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Monday, April 01, 2019

Don’t Try to be Perfect


Many a time, you become angry or miserable because of the feverishness for perfection. If you are too much of a perfectionist, you are bound to be an angry person. In a state of ignorance, imperfection is natural and perfection is an effort. In a state of wisdom or enlightenment, imperfection is an effort; perfection is compulsion and is unavoidable. When you are in ‘vairagya’ (dispassion), you can take care of even insignificant things with perfection. Perfection is the very nature of the Enlightened One. When we are joyful, we don’t look for perfection. If you are looking for perfection, then you are not at the source of joy. Joy is the realisation that there is no vacation from wisdom. The world appears imperfect on the surface but, underneath, all is perfect. Perfection hides; imperfection shows off. The wise will not stay on the surface but will probe into the depth. Things are not blurred; your vision is blurred. Infinite actions prevail in the wholeness of consciousness and, yet, the consciousness remains perfect, untouched. Realise this now and be natural. In this world, everything cannot be perfect all the time. Even the best, the greatest of actions, performed with the noblest of intentions, will have some imperfections. But the tendency of our mind is to grab the imperfection and hold on to it. And, in the process, we end up making our moods, our minds imperfect and our souls reel with this nonsense. It is imperative to get out of these cycles, and to become strong and courageous from within.

Source: Economic Times, 1/04/2019

Friday, March 29, 2019

Economic and Political Weekly: Table of Contents

Vol. 54, Issue No. 12, 23 Mar, 2019

Editorials

Law and Society

Commentary

Book Reviews

Perspectives

Special Articles

Discussion

Postscript

From 50 Years Ago

Engage Articles

Letters

Current Statistics

Education reform needs a systematic approach

Academic interventions like competence-linked teaching, learning and assessments need to be accompanied by an overhaul of the existing governance structures.

Approximately 29% of India’s population is below the age of 14, and, at 250 million, we have the highest number of school-going students in the world. Unfortunately, we also have a public education system that is failing the young population by denying them quality education.
To effect a large-scale transformation in education, a systemic approach, consisting of comprehensive and coordinated set of academic and administrative reforms, is needed. Academic interventions like competence-linked teaching, learning and assessments need to be accompanied by an overhaul of the existing governance structures.
Some states like Haryana, Rajasthan, Himachal Pradesh, Andhra Pradesh, Jharkhand, Madhya Pradesh and Odisha have implemented these system-level reforms, leading to many early successes. Here are five key lessons that emerge from these comprehensive change programmes that can be useful for other states in their effort to improve their public education systems.
One, embed grade competence in all classroom transactions: More than half of our children studying in government schools lack competencies appropriate to their grade levels, which when accumulated over the years, lead to significant learning gaps. This is because teachers focus on syllabus completion instead of emphasising the attainment of competencies. Haryana has instituted a system of saksham taalika that takes the shape of a table that defines grade competencies for all subjects for each two-month cycle in an academic year. These grade competencies are mapped to all teaching and learning material — specific chapters in the text books, state designed remedial programmes and teacher training programmes. To close the loop, assessments are conducted and mapped to the grade competence framework with standardised statewide Summative Assessment Tests (SATs), conducted every two months to track progress on these metrics over time.
Two, ingrain human enablement in the system: For quality delivery of education, it is important to empower frontline workers such as teachers as well as those working in the background such as education officers, state board officials, etc. with appropriate skills and resources. In recognition of this, states have taken several steps. Himachal Pradesh, for example, has launched the TeacherApp, which is a tech-based teacher training platform that provides bite-sized content for easy consumption by teachers. Remote training ensures that teachers do not lose time in travel and can upskill themselves continuously. Another great example of human enablement comes from Andhra Pradesh where an assessment cell has been created with 13 subject matter experts. This cell aims to build capacity of relevant stakeholders.
Three, leverage data/ technology to improve efficiency: According to a report by the National Institute of Education Planning and Administration (NIEPA), teachers spend less than one-fifth of their time on teaching activities, with more than double their teaching time being spent on administrative activities such as data collection, material distribution and redressing their human resource and personnel issues. It is widely accepted that accountability in delivery of services is achieved when stakeholders are enabled to better perform their core functions by minimising time and labour on tasks removed from their primary responsibilities. In acknowledgement of this, states like Rajasthan have sought to free up teacher time by creating an enterprise system like the shaala darpan web portal. This portal allows for faster grievance redressal, online transfers and postings, and acts as a single source for all school-related data, eliminating the need for repeated data collection for various material distribution and other activities.
Four, strengthen monitoring and evaluation systems: Most states have an established system of inspection of schools by the education department to ascertain their quality, but the reality is that the target numbers of school inspections are rarely met because of manpower shortages. Mindful of this, states like Andhra Pradesh have created systems that set in place publicly available, real time and data backed monitoring mechanisms.
Five, build momentum through a public campaign: All the above interventions are dependent on stakeholder commitment and their consistent high performance. This can only be brought about by a steadfast political and bureaucratic commitment to the goal of improving learning outcomes. A dynamic campaign with the support of highest levels of political leadership needs to be built to provide momentum and align all stakeholders on a single transformation road map.
While these interventions are replicable everywhere, their success or failure ultimately rests on a state’s ability to move these parts simultaneously. Given the right momentum, these interventions can, over time, mature into transformative juggernauts such that they both individually thrive, and collectively drive the education system to produce consistently better outcomes.
Amitabh Kant is CEO, NITI Aayog
Source: 25/03/2019

The fourth industrial revolution will further marginalise the subaltern

The new economic reality demands more tech skills and creative thinking for which the segment is not equipped

The fourth industrial revolution promises to transform the entire economic structure as we know it. By changing the economic basis of social organisations, technological revolutions fundamentally transform the entire social structure. In India, apart from economic classes, we also have caste and the intricate web of relations between castes. In simple terms, castes are endogamous social groups organised around hereditary professions.Even though hereditary professions are breaking down in the past few decades, there still exists a strong correlation between the caste and broad professional category with forward castes concentrated in the upper echelons of the value chain in the production process while backward castes are at the lower end.
And as the old village economy melts away in the face of urban-industrialisation, many of these caste-based professions have become obsolete, already throwing millions of people into a crisis of survival. Since India has failed to invest in social goods like health and education, these sections of society have been unable to move to different professions ,which require educational capital. This lies at the root of the “late convergence stall” in India. Late convergence stall refers to the phenomenon of a late comer being unable to make the jump to a higher-income status and remaining stuck in the low-income category. One of the main reasons is the increasing technological divide between countries and the inability of the late comers to bridge the gap by investing in human capital. It is extremely difficult to train an illiterate and unskilled workforce to handle new hi-tech production processes.
The problem is daunting in India. The advent of the modern capitalist economy under the colonial rule and acceleration of the industrialisation after independence reinforced the economic and social distance between castes. The backward castes stayed where they were while forward/dominant castes leapfrogged into the modern economy due to higher social and educational capital. The difference between them was now overlaid with the urban-rural divide as well as with the divide between high-productivity modern and low-productivity traditional sectors of the economy. This process exaggerated the intercaste inequality far beyond what was possible in the rural-agrarian economy where all the castes shared the same, albeit an unequal, space.
Now Artificial Intelligence and the fourth industrial revolution may herald another phase where those with requisite skills due to the higher social and educational capital can further move up the economic value chain under the new structure of production leaving those at the bottom further behind. This can lead to mass social antagonism and unrest, which can potentially become a breeding ground for radical and anarchist ideologies and groups. Already the old stable permanent jobs are disappearing, which so far have been the most crucial and, for some castes, the only way up the socioeconomic ladder. The new economic reality demands more flexibility, technological skills and creative thinking for which a large section of the marginalised castes is unequipped. The technological disruptions also demand frequent retraining, which involves an economic cost that might be unaffordable for those who are already marginalised.
But the political discourse in India, especially of the champions of social justice, remains oblivious to these developments. There is no focus on how to train the subaltern for the new economic structure or how to ensure social security when permanent jobs can no longer be guaranteed. What we fail to understand is that rhetoric is no substitute for a policy roadmap. And it is time that we start demanding it from our politicians. What is the reason that in states like Uttar Pradesh and Bihar, political parties ruling for decades in the name of the subaltern and social justice failed to invest in quality health and education?
What India needs is a new political discourse which locates social justice in ensuring universal health and education, skill development, easy market-entry for entrepreneurs from the subaltern castes, and next-generation social security delinked from the job and place of work. What we need is a fundamental rethinking of our social and economic future. Twentieth century ideologies and discourse can no longer work.
Abhinav Prakash Singh is an assistant professor at SRCC, Delhi University
Source: Hindustan Times, 27/03/2019

From Motion to Stillness


Yoga links stretching exercises, breathing and meditation through repetition of a series of poses. Yoga and T’ai Chi, a slowmotion martial art, use breath and consciousness, static-ness and dynamics, with the motions and within-the-motions in which stillness remains concealed. Yoga and T’ai Chi search for stillness in motion, leading towards self-mastery. Every movement is filled with awareness and meaning. Both attempt to experience something of a reality, which is the essence of life with presence of mind and also attend to the daily needs of life. The relationship between yoga and T’ai Chi is important as both aim to balance movements of the body connected with deep breathing. T’ai Chi is not only physical; it is also conceptual. Both yoga and T’ai Chi consist of equanimity that has connectivity of breath with body movements. In yoga, we direct movements towards the inside; in T’ai Chi, we do the same towards the outside. Deep breathing is essential in both T’ai Chi and yoga. To breathe properly is to live properly. In T’ai Chi, the flow of breath coincides with the flow of body so as to unite body and mind with spirit. T’ai means breath and Chi represents life’s energy. The flow of Chi along with the realised flow of T’ai gives a complete T’ai Chi, uniting the internal and external strength (mind and body). Every movement in both forms represents the art of respecting the pancha bhootas and derives energy from this. These ancient disciplines awaken one’s physical potential to be able to live a strong and dynamic life.

Source: Economic Times, 29/03/2019

Friday, March 08, 2019

Women and the workplace

Do UN strategies to deal with sexual harassment and ensure gender parity offer examples to follow?

For more than a century, March 8 has marked International Women’s Day — a global day celebrating the achievements of women and promoting gender equality worldwide. But as we pause to celebrate our many advances, we must also acknowledge how much remains to be done.
Interlinked issues
Two interconnected issues have emerged as priorities over the past two years: sexual harassment at the workplace and obstacles to women’s participation at all levels of the workforce, including political representation. The 2017-18 explosion of the #MeToo movement across social media uncovered countless cases of unreported sexual harassment and assault, first in the U.S. and then in India. In both countries, it led to the resignations or firing of dozens of prominent men, mostly politicians, actors and journalists.
It also prompted a range of public and private organisations to examine the internal institutional cultures surrounding sexual harassment, gender parity, and gender equity. Amongst them, the United Nations.
UN Secretary-General António Guterres has been a staunch supporter of women’s rights since his election in 2016, stating the need for “benchmarks and time frames to achieve [gender] parity across the system, well before the target year of 2030”. In September 2017, the UN released a System-wide Strategy on Gender Parity to transform the UN’s representation of women at senior levels. Today the UN’s Senior Management Group, which has 44 top UN employees, comprises 23 women and 21 men.
A mirror within
In response to the MeToo movement, the UN recently conducted a system-wide survey to gauge the prevalence of sexual harassment among its more than 200,000 global staff. Though only 17% of UN staff responded, what the survey uncovered was sobering. One in three UN women workers reported being sexually harassed in the past two years, predominantly by men. Clearly, the UN gender strategy has much to improve, but then the UN, like most other international and national organisations, has a decades-old cultural backlog to tackle.
The inter-governmental UN is as affected by prevalent national cultures as are individual countries. Some might argue more, since the UN Secretary-General has to find a way through contending blocs of countries that support or oppose women’s rights’ goals. This is where UN research plays a significant role. As findings on the Millennium Development Goals (MDGs) indicate, many countries, including India, were able to substantially increase their performance on issues such as sex ratios and maternal mortality once their leaders had signed on to the MDGs. Tracking performance on the Sustainable Development Goals, a more comprehensive iteration of the MDGs, will again provide useful pointers for policymakers and advocates going forward.
Efficacy of single window
At the same time, Mr. Guterres is to be commended for holding a mirror to organisational practices when it comes to sexual harassment or gender parity. Bringing the issue of gender inside the organisation, to reform its practices, will enable the UN to stand as an example of the rights it advocates.
How can organisations as large as the UN improve their internal cultures surrounding sexual harassment, gender parity, and gender equity? This issue has generated considerable debate in India, where political parties have begun to ask how they are to apply the rules of the Sexual Harassment of Women at Workplace (Prevention, Prohibition and Redressal) Act, 2013 which lays down that every office in the country must have an internal complaints committee to investigate allegations of sexual harassment. With thousands of offices across the country, and barely any employee trained to handle sexual harassment, Indian political parties ask whether broader structures, such as district or regional complaints committees, could play the role of office ones. In this context, does the UN Secretariat’s single window structure for such complaints provide a better practice? One caveat is that it does not apply across the organisation, so UN agencies, including the multi-institute UN University that aims to achieve gender parity at the director level by end 2019, still have to identify their organisation-specific mechanisms.
Clearly, we need further research before we can arrive at a judgment: perhaps a follow-up to the UN’s sexual harassment survey that looks at complaints received and action taken. In India, going by past figures — since the current government has not released data for the last two years — the impact of the 2013 Act, one of the most comprehensive in the world, has been poor. Despite a large jump in complaints recorded, convictions have not shown a proportionate rise, largely due to poor police work. That is an obstacle which the UN, with its internal mechanisms, may not suffer from as far as first responses are concerned, but will certainly face as and when cases come to law.
Both the UN’s early successes and the Indian experience offer lessons to UN member-states, few of which have gender parity or serious action against sexual harassment in the workplace. In the U.S., companies such as General Electric, Accenture, Pinterest, Twitter, General Mills and Unilever are setting and achieving targets to increase female representation at all levels of their workforce. This March 8, let us hope that companies worldwide pledge to follow the examples in the U.S. And that other institutions, whether universities or political parties, follow the UN example. Gender reforms begin at home, not only in the family but also in the workplace.
Radha Kumar is Chair of the Council of the UN University, Tokyo
Source: The Hindu, 8/03/2019

Making the world a meaningful place

For girls and women to enjoy the fruits of good education and satisfying careers, government must reach out to their families, ensure they are on board while formulating state policies.

I met a young girl recently. She is a nurse — the first from her village in Hoshiarpur district of Punjab to go for a professional degree. Having worked in a private hospital at Nawanshahr, where she was paid the paltry sum of less than Rs 10,000 a month, she applied for a vacancy in the Post Graduate Institute of Medical Education and Research (PGIMR) in Chandigarh and got selected. She is with PGIMR for about five years now and is earning above Rs 60,000 per month. Most of the girls from her village could not study beyond primary school as the middle level school was in the next village, about 3 km away. And a college was further away, in the town.
She was travelling from Chandigarh to Vijayawada in Andhra Pradesh to attend the wedding of a senior resident doctor. It was her first air travel and she admitted the same very confidently, with an excited smile. She was not at all hesitant or apologetic. Chirpily, she confided that she is currently appearing for the Punjab and Haryana State Public Service Commission exams, and would later appear for the Union Public Service Commission (UPSC) exam too. She had already joined coaching classes for the same and negotiated good rates for herself, though she was finding it difficult to juggle between her nursing duties and coaching classes. She has to request the senior nurses and colleagues to “adjust” her shifts but is persisting in her endeavour nevertheless. The young girl has no pretence and is proud of her achievements. At the same time, she comes across as curious and adventurous, determined to go ever further.
This is the story that we need in India today and we need an abundance of such stories. Where girls not from privileged urban backgrounds, but from rural average households dare to dream and achieve. This needs an enabling environment: Schools in villages, colleges nearby, access to libraries, and, parents who are willing to send their daughters out to study, in case schools and colleges are not within the proximate area. Some time back I had visited “Women Help Line” in Lucknow and was told that a large number of distress calls were about harassment — in buses, on roads, in streets, practically everywhere. The police department that is running the helpline was encouraging girls to report such incidents, however, and had adopted various means to trace the errant boys: They are warned, initially, followed by criminal cases if they do not pay heed. This issue is rampant in most of India. No wonder parents have apprehensions about sending their daughters out to study, though enrolment and retention of girls in schools and colleges has improved considerably in the last decade. Providing safe travel and a secure atmosphere to girls for pursuing their education and career is the missing link that the community and government have to work on together. Or, families would continue to deny that very vital permission to their girls.
In the meanwhile, the Accredited Social Health Activist (ASHA) has been successful in bridging the gap between the rural community and the health system in India. They have reduced infant mortality, child malnutrition and provided pre-school education. A similar bridge specifically for safe girls’ education needs to be built. The gram panchayat, especially the village police patil, known by different names and titles across the country, should be made responsible for coordinating the safety of girls’ movements. The beat officer of each police station and police outpost can supervise it — his uniform carries tremendous weight and can deter roadside romeos and molesters. Though the police don’t always have enough resources, they seem, at least, willing to chip in.
Recently, during a gender sensitisation training programme of the Goa police, I visited the women’s helpline, where the counselors received about 2,500 distress calls in the last six months. Most of them are about domestic violence, though some cases of harassment too are reported. It was a pleasant surprise to see that all the call takers are post graduates in counselling. Goa 181 is managed by GVK EMRI (Emergency Management and Research Institute), a not-for-profit professional organisation operating in the public-private partnership (PPP) mode. Such helplines definitely create an enabling environment and so do the gender sensitisation programmes being undertaken by each state police.
If we want girls and women to achieve their full potential, we have to double our efforts to reach out to the families. Efforts of the government alone, and even those of NGOs, will not be enough. Gram panchayats, police patils and beat police officers must coordinate with villagers so that girls can move around safely for their education and careers. Schools and libraries in rural areas, encouraging girls to cycle and move freely for their education and the sharing of success stories of educated young girls can be game-changers. Most states have already made girls’ education free, but the “permission to travel” out of the village is most often denied by the parents. Girls from Bihar cycling to school had made headlines some years back. We need to replicate the same all over the country through wide publicity in print and electronic media.
I met a young, freshly recruited (woman) police constable in the police lines of Pune city recently. I asked her what prompted her to join the police. She said it was her father, and then added proudly that two of her female cousins too had joined the police force thereafter. These fathers and families have to be on board with us if we want girls to enjoy the fruits of a good education and meaningful careers. Is it expecting too much, this Women’s Day?
The writer is a retired IPS officer and has served as Inspector General (Prisons), Maharashtra
Source: Indian Express, 8/03/2019