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Friday, November 13, 2020

Can the right to work be made real in India?

 

As economies around the world struggle to recover from the double whammy of a pandemic and a lockdown, unemployment is soaring. In India, the land of the Mahatma Gandhi National Rural Employment Guarantee Act (MGNREGA), the promise of jobs and the politics of unemployment have a long history. Can a citizen demand work as a right, and is it the state’s responsibility to provide employment? Reetika Khera and Amit Basole discuss the possible policy approaches to the right to work, in a conversation moderated by G. Sampath. Edited excerpts:

What is the legal status of the right to work internationally and in India?

Reetika Khera: The right to work was a big topic of discussion after World War II, and the Universal Declaration of Human Rights includes the right to work in the International Covenant on Economic, Social and Cultural Rights. In India, we don’t have a constitutional right to work. But what we do have is MGNREGA. This is a step in the direction of a right to work, but it is a statutory right. Under MGNREGA, a person can hold the state accountable for not fulfilling the right by demanding an unemployment allowance. But if the law is amended or withdrawn, the right vanishes.

Comment | Equal freedom and forced labour

Is the right to work relevant as a concept any more given that most countries have embraced the market economy? India has been seeing a declining jobs-to-GDP ratio, and mostly jobless growth, with labour also subject to the laws of the market.

Amit Basole: It is precisely under these circumstances that this right becomes important. The term ‘right to work’ is often used in the context of unemployment or lack of availability of work. But there is also another sense of it, which is the right to earn my livelihood without any obstruction. In both these senses, what we have seen in the past few decades is that the path of development not only does not create adequate employment opportunities, it also actively dispossesses or displaces people from their means of livelihood. So, on the one hand, displacement and dispossession, and on the other, failure to create new jobs make it all the more important to imagine the right to work in a creative way and make it legally enforceable.

Reetika Khera: These are basic questions for policymakers that don’t get enough attention. For instance, GDP growth can come from both an increase in the manufacture of weapons of mass destruction as well as from the manufacture of medicines. Similarly, we rarely discuss per capita GDP growth; most discussion centres on overall growth even though from the vantage point of people’s welfare, the former matters more. Distribution issues are buried in subtle ways. For a labour-abundant country like India, I’m not sure how much policy sense it makes to encourage capital-intensive methods of production. It made sense in the countries in which these techniques of production evolved since they were labour-scarce. But more and more automation in a country like India is likely to lead to jobless growth. Such fundamental questions about our growth strategy need further deliberation.

How exactly do we make the right to work, work?

Reetika Khera: One approach is Decentralised Urban Employment and Training, or DUET, which has been around for some time. The idea here, like with MGNREGA, is to create new employment opportunities so that those who are unemployed may be gainfully employed and earn a dignified living. This dignity is supposed to come from work conditions, such as being paid a fair wage and having regulated work hours, and also from the social value of the work that people do — useful things such as repairing school buildings, cleaning parks, and so on.

For DUET, urban local bodies can issue job vouchers to certified public institutions such as schools and universities for pre-approved tasks. These institutions can only use the vouchers to hire labour for pre-defined tasks — e.g. painting school buildings, repairing broken furniture, and so on. A whole range of skills can be accommodated. So this is a workable agenda, but to make it workable, we need not only political will, but also fiscal resources.

Amit Basole: The right to work is not only about lack of adequate work but also the profound lack of public goods and assets, in urban India generally. It is the state’s responsibility to provide these public goods, and this imperative can be combined with an employment creation programme just like MGNREGA does in rural areas. In MGNREGA too, the asset creation part is often under-emphasised, and it would be good to bring both these things together through an urban employment guarantee. Interestingly, three States — Odisha, Jharkhand and Himachal Pradesh — have launched something along these lines in the wake of COVID-19. There are bits of these policies that could be used if we wanted to try it out on a national scale. Together with MGNREGA, an Urban Employment Guarantee can be a very important piece of the puzzle, on the way to ensuring the right to work.

So, is the right to work the same as an employment guarantee?

Amit Basole: No, I won’t reduce it to an employment guarantee. With the idea of right to work, the question is: what is the responsibility of the state in a capitalist economy where welfare and employment are not a guaranteed by-product of private economic activity? So, if private economic activity cannot generate an adequate number of decent livelihoods, or if it displaces livelihoods, then what is incumbent on the state to do? That is the question. I view this as a holistic thing. So we’re talking not only about the state generating its own work — for public goods, education, healthcare, administration, etc.

To be sure, for all these things which the state is supposed to do, it should generate its own employment. But at the same time, it’s also supposed to safeguard people’s employment. That includes everything, from ensuring that street vendors have vending zones, and fish workers are protected, to ensuring that farmers have viable incomes — all of this comes broadly under the right to livelihood or right to work. One small part of this can be an employment guarantee, but by no means is it the only thing.

Speaking of the state’s responsibilities, the Rashtriya Janata Dal in its Bihar poll manifesto promised 10 lakh government jobs. As a measure towards the right to work, how feasible is this approach where the state is the major employer?

Reetika Khera: The RJD manifesto, so far as jobs are concerned, has appealing elements. It picks up on the issue of vacant posts in government jobs. These are posts that are sanctioned but not yet filled. Many of these are essential services — teachers, nurses, ASHA workers, anganwadi workers, doctors, etc. So, not only will it create employment, it will also hopefully fill the void in essential public services.

In this context, people often cite the example of Thailand, which has a universal basic healthcare system that is labour-intensive. It solves two problems at the same time: it builds social infrastructure, and creates jobs. Is this something India can adopt?

Amit Basole: Absolutely. It is incumbent on the state to provide basic services such as health, education and housing, and in providing them, employment is generated. There may be some disagreement on whether it is the state itself that should provide, or if there should be room for private provisioning. But I don’t think people disagree that we need to expand spending on these things. We are nowhere near countries that are comparable in GDP per capita, such as Vietnam, and countries that spend much more on public goods as a percentage of their GDP. We should do that. That will create jobs.

The government has whittled down 44 labour laws into four labour codes that labour organisations have criticised as a dilution of workers’ rights. Where there is a dilution of rights ‘in work’, as it were, how does it matter whether or not there is a right ‘to work’?

Amit Basole: You are right to ask if it is at all worth raising the right to work question when very fundamental rights ‘in work’ are being violated, and violated not only for lack of legislation, but also because of labour legislation being diluted. In terms of the labour code changes, one thing to remember is that India is a labour surplus economy. In the capital-labour bargaining process, labour is structurally weak in India, which means it is incumbent on the state to provide that support to labour. But the state has been doing the opposite; it has abdicated a fundamental responsibility in that sense.

From a philosophical perspective, as human beings, isn’t a demand for the right to work setting the bar too low? We were speaking of dignity earlier — shouldn’t the demand really be for right to leisure rather than right to work?

Reetika Khera: A poster from the World War II period says ‘eight hours of work, eight hours of leisure, and eight hours of rest’. That was the original demand. Perhaps the correct way to view this is that if you guarantee a good eight hours of work, then automatically you are guaranteed that the rest is for you to enjoy your life, or the fruits of your labour.

Amit Basole: There is this 19th century book by Paul Lafargue called The Right to be Lazy, which was a response to the right to work campaign going on at that time, and his point was, why are we asking for the right to work, we should be asking for the right to be lazy! This is a live debate in Marxian political economy. The right to work essentially plays into capitalism and the work ethic — the right to work is the right to be exploited by capital. And that is a perfectly fair point of view. If you are really looking at the future of humanity, then one cannot take a narrow perspective. Work should be fulfilling, work should be creative, and work has to be put in its place, which is hopefully a very small place.

Amit Basole is Head, Centre for Sustainable Employment, Azim Premji University, Bengaluru; Reetika Khera  is Associate Professor of Economics at IIT-Delhi

Source: The Hindu, 13/11/20

The missing links in National Education Policy

Though ambitious, it doesn’t address problems of inequality, risks over-centralisation?


The National Education Policy 2020 (NEP) champions many ideals which, if realised, can truly transform our declining education system. However, it does appear to be somewhat limited in the operational details and some of its analysis.

Apart from “fundamental literacy and numeracy” and “overall cognitive development”, the NEP envisions “imparting 21st-century skills”, “well-rounded character building”, “critical thinking”, “holistic, inquiry-based, discovery-based, discussion-based and analysis-based hands-on learning”, “greater flexibility in choice of subjects” and “learning through innovative and experiential methods”. It also emphasises “scientific temper and evidence-based thinking; creativity and innovativeness; sense of aesthetics and art; oral and written communication; health and nutrition; physical education, fitness, wellness, and sports; collaboration and teamwork; problem-solving and logical reasoning; vocational exposure and skills; digital literacy, coding and computational thinking; ethical and moral reasoning; knowledge and practice of human and constitutional values; gender sensitivity; fundamental duties; citizenship skills and values; knowledge of India; environmental awareness, including water and resource conservation, sanitation and hygiene; and current affairs and knowledge of critical issues facing local communities, states, the country, and the world”. In a very welcome step, it also talks about strengthening the anganwadis and the mid-day-meal scheme. It, however, falls short in identifying what exactly has prevented us from achieving these ideals. It also fails to evaluate the risks in some of its recommendations.

First, it is not clear how such transformations may be brought about in a society, which has little respect for argumentative discourse, and instead treats education as synonymous with examination. We have made an industry out of coaching, tuition, “notes”, “practice problems” and “finishing the syllabus”. Even our elite institutions often fail to acknowledge that marks are random samples drawn from unmodelled probability distributions, and, as such, sorting them in order for ranking or admissions through competitive examinations — without any calibration or even any well-articulated admission objectives — is conceptually flawed. It appears unlikely that mere changes in syllabus or even structure can bring about fundamental changes in the mindset. Something more ingenious may be required for introducinSecond, the NEP has failed to boldly address the two main problems that plague our society and education system — inequity and inequality. Though the NEP addresses the issue of dropping out of schools at some length, and suggests strengthening infrastructure and accessibility as a remedy, it does not investigate the structural causes that may be rooted in inequality and discrimination.“scientific temper” in our education system.

The NEP advocates that early education should be in one’s mother tongue. This welcome suggestion, however, should not result in underemphasising English, which is a great equaliser in our society and opens up the world for many. That may turn out be discriminatory for some because the privileged will learn English anyway. There are similar risks with the seemingly innocuous and welcome step of introducing optional vocational training in schools, and it should not turn out to be merely an exit route for the underprivileged. Both require careful balancing to avoid unforeseen behavioural adaptations, causing them to end up as tools of exclusion and denial of opportunities.

Also, reservation has undoubtedly worked wonders in our country and has empowered many over the years. However, it has not been all smooth sailing, and there are some manifest structural problems. On the one hand, it is undeniable that it curbs opportunities of choice to many ready, eager and qualified young students, which is undesirable in any free society. On the other hand, it projects some students assessed to be at handicap by extant evaluation systems into environments which are often insensitive, disparaging or discriminatory, and which continue to use the same yardsticks of evaluation – often blindly – without any structural changes or effective remedial measures. The NEP needed to address this headlong.

Third, education is a state subject in our federal structure, yet the NEP approach is suggestive of over-centralization. It may be all right for the NCERT to provide broad curricular and pedagogical suggestions, but the guidelines should not become overbearing. Otherwise, there may be definite risks of stifling local cultures and contexts in the curricula. Indeed, the exposure to fundamental science and engineering concepts in our schools has become somewhat hand-me-down and bookish, and it is imperative to fall back on local experiential contexts and heritage — at least, at the initial stages — for innate understandings to develop. Perhaps, the same holds true for history, civics and sociology as well.

Finally, the NEP has not effectively addressed the over-specialisation that happens too early even in our college education. As a result, we not only have many students of science, engineering and medicine devoid of any understanding of social and political contexts, but also have many students of the social sciences and humanities without even a rudimentary understanding of the sciences, mathematics and computing. Both are severely limited for the modern world, and this cannot be easily fixed by just adding some “liberal arts” type of courses in the curricula of disciplinary silos. Also, the introduction of advanced specialised concepts too early — sometimes even from Class IX in school as the NEP envisages – often makes real assimilation difficult. What we perhaps require is at least two years of common broad-based college education, where a larger number of students can learn about the basics of everyday sciences, foundational engineering, literature and ethics, mathematics, computing, history, sociology, economics and political science interspersed with socially-oriented hands-on projects, surveys and fieldwork. That should prepare some of the students adequately for gainful employment and some others for more specialised follow-up education in the sciences, humanities, law, social sciences, mathematics, computing, engineering and medicine.

The NEP is a tremendously important exercise. It is important that the initial conceptualisation is refined further through an inclusive process of feedback and wide public consultations involving communities, regional representations, school and college teachers and also the general public.

The writer is professor, department of computer science and engineering, IIT Delhig greater 


Source: Indian Express, 12/11/20


51% TISS students not comfortable with online classes, 70% want campus to reopen: Survey

 

As colleges across the country prepare to reopen their campuses after the lockdown, almost 70% students of the Tata Institute of Social Sciences (TISS), Mumbai, want their campus reopened soon.


As colleges across the country prepare to reopen their campuses after the lockdown, almost 70% students of the Tata Institute of Social Sciences (TISS), Mumbai, want their campus reopened soon.

A survey was conducted by Progressive Students’ Forum (PSF), an initiative by the students of TISS for building a democratic and secular space on campus, to understand the impact of online classes on students.

Of the 549 students surveyed across all four campuses—Mumbai, Hyderabad, Tuljapur, Guwahati—only 28.8% said they were comfortable with online classes. More than half respondents said they were not comfortable with online teaching and the rest said they weren’t sure. Institute officials were unavailable for a comment.


“In various parts of our country, discussion regarding reopening campuses is going on. In light of that, PSF decided to conduct a survey to find out the opinion of the general student body about the ongoing mode of education and re-opening of campuses,” said a member of PSF.

Most students (41%) said they wanted the campuses to reopen by next semester and 32% said the institute should reopen by the end of the current semester.

The institute shut down its campuses in March following the Covid-19 outbreak and the subsequent lockdown. Soon after, an online mode of instruction was adopted to continue classes.

While the institute is yet to announce any plans for reopening, the PSF has written to the TISS administration based on the findings of the study. The PSF had suggested a phase-wise reopening of campuses, guidelines for attendance and how to conduct classes while maintaining social distancing norms.

According to the PSF, students in the survey said that accommodation facilities such as hostels must be provided for all the returning students. “In order to reduce congestion, maximum single rooms or not more than two students per room can be ensured. There has to be mandatory separate rooms for high-risk groups,” said PSF in its letter.


Source: Hindustan Times, 13/11/20

Thursday, November 12, 2020

Quote of the Day November 12, 2020

 “Happiness, I have discovered, is nearly always a rebound from hard work.”

‐ David Grayson

“मैंने पाया है कि सुख लगभग हर बार कठोर श्रम की प्रतिक्रिया ही होता है।”

‐ डेविड ग्रेसन

why National Education Day is celebrated on November 11

 

For his contribution – both as an educationist as a freedom fighter – Maulana Abul Kalam Azad was awarded the Bharat Ratna in 1992


The birth anniversary of India’s first Education Minister Maulana Abul Kalam Azad is being celebrated across the nation as National Education Day on November 11. Abul Kalam Ghulam Muhiyuddin served as the first education minister of independent India from 1947 to 1958. The Ministry of Human Resource Development (now Ministry of Education) on September 11, 2008, announced, “The ministry has decided to commemorate the birthday of this great son of India by recalling his contribution to the cause of education in India.”

Born in Mecca, Saudi Arabia in 1888, Azad’s family relocated to Calcutta to provide him a better education. His quality education reflects in his work as a journalist and a poet. In 1912, Azad started publishing a weekly called Al-Hilal to criticise the British policies. After it was banned, he started another weekly Al-Bagah, following which the British government banned him under the Defence of India Regulations in 1916.

Azad strongly advocated for the education of women. In 1949, in the Central Assembly, he emphasised the importance of imparting instruction in modern sciences and knowledge. He also said that no programme of national education can be appropriate if it does not give full consideration to the education and advancement of one-half of the society – that is the women.

He is responsible for shaping the modern education system of the country. The first IIT, IISc, School of Planning and Architecture and the University Grants Commission were established under his tenure as the education minister. The most prominent cultural, literary academies were also built including the Sangeet Natak Academy, Lalit Kala Academy, Sahitya Academy as well as the Indian Council for Cultural Relations.For his contribution – both as an educationist as a freedom fighter – he was awarded the Bharat Ratna in 1992. Azad breathed his last in 1958.

Source: Indian Express, 11/11/20

What is Contempt of Court?

 

Contempt of court: What exactly amounts to it? What is the punishment if guilty? here is what the rule book says - Contempt of Courts Act, 1971.


Remarks, speeches, illustrations and social media comments made by individuals have on several occasions resulted in accusations of being in ‘contempt of court’. These, however, do not always hold and are dismissed by the Attorney General of India, whose prior consent is required for the Supreme Court to initiate criminal contempt action. So what really does the law say about contempt of court? When is one guilty of it?

What is contempt of court?

According to the Contempt of Courts Act, 1971, contempt of court can either be civil contempt or criminal contempt. Civil contempt means wilful disobedience to any judgment, decree, direction, order, writ or other process of a court or wilful breach of an undertaking given to a court. On the other hand, criminal contempt means the publication (whether by words, spoken or written, or by signs, or by visible representations, or otherwise) of any matter or the doing of any other act whatsoever which

(i) scandalises or tends to scandalise, or lowers or tends to lower the authority of, any court; or

(ii) prejudices, or interferes or tends to interfere with, the due course of any judicial proceeding; or

(iii) interferes or tends to interfere with, or obstructs or tends to obstruct, the administration of justice in any other manner.

A contempt of court may be punished with simple imprisonment for a term which may extend to six months, or with fine which may extend to two thousand rupees, or with both, provided that the accused may be discharged or the punishment awarded may be remitted on apology being made to the satisfaction of the court.

Source: Indian Express, 11/11/20

Social media helps the independent woman find and forge new solidarities

 

Social media tribes can never be substitutes for family or childhood pals. But then, they are not meant to be. They are a different kind of tribe — an additional tribe.


A lot has been said about the screen-addiction of our generation, and how social media is isolating us, “ripping apart” our communities and “tribes”, making us all lonelier. As a feminist, I am inclined to disagree slightly. However true and grave the dangers of social media may be, there is also another side to it.

Loneliness isn’t merely a function of being physically alone, being bodily distanced from people. Loneliness is more often a function of not being able to find people who understand you, people who “speak your language”.

For quite some time now, globalisation and the resulting rush of ideas across the world has meant that we are no longer connected only to our physical tribes. In fact, our generation has seen such great transitions at supersonic speeds that we do not feel connected to our families and communities in the way that the previous generations were.This disconnect is far more pronounced in women than in men—because men are more inclined to follow the traditional line of thought, especially since that school of thought heavily privileges them.

Independent women who have a voice and demand to be heard, who refuse to bow down to the old world order and refuse to fit in with cultural norms of what a woman “ought” to be like — we were even lonelier in our traditional communities, our “tribes”. We have always been “freaks” and “outliers”, never really belonged.

That’s not to say we don’t love or need our families. We still cherish the network of family and community and neighbourhood. But we also need to be understood. And that’s where our traditional communities fall short. Their worldview is so different from ours that we have spent much of our lives in isolation — an emotional isolation.

The isolation of the modern world that is lamented so much has not been brought on by technology alone, but by the churning of ideas, by the distance between the ideas of the present generation and the previous one. A distance that is created by the present generation rebelling against the injustices of the previous ones.

Particularly for individuals who didn’t conform to normative ideas of social acceptance, traditional communities did not provide much support or emotional nourishment.

There is no replacement for the feeling of being heard and understood that one gets in the presence of people who can empathise, and offer advice that enables you to live a life that you want — not necessarily that which society wants.

Through social media, we are able to connect with people who understand us. Yes, social media is also full of predators and fakes — but then, isn’t the real world full of them too?

Social media becomes a hindrance and an isolator only when you begin to use it as a replacement for real-life family and friends, ignoring their physical presence — when you are glued to your device even in the presence of people around you. Social media is not a substitute for physical networks. It is a supplement. At least, that is how it ought to be. So how do we navigate social media in a way that makes us feel less isolated, instead of more? By seeking genuine and meaningful engagements.

Instead of constantly being in battle mode over politics or religion or the newest debate, we need to attempt to genuinely connect with people at a personal level, at the level of ideas and emotions and empathy. Perhaps, some of those online friendships could translate into offline friendships too. There are various support groups cropping up on social media now, for this purpose. To help people find their tribes, who would understand them and help them overcome the perpetual loneliness that is the bane of people whose ideas are vastly different from the physical communities they are a part of.

Social media tribes can never be substitutes for family or childhood pals. But then, they are not meant to be. They are a different kind of tribe — an additional tribe.

In a world that is increasingly becoming a mix of cultures, a mix of identities and a mix of selfhoods, we need a mix of multiple tribes to get through life.

For better or for worse, whether we like it or not, the world has changed. The notion of tribes and communities needs to evolve as well.

Zehra Naqvi 

This article first appeared in the print edition on November 12, 2020 under the title ‘A Digital Sisterhood’. Naqvi is a Delhi-based writer

Source: Indian Express, 12/11/20