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Thursday, July 18, 2019

How to hone your writing skills


Identifying the potentials of the child in the early age while in school or at home is vital for child’s development. Further, the child needs to be exposed and taught properly following right methodology so that all of the virtues are properly honed and put to proper use thereby benefiting and shaping the future of the individual. Overall development in understanding, reading, comprehension, speaking and writing should be given due attention while the student is in the school or college. One of the key components essential for the shaping the future of the child besides other virtues is the ability to write.
Writing ignored: Though there are efforts made to inculcate writing habits in a preliminary way, taking care of shape of alphabets — handwriting, there is hardly any focus on how to compose the contents to be written in a systematic and efficient way as a result the child doesn’t get the practice to effectively communicate one’s thoughts through writing. Either the child ends up as a poor writer or a vague writer and thus do not rise to higher levels because of this deficiency. Sometimes by the time the child develops this habit or skill it becomes too late and doesn’t contribute adequately to one’s career progression in our educational system.
Writing, a portfolio among teachers abroad: During my recent visit to US institutions, I found in a majority of institutions, a portfolio known as “Professor of Writing” and a Department titled Writing, which baffled me as it is unknown in here. On a detailed discussion with the concerned faculty in the U.S., I came to know that there is a separate portfolio in UG colleges, which enables and facilitates students from the time he or she joins the college as a first year or freshman.
Writing, need of the hour: As the student joins the institution in the US, proper orientation and screening of students are done in the first few days or weeks of commencement of an academic year, in order to identify one’s strengths and weaknesses or shortcomings, and if one needs special attention, it is provided. Since writing constitutes a major component in the academic journey of an individual irrespective of any field one pursues, this area, if properly channelised and groomed, for which a Department of Writing or a Unit is established in schools and colleges, it would help many a student.
Application of writing in UG courses: Through the involvement of professors focused on writing, the student receives due attention and training as the student ought to do composition, presentation of project proposal (as independent or joint project/research which is a part of UG education in the overseas institutions), project report or a research thesis and so on. Specialised focus on writing enables to properly put across one’s thoughts in the right and proper perspective and not to mince or mix words in the presentation. This method of approach wards off unwanted usage of words and expressions and makes the presentation crisp and to the point thus making reading meaningful and appropriate and makes the reader to capture the thoughts of the writer in the best manner possible.
Proper Writing, leading to laudable outcomes: During my three decades of teaching, research and administration, I have had the distinct privilege of associating with officials and friends through many international engagements and used to be appreciative of the manner in which they have their presentations clearer and in a sharply focused manner. No wonder many of the overseas writings such as project proposals and reports, etc are widely accepted with appreciation as they have been properly and systematically exposed to writing skills in their formative and developing years of the lives.
Nobel laureates and quality publications in world acclaimed journals and magazines emerge from some of the well-known nations of the world and one of the secrets of the success would undoubtedly be the focus on writing in their educational systems in these countries. Hence, it would be worthwhile to consider the portfolio of writing in our educational system both in schools and colleges as that aspect is expected to enhance and augur Indian education, which is undergoing, frequent changes in the past few decades.
Source: The Hindu, 18/07/2019

New Education Policy will ensure our higher education system remains a client of global science

The absence of data is noted and the concerned national institute, NIEPA, is pulled up. However, the question of how we have produced millions of unemployable graduates is not addressed.

The National Education Policy (NEP) document is now up for discussion. The section on higher education starts with the agenda of a “revamp” of the sector to build a “world-class multi-disciplinary” system with a gross enrollment (GER) target of 50 per cent by 2035. Yet, it offers no guidance on what will happen to all these graduates or any analysis of employability.
The absence of data is noted and the concerned national institute, NIEPA, is pulled up. However, the question of how we have produced millions of unemployable graduates is not addressed.
The NEP does offer the vision of India as a cultural, scientific and economic power. The task is of preparing well-rounded and creative individuals, who will also be ready for multi-disciplinary jobs. It says faculty and students will work with the community on real-world problems and also be aware of national issues and concerns of the day. It lists some of the hurdles in achieving this.
They are the usual, except that the “lack of transparent and competitive peer-reviewed research funding” is noted. Missing in this list are the two elephants in the room: The hostile takeover of science and society by competitive exams and coaching classes, and the hijacking of curricula and research agenda by central agencies. A cursory analysis of the first elephant is offered and it is delegated to the National Testing Agency, another MHRD outfit.
The NEP has proposed a consolidation of the 40,000 odd colleges into effectively a three-tier system of 12,000 multi-disciplinary institutions. Colleges (or institutions) are to be classified as type I, which are primarily research institutions, type II, which do both teaching and research, and, type III, which will only do teaching.
There is also an implied hierarchy based on “quality of research” — type I institutions will be role models for type II, and they in turn for type III. Finally, type I institutions must do “cutting edge research” and “become world-class universities” achieving global recognition. As it transpires, type I institutions are largely the existing “central institutions”, the IITs, IISERs, TIFR, etc., and type II are the state universities. Type III are obviously our local colleges, the dispensers of hand-me-down knowledge for the bottom 80 per cent. This is how types become tiers and our higher education system remains a client of global science.
Then there is the National Research Foundation (NRF), tasked with “permeating a culture of research and innovation” and addressing societal challenges. However, its project-proposal based design is similar to say, the Department of Science and Technology (DST).
There is no mechanism, such as innovative curricula or extension units, for tier II or tier III institutions to work on local problems. It has no access or accountability to people or their representatives. Given its “competitive” nature and the absence of state representation, as with DST, funds may largely go to tier I institutions to follow “world-class research”. This will neither permeate to local colleges nor change state agencies or improve drinking water.
A full chapter is devoted to the liberal arts university, which is modelled after the Ivy league universities in the US or large monastic gurukuls such as Nalanda, or the modern JNU. This is a top-down approach to learning. There is no pedagogical vehicle provided, e.g., the case study, which is accessible to the common student. Thus the opportunity of making the lived reality of the public hospital or imported ganapatis worthy of liberal study is lost.
There are other parts — on regulation or governance, etc. — that reflect deep centralised thinking. For example, the pedagogy of social engagement is not interpreted as a systematic probing of the immediate vicinity, for instance, of documenting a taluka bus depot or preparing a watershed plan, but is dissipated and emasculated into volunteerism and “tutoring groups”.
For all the talk of autonomy, the education secretary of the state is not made any more accountable. It is also peppered with many references to 21st century themes of the “new knowledge society” and “the fourth industrial revolution”, while the problems of 19th century shackle us.
In short, the document fails to state clear and measurable strategic objectives of higher education and research, or a plan to achieve them. This will only consolidate an elite-vaad of global jobs and global science as the agenda for higher education. It will also perpetuate the aspirational trap that our youth are in. The vikas agenda once more, will be relegated to social mobilisation, community service and volunteerism, rather than formal academic and professional work. This is precisely why problems such as drinking water or public transport, and sustainability in general, have become intractable.
Indeed, the demands of development are urgent and require the highest intellect and competence and the ability to work across disciplines and agencies. The necessary institutional and individual skills are simply not there. The NEP could have provided a road map to get there, of delicate decentralisation, innovative pedagogies and partnerships between central and state institutions and regional agencies. Moreover, many new challenges, such as climate change, require collaborative thinking and collective action right down to the community level. Rather than recognise the importance of state colleges as our primary agents of change, the report proposes to entangle them in a bureaucratic web of NTA, NAAC, NHERA and others.
Thankfully, the NEP is still a proposal. Parliament should request the committee to rework the three basic instruments along the above lines. Next, bring more accountability to type I institutions, and build more direct linkages between the three types of institutions, development agencies and funds. Lastly, consider a few models of decentralisation of MHRD, DST and other agencies.
Finally, a word to the student. Development is not only about the expectation of better public amenities, but is also acquiring skills, knowledge and agency to deliver them. The next wave of companies will not only have gadgets and equipment to offer, but also developmental services. They will want graduates who are not only competent in their disciplines, but who also understand the broader society, the importance of field work, measurements and documentation. So demand such a training from your college. For that is the future of jobs and the way out of the current aspirational trap.
Source: Indian Express, 18/07/2019

Remove the Masks


The whole effort of Zen is how to become undivided, integrated, centred, crystallised. If you go on living on the periphery, pretending, not really living, you will have many faces, but not your original face. In Zen, they have a deep object for meditation, to find out one’s original face. The Master says to the disciple, “Go and sit silently and find out your original face.” This refers to the face you had before you were born or the face that you will have after you have died — because the moment the child is born, society gives him false faces; the moment the child takes his first breath, corruption starts. The child has entered into the world of politics, falsification, untruth. Now, layer upon layer, there will be many faces. The clever man has many more faces than the simple man. So, whatsoever the need, he immediately changes his face. Continuously you go on adjusting, manipulating. But one who has an original face has a unity. The enlightened person always shows one face. Not that he is monotonous.… In fact, you are monotonous because your faces are all dead. He is alive, growing, but his face is his. The face becomes more and more radiant, alive, beautiful, as grace goes on increasing around it, it is surrounded by a light, but it remains the same face. There is a discontinuous continuity, or a continuous discontinuity. He changes, yet he remains the same. You can recognise the continuity and you can also recognise a constant growth. If you are not growing, you are dead. You can deceive others; you cannot deceive yourself.

Source: Economic Times, 18/07/2019

Wednesday, July 17, 2019

Economic & Political Weekly: Table of Contents



Vol. 54, Issue No. 28, 13 Jul, 2019

Poverty index: Well done, but still a long way to go

Despite poverty reduction across religions and caste groups, the report also found that 50% of tribals in the country are poor, as are 33% of Dalits and 33% of Muslims. Keeping in view the ambitions of the 2030 Agenda for Sustainable Development, how can India ensure that Dalits, Muslims and tribals are not left behind?

The 2019 global Multidimensional Poverty Index (MPI) from the UN Development Programme and the Oxford Poverty and Human Development Initiative, which was released last week, confirmed that India’s poverty reduction programmes are on the right track.
The report said that incidence of multidimensional poverty almost halved between 2005-06 and 2015-16, climbing down to 27.5%, indicating that the number of poor people in the country fell by more than 271 million within 10 years. Among states, Jharkhand showed the greatest improvement, with Arunachal Pradesh, Bihar, Chhattisgarh, and Nagaland slightly behind. Multidimensional poverty defines poor not only on the basis of income, but also on other indicators, including poor health, poor quality of work and the threat of violence. The poorest district is Alirajpur in Madhya Pradesh, where 76.5% of people are poor – the same as Sierra Leone in Sub-Saharan Africa.
India’s progress in reducing multidimensional poverty has happened thanks to investments in key areas. The country reduced deprivation in nutrition from 44.3% in 2005-06 to 21.2% in 2015-16. Child mortality dropped from 4.5% to 2.2%; deprivation in sanitation from 50.4% to 24.6%; people deprived of cooking fuel from 52.9% to 26.2%; and those deprived of drinking water from 16.6% to 6.2%.
Despite poverty reduction across religions and caste groups, the report also found that 50% of tribals in the country are poor, as are 33% of Dalits and 33% of Muslims. Keeping in view the ambitions of the 2030 Agenda for Sustainable Development, how can India ensure that Dalits, Muslims and tribals are not left behind? The UN’s recently released World Economic Situation and Prospects as of mid-2019 makes a critical point: Economic growth alone is not sufficient for poverty reduction.
What matters are the types of investment by the State. Countries that have driven poverty reduction trends, the report added, have focused their investments on people, importantly through the provision of health, education and social protection. India has been doing that; now it needs to put the pedal to the metal by not just increasing investments in these areas, but also improving implementation of national programmes and ensuring that they reach the last mile.
Source: Hindustan Times, 17/07/2019

To Feel Safe and Secure


Have you seen how peacefully a child sleeps in the lap of his parent, even in a noisy, crowded local train? The hustle-bustle disturbs everyone, but not the child, due to his implicit faith in the protection of his parent. All of us strive diligently to overcome our many fears: financial, familial, social, academic and physical. However, the necessary security measures like insurance, helmet, buzzer alarm and health check-up fail to free us from a disconcerting sense of insecurity within us. Why? All fear originates in an unbalanced, unrealistic material conception of life. The material aspect of our life has its importance; we need to feed, clothe, house and provide for us and our loved ones. Krishna says in the Bhagwad Gita that when we seek our sense of identity, self-worth, security and pleasure exclusively from our material positions and possessions, we open ourselves to fear. How should we overcome fear? The more things change, the more we need to embrace the things that don’t change, “Of the material, there is no endurance, and of the spiritual, there is no cessation.” When we make our life’s work a devotional offering for His service, we focus more on the object of our service. This shift of focus releases large reserves of mental energy, which are choked by our worry about the future. Chanting the names of God gives us the calmness to see that almost all fears are more perceived than experienced. The more we become free from fear of the future, the more we can fully absorb ourselves in our present duties.

Source: Economic Times, 17/07/2019

Congratulations

 Dixita Deka (Ph.D. Student TISS, Guwahati) 

Two Article Published : 

1. ‘Between underground and over ground: narratives on the identity of women insurgents in Assam’

2.Living without closure: memories of counter-insurgency and secret killings in Assam