed.</li>
</ul>
</li>
<li><strong>Lack of Technology Access:</strong> Not everyone who can afford to go to school can afford to have phones, computers, or even a quality internet connection for attending classes online.<br />
<ul style="list-style-type: circle;">
<li>Due to this, the mental stress that students have to undergo is very high.</li>
</ul>
</li>
<li><strong>In Contradictory with Right to Education:</strong> Technology is not affordable to all, shifting towards online education completely is like taking away the<a href="/to-the-points/Paper2/right-to-education" target="_blank" rel="noopener"><strong> Right to Education</strong></a> of those who cannot access the technology. <br />
<ul style="list-style-type: circle;">
<li>Moreover, the <a href="/daily-updates/daily-news-analysis/national-education-policy-2020" target="_blank" rel="noopener"><strong>National Education Policy</strong></a> that talks about the digitization of education is also in contradiction with the right to education.</li>
</ul>
</li>
<li><strong>Health - Eye issues:</strong> Younger students, especially in classes 1 to 3 were most likely to suffer from eye-health issues due to staring at the computer or mobile screen for extended periods. <br />
<ul style="list-style-type: circle;">
<li>Other health issues like neck and back pain etc. due to bad posture and lack of movement have been noticed in older students.</li>
</ul>
</li>
</ul>
<h3>Way Forward</h3>
<ul style="list-style-type: square;">
<li><strong>A Multi-Pronged Approach:</strong> Flexible rescheduling the academic timetable and exploring options in collaboration with schools, teachers, and parents for providing access to education to a larger section of students. <br />
<ul style="list-style-type: circle;">
<li>Staggering teacher-student interactions in physical mode with not more than 50% of the total strength attending schools on alternate days.</li>
<li>Giving priority to the less advantaged students who do not have access to e-learning.</li>
<li>Genuine efforts must be invested to ensure every child gets good quality equitable education as a fundamental right.</li>
</ul>
</li>
<li><strong>Making Online Education More Effective:</strong> Shorter but quality discussions rather than long hours of monotonous sitting and one-way communication, should be preferred. <br />
<ul style="list-style-type: circle;">
<li>The teacher&rsquo;s role has to go beyond just being in control of the class to being a facilitator for the transfer of knowledge.</li>
</ul>
</li>
<li><strong>Focussing more on Knowledge Aspect:</strong> Education is not about competence but more about motivation. The students are meant to discover not just cover the syllabus.<br />
<ul style="list-style-type: circle;">
<li>The system should not just heartlessly push the students and teachers in only finishing the course regardless of any gain of knowledge, stress should be upon quality learning and not quantity cramming.</li>
</ul>
</li>
</ul>
<h3>Conclusion</h3>
<p>&lsquo;Equality of Opportunity&rsquo; is one of the basic principles of the Indian Constitution. Shifting to a system that benefits only a section of people and leaves behind the neediest ruins the very notion of this statement.</p>
<p>Moreover, digital education is something where India is not successful yet. There is still a lot to do in terms of checking if students&rsquo; entitlements are not being compromised or in providing meaningful academic curriculum alternatives.</p>
<table border="1" style="border-collapse: collapse; width: 100%;">
<tbody>
<tr>
<td style="width: 100%; border-style: dotted; border-color: #ff0000; background-color: #fbfff0;">
<p><span style="color: #000080;"><em><strong>Drishti Mains Question</strong></em></span></p>
<p>Shifting to the e-learning system has sparked a debate about whether it has made education more inclusive or widened the digital divide. Discuss.</p>
</td>
</tr>
</tbody>
</table>
<p style="text-align: center;"><iframe width="560" height="315" src="https://www.youtube.com/embed/JfmRv-Nj3cM" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="allowfullscreen"></iframe></p>
<p>This editorial is based on <a href="https://economictimes.indiatimes.com/blogs/et-editorials/president-biden-hope-and-responsibility/" target="_blank" rel="noopener"><strong>&ldquo;President Biden: Hope And Responsibility&rdquo;</strong></a> published in The Economic Times on January 21<sup>th</sup>, 2020. Now watch this on our Youtube channel.</p>',
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		'article_id' => (int) 7470,
		'category_id' => (int) 21,
		'title' => 'Pradhan Mantri Kaushal Vikas Yojana 3.0',
		'description' => '<h3>Why in News</h3>
<p>The <strong>Ministry of Skill Development and Entrepreneurship (MSDE)</strong> has launched <strong>Pradhan Mantri Kaushal Vikas Yojana (PMKVY) 3.0,</strong> in a bid to empower India&rsquo;s youth with employable skills by <strong>making over 300 skill courses available</strong> to them.</p>
<h3>Key Points</h3>
<ul style="list-style-type: square;">
<li><strong>Background:</strong><br />
<ul style="list-style-type: circle;">
<li><strong>Skill India Mission</strong> was launched by the government in <strong>2015</strong> under which the flagship scheme Pradhan Mantri Kaushal Vikas Yojana (PMKVY) is run.</li>
<li>It <strong>aims to train over 40 crore people in India in different skills by 2022.</strong> It aims at <strong>vocational training and certification</strong> of Indian youth for a better livelihood and respect in the society.</li>
</ul>
</li>
<li><strong>PMKVY 1.0:</strong><br />
<ul style="list-style-type: circle;">
<li><strong>Launch: India&rsquo;s largest Skill Certification Scheme -<a href="/daily-updates/daily-news-analysis/pradhan-mantri-kaushal-vikas-yojana-pmkvy" target="_blank" rel="noopener"> Pradhan Mantri Kaushal Vikas Yojana (PMKVY)</a></strong> - was launched on 15<sup>th</sup> July, 2015 <a href="/daily-updates/daily-news-analysis/world-youth-skills-day-1" target="_blank" rel="noopener"><strong>(World Youth Skills Day)</strong></a>.</li>
<li><strong>Aim:</strong> To encourage and promote skill development in the country by providing <strong>free short duration skill training</strong> and incentivizing this by providing <strong>monetary rewards to youth for skill certification.</strong></li>
<li><strong>Implementation:</strong> PMKVY is implemented by the <a href="/daily-updates/daily-news-analysis/national-skills-study" target="_blank" rel="noopener"><strong>National Skills Development Corporation (NSDC)</strong></a> under the guidance of the <strong>Ministry of Skill Development and Entrepreneurship (MSDE).</strong></li>
<li><strong>Key Components:</strong> Short Term Training, Special Projects, <a href="/daily-updates/daily-news-analysis/recognition-of-prior-learning-programme" target="_blank" rel="noopener"><strong>Recognition of Prior Learning</strong></a>, Kaushal &amp; Rozgar Mela, etc.</li>
<li><strong>Outcome:</strong> In 2015-16, 19.85 lakh candidates were trained.</li>
</ul>
</li>
<li><strong>PMKVY 2.0:</strong><br />
<ul style="list-style-type: circle;">
<li><strong>Coverage: PMKVY 2016-20</strong> (PMKVY 2.0) was launched by scaling up<strong> both in terms of Sector and Geography</strong> and by <strong>greater alignment with other missions</strong> of the Government of India like <a href="/daily-updates/daily-news-editorials/assessment-of-make-in-india" target="_blank" rel="noopener"><strong>Make in India</strong></a>,<a href="/loksabha-rajyasabha-discussions/in-depth-digital-india" target="_blank" rel="noopener"><strong> Digital India</strong></a>, <a href="/daily-updates/daily-news-analysis/swachh-bharat-mission-urban" target="_blank" rel="noopener"><strong>Swachh Bharat</strong></a>, etc.</li>
<li><strong>Budget:</strong> Rs. 12,000 Crore.</li>
<li><strong>Implementation Through Two Components:</strong><br />
<ul style="list-style-type: disc;">
<li><strong>Centrally Sponsored Centrally Managed (CSCM):</strong> This component was <strong>implemented by National Skill Development Corporation.</strong> 75% of the PMKVY 2016-20 funds and corresponding physical targets have been allocated under CSCM.</li>
<li><strong>Centrally Sponsored State Managed (CSSM):</strong> This component was <strong>implemented by State Governments</strong> through State Skill Development Missions (SSDMs). 25% of the PMKVY 2016-20 funds and corresponding physical targets have been allocated under CSSM.</li>
</ul>
</li>
<li><strong>Outcome:</strong> More than <strong>1.2 Crore youth</strong> have been trained/oriented through an improved standardized skilling ecosystem in the country under PMKVY 1.0 and PMKVY 2.0.</li>
</ul>
</li>
<li><strong>PMKVY 3.0:</strong><br />
<ul style="list-style-type: circle;">
<li><strong>Coverage:</strong> Launched in 717 districts, 28 States/eight UTs, PMKVY 3.0 is a step towards <a href="/daily-updates/daily-news-analysis/atmanirbhar-bharat-and-economic-stimulus" target="_blank" rel="noopener"><strong>&lsquo;Atmnanirbhar Bharat&rsquo;</strong></a>.</li>
<li><strong>Implementation:</strong> It <strong>will be implemented in a more decentralized structure</strong> with greater responsibilities and support from States/UTs and Districts. <br />
<ul style="list-style-type: disc;">
<li>District Skill Committees (DSCs), under the guidance of State Skill Development Missions (SSDM), shall play a key role in addressing the skill gap and assessing demand at the district level.</li>
</ul>
</li>
<li><strong>Features:</strong><br />
<ul style="list-style-type: disc;">
<li>It <strong>envisages training of eight lakh candidates</strong> over a <strong>scheme period of 2020-2021</strong> with an outlay of Rs. 948.90 crore. <br />
<ul style="list-style-type: disc;">
<li>The <strong>729 Pradhan Mantri Kaushal Kendras (PMKKs), empaneled non-PMKK training centres and more than 200 Industrial Training Institutes (ITIs)</strong> under Skill India will be rolling out PMKVY 3.0 training to build a robust pool of skilled professionals.</li>
</ul>
</li>
<li>It will be <strong>more trainee- and learner-centric.</strong> The focus is on bridging the demand-supply gap by <strong>promoting skill development in areas of new-age and <a href="/loksabha-rajyasabha-discussions/in-depth-industrial-revolution-4-0" target="_blank" rel="noopener">Industry 4.0</a> job roles.</strong></li>
<li>It will be <strong>a propagator of vocational education</strong> at an early level for youth to capitalize on industry-linked opportunities.<br />
<ul style="list-style-type: disc;">
<li>The <a href="/daily-updates/daily-news-analysis/national-education-policy-2020" target="_blank" rel="noopener"><strong>National Educational Policy 2020</strong></a> also puts focus on vocational training for a holistic growth and increased employability.</li>
</ul>
</li>
<li>By taking the bottom-up approach to training, it will<strong> identify job roles that have demand at the local level and skill the youth,</strong> linking them to these opportunities <strong>(Vocal for Local).</strong></li>
<li>It will <strong>encourage healthy competition between states</strong> by making available increased allocation to those states that perform better.</li>
</ul>
</li>
</ul>
</li>
</ul>
<p><a href="https://pib.gov.in/PressReleasePage.aspx?PRID=1688836" target="_blank" rel="noopener"><strong>Source: PIB</strong></a></p>',
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		'article_id' => (int) 7373,
		'category_id' => (int) 21,
		'title' => 'School Bag Policy 2020',
		'description' => '<h3>Why in News</h3>
<p>The Directorate of Education has issued a circular asking schools to follow the new<strong> &lsquo;School Bag Policy, 2020&rsquo;</strong> released by the <strong>National Council of Educational Research and Training (NCERT).</strong></p>
<h3>Key Points</h3>
<ul style="list-style-type: square;">
<li><strong>The Circular:</strong><br />
<ul style="list-style-type: circle;">
<li>School teachers should inform the students in advance about the books and notebooks to be brought to school on a particular day and frequently check their bags to<strong> ensure that they are not carrying unnecessary material.</strong></li>
<li>It is the duty and the responsibility of the school management to provide<strong> quality potable water in sufficient quantities</strong> to all the students in the school so that they do not need to carry water bottles from their homes.</li>
</ul>
</li>
<li><strong>About the School Bag Policy 2020:</strong><br />
<ul style="list-style-type: circle;">
<li>It <strong>lays down the guidelines on homework and weight of school bags</strong> for classes I to XII.<br />
<ul style="list-style-type: disc;">
<li><strong>School bags</strong> should <strong>not be more than 10% of the bodyweight of students</strong> across classes I to X and there should be <strong>no bags in pre-primary students.</strong></li>
<li>It recommends <strong>no homework up to class II</strong> and a maximum of two hours per week for classes III to V, one hour a day for classes VI to VIII and two hours a day for classes IX and above.</li>
</ul>
</li>
<li>The Policy will <strong>also require schools to introduce infrastructural changes</strong> as students will not be able to carry many books daily. <br />
<ul style="list-style-type: disc;">
<li>The schools <strong>need to provide lockers</strong> right from preschool to senior secondary to enable children to leave books in school and carry home only what is required.</li>
</ul>
</li>
<li>It adds that the <strong>teachers</strong> should take the <strong>responsibility</strong> of <strong>checking the weight</strong> of school bags of the students <strong>every three months on a day selected for the whole class</strong> and any information about heavy bags should be <strong>communicated to the parents.</strong></li>
<li>It adds that files and<strong> thin/light exercise</strong> books should be preferred to<strong> thick/heavy ones.</strong></li>
</ul>
</li>
<li><strong>Problems of heavy school bags:</strong><br />
<ul style="list-style-type: circle;">
<li>The heavy school bag has <strong>severe/adverse physical effects on growing children</strong> which can cause damage to their<strong> vertebral column</strong> and <strong>knees.</strong></li>
<li>A heavy backpack can pull on the neck muscles contributing to headache, shoulder pain, lower back pain and neck and arm pain.</li>
<li>The <strong>posture of the body</strong> also gets affected to a great extent which in the long term develops imbalances in the body and <strong>affects the health of the nervous system.</strong></li>
</ul>
</li>
</ul>
<div class="border-bg">
<p><strong>NCERT</strong></p>
<ul style="list-style-type: square;">
<li>It is <strong>an autonomous organization under the Ministry of Education (MoE)</strong> which is responsible for:<br />
<ul style="list-style-type: circle;">
<li>Ensuring <strong>qualitative improvement in school education</strong> by undertaking and promoting research in areas related to school education.</li>
<li><strong>Prepare and publish model textbooks,</strong> supplementary material.</li>
<li>Develop and <strong>disseminate innovative educational techniques</strong> and practices.</li>
</ul>
</li>
<li>Act as a<strong> nodal agency</strong> for achieving the goals of <strong>Universalization of Elementary Education.</strong></li>
</ul>
</div>
<p><a href="https://www.thehindu.com/news/cities/Delhi/doe-circular-asks-teachers-to-check-weight-of-school-bags/article33497012.ece#:~:text=The%20weight%20of%20the%20school,for%20Classes%20XI%20and%20XII." target="_blank" rel="noopener"><strong>Source:TH</strong></a></p>',
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	(int) 16 => object(Cake\ORM\Entity) {

		'article_id' => (int) 7359,
		'category_id' => (int) 22,
		'title' => 'Human Development Index',
		'description' => '<div class="border">
<p style="text-align: justify;">This article is based on <a href="https://www.epw.in/journal/2021/1/editorials/three-decades-hdi.html" target="_blank" rel="noopener"><strong>&ldquo;Three Decades of HDI&rdquo;</strong></a> which was published in The Economic &amp; Political Weekly on 02/01/2021. It talks about India's <strong>dismal performance in the Human Development Index.</strong></p>
</div>
<p style="text-align: justify;">The <a href="/current-affairs-news-analysis-editorials/news-analysis/17-12-2020#:~:text=Overall%20Performance%3A%20HDI%20value%20for,%2C%20an%20increase%20of%2050.3%25." target="_blank" rel="noopener"><strong>Human Development Index (HDI)</strong></a>, which combines indicators of <strong>life expectancy, education or access to knowledge and income</strong> or standard of living, captures the level and changes to the quality of life.</p>
<p style="text-align: justify;">The index is the making of two acclaimed economists from Pakistan and India, namely Mahbub ul Haq and Amartya Sen. It was initially launched as an alternative measure to the gross domestic product, as it stresses the centrality of human deve&shy;lop&shy;ment in the growth process.</p>
<p style="text-align: justify;">India has done a seemingly great job in multiplying it&rsquo;s economy many folds, but progress on the HDI front has not been very appealing. The last three decades HDI&rsquo;s data indicate that India has raised its <strong>HDI score at an annual average rate of mere 1.42%.</strong></p>
<p style="text-align: justify;">Therefore, if India has to realise it&rsquo;s the aspiration of becoming a superpower, it must invest to reduce the burden of social and economic disadvantage to vulnerable sections of its population.</p>
<h3 style="text-align: justify;">Progress Made by India</h3>
<ul style="list-style-type: square;">
<li style="text-align: justify;">As the <a href="/daily-updates/daily-news-analysis/human-development-index-undp" target="_blank" rel="noopener"><strong>UNDP&rsquo;s HDR Report 2019</strong></a> notes, India&rsquo;s <strong>gross national income per capita has more than doubled</strong> since 2005, and the number of &ldquo;multidimensionally poor&rdquo; people fell by more than 271 million in the decade since 2005-06.</li>
<li style="text-align: justify;">Additionally, inequalities in &ldquo;basic areas&rdquo; of human development have reduced. For instance, historically marginalised groups are catching up with the rest of the population in terms of educational attainment.</li>
</ul>
<h3 style="text-align: justify;">Reasons For India&rsquo;s Underperformance on HDI</h3>
<p style="text-align: justify;">The 2019 HDI ranks India with a per capita income of $6,681 in the 131<sup>st</sup> position, which is a notch lower than its 130<sup>th</sup> rank in 2018. The malefic effects of deep-rooted societal and economic disadvantages account for a low rank for an economy that is in the global top 6 by size. Following factors can be dubbed as reasons for India&rsquo;s dismal performance in HDI:</p>
<ul style="list-style-type: square;">
<li style="text-align: justify;"><strong>Increasing Income Inequalities:</strong> Income inequalities amplify failings on other HDI indices of human development. Intergenerational income mobility is lower in countries with high-income inequality.
<ul style="list-style-type: circle;">
<li style="text-align: justify;">It manifests at birth and determines access to quality healthcare, education, and opportunities.</li>
<li style="text-align: justify;">Further, there is an increasing trend in income inequality. In India, the income growth of the bottom 40% between 2000 and 2018 (58%) was significantly below the average income growth for the entire population (122%).</li>
</ul>
</li>
<li style="text-align: justify;"><strong>Gender Inequality:</strong> Numbers show female per capita income in India was only 21.8% of that of males, while it was more than double at 49% in other developing countries.
<ul style="list-style-type: circle;">
<li style="text-align: justify;">The meagre per capita income of females in India is mainly because of their exclusion from the labour force.</li>
<li style="text-align: justify;">Only 20.5% of the women in the working-age group were in the labour force, pointing to its dismal <a href="/loksabha-rajyasabha-discussions/the-big-picture-women-in-the-workforce" target="_blank" rel="noopener"><strong>Female Labour Force Participation Rate (LFPR)</strong></a>.</li>
</ul>
</li>
<li style="text-align: justify;"><strong>Cumulative Impact:</strong> The cumulative impact of these factors spills over across generations. It is this intergenerational cycle which denies opportunities to those at the bottom of the pyramid.</li>
</ul>
<h3 style="text-align: justify;">Way Forward</h3>
<ul style="list-style-type: square;">
<li style="text-align: justify;"><strong>Fair Income Distribution:</strong> While the size of economic resources is a key factor affecting human development, the <strong>distribution and allocation</strong> of these resources also play a major role in determining the level of human development.
<ul style="list-style-type: circle;">
<li style="text-align: justify;">Many global case studies show that high growth accompanied by more effective income distribution can help enhance human development, even with moderate social expenditures.</li>
<li style="text-align: justify;">For Example, South Korea and Taiwan improved income distribution through early land reforms.</li>
</ul>
</li>
<li style="text-align: justify;"><strong>Investing in Social Infrastructure:</strong> Universalisation of education and health care could have pulled deprived sections out of the poverty trap.
<ul style="list-style-type: circle;">
<li style="text-align: justify;">Sustaining and improving the quality of life will also depend on policies crafted to handle major emerging challenges such as urbanisation, the housing deficit, access to power, water, education and health care.</li>
</ul>
</li>
<li style="text-align: justify;"><strong>Streamlining of the Finances:</strong> Streamlining the traditional approach of generating new sources of revenue generation, steps like rationalised targeting of subsidies, judicious use of revenues meant for social sector development etc will probably meet the financial requirements needed for improving HDI.</li>
<li style="text-align: justify;"><strong>Good Governance Reforms:</strong> Effective performance evaluation of the projects and activities engaged in the social sector development through innovative methods like outcome budgeting, social auditing and participatory democracy has been known to yield positive results.</li>
<li style="text-align: justify;"><strong>Gender Empowerment:</strong> Government should invest in Gender equality and women&rsquo;s empowerment, as they are integral to human development.</li>
</ul>
<h3 style="text-align: justify;">Conclusion</h3>
<p style="text-align: justify;">India&rsquo;s HDI scores can be substantially enhanced if a politically committed government rolls out inclusive policies that strengthen public health, education and nutrition, and end gender discrimination to usher in a more egalitarian order.</p>
<p style="text-align: center;"><a href="http://www.drishtiias.com/images/uploads/1609832600_04.png" target="_blank" rel="noopener"><img class="content-img" src="http://www.drishtiias.com/images/uploads/1609832600_04.png" width="400" caption="false" /></a></p>
<table border="1" style="border-collapse: collapse; width: 100%;">
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<p style="text-align: justify;"><em><span style="color: #000080;"><strong>Drishti Mains Question</strong></span></em></p>
<p style="text-align: justify;">Strengthening public health, education and nutrition, and ending gender discrimination will usher a more egalitarian order. Comment.</p>
</td>
</tr>
</tbody>
</table>
<p style="text-align: justify;"></p>',
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		'category_id' => (int) 21,
		'title' => 'Smart Classes for Rural Schools',
		'description' => '<h3>Why in News</h3>
<p>Recently,<strong> RailTel</strong> has proposed to the<strong> Ministry of Education</strong> its plan for <strong>equipping rural schools, run by the central government,</strong> with the<strong> ability to hold &lsquo;smart classes&rsquo;.</strong></p>
<h3>Key Points</h3>
<ul style="list-style-type: square;">
<li><strong>About the Proposal:</strong><br />
<ul style="list-style-type: circle;">
<li>The proposal is to<strong> power remote government schools with high-speed broadband</strong> and <strong>create an &ldquo;Internet of Things&rdquo; environment for learning.</strong></li>
<li>The plan is to create <strong>end-to-end e-learning solutions for the schools,</strong> using the <strong>solid Optical Fibre Cable network,</strong> which is the backbone of Indian Railways telecom operations. <br />
<ul style="list-style-type: disc;">
<li>Behind the plan is the education sector&rsquo;s thrust on<strong> leveraging the gains of <a href="/daily-updates/daily-news-analysis/online-education" target="_blank" rel="noopener">e-learning</a></strong> as a mode of instruction, at a time when the<a href="/daily-updates/daily-news-analysis/coronavirus-disease-named-covid-19" target="_blank" rel="noopener"><strong> pandemic</strong></a> has forced teachers and students to migrate to virtual platforms and adopt IT-enabled interactive means for teaching.</li>
</ul>
</li>
<li>The cable network<strong> runs along railway tracks,</strong> and so as far as reach is concerned, there is the <strong>capability to impact rural schools anywhere in India,</strong> including the remotest locations which otherwise may not get reliable Internet. <br />
<ul style="list-style-type: disc;">
<li>RailTel has <strong>already provided such connectivity to 723 institutions of higher learning under the Centre&rsquo;s National Knowledge Network programme,</strong> with broadband speed of up to 10 gigabytes per second.</li>
</ul>
</li>
<li>It would<strong> impact around 3.5 lakh students</strong> who are enrolled in these schools, which are run by the Central government predominantly for meritorious students in rural India.</li>
</ul>
</li>
<li><strong>RailTel:</strong><br />
<ul style="list-style-type: circle;">
<li>It is a<a href="/to-the-points/paper3/sectors-of-indian-economy" target="_blank" rel="noopener"><strong> "Mini Ratna (Category-I)" Central Public Sector Enterprise.</strong></a></li>
<li>It is an ICT (Information and Communication Technology) provider and one of the largest neutral telecom infrastructure providers in the country owning a Pan-India optic fiber network on exclusive Right of Way (ROW - for laying telecom cables) along Railway track. <br />
<ul style="list-style-type: disc;">
<li>The OFC network covers all important towns &amp; cities of the country and several rural areas.</li>
</ul>
</li>
<li>It has been selected for <strong>implementation of various mission-mode projects</strong> for the Government of India including rolling out the <a href="/daily-updates/daily-news-analysis/supercomputer-param-siddhi" target="_blank" rel="noopener"><strong>National Knowledge Network</strong></a>, <a href="/pdf/1594035732-bharatnet-project.pdf" target="_blank" rel="noopener"><strong>Bharat Net</strong></a> and <strong><a href="/daily-updates/daily-news-analysis/challenges-in-telecom-sector-1" target="_blank" rel="noopener">USOF (Universal Service Obligation Fund)</a> funded optical fiber based connectivity project in North East India.</strong></li>
</ul>
</li>
</ul>
<p><a href="https://indianexpress.com/article/india/railtel-proposes-smart-classes-for-rural-schools-run-by-government-7131618/" target="_blank" rel="noopener"><strong>Source: IE</strong></a></p>',
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		'article_id' => (int) 7368,
		'category_id' => (int) 21,
		'title' => 'Satyameva Jayate: Digital Media Literacy',
		'description' => '<h3>Why in News</h3>
<p>The Kerala Government has recently announced a digital media literacy programme called <strong>&lsquo;Satyameva Jayate&rsquo; (Truth alone triumphs) to counter</strong> the menace of <strong>Fake News.</strong></p>
<h3>Key Points</h3>
<ul style="list-style-type: square;">
<li>The programme would be taught at <strong>schools and colleges,</strong> which would be encouraged to <strong>develop curriculum on digital media literacy.</strong></li>
<li><strong>The programme would cover five points :</strong><br />
<ul style="list-style-type: circle;">
<li>What is wrong information.</li>
<li>Why they are spreading fast.</li>
<li>What precautions have to be adopted while using the content of social media.</li>
<li>How those who spread fake news make profit.</li>
<li>What steps can be initiated by citizens.</li>
</ul>
</li>
</ul>
<div class="border-bg">
<p><strong>Satyameva Jayate</strong></p>
<ul style="list-style-type: square;">
<li>Satyameva Jayate (Truth alone triumphs") is a part of a mantra from the Hindu scripture <strong>Mundaka Upanishad.</strong></li>
<li>Following the independence of India, it was adopted as the national motto of India on <strong>26<sup>th</sup> January 1950.</strong></li>
<li>It is inscribed in the <strong>Devanagari script</strong> at the base of the <strong>Lion Capital of Ashoka</strong> and forms an <strong>integral part of the Indian national emblem.</strong></li>
<li>The emblem and the words "Satyameva Jayate" are inscribed on one side of all Indian currency and national documents.</li>
</ul>
</div>
<ul style="list-style-type: square;">
<li><strong>Menace of Fake News:</strong><br />
<ul style="list-style-type: circle;">
<li>Fake news is untrue information presented as news. It often has the aim of <strong>damaging the reputation</strong> of a person or entity, or making money through advertising revenue.</li>
<li>Once common in the print and digital media, the <strong>prevalence of fake news has increased with the rise of social media and messengers.</strong></li>
<li><strong>Political polarization, post-truth politics, confirmation bias, and social media</strong> have been implicated in the spread of fake news.</li>
</ul>
</li>
<li><strong>Threats Posed</strong><br />
<ul style="list-style-type: circle;">
<li>Fake news can reduce the impact of real news by<strong> competing with it.</strong></li>
<li>In India, the spread of fake news has occurred mostly with relation to <strong>political and religious matters.</strong>
<ul style="list-style-type: disc;">
<li>However, misinformation related to Covid-19 pandemic was also widely circulated.</li>
</ul>
</li>
<li>Fake news spread through social media in the country has become a serious problem, with the potential of it resulting in <strong>mob violence.</strong></li>
</ul>
</li>
<li><strong>Countermeasures</strong><br />
<ul style="list-style-type: circle;">
<li><strong>Internet shutdowns</strong> are often used by the government as a way to control social media rumours from spreading.</li>
<li>Ideas such as<strong> linking Aadhaar to social media accounts</strong> have been suggested to the Supreme Court of India by the Attorney General.</li>
<li>In some parts of India like Kannur in Kerala, the government conducted <strong>fake news classes in government schools.</strong></li>
<li>The government is planning to conduct more public-education initiatives to make the population more aware of fake news.</li>
<li>Fact-checking has sparked the creation of <strong>fact-checking websites</strong> in India to counter fake news. For example <strong>Alt News.</strong></li>
<li>Recently, the Supreme Court has asked the Centre to provide information on the <a href="/daily-updates/daily-news-analysis/supreme-court-on-curbing-fake-news" target="_blank" rel="noopener"><strong>existing legal mechanisms to deal</strong> </a>with complaints about the content on television channels. Further it has asked the Centre to create an authority to check fake news and bigotry on air.</li>
</ul>
</li>
</ul>
<h3>Way Forward</h3>
<ul style="list-style-type: square;">
<li>The government must take the initiative to make all sections of the population<strong> aware of the realities of this information war and evolve a consensus to fight this war.</strong> Strict action against the fake news providers.</li>
<li>Government should have an<strong> independent agency</strong> to verify the data being circulated in <strong>social and other media.</strong> The agency should be tasked with presenting real facts and figures.</li>
<li>Social media websites should be <strong>made accountable</strong> for such activities so that it becomes their responsibility to have <strong>better control over the spread of fake news.</strong></li>
<li>The <strong>artificial intelligence technologies,</strong> particularly<strong> machine learning and natural language processing,</strong> might be leveraged to combat the <strong>fake news problem.</strong></li>
<li>Programmes such as above of kerala government need to be replicated in other states to ensure students are<strong> aware of the problem of fake news</strong> and have the <strong>ability to tackle it</strong> and as well as <strong>make their families aware of it.</strong></li>
</ul>
<p><a href="https://indianexpress.com/article/india/kerala/kerala-govt-announces-digital-media-literacy-programme-7129258/" target="_blank" rel="noopener"><strong>Source:IE</strong></a></p>',
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		'article_id' => (int) 7367,
		'category_id' => (int) 21,
		'title' => 'Draft National Science Technology and Innovation Policy, 2020',
		'description' => '<h3>Why in News</h3>
<p>Recently, the draft of the <strong>5<sup>th</sup> National Science Technology and Innovation Policy (STIP)</strong> has been uploaded by the <strong>Department of Science and Technology (DST)</strong> on its website.</p>
<ul style="list-style-type: square;">
<li>This Policy will replace the <a href="/printpdf/science-technology-and-innovation-policy" target="_blank" rel="noopener"><strong>Science Technology and Innovation Policy of 2013</strong></a>.</li>
</ul>
<h3>Key Points</h3>
<ul style="list-style-type: square;">
<li><strong>Aim:</strong><br />
<ul style="list-style-type: circle;">
<li>To bring about <strong>profound changes through short, medium and long-term mission mode projects</strong> by building a nurtured<strong> ecosystem that promotes research and innovation</strong> on the part of both individuals and organizations.</li>
<li>To <strong>identify and address strengths and weaknesses of the Indian Science Technology and Innovation (STI) ecosystem</strong> to catalyse socio-economic development of the country and also make the Indian STI ecosystem globally competitive.</li>
</ul>
</li>
<li><strong>Important Provisions:</strong><br />
<ul style="list-style-type: circle;">
<li><strong>Related to Equity and Inclusion:</strong><br />
<ul style="list-style-type: disc;">
<li><strong>Gender Equality:</strong><br />
<ul style="list-style-type: disc;">
<li>It proposes that at least <strong>30% representation be ensured for women</strong> in all decision-making bodies, as well as <strong>&ldquo;spousal benefits&rdquo; be provided to partners of scientists belonging to the <a href="/to-the-points/Paper2/to-the-point-paper-2-section-377-judgement" target="_blank" rel="noopener">Lesbian, Gay, Bisexual, Transgender, Queer (LGBTQ+) community.</a></strong></li>
<li>The <strong>LGBTQ+ community</strong> should be <strong>included in all conversations</strong> related to <strong>gender equity,</strong> and provisions be made to<strong> safeguard their rights</strong> and promote their representation and retention in the science and technology sector.</li>
</ul>
</li>
<li><strong>Child and Elderly Care:</strong><br />
<ul style="list-style-type: disc;">
<li><strong>Child-care benefits are proposed to be made gender-neutral, </strong>and<strong> flexible work timings and adequate parental leave</strong> are to be offered to cater to maternity, childbirth and child care.</li>
<li>All publicly-funded research institutions and universities will be asked to provide <strong>day-care centres for children of employees, and also have a provision for elderly care.</strong></li>
</ul>
</li>
<li><strong>For Disabled:</strong><br />
<ul style="list-style-type: disc;">
<li>For the <strong>benefit of <a href="/daily-updates/daily-news-editorials/persons-with-disabilities-2" target="_blank" rel="noopener">people with disabilities</a></strong>, the policy asks all publicly-funded scientific institutions to make<strong> &ldquo;structural and cultural changes&rdquo; to support their inclusion.</strong></li>
</ul>
</li>
<li><strong>Other Related Provisions:</strong><br />
<ul style="list-style-type: disc;">
<li>For age-related cut-offs in matters relating to selection, promotion, awards or grants,<strong> the &ldquo;academic age&rdquo; and not the biological age would be considered.</strong></li>
<li><strong>Removal of bars on married couples</strong> being employed in the same department or laboratory. <br />
<ul style="list-style-type: disc;">
<li>As of now, married couples are not posted in the same department, leading to cases of loss of employment or forced transfers when colleagues decide to get married.</li>
</ul>
</li>
</ul>
</li>
</ul>
</li>
<li><strong>Open Science Policy (One Nation, One Subscription):</strong> To make scientific knowledge and data available to all, the government has proposed:<br />
<ul style="list-style-type: disc;">
<li>To <strong>buy bulk subscriptions of all important scientific journals across the world, and provide everyone in India free access to them.</strong></li>
<li>To set up a <strong>Science, Technology and Innovation Observatory</strong> that will serve as the central repository of all kinds of data generated from scientific research in the country.</li>
</ul>
</li>
<li><strong>Research and Education:</strong><br />
<ul style="list-style-type: disc;">
<li>It proposes to establish <strong>Education Research Centres (ERCs)</strong> and <strong>Collaborative Research Centres (CRCs)</strong> to provide research inputs to policymakers and bring together stakeholders.</li>
<li><strong>Research and Innovation Excellence Frameworks (RIEF)</strong> will be developed to enhance the quality of research along with the promotion of engagements with the relevant stakeholders.</li>
<li>A dedicated portal to provide access to the outputs of such publicly-funded research will be created through the <strong>Indian Science and Technology Archive of Research (INDSTA).</strong></li>
<li>To set up Infrastructure to <strong>boost local Research and Development capabilities</strong> and<strong> reduce large scale import</strong> in selected sectors of domestic importance such as electronic hardware for home appliances, railways, intelligent transport, clean tech, defence, etc.</li>
</ul>
</li>
<li><strong>For Strengthening India's Strategic Position:</strong><br />
<ul style="list-style-type: disc;">
<li>To achieve <strong>technological self-reliance</strong> and <strong>position India among the top three scientific superpowers</strong> in the decade to come.</li>
<li>To <strong>double the number of Full-Time Equivalent (FTE) researchers, Gross Domestic Expenditure on R&amp;D (GERD)</strong> and private sector contribution to the GERD every 5 years.</li>
<li>Establishment of a <strong>Strategic Technology Board</strong> that will <strong>bridge all strategic government departments,</strong> and monitor and recommend technologies to be bought or indigenously made.</li>
</ul>
</li>
</ul>
</li>
</ul>
<p><a href="https://pib.gov.in/PressReleasePage.aspx?PRID=1685427#:~:text=The%20draft%20of%20the%205,now%20available%20for%20public%20consultation.&amp;text=It%20aims%20to%20foster%2C%20develop,and%20policy%20research%20in%20India." target="_blank" rel="noopener"><strong>Source:PIB</strong></a></p>',
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