75 Years of Independence: Self Reliance, Idea of India and Road to the Future

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AIPSN Campaign on 75 Years of Independence

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75 Years of Independence: Self Reliance, Idea of India and Road to the Future

             Independent India was born on 15th August 1947 with the end of British colonial rule and unfurling of the tri-colour on the ramparts of the Red Fort in Delhi by the new nation’s first Prime Minister Jawaharlal Nehru. India’s journey over the next 75 years has been remarkable by any standards, but with many ups and downs along the way. While there is much to celebrate, there is also much to be disappointed about. Also, unfortunately, perspectives and actions under the current political dispensation are posing serious challenges to the very foundations of our nation laid during the freedom struggle, threatening the edifice of the Constitution and the very Idea of India forged collectively by the people’s movement for Independence and the efforts towards building of independent India. In this the 75th year of Independence, the Peoples Science Movement looks at how our independent nation started, what was achieved, what went wrong and what prospects and challenges lie ahead in the future.

Early years

Born out of the values and ideas forged during the freedom movement, and the wholehearted participation of all sections of the people, India as a poor, developing and highly diverse country with a massive poverty and deprivation burden, low literacy rates, poor health and other human development indicators, embarked on a path rarely seen among newly-independent nations of the time. The path India adopted comprised several core ideas of nationhood such as universal voting rights; equality of all citizens before the law; a secular state without discrimination between religions, castes, languages, ethnicities or gender; the idea of unity in this diverse country of multiple cultures and traditions; freedom of expression and plurality of opinion; and a commitment to build a modern welfare state with a citizenry imbued with scientific temper and critical thinking.

India’s Constitution adopted in 1950 including many subsequent amendments by the legislature, further advanced these Ideas of India in both concept and practice by the political executive i.e. the government, the legislature and the judiciary, and provided an institutional framework for democratic governance and safeguarding citizens’ rights. The Constitution provided for a popularly accountable and federated system of governance involving the Union of India and its States. It also provided for checks and balances, separation of powers between an independent legislature, executive and judiciary, as well as strong institutions of governance with autonomy from the political executive. The world watched in wonder and praised India as it progressed along this path, managing arguably one of the most socio-culturally diverse and complex countries, undoubtedly with many hiccups along the way.

Independent India adopted a policy framework of building a strong industrial base based on scientific and technological (S&T) self-reliance and public sector enterprises in core sectors of the economy, helping the country build an independent industrial base, and also build its own capabilities across sectors. Western countries with their neo-colonial mindsets by and large did not help India in this process of industrialization, whereas the then Soviet Union extended considerable assistance in basic and heavy industries especially through public sector units (PSU) in steel, petroleum, electricity and power generation equipment, coal, mining and related machinery, heavy machines, pharmaceuticals etc  including through technology transfer and R&D efforts to support India’s efforts to achieve self-reliance.

With a special determination, India also built capabilities, knowledge and technologies in frontier areas of space and atomic energy, as well as to a lesser extent in defence in collaboration with many countries and overseas companies. This enabled India to maintain strategic autonomy from major foreign powers and to play a leading role in building the Non-Aligned Movement along with most newly-independent and developing countries and other nations. The adoption by Parliament of the Industrial Policy Resolution in 1956 and the milestone Scientific Policy Resolution of 1958, a first such document among nations which heralded S&T-based enterprises and the obligation of the State to build a scientific temper among its citizens, underscored this trajectory of S&T self-reliance, economic progress and human resource development structured around modern industries in core sectors. Premier public institutions of research and higher education were established in the early post-Independence years, such as the Tata Institute of Fundamental Research and the Bhabha Atomic Research Centre, the Indian Institute of Science, Bangalore, and several IITs in collaboration with different countries as a crucial part of this endeavour.

The 1948 Bombay Plan prepared by private sector leaders had agreed that the state should take the lead in the core sector especially heavy industries, since the private sector did not have either the capital or the capability required. Private companies would then concentrate on consumer goods and light industries. Contrary to some propaganda and public perceptions, this perspective was not simply the result of a Nehruvian “socialist” vision, but the result of considered thinking by the captains of Indian industry and commerce.

This industrial foundation, along with central planning, propelled the country forward to a leading position among developing countries in the first few decades after independence.

Together, these bestowed India with an enviable position in the international community, substantial soft power and respect in the comity of nations.

Despite these strengths, several lacunae in both conception and implementation may be noted in this early period, many of which persisted in successive decades.

In the agreed division of industrial responsibilities, the private sector did not develop substantial autonomous capabilities and were content with protectionist policies against imports and entry of foreign firms, and profited from a captive domestic market for low-quality, low volume, uncompetitive goods. Thus the private sector did not make much contribution to self-reliance or national industrial advancement with only a few exceptions. Unfortunately, this tendency persists even to this day. While private sector companies have pushed their way into sectors formerly earmarked for the state sector, they have still not built autonomous domestic capabilities or invested in R&D and self-reliance, preferring foreign collaborations and lower-end technologies.

Agriculture was seriously addressed only in the 1960s in the 4th five-year Plan through the Green Revolution. The programme was a huge success as regards raising food grain production substantially, and almost eliminating major cereals imports. However, the high inputs strategy brought with it with many negative aspects as discussed in the next section, leaving major issues yet to be addressed in agriculture.

Low investment in school education and primary health held back the already impoverished masses, slowed the pace of development, and prevented the people especially the poor from achieving their true potential. Despite many efforts at different points of time, substantial weaknesses persist in social infrastructure.

In the period under discussion, industrial development was stagnating as noted earlier, unable to generate higher productivity and employment despite the protected economy.

The Middle Decades: hits and misses

Governments in the later 1960s to the 1980s undertook several initiatives to address the deficits mentioned above. It is useful to examine the successes and failures of this period in some detail, since it was followed by a prolonged period of neo-liberal policies till the present and enables an informed comparison.

Public sector industries continued their dominant position in the economy, but did not sufficiently modernize to the next generation of technologies that were already establishing a strong presence in the global economy but were constrained within a limited framework of import substitution. The private sector continued to flourish but in a heavily protected domestic market and, while complaining of a “license-permit raj” imposed by government, made little effort to overcome these constraints, as shown by the under-development of light engineering and consumer goods industries during these decades. In the context of economic and technological developments, especially in comparable economies in East and South-East Asia which were broadly on par with India in terms of development in the ‘60s and ‘70s, it is no surprise that the period is described as the “lost decade.” Combined with developments after liberalization of the Indian economy, the missed opportunities of this period, raises serious issues about what India needs to do in the contemporary context to at least catch up with other countries as regards self-reliance S&T in the knowledge era.

Several progressive economic measures were initiated during this period. While Insurance had been nationalized much earlier in 1956, 14 major Banks were nationalized in 1969, providing stable financial underpinnings to development, and extended banking services as well as credit availability to hitherto unserved sections, especially in rural areas. Many experts and commentators doubt if opening up of banking to the private sector since liberalization of the economy has been beneficial to the people especially in rural areas or to the economy as a whole.

Rural poverty was explicitly addressed only in the 5th five-year plan, notably through the then government’s “garibi hatao” programme and several poverty alleviation schemes such as IRDP, TRYSEM, SGSY and related self-employment Schemes over the next few Plans. Unfortunately even these could not achieve their objective, with some official evaluations showing that only 14% of beneficiaries were enabled to go above the poverty line, however without any assessment of how many later dropped below it later. It was only much later, under the UPA Government in 2006-10, that the effective demand-driven MNREGA wage-employment Scheme, which was introduced through enormous push by progressive forces and civil society organizations, provided much relief for the rural un-/ under-employed and which proved its usefulness during the pandemic. Yet rural-urban disparities and large-scale unemployment or under-employment persist to this day as structural problems.

The Asian Experience

During the 1970s and early 1980s, other South East Asian countries, who were at a par with India a decade earlier, galloped ahead economically and in human development indicators through rapid development of indigenous S&T capabilities in mass manufacturing, white goods, electronic goods, micro-chips and computers.

In Japan or South Korea this was not just a giant leap forward in manufacturing, but was built by domestic companies and product brands, mostly without foreign collaboration, supported by both applied and basic research such as in particle physics, materials, electronics, optics etc and was backed by substantial policy planning and financial support by their respective governments.

These experiences showed that the concept of self-reliance was not some antiquated “socialist” idea, but a practical policy for nations wishing to establish their strong and independent presence in the world economy, and developing the capability to deal with the next technological shift. These experiences have all shown the value of self-reliance and indigenous capability, which are not merely means to developing the domestic economy, but a means towards playing a leading role in the global economy instead of remaining dependent on others or playing a junior role lower down in the value chain.

It should also be noted that these SE Asian countries consistently invested around 4-5% or more of GDP on R&D, education and health.  In comparison, India’s investments in these three areas continue to languish at around 1-2%.  Things got no better in the 1990s or the decades thereafter, including after 2014 when grandiose promises were made to take India into the 21st century or become a developed country by 2025 or become a $5 trillion economy soon.

Agriculture

Agriculture was another sector relatively neglected in the early post-Independence decades, but continuing low food grain production, several near-famine years, and a devastating and frankly humiliating dependence on food aid notably from the US, prompted a major push to augment food grain production in the late 1960s onwards in the form of the so-called Green Revolution (GR). The new policy, supported by substantial financial and technological assistance from international organizations and developed countries especially the US, was focused on wheat and rice in the fertile and irrigated areas of Punjab, Haryana and West UP, and was based on high inputs of specially-developed high-yielding varieties, irrigation water, inorganic fertilizers and pesticides, and mechanization of operations. The policy brought dramatic improvements in wheat and rice production, and saw India become a major agricultural producer in the world and move towards minimal imports in only a few agricultural produce. Total production of food grains increased from 51 million tonnes in 1950-51 to close to 300 million tonnes at present with huge increases in yield per hectare, multiple crops each year and expansion of acreage under cultivation. GR therefore undoubtedly transformed food grain production and agriculture in general in India, but brought along with it many negative consequences now being felt in the country and which will haunt the country for decades to come unless several corrective measures are urgently taken.

Overuse of chemical fertilizers and new farming practices have resulted in serious depletion of soil health with related productivity losses. Over irrigation especially through excessive use of groundwater has resulted in severe depletion of water resources and water-logging. High input costs including mechanization have skewed agriculture in favour of larger farmers and have also led to high indebtedness. The emphasis on HYV of wheat and rice has led to loss of biodiversity especially indigenous varieties, besides sharp decrease in cultivation of millets and other ‘coarse’ grains to the detriment of nutritional status, crop diversification and over-reliance on just two crops with impact on returns. The recent farmers’ agitation over the government’s so-called agricultural “reforms” has been prompted in large part by the skewed socio-economic impacts of the Green Revolution.

GR has had several other undesirable impacts too. The policy was implemented vigorously through the active involvement of agricultural universities who contributed greatly in terms of S&T but also became deeply inter-twined with issues of rich farmers, mechanized and industrial farming and linkages with Western institutions. The famously successful system of extension workers that spread the message and practices of the GR collapsed when the main task was over and was never replaced, leaving farmers dependent on mostly MNC agri-businesses for extension services.

Other regions were neglected due to the overwhelming emphasis on the north-western states although a few sub-regions in the eastern Gangetic basin did benefit. However, crops other than wheat and rice, and agriculture in rainfed areas accounting to around 65% of farmers were not given due attention, even though the “brown revolution” or the ‘second green revolution” are bandied about. This has seen the continued neglect and impoverishment of eastern India, as well as to the narrowing of the food basket especially of poorer people.

It should be underlined that despite the much heralded success of the GR, and the “self-sufficiency” that India has supposedly attained, a large proportion of the Indian people still go to sleep hungry and do not get two square meals a day. According to a 2021 FAO Report, about 15% of India’s population or about 195 million people, are undernourished and ranks 101 out of 160 countries according to the World hunger Index 2021, ranking lower than Bangladesh (76) and Pakistan (92). All these reports indicate that India may not meet the millennium Development Goal of “zero hunger” by 2030. Clearly, the problems are not restricted to food production alone, but are related to socio-political policies governing inequalities and access.

These deficiencies and the negative consequences on Indian agriculture subsequent to the GR need to be addressed urgently, particularly R&D in raising productivity in rainfed areas, building climate resilience, and redressing the inequalities in food consumption and nutrition.

Environment

One sector where considerable effort and new initiatives were taken, which were not envisaged during the independence movement or during the first two post-Independence decades, was in environmental protection, conservation and regulation. This is hardly surprising since sensitivity to environmental issues had barely entered public consciousness, leave alone governance, in any part of the world, except for the forest conservation movement in Britain and colonial India in the 18th and 19th centuries and later in the US in order to ensure continued supplies of timber, and the setting up of nature and wildlife sanctuaries and national parks in the US in the early 20th century. The Club of Rome in the 1960s warned about the potential exhausting of the mineral resources that were the foundation of capitalism, but the panic was short-lived as capitalism itself evolved. However, the 1972 United Nations Conference on the Human Environment in Stockholm, Sweden, for the first time brought the environment and its linkage with human development into governance concerns, and institutionalized international discussions and diplomacy on environmental regulation.

Then Prime Minister Indira Gandhi, the only head of government to attend the historic summit, was said to have been deeply influenced by it, and initiated several policy measures in India broadly in tune with the Stockholm recommendations and those of other related global conferences. However, there is strong evidence supported by scholars that environmental regulations in India have evolved in response to both international diplomacy and, even more so, to pressure from civil society and social movements within the country. After Stockholm, the then government enacted a series of laws including major amendments to the Constitution as part of the series under the 42nd Amendment. Article 48A under Part IV obliges the state to protect and preserve the environment, while Article 51A (g) assigns citizens to do the same. The Air Act 1981, the Environment Protection Act 1986 and the Water Act 1976 also followed.

At the same time, the Chipko movement, the Silent Valley movement, and the movement to protect and advance forest rights of tribals and forest dwellers, all catalyzed major legislation, while the Bhopal Gas Tragedy, in which the Peoples Science Movement played a major role, catalyzed a raft of legislations and regulations governing industrial pollution, hazardous materials etc. All these movements broadened the scope of peoples participation in decision-making on developmental projects through mechanisms such as mandatory public hearings.

However, from the outset, environmental policies and their implementation in India have had a mixed record, as a result of pressure from corporate interests and supporting political and bureaucratic forces, and inadequate push from mainstream political formations for environmentally sustainable development policies. Despite victories in many battles for popular movements, the longer war continues and environmental regulations remain a theatre of daily confrontation calling for constant vigil by civil society and peoples movements such as the PSM. Forest rights continue to be threatened to this day, industrial accidents including those involving hazardous materials continue to occur due to lax if not collusive regulatory bodies. At present, environmental regulations are under severe attack, threatening the hard-won rights, laws and regulatory systems put in place over the decades. The intention, and the impact, is that the natural environment is being severely damaged, along with the lives and livelihoods of millions of people dependent upon it such as tribal people, other forest dwellers, fishers and many others.

Education

Investments in education, primary health and R&D continued to stagnate or even decline in real terms. Both in school and higher education the private sector expanded rapidly at the expense of the public system, including in rural areas. Private universities especially in engineering and medicine also proliferated with poor planning or regulation, leading to malpractices such as capitation fees, deficiencies in reservation, poor infrastructure and quality of education resulting in high unemployment or under-employment of graduates and, later, to closures leaving students in the lurch.

Ill-effects of the major failures during the early post-Independence decades in social infrastructure investments notably in health and education as noted earlier have become entrenched over the decades and have been worsened by the neo-liberal tendencies of withdrawal of the state from social services, and their privatization and commercialization.

The public education system certainly expanded in early decades after independence till India established the world’s second largest school system after China. However, despite all the attempts over the decades, and several new initiatives or special thrust programmes taken up from time to time, progress towards universal, free and compulsory education has been unsatisfactory in overall terms in both quantitative and qualitative terms. While enrolment rates in elementary stages have climbed steadily, crossing 90% about a decade ago, enrolment at higher stages of the education system have continued to drop off substantially to around 50% at the secondary stage, skewed even worse for female students. Teacher-student ratios are low and many surveys have shown quality of school education to be poor. Due to these weaknesses, and preferences and trend-setting by the middle-classes, private education has made major inroads over the years especially in secondary education, with enrolments in often English-medium private schools or even unrecognized private schools increasingly sharply in recent years at the cost of the public school system, including in rural areas, despite the regulations of the RTE Act of 2009 which, for the first time, made free education a constitutional right for children from 6 to 14 years of age. Inequalities between urban and rural areas, between better off and poor students, and between upper and lower castes have become deeply ingrained in the education system in India including at school level. These trends have only worsened in most States with the onset of neo-liberal economic policies and the withdrawal of the state from both social and physical infrastructure.  The new National Education Policy (NEP 2020), with its added and strong emphasis on privatization and virtual on-line education will mostly amplify these deficiencies in education and in higher education as well, making these the Achilles heel for India’s future.

Health

A public health system to deliver primary health care was, and remains, another major developmental and welfare measure which was neither taken up strongly in the early post-independence period nor strengthened later to make up for earlier failures. Till today, this remains one of the largest and most glaring failures of the 75 years of Indian independence, as starkly evidenced by India lagging behind even several of our neighbours in South Asia and other low-income countries as regards basic health indicators. In 2016, India ranked 145 out of 195 countries in a Health Care Quality Index reported in The Lancet in 2019, with a score of 41.2 improving considerably from 1990 but still well below the global average of 54.4, and still ranking below Bangladesh and Bhutan, sub-Saharan Sudan and Equatorial Guinea.

Health was unfortunately not accorded adequate priority in the early post-Independence decades and was not recognized as a constitutional even later as was done for RtE, despite the strong and detailed recommendations of the Bhore Committee 1943-46. Several subsequent high-powered committees followed, resulting in the National Health Policy of 1983 which was largely shaped by the 1978 Alma Ata Declaration of “Health for All by 2020.” While the new policy at least introduced some institutional structure for health care delivery and public health systems at different decentralized levels of society, subsequent early neo-liberal “reforms” introduced more disease-specific centralized vertical programmes and concepts like user fees, and diluted the earlier primary health care system. The ideas of Universal Health Care advocated internationally was also sought to be implemented in India, but remained on the shelf. Similarly the National Health Policy introduced by both the UPA and later the present BJP-NDA dispensation contain many ideas but few commitments and institutional arrangements.

Authoritarianism

Public resentment of the continuing failures of the government to address basic issues and growing authoritarian tendencies in the Union government, boiled over in 1974-75, when the country witnessed widespread popular unrest and the famous nationwide Railway strike, leading to the government headed by Mrs.Indira Gandhi declaring Emergency on 26 June 1975. Political and civil society opponents were arrested, all civil liberties and press freedom were suspended, freedom of expression and assembly by citizens and workers were curbed, States’ rights were trampled upon, and even independence of the judiciary in practice if not in law was constrained through the idea of a “committed judiciary.” At one stroke, the people found all their hard won rights for which they had struggled during the freedom movement were snatched away by an authoritarian government that dissolved the distinction between Executive Government and State. However, the people’s anger expressed itself forcefully in the general elections of 1977 when the incumbent government was defeated and democracy restored under the new and first-ever non-Congress government.

Constitutional experts and commentators, especially those who were witness to or had experienced the Emergency excesses and participated in resistance to them, term the current atmosphere of executive non-accountability, dominance over all institutions, flouting of Constitutional norms and intolerance of dissent in both the polity and civil society, to be like an “undeclared Emergency.” It is therefore important to recall the 1975 emergency and parallels between the present situation and that period.

.           Several changes from what may broadly be termed the “Nehruvian path of development” were initiated or experimented with by the non-Congress governments after Emergency and later when several non-Congress formations came to power during the later part of the 1980s, some with positive outcomes, others with mixed or questionable outcomes. In the developmental arena, greater emphasis was seen on the role of the private sector, enhanced civil society participation in policy-making and governance, and decentralization of governance favouring States and local self-government. However, the short life-spans of these governments did not allow for either a detailed appraisal of these policy shifts or indeed for any of these policies taking root. Some trends, however, do seem to have established themselves in the body politic, such as coalitions of like-minded forces around a common programme, assertion of a strong civil society role in governance and, till the current dispensation came to power, decentralization of governance institutions and mechanisms.

Neo-liberal phase

By the 1980s and 90s, commitment of the state to the initial direction and impetus of self-reliant development led by the public sector weakened gradually,  and  dominant forces in the economy and in the political class started moving towards courting foreign investment, downplaying or divestment of public sector units (PSUs), opening up different sectors to the private sector, and a gradual withdrawal of the State from public services, the social sector and many industrial sectors under the influence of the by now internationally dominant neo-liberal economic framework championed by the IMF, World Bank and other international agencies. The collapse of the Soviet Union also saw substantial changes in India’s non-aligned foreign policy and the pro-Western trend further intensified these economic policy changes. These trends climaxed with a full-fledged embrace of neo-liberal policies in the 1990s with the stated aim of unleashing the “animal instincts” of the domestic private sector, foreign investors and multi-national corporations (MNCs), who were provided numerous incentives of de-regulation and opening up almost all sectors of the economy.

Crisis-level economic problems in the early 1990s triggered a full-scale embrace of neo-liberal policies in the Narasimha Rao-Manmohan Singh decade and later in the “dream team” UPA decade, as well as the intervening Vajpayee-Arun Shourie-Jaswant Singh era. India no doubt experienced high GDP growth rates in this period, with some poverty reduction but with deepening inequality too. In pursuit of privatization, natural resources were handed over to private corporate houses in mining, minerals, petroleum and the airwaves, ports and other infrastructure, all at a pittance allowing for super-profits, and numerous key economic sectors were opened up to Multi-National Corporations (MNCs) and the domestic private sector, while simultaneously rival PSUs were systematically weakened or undermined, for example in telecom at the cost of BSNL and in aviation at the expense of Air India/Indian Airlines. A process of privatization of public utilities such electricity and water distribution was also set in motion following the World Bank-IMF prescription. While corporate classes and a small section of the middle-classes benefited from these economic changes, business magnates were the biggest gainers, with greater concentration of wealth at the top of the pyramid.  There was a boom in consumer durables, boosted by salary rises for government and public sector employees through successive pay commissions and prods to banks to hugely expand loan schemes on liberal terms. Foreign companies entered the Indian market in a big way, both directly and through portfolio investments, aided by generous taxation and other incentives.

Large Indian private manufacturing companies entered into collaborations with MNCs and other foreign companies taking advantage of these changes. But contrary to the promise that liberalization, privatization, globalization and FDI would bring in new technologies to the country, almost none of the private players absorbed these modern technologies and improved products, and launched their own globally competitive products and brands, or emerged as global players in their own right. For the most part, they remained junior partners of MNCs and other foreign companies. A few sectors displayed some dynamism, for instance in software and business processes, but it should be noted that most Indian companies were providing services for foreign clients rather than developing or promoting their own software products, in which India still has no major global presence or players.

The public sector, which had the capability and scale to absorb new or updated technologies, was hamstrung and deliberately held back. And no major gain was made during this entire period in enhancing self-reliance and autonomous capability by Indian private sector industries.

During the UPA dispensation, efforts were also made to adopt counter-balancing welfare-oriented positions closer to the older Congress orientation.

The Right to Information (RTI) Act, amendments to the Forest Rights Act, advances to the public distribution system in the form of the Food Security Act, and the impactful National Rural Employment Guarantee Scheme, and efforts to protect the environment and people’s rights from corporate inroads were some of the major rights-based welfare measures put in place during this period. Many of these legislative, executive or regulatory measures were taken in response to demands and push from progressive forces and civil society organizations. Other positive experiments included the campaign-based and mass mobilization volunteer-based Total Literacy Programme catalyzed and led by AIPSN/BGVS in the earlier period, and the later Right to Education (RtE) Act during the UPA dispensation. However, all these measures and other rights-based approaches saw headwinds and even reversals due to pressure from neo-liberal forces both within the government and outside, including during the successor BJP-NDA governments.

Pressure from the strong Left presence in Parliament supporting the UPA also provided some protection to the people from some potentially harmful neo-liberal policies, such as opening up insurance to the private sector and major modifications to the Indian Patents Act as demanded by global capitalism, measures that were resisted and rejected in Parliament. Provisions still retained in the Patents Act continue to enable effective self-reliance especially to the domestic pharma industry.

Present phase

As if with a vengeance, the BJP-led Governments of 2014 and 2019 have aggressively pushed neo-liberal economic policies since coming to power, along with retrograde social policies and serious undermining of “the idea of India” as embodied in the independence struggle and the Constitution, aided and abetted by non-State Hindutva forces.

Increasing inequality

It is no surprise that income inequalities have widened even further than before, and multi-billionaires and crony capitalists believed to be close to the ruling establishment have amassed huge additional wealth during recent years, even during the lockdown and nationwide economic slowdown. 50 new billionaires were added in India during 2020, and wealth of Indian billionaires increased by 35% or almost Rs.13 lakh crores during 2020 at a time when millions of Indians were without source of income or were walking thousands of kilometers to their original villages from cities where there was no work available. The World Inequality Report 2021 states that the top 10% of Indians hold 57% of the national income, and the bottom 50% hold just 13%. It also finds that the top 1% of the population own 33% of national wealth. Such is modern neo-liberal capitalism, avidly promoted by the present government and their supporters, along with promises of further concessions to MNCs and domestic corporates especially crony capitalists, de-regulation across all sectors, further dismantling and privatization of PSUs, virtual sale of national assets, de-unionization and casualization of labour and other “reforms.”

Demographic dividend or growing handicap?

India currently has a substantial youth population, what demographers call a “youth bulge,” with over 600 million persons under the age of 25. Development experts believe this ‘demographic dividend” can be a tremendous asset for the future, provided these youth receive proper basic and higher education and appropriate skills, especially since comparable countries including China have a rapidly ageing population. On the other hand, if India fails to build the capabilities of its young population, un-skilled and under-educated youth could also form the basis for deep social unrest and undesirable socio-political tendencies.

As things stand today, India’s higher education system, despite its considerable expansion in recent times albeit largely with private colleges and universities of uncertain quality, India’s higher education enrolment rates are 20% less than i.e. far below comparable middle-income countries like Brazil or China. Various studies have shown that over 60% of engineering graduates remain unemployed, and close to 50% of all graduates have been found to be unemployable in any skilled occupation! Other available statistics show that around 27% of India’s youth are thus excluded from education, employment or skills.

Unfortunately, neither the NEP 2020 nor the Science, Technology & Innovation Policy (STIP) address these inter-related issues of low access to quality education, deep inequities in education and employment, poor linkages between the education system and employment opportunities, and the urgent need to rapidly upgrade skills and education at all levels if India is to advance in the global economy in the knowledge era.

NEP 2020 contains no reference to the industrial and economic context, simply assuming that higher education in any form will somehow meet present and future demands. On the contrary, NEP’s proposal to terminate the system of affiliating universities with widely dispersed colleges will inevitably lead to closure of numerous colleges especially in smaller towns and rural or semi-urban areas, further exacerbating social inequities and reducing access to higher education for rural and other disadvantaged populations.

 

Privatization of Education & Health

During the neo-liberal phase including under the present dispensation, the health delivery and health education system has been increasingly tilting towards private players and tertiary curative services to the extent that around 75% of hospitals and tertiary health facilities in India are in the private sector, and thus oriented towards better-off sections who can afford these services. In this context, it is not surprising that insurance-based services have gained ground rapidly, and even government departments and PSUs are now reimbursing employees’ expenses at private hospitals etc, thus further strengthening the private health care sector rather than a more affordable and accessible public health system. The dominance of the private sector, and the weakness of the public health care system, is such that the common people of India have to incur over 60% of out-of-pocket expenditures on health.

All these structural weaknesses in public health have been cruelly in evidence during the Covid-19 pandemic, with the exception of Kerala which showed how a more effective public health system could be built and run even in India through long-term consistent public investments and decentralized administration.

The overall situation is made worse by serious deficits in doctors, nurses and other paramedical personnel. Whereas medical education has expanded considerably in recent decades, costs of such education have also increased substantially while, at the same time, quality of education has suffered. These trends have also led to brain drain of qualified personnel, and high costs in India have also driven students to seek medical education abroad and falling into a debt trap as a result.

Very similar processes are underway in engineering and technical education as well. The proliferation of poorly regulated private engineering colleges with poor facilities and equipment has resulted in producing under-qualified engineers who find it difficult to get suitable jobs, particularly when industries in India are so largely based on imported technologies requiring less engineering talent compared to indigenous industries based on innovative technologies.

The proposals in NEP 2020 will further aggravate these tendencies due to NEP’s emphasis on private universities and commercialization and “vocationalization” of educational services, without any correlation to demand for human resources, or industrial and developmental policies that would shape this demand, with a tacit assumption that the educational courses offered by universities would somehow correspond to evolving market demand. High fees of around Rs.2.5 lakhs for 4-year “vocational” undergraduate courses have already started in many Colleges/ Universities under NEP but with students not having any information about the acceptance of these qualifications by employers and the future potential of these qualifications.

Privatization of PSUs and State Assets

The Government is currently on a massive spree of privatization, handing over PSUs to the private sector for a song, selling or leasing infrastructure like ports, airports, roads, railways, railway stations and all kinds of assets which had been acquired through public resources over the decades. With a non-existent or toothless competition commission, not just huge corporations but also monopolies or duopolies are being created in sector after sector such as telecom, retail etc with MNCs or overseas companies or investors having a huge share. Private monopolies are far worse than state monopolies which are at least accountable to parliament, whereas the former leave consumers with no protection given poor regulation.

All these measures are being taken with little or no regulation, following the classical neo-liberal paradigm, not being followed any more in that undiluted form even by most advanced capitalist countries. In fact, in Europe, the UK and even the US, a process of re-nationalization or re-municipalization is underway in public utilities, railways etc. Regulatory capture is being practiced by the State itself, wherein the regulator does not act as a check on corporates, rather the regulator itself supports corporates in their ventures and in getting around government checks. In fact in most cases, the regulator’s mandate is itself is defined as including support to the growth of the private sector!

Dismantling Environmental Regulations

Even during the election campaign preceding the 2014 general elections, the party which was later to form the government made it clear that it believed that environmental regulations were an obstacle to economic growth through mining, other industries, infrastructure and commercial projects. This was translated into action soon after the new Government was installed by converting the different regulatory systems under the Ministry of Environment as bodies to facilitate corporate interests and projects in ecologically sensitive areas rather than protecting the latter. This was made a major element of the government’s efforts to improve its ranking in the global “ease of doing business” index.

Environmental de-regulation is now being pursued aggressively by the present Government through various means such as executive notifications modifying existing rules and procedures, packing decision-making expert committees, proposing major changes in rules and procedures. All these are being done without any legislative backing and, in those cases where the proposals are opened up for public response, the time given is extremely limited, often two weeks or so, even if the proposals involve major changes to existing regulations or potentially greater threats to the environment.

Major dilutions have been made to the Coastal Zone Regulations and so-called “linear projects” such as power-lines, pipelines, highways and railway lines have been given exception for passing through forests and even sanctuaries. Environmental Impact Assessments have been reduced to mere formalities, with project holders allowed to prepare their own EIA through consultants. Packed approval committees have made approvals the norm and rejections rare.

Attempt was made in 2020 in the midst of the pandemic to ram through sweeping changes in EIA requirements, approval conditions and procedures through a Draft EIA Notification Amendment 2020 which, initially, gave only 30 days notice for public comments. The Draft removed the very requirement for EIA and public hearings for a wide range of project types, did not permit public objections to EIA violations which were also sought to be condoned after minor fines, and placed a whole range of projects outside EIA purview on non-transparent grounds of “national security.” After huge protests, several extensions and large-scale negative comments including charges of the Notification being in explicit violations of apex Court orders, the Notification has been kept in abeyance.

However, its various provisions are now sought to be implemented in practice through executive actions and clear trickery to circumvent provisions, such as granting EIA to 100km stretches of the Char Dham Highway in the fragile Himalayan region rather than the whole highway project of close to 900km. Similar efforts were made recently through Amendments to the Forest Rights Act, seeking to circumvent rights of tribals and other forest dwellers by redefining different categories of Forests and procedures to allow easy approvals for violations and removing large areas from the definition of forests thus enabling conversion of large areas of forests into lands for commercial or industrial projects.

Wrong idea of Self-Reliance

The big belief, and break from the early post-Independence past, especially from the 1990s onwards has been that self-reliance is an outmoded concept, technologically an unnecessary effort to “reinvent the wheel” when any country can simply buy the latest technology from somewhere. This Government even believed it could build a modern defence industry in India through FDI! This policy has predictably fallen flat on its face for obvious reasons — no country will part with its advanced technology for love or for money. In India, the myth spread by the present dispensation is that domestic manufacturing of MNC or other foreign corporation’s products is self-reliance or “atma nirbharta!” It is not! Even when products are made in India, the MNC never parts with critical know-how, so that major technology always remains with the MNC. If true self-reliance were to be achieved, the know-how and technology is absorbed, and the Indian entity develops the next generation of the technology on its own. Contrary to the situation and endeavours during early decades of Indian independence and strenuous efforts, India is now well on its way towards technological dependence which will ultimately threaten the long cherished strategic autonomy.

India is today mostly a good market for foreign or MNC goods, even if they are sometimes made or assembled in India, such as automobiles or white goods or cell phones. Even the largest Indian private corporations, except a few in the single digits, are junior partners of MNCs or other foreign entities, have developed no autonomous S&T capabilities despite having been around for many decades, and make few products of global standard or own a global brand.

While the world is now on the verge of the “fourth industrial revolution” comprising 5G, AI, robotics and further automation, autonomous vehicles, electric or hydrogen fuel-cell vehicles, renewable energy storage and so on, India has been left staring at a future where we are no higher up the technological or value ladder than we used to be. With the Indian private sector not interested in R&D or developing indigenous capability, and the government hell-bent on destroying the public sector who could have undertaken the tasks, as the few remaining PSUs in atomic energy, space, defence are showing even today, the future is not looking bright for the country. Other countries eyeing the future are investing huge amounts of public funds in R&D in strategically identified sectors, without which this task is next to impossible since even large global corporations find it difficult to carry the load by themselves.

The S&T and Innovation Policy (STIP) shows no acknowledgement of this, and continues to shy away from large public investment in R&D, and imagines that private and foreign investment would somehow appear. NEP too shows no real awareness of the research, human resources and institutional structures of the future economy and related technologies, both in white and blue collar education and skill development. In the present governance structure and in the neo-liberal paradigm, there is also no room for planning as such, with Niti Aayog as well as private and MNC consultancies engaging essentially in guess-work or following ideological prescriptions. The education system has deteriorated to the extent that industrialists repeatedly lament a lack of suitably skilled and educated manpower as the second of industry’s major problems in India along with poor infrastructure.

Changing the Idea of India

Apart from the economic, technological and social aspects, the present Government is also dragging the country far away from the Constitutional values and the Idea of India, marked by unity in diversity, plurality of cultures, language and lifestyles, freedom and pluralism of opinion, and promotion of scientific temper.

The imposition of the ruling dispensation’s  own ideology and core political beliefs on the whole nation, and the complete intolerance towards dissent and plurality of opinion, including evidence-based disputation, has been another characteristic of the present phase, marking a sharp departure from Constitutional values and the Idea of India.

This Government, aided by Hindutva forces, has put majoritarian Hindutva and “cultural nationalism” at the forefront, undermining the secular state, pluralism and unity in diversity which holds this country together and which is admired the world over. Over the past seven-odd years, the nation has been torn apart by majoritarian, discriminatory and often violently pushed policies like the CAA-NPR-NRC, brutal lynchings and harassment of minority community citizens on the pretext of cow-slaughter, “love jihad,” or any other pretext. Traditional food habits of many communities in different parts of the country, from the North-East to Kerala, are under attack. Attempts are being made to impose Hindi on non-Hindi speaking States in myriad ways, insisting that constructed Vedic-Sanskritic past is the repository of all knowledge, the only true “history” and the only worthwhile tradition worthy of respect and being called Indian. All these ideas are given pride of place in the NEP.

Leading lights of the government and the ruling dispensation have repeatedly sought to impose their unsubstantiated views on ancient Vedic-Sanskritic science on a par with modern science, such as availability of the internet during the Mahabharata, advanced cosmetic surgery as evidenced by Lord Ganesha’s elephant head fitting seamlessly on a human body etc. All critics of such views, and those who defend evidence-based reasoning and scientific temper, are attacked as westernized and anti-national. The Constitutional ideals of unity of diversity and respect for all religions and cultures in this vast country are sought to be drowned under a single monolithic majoritarian “Hindu-Hindi” culture. In parallel, the federated system of governance by States and the Union is being trampled under a new unitary structure, contrary to the Constitutional system and subsumed under numerous centralizing schemes such as “One Nation, one everything.”

Pluralism of opinion has been repeatedly attacked by the present dispensation in different ways and context. Universities such as in Hyderabad, JNU, IITs in Chennai and Mumbai have been under constant attack, including through organized physical assaults, including for hosting lectures on topics disliked by the ruling dispensation or encouraging critical thinking. Books, plays, poems and films have been attacked. Champions of scientific temper and critical thought such as Narendra Dabholkar, Govind Pansare, M.M.Kalburgi and Gauri Lankesh were murdered allegedly by Hindutvavadi forces. All these are attacks not just on specific issues, but on pluralism of opinion and critical thinking itself. This is crucial, not just for the Peoples Science Movement but for scientific temper itself. Science and creative thinking cannot flourish without pluralism of opinion and freedom of expression, or in an atmosphere of blind subservience to authority.

The present dispensation consciously and deliberately refuses to follow evidence-based reasoning and governance. Instead, evidence is manipulated or manufactured to suit its own pre-conceived decisions, as revealed by withdrawal of governmental reports showing contrary data and hence conclusions, pressures on premiere autonomous research institutions to tailor data to suit government narratives.

This was clearly in evidence during the Covid-19 pandemic when even the opinions of leading scientists in government-appointment committees were repeatedly ignored. Numerous international scholars, human rights organizations and activists, have faced censorship, refusal of permission to enter or do research in India, with government attempting to require academic institutions to seek permission before organizing even virtual webinars! The present dispensation’s policy of communal and other polarizations raises paramount questions about the nation’s future. If a country is divided within itself, how can it work with a common zeal for the common good? If a country has no friends and a poor reputation internationally, with no soft power, how can it play a major leave alone leading role in the comity of nations and advance the interests of its citizens? If a country does everything it can to stifle critical thinking, how can its youth lead the country in the knowledge era?

India desperately needs to restore its post-independence identity as a forward looking country, building its autonomous self-reliant knowledge especially in science and technology for the global economy of tomorrow, promote its major public sector industries to achieve these goals along with those private entities with a commitment and dedication to achieve self-reliance in India. India desperately needs to re-establish Constitutional values of unity of diversity so that all States, cultures and people of all religions can move forward determinedly each in their own unique way. India needs to take forward its values of plurality, freedom of expression, autonomy of governance institutions, strong anti-discrimination laws, and a planned and well-regulated economy keeping in mind socio-economic equity, environmental sustainability, protection of historically underprivileged populations and demands of the future global economy and technological ecosystem. None of this can happen without a robust public education system and effective primary health care system. Employment and livelihoods need to be ensured for the masses along with appropriate safety nets. Together these call for systematic planning and a welfare state.

For the present dispensation, it seems GDP growth and the “ease of doing business” are far more important that raising the living standards and promoting livelihoods of the mass of people. The present Government’s fascination with high-cost, grandiose infrastructure and constructions projects while ignoring the travails of the poor is accelerating. Cases in point are the Ahmedabad-Mumbai bullet train, the Sardar Patel statue, the Central Vista and related projects in the national capital, Varanasi “beautification” projects even as the Ganga continues being filthy, the Sabarmati waterfront and, recently, the gaudy and incongruous Jalianwalabagh Memorial. An even more jazzed-up and unseemly Rs.1250 crores Memorial complex at Gandhi’s simple cottage structures in the Sabarmati Ashram. The long-standing goal of the Republic to establish a welfare state has been thrown to the winds in the most openly elitist and pro-business government since Independence.

Above all, no country can progress if its people are divided against each other. The British colonialists perpetuated their rule over the Indian sub-continent through their conscious policy of divide and rule, ultimately leading to partition of the country along religious lines. It was the strength of the independence movement that it brought together all religious, cultural, ethnic, linguistic and caste groupings together under a common umbrella to achieve the common goals of independence, progress and welfare of all, unity in diversity, equality before the law, freedom of expression and acceptance of pluralism and critical thinking. No country can progress if its people are divided against each other. 75 years after Independence, can we allow ourselves to be divided again?

The future beckons India, especially its youth. To achieve its due, India needs to re-generate, re-imagine and take forward the values and aspirations of its freedom movement in the contemporary context and learning from all the missteps, failures and missed opportunities over the years.

The Peoples Science Movement will take this message to the people during the year through grassroots dialogues and other mass contact programmes.

 

AIPSN Response to Draft National Higher Education Quality Framework (NHEQF)

click here to see the pdf of the response from AIPSN

click here to see the proof of submission to UGC

13th Feb 2021

AIPSN Response to

Draft National Higher Education Quality Framework (NHEQF)

             The UGC during the pandemic period has brought out the draft National Higher Education Quality Framework (NHEQF) on 30 Jan 2022 and through an undated public notice released at the same time on the website has asked for feedback from all stakeholders by 13th Feb 2022 via the gmail id nepnheqf@gmail.com

The response from AIPSN is given in two parts: a) Procedural inconsistencies and b) Long term deleterious impacts

  1. Procedural inconsistencies
  2. A democratic exercise has once again been hijacked and made a mockery of in a process that has become familiar. Force a bill, act, ordinance, directive without any discussion to plead that it is good for the nation, farmer, academic, student, teacher worker. The farm laws have met unprecedented resistance. But that has also given the backdrop to take attention away from matters related to other issues. It is for this reason that the government released the Science, Technology, Innovation Policy document on 31st Dec 2020 with only 3 weeks to respond- the date being extended by eleven more days under demand. The same happened with this UGC ABC draft regulations being put up on 21st January on the UGC website with the last date to respond being 5th February, 2021 with not even a press announcement for such an important document. And the draft NHEQF followed the same trajectory.
  3. The question naturally arises what is the urgency? There has to be more time given especially as colleges and universities are not fully functioning due to the pandemic. As it is a scheme that is meant for students, the students need to be involved in the discussion. The time could be given till 30th April 2022 and then the responses can be made public before a new draft is circulated.
  4. It is surprising that UGC has chosen a gmail id for soliciting responses rather than use an official government email id or website for the responses. The same was done for the ABC. If UGC does not have this capability even, how is it going to operationalise the online ABC or the NHEQF? Or is it an indication that these will be outsourced to a private party?

 

  1. Other comments
  2. Giving a clause by clause response to the NHEQF is futile. Reading the draft itself is like wading through some verbose pronouncements. It is not written as if by academics but rather reads like a bureaucratic piece obtained by outsourcing it to a management consultants for writing.

 

  1. The qualifications and outcomes  are repetitive in places and make no meaning in terms of assessment. How is the ability to “listen carefully'” (under general learning outcomes which have been copy pasted for all levels) going to be assessed? Without providing any means for the outcomes to be evaluated and a rehaul of the evaluation machinery currently in operation, it is impractical and illogical to implement the NHEQF. The implementation of NHEQF must be deferred now and may be considered after another 5-10 years based on modifications from discussions and local trials involving the community of students, teachers and select institutions.

 

  1. The NHEQF treats all students as having the same capability which obviously is not true. The learning outcomes for example do not take into account persons with disabilities. How will a deaf person be able to “listen carefully” for example?

 

  1. On p14 the draft says “The NHEQF envisages increased flexibility and choice of courses of study by students, particularly at the undergraduate level. A wide choice of subjects and courses, from year to year, will be the new distinguishing feature of undergraduate education. Students who wish to change one or more of the opted courses within the programme(s) of study that they are pursuing may do so at the beginning of each year, as long as they are able to demonstrate the required prerequisites and the capability to attain the defined learning outcomes after going through the chosen programme and course (s) of study.” But this is only wishful thinking because given the ground realities even now credit based choice systems do not work even well established Universities due to a variety of reasons including lack of faculty, lack of student involvement in planning and execution. First generation students typically have no clue about the choices and how they operate. Privileged students naturally find it easier to cope with. Till such time as the social reality changes and we have sufficient pool of students who are all either second or third generation NHEQF type of mechanisms will only lead to privileging the already privileged. Thus the NHEQF must not be implemented now but should be kept in abeyance.

 

8.The mobility that this framework is supposed to give is theoretical. Given our ground social realities even teachers and scientists find it difficult to move easily to different institutions. How will first and second generation students coming from rural and tribal backgrounds be able to move to different far off universities or colleges considering that there is no corresponding logistics provided for fellowships, accommodation transfers etc. Instead of putting the cart before the horse the Government would do well to consider putting in place enough accommodation and fellowships for underprivileged and marginalised students all across the country before embarking on such exercises as the NHEQF which will only favour the elite.

 

  1. The only actionable part will be the credit system and the filtering mechanism. Earlier if one joins for 3 year course, even if there are arrears one could complete them later. Now every year if the credits are not met the student  cannot continue. Only privileged students will get through. It will result in first generation and marginalised getting discontinued maybe with a certificate or diploma. This contradicts the very purpose of flexible higher education. Students should be permitted to either complete the missed/failed credits and rejoin the Course or repeat the whole if number of credits is half or more than the total. 

 

  1. An important aspect of the NHEQF is that by allowing lateral entry through acquired credits and preventing those with insufficient credits to carry on the course, the reservation system would be bypassed as the reservation would apply only at the entry level of the course. So at the end of the 3 or 4 year BSc course or the second year of a MSc course the number of students would be tilted in favour of the privileged.

 

 

  1. The draft NHEQF does not make clear what/where are the Equivalences between the Vocational and Academic Qualification Frameworks i.e. at what level can Students from the Vocational stream shift to the Academic stream and how many credits can they bring with them? If such Equivalences are not specified, this would again build a firewall between the Vocational and Higher Education streams which is against the very idea of flexibility and lateral entry/exit.

 

  1. On p16 the NHEQF glibly mentions the Academic Bank of Credit “An Academic Bank of Credit (ABC) has been established which would digitally store the academic credits earned from various recognised HEIs so that the degrees from an HEI can be awarded taking into account credits earned.”. This ABC was itself introduced during the pandemic time without discussions and despite several objections which seem to have been lost in the electronic blackhole that this regime seems to favour for all its ‘invited feedback for draft regulations’. But it does not go into the section 6.1 and 8.11 of the ABC which allow only the HEI to submit credits of a student to another HEI while making the students pay credit processing fees for keeping the credits in the ABC. No mechanism has been spelt out to keep the fees affordable for economically and socially underprivileged students. This would only further be a barrier to retention of marginalised students.

 

  1. Section 2 outlines the global scenario but fails to mention that the United States does not have a national qualifications framework. The Washington Accord is an accreditation system for technical education. Moreover it does not touch upon the important lessons learnt in establishing National Qualification Frameworks since 1990s following the WTO push to standardize education based on learning outcomes. The points are summarised below (as given by Bateman, A, Keating, J, Burke, G, Coles, M & Vickers, A (2012) Concept Design: ASEAN Regional Qualifications Framework, Education and Training Governance: Capacity

Building for National Qualifications Frameworks (AANZ-0007) -Volume II):

  • there are limitations to the learning outcomes approach in terms of how to quality

            assure the way they are defined and applied;

  • there are dangers in over specifying or over engineering NQFs;
  • NQFs need to be transparent, free from jargon and easily understood by all users;
  • NQFs should be developed in consultation with the key and long established

education and training providers, and other key stakeholders including employers,

relevant government agencies and professional bodies;

  • NQFs must be supported with effective infrastructure for assuring standards and

            quality; and

  • NQFs need to evolve within national education and training and qualifications

            systems

 

The draft NHEQF put out by UGC has not looked at any of these points. It is better that UGC takes back this draft and does not implement the NHEQF for another 5 to 10 years till it does a more thorough process,  the necessary effective infrastructure within and between HEIs develop. In the Indian context it is also necessary to ensure that social justice is not subverted in the process of bringing in a system that is fraught with potential to further marginalise the already marginalised and privilege the already elite sections of society. 

 

  1. The draft for NHEQF by UGC has been planned to implement the NEP formulations. But NEP recommends the dissolution of UGC, AICTE, NCTE, etc and planning for a single regulating authority National Higher Education Regulatory Authority. Under such situation how can UGC can recommend this NHEQF. If it recommends now it has no authority to give multidisciplinary courses varying from fine arts, vocational education to teacher education. UGC with its capacity can recommend only NHEQF to humanities, arts and science.

 

  1. The inclusion of moral, ethical and constitutional values has been recommended. But the experience of Centre for excellence for Indian Knowledge, IIT Kharagpur, is dismal promoting Vedic knowledge. Vedic traditions..etc… through its calendar. We fear of such type of promotion as moral and ethical values to all.

 

We call upon UGC to abandon or keep in abeyance this flawed National Higher Education Qualification Framework (NHEQF)  and instead first enable the infrastructure and functional requirements for such a  Qualification Framework to function properly.

 

For clarifications contact:

  1. Krishnaswamy 9442158638 (co-convenor Higher Education Desk)
  2. Rajamanickam, General Secretary, AIPSN

gsaipsn@gmail.com, 9442915101 @gsaipsn

Take immediate steps to expedite P. G Medical allotment process

click here OR here for pdf of  the press release 

Press Release 9 Dec 2021

 

AIPSN Statement

 

Take immediate steps to expedite P. G Medical allotment process

                                                                                                                     .

The Postgraduate admission to various medical colleges all over India is being delayed due to dispute over the Economically Weaker Section reservation policy in NEET PG counselling. It is already late by one whole year. Currently the case is in Supreme Court. During last session, considering Union Government’s request, court had postponed the case to January 2022. Due to these issues newly graduating doctors are unable to join hospitals where as PG students they would be serving as resident doctors and involved in service provision. As a result existing doctors in medical colleges and other hospitals are forced to work for 24 hours a day. Hospitals and medical colleges in our country are facing severe staff shortages and this delay in admission process keeps worsening the situation further. Physically and mentally exhausted resident doctors all over the India are now boycotting all non emergency services as part of a strike against the Union Government’s delay in admission procedures.

In India due to a lack of comprehensive primary and secondary health care, the majority of our population relies on medical colleges for a wide variety of public health services. It is the common people of the country who are largely affected by the current situation. Inpatient and outpatient treatments, Covid and non-Covid treatment all are now in a crisis due to the staff shortage. This situation will become catastrophic if newly reported corona strains start to spread.

The current crisis in NEET illustrates how excessive centralization can lead to a nation-wide crisis in many critical areas. Having created this problem the centre has to be more pro-active in solving it. Though for this year it needs to go ahead with an interim arrangement by which admissions would continue, this whole crisis is also a call for re-examining NEET and all such forms of excessive centralization.

Without going into the merits or otherwise of NEET itself, All India Peoples Science Network demands the Government of India to speed up the NEET Medical PG Counselling for those who have taken the exams in good faith; and considering the great threat this delay poses to public health; and for strengthening the public health services to be able to fight another possible  wave of the Covid pandemic.

 

For clarifications contact:

 P.Rajamanickam, General Secretary, AIPSN

gsaipsn@gmail.com, +91 9442915101 @gsaipsn

V.R. Raman, Convenor, Health Desk, AIPSN

weareraman@phrnindia.org, +91 97171 07878

 

 

AIPSN Call to Reconstitute National Steering Committee for National Curriculum Framework

Click here to read the AIPSN Press Statement

23 Sept 2021

 

“Reconstitute National Steering Committee for National Curriculum Framework”

 

The Union Ministry of Education has set up a National Steering Committee for the Development of National Curriculum Frameworks as per the perspectives of the National Education Policy (NEP) 2020. The Committee is expected to develop four National Curriculum Frameworks, namely,

1) National Curriculum Framework for School Education

2) National Curriculum Framework Early Childhood Care and Education

3) National Curriculum Framework for Teacher Education

4) National Curriculum Framework for Adult Education.

According to the terms of reference, the 12-member Committee chaired by Prof. K. Kasturirangan will have tenure of three years. It will “discuss different aspects of School Education, Early Childhood Care and Education (ECCE), Teacher Education and Adult Education keeping in focus all the recommendations of NEP 2020 related to these four areas for proposing curriculum reforms”.

It is a matter of deep concern that the entire span of educational curriculum reform, from the early childhood years to adult education, has been entrusted to a small committee with no expertise in these crucial areas. Members include educational administrators and even entrepreneurs. This seems to be in line with the trend of the National Education Policy 2020 to usher in private players while making subservient established institutions of public education. Indeed surprisingly, no faculty members of NCERT are included, even though it is the apex national body responsible for the development of curricula; rather, the Director of NCERT is expected to ‘assist’ the Steering Committee.

A National Curriculum Framework is meant to provide a sound academic basis to guide a range of curricular interventions, for the development of syllabi, textbooks, teaching learning processes and assessments. It is worth noting that the Steering Committee for the NCF 2005 had thirty five members, with eleven from NCERT and twenty four persons from across the country with experience and expertise in different domain areas. These included eminent academics from the social sciences, sciences, language and mathematics; school teachers, principals of schools and colleges, educationists, and leaders of educational and rights based NGOs. An even larger group of well known experts were invited as members of the different Focus Groups to work on the set of position papers.

AIPSN calls for a re-constitution of the Steering Committee with persons having a deep understanding about learners in diverse and disparate socio-cultural contexts, disciplinary knowledge of school education and domain expertise in teacher education/adult education, as well as sound experience of the pedagogical processes required to develop a National Curriculum Framework. Moreover, if there is serious concern for the future of all our learners, the Committee will need to address the challenges of education with commitment to the Constitution and a focus on equity, quality and inclusion.

 

For clarifications contact:

P.Rajamanickam, General Secretary, AIPSN

gsaipsn@gmail.com, 9442915101 @gsaipsn

All India Save Education Day on 05th September Teachers Day

Click here to read the Press Release for Save Education Day 5th Sept 2021

 

Click here to read the related AIFUCTO Circular AIFUCTO GS Circular 26.08.2021

Time has come for more vigorous protest against the stubborn and undemocratic attitude of the Government of India and showing our teeth against undemocratic, unscientific, retrograde and exclusionary nature of NEP.

Joint Forum for Movement on Education (JFME) considering the gravity of the situation has a given a call for All India Save Education Day on 05th September, 2021 to be more demonstrative of our protest against NEP to Save Education, Save Campus and Save Nation.

Please where ever possible organize demonstrative action either in front of Rajabhavan or State Capital or university or college campus on the day.

Submit memorandum to the state as well as Central government on our stand on NEP and also highlights state issues.

Organize JFME at your level and carry on the program.

Click here to read the related JFME Circular JFMECircular-22.08.2021

Click here to read the related JFME Statement JFME Joint Statement July 25

Click to read the AIPSN Campaign note in English and Hindi 

National Scientific Temper Day NSTD 2021

Read the NSTD appeal in

english, hindi, bengali, odiya, assamese, marathi, kannada, telegu, malayalam, tamil

Visit https://aipsn.in to read the appeal and endorse or see the signatories

AIPSN Press Release

click here to get the AIPSN Press Release pdf 

National Scientific temper day (NSTD) on 20th August, 2021

            All India People’s Science Network (AIPSN), comprising of 40 member organisations, has been observing 20th August as the National Scientific Temper Day (NSTD) in the memory of Dr. Narendra Dabholkar, who was assassinated on 20th August 2013. Campaigns have been launched every year along with fraternal organisations and movements throughout the country. This year the campaign focuses on the need for Scientific Temper to fight Covid and the need to oppose promotion of Astrology by Governmental efforts.  So far almost all the states of India and nearly 200 districts started to observe this day through webinars, outdoor programmes, poster rally in social media, and mass meetings obeying Covid rule. As part of the NSTD observance, signature campaigns both online (https://aipsn.in) and offline in local languages in States have involved thousands of activists, scientists and educationists. A twitter campaign was also undertaken on 20th with the hashtag #NSTD2021 #LongLiveDabholkar. This year NSTD 2021 was observed by conducting two all India level Webinars to  understand the issues by state committees; all India  webinars focusing on women and Youths  on scientific temper; release of all India statement in nearly 8 languages; web based signature campaign currently with more than 1500 signatures; preparation of posters in nearly 10 languages for social media campaign in all states; state level webinars in nearly 20 states; physical meeting of NSTD campaign in 200 districts; demands of different states to enact anti superstition bill; miracle explanation and pledge taking on the 51 A (h) part of our constitution in all branches of PSM; articles highlighting NSTD in local dailies in different states were the highlights of NSTD-2021.

All India People’s Science Network (AIPSN) and its constituent bodies note with concern the recent announcement by IGNOU to start ‘MA-Jyotish’ course from the current academic year. We also note similar courses have been running in at least a handful more public funded universities. We note that authorities in these universities are defending such courses by claiming that these courses fulfill the NEP 2020 recommendation of introduction of ‘Indian Knowledge Systems’ in curriculum at all stages.

India has a rich tradition of knowledge generation in multiple fields including astronomy, mathematics, metallurgy and philosophy. The tree of modern science is watered by all great cultures of the past in different ways and in different eras. Some of the Indian contributions to this collective knowledge are undeniably significant and they will occupy a crucial part in any wholesome learning of science.

Astrological predictions have been invariably shown to fail in any controlled statistical test. There is no scientific basis for believing that planets have any meaningful effect on the human body. The astrological principle that the effect of planets would vary based on your birth chart even defies plain logic.  Introducing such an unproven and illogical field as a teaching course by IGNOU is promoting superstition by governmental effort. Further, its introduction goes against Article 51A (h) of the Indian Constitution which stipulates that it is the fundamental duty of every Indian citizen to adhere to scientific temper. Promoting scientific temper, which is a fundamental duty for each one of us, requires us to oppose the promotion of pseudoscience, especially by governmental bodies.

We express our great concern in regard to the encouragement and promotion of fake data, pseudoscience and irresponsible decisions by the Central and some state governments, on the one hand which have contributed to the spread of the pandemic, and the neglect of a planned response based on scientific policy on the other. Covid cannot be fought without scientific temper. Fighting Covid scientifically requires the reversal of policies promoting private health care for profit leading to the neglect and decline of effective public healthcare systems in most states of India.  Fighting Covid requires effective implementation of a national policy for universal free vaccination on a crash basis. It requires planning based on honest data collection. While wasting huge sums in self advertisement on free vaccination, the Central government and several state governments are failing in practice at the ground level to ensure adequate supplies of vaccines, oxygen and even the proper disposal of the dead bodies of those who succumbed to Covid. Media organizations reporting accurately the situation on the ground are being systematically targeted and sought to be silenced by the misuse of the state apparatus. Thus the government itself is promoting fake data and actively trying to suppress the truth.

We appeal to all citizens, mass organizations and educational institutions to participate in the National Scientific Temper Day (NSTD) observances for August 20th for promoting scientific temper in these challenging times and to raise our voices against the brutal killing of Dabholkar, Pansare, Kalburgi and Lankesh and condemn the threatening of intellectuals for their writings or holding seminars.

The NSTD 2021 campaign by AIPSN and fraternal organisations have demanded:

  1. Astrology (i.e. predictive part of Jyotishastra) related courses should be discontinued from every public funded university. Instead of that we demand the introduction of Astronomy in Indian universities.
  2. Reversal of privatization policies and restoration of scientific policy for ensuring good quality public health care as a universal right.
  3. The government stops its attacks on media reporting honestly on the Covid situation.
  4. Respect be shown to our constitutional article 51a(h) for actively promoting scientific temper at a mass level in order to effectively combat and defeat the Covid pandemic.
  5. An atmosphere of tolerance, debate and dissent which helps science and scientific temper to flourish.
  6. Culprits involved in the assassination of Narendra Dabholkar, Govind Pansare, MM Kalburgi and Gauri Lankesh are punished.

 

 

For clarifications contact:

P.Rajamanickam, General Secretary, AIPSN

gsaipsn@gmail.com, 9442915101 @gsaipsn

Response to Draft ABC of UGC: Establishment and Operationalisation of Academic Bank Credit Scheme in Higher Education Regulations

Click here to see the email submitting AIPSN response to UGC

Click here to see the pdf of the AIPSN response to UGC

5th Feb 2021

AIPSN Response to Draft UGC (Establishment and Operationalisation of Academic Bank Credit (ABC) Scheme in Higher Education) Regulations 2021

The UGC during the pandemic period has brought out the draft regulations to establish and operationalise the Academic Bank Credit Scheme on 21 Jan 2021 and has asked for feedback from stakeholders by 5th Feb 2021 via the gmail id abcregulations2021@gmail.com

The response from AIPSN is given in two parts: a) Procedural inconsistencies and b) Long term deleterious impacts

A. Procedural inconsistencies

  1. A democratic exercise has once again been hijacked and made a mockery of in a process that has become familiar. Force a bill, act, ordinance, directive without any discussion to plead that it is good for the nation, farmer, academic, student, teacher worker. The farm laws have met unprecedented resistance. But that has also given the backdrop to take attention away from matters related to other issues. It is for this reason that the government released the Science, Technology, Innovation Policy document on 31st Dec 2020 with only 3 weeks to respond- the date being extended by eleven more days under demand. The same has now happened with this UGC ABC draft regulations being put up on 21st January on the UGC website with the last date to respond is 5th February, 2021 with not even a press announcement for such an important document!”
  2. The question naturally arises what is the urgency? There has to be more time given especially as colleges and universities are not fully functioning due to the pandemic. As it is a scheme that is meant for students, the students need to be involved in the discussion. The time could be given till 30th April 2021 and then the responses can be made public before a new draft is circulated.
  3. There is no postal address and contact person. The online access and internet access in India is not uniform across the country and in different social strata. A postal address and contact person must be specified for students and others to respond offline also.
  4. It is surprising that UGC has chosen a gmail id for soliciting responses rather than use an official government email id or website for the responses. If UGC does not have this capability even, how is it going to operationalise the online Academic Bank Credit? Or is it an indication that ABC will be outsourced to a private party?                                                                                                                                 B. Long term deleterious impacts
  5. The Academic Credits are a way to standardize and make education like an assembly line process borrowed from the predominantly commercial education system. The major limitation of the credit system is that it fragments knowledge as has been acknowledged in the World Bank report on American Credit System in Higher Education brought out in 1992. What we really need is a discussion on the need and the modification needed in the functioning of the credit system.
  6. In India the Choice Based Credit System (CBCS) is poorly functioning at most in a token manner and mostly a disaster in many Universities and colleges. It has been a failure considering that it does not motivate the student nor does it go towards enriching knowledge skills or broader understanding. Even within a University or College there is no possibility of transferring credits. Building on this to bring about an external centralized institution called the Academic Bank Credit for trying to transfer credits across institutions is clearly not based on the reality of what exists.
  7. In the US which pioneered the use of the credit system, ccompleting the first two years of a degree at one institution, usually a community college, and then moving to another, is very common. There is a National Institute for study of Transfer Student that has tried to create website to facilitate transfer. Most States of the USA have a range of approaches from informal efforts of transfer students to more formal institution-based agreements or state-mandated policies. But there is no centralised Credit Bank in the USA that is involved in the transfers.
  8. In China the credit transfer and inter institutional course selection or student exchange has been limited to smaller universities and those in geographical proximity. This was initiated as part of the Chinese National Outline for Medium and Long-term Education Reform and Development (2010-2020). The goal was mainly towards life long education as in Korea. A study of four such initiatives in China concluded “procedures and systems related to credit transfer need to be formulated taking into account China’s actual situation in regard to college entrance and school registration management, thereby ensuring the reliability and credibility of credit transfer”. The Chinese systems do not involve any Centralised Credit Bank.
  9. The most successful credit transfer system in place is the European Credit Transfer System. It is a central tool in the Bologna Process, which aims to make national education systems in Europe more comparable internationally. The ECTS grading systems do not replace the local grading systems, but they provide a supplement to local grades, for example, on a transcript of records. It simply provides equivalences and makes degree programmes and student performance more transparent and comparable across all countries that are members of the European Higher Education Area (EHEA). The ECTS credit system does not involve any Centralised Credit Bank.
  10. The Academic Credit Bank System (ACBS) was started in Republic of Korea in 1998 to augment a lifelong learning. It is a degree granting body. A recent review in 2019 has indicated that the system given the social stratification does not assure equality of outcomes though it theoretically provides equality of access. If this is the case in Korea, in the highly stratified Indian society full of inequities which has also been pointed out by Babasaheb Ambedkar, this current initiative of UGC Academic Bank Credit will only further exacerbate the inequalities of outcomes.
  11. The ABC of UGC is a virtual bank (see 5.1 ‘ABC shall be a digital/virtual/online store-house entity of credit data base of HEIs with students as its stakeholders’). It is not a degree granting body (see 5.4. ABC shall not be, by itself, a Degree-awarding organisation; The Statutory degree-awarding power shall continue to be vested with the eligible HEIs which have registered with ABC). This therefore does not make it suitable as a vehicle for lifelong education. Ultimately the student will be forced to run around between institutions to get the degree for which the credits are entitled as the ABC will need the HEIs to communicate the credits to the ABC (see 6.1 However, ABC shall not accept any credit course document directly from the students and shall entertain such documents as valid only when they are transmitted by the respective, registered HEI awarding the credits).
  12. A fee will be charged to the student to keep the credits in the ABC (see 8.11 ‘There would be a credit processing fee to be paid by the registering student to ABC for maintaining the student’s Academic Bank Account and related functions. It would be fixed appropriately to encourage maximal usage of the ABC scheme by students’). No mechanism has been spelt out to keep the course fees affordable for economically and socially underprivileged students. This would be a further burden on the students and would work against the utilisation by the marginalised groups further increasing the educational divide.
  13. The Higher Education Institutions (HEIs) which are part of the ABC system are those which have the NAAC grade of ‘A’. Only 205 out of a total of 875 Universities are eligible which is just 23% of the Universities. In the case of colleges 1844 have greater than A grade out of total 38498 colleges, that is just 5% are eligible. This scheme is elitist in concept and implementation.
  14. In theory, this UGC ABC sounds as if it is very useful and revolutionary. In reality it will not help first generation students. It will benefit 3rd or nth generation learners as they will be able to navigate the system better both conceptually and financially. City based students would fare better in using this ABC than rural students. In general, this UGC ABC will increase the educational divide in society along caste, minorities, and rural fault lines.
  15. AIPSN calls upon UGC to abandon this flawed Centralised Academic Bank Credit and instead initiate a discussion on the enabling the credit system to first function properly for even in the words of Abbott Lowell who was President of Harvard University in USA: “The real unit is the student. He is the only thing in education that is an end in itself”.

For clarifications contact:

S. Krishnaswamy 9442158638

P. Rajamanickam, General Secretary, AIPSN

gsaipsn@gmail.com, 9442915101 @gsaipsn

On New Education Policy 2020 (NEP2020)

click here for AIPSN-NEP2020-LongNote

click here for AIPSN-NEP2020-ShortNote

click here for AIPSN-NEP2020-Hindi

AIPSN on New Education Policy 2020 (NEP2020)

 

  1. Overview

The National Education Policy 2020 (henceforth NEP2020) document is supposedly based on the Kasturirangan Committee’s Draft New Education Policy (DNEP) of 2019 and the large numbers of public responses to it. Perusal of both documents reveals many differences between them. Yet there is no summary of responses received on DNEP2019, no explanation of changes made to DNEP2019 while formulating NEP2020 and reasons for the same, nor is there any statement about the authors of NEP2020. In fact, NEP2020 is so different from DNEP2019 that NEP2020 should be treated as a Draft and fresh public consultations should be held. In any case, thorough discussions on NEP2020 are required in Parliament before proceeding further. Also, as NEP2020 is highly centralized and intrudes heavily on the rights of States on a subject which requires therefore consultation with the state legislators. Discussions in State Assemblies are essential. Unfortunately, several aspects of NEP are already being implemented by the Centre and in some States pre-empting all participatory and democratic decision-making.

In one sense, NEP2020 seems to continue along the lines of several earlier Education Policies, long on rhetoric about major reform and change, short on fund allocation and implementation. Such policies have sought to capitalize on the frustrations of students, teachers, parents and the general public with the existing system, and promise them a much better system. On the other hand, NEP2020 contains several concrete proposals which do indeed mark a significant break from the extant educational system, and which may indeed bring about major changes if implemented as stated. However, most of the changes proposed in NEP2020 will cause severe damage to quality of education, increase education costs, and sharply reduce access to education for students from SC/ST and other socially and economically underprivileged sections, at a time when there is a legal obligation on the State to ensure quality outcomes in education for the large mass of students and youth as a right of all young citizens.

NEP2020 represents a sharp retreat of the State from public education. Its main thrusts are on centralization of authority in key areas, commercialization and de-regulation of the education system, creating a basis for saffronization especially in schools, and withdrawal of Reservations and other affirmative action especially for SC/ST and other historically oppressed and deprived sections.

NEP2020 seeks to undo the right to education of good quality that poor and historically marginalized sections of society have managed to obtain after much struggle. It lays the groundwork for abandoning the justiciable Right to Education (RtE) Act for children of 6-14 years age. While NEP2020 makes tall claims about “universal access” from 3-16 years of age, making it sound like an advance over RtE, mere access is actually a step backward from the guarantee of good quality education contained in RTE read with NCF 2005. It will also be non-justiciable, since NEP2020 is not backed by any legislation. Access to education will de facto be restricted, especially for students from rural, tribal and remote areas, by NEP2020 proposals to close down many schools on grounds of “viability” and “efficiency.”

NEP2020 uses flowery phrases and policy proposals that appeal to either privileged sections of society or to the “cultural-nationalist” stream of the ruling dispensation. Whereas several proposals of NEP2020 give an appearance of being positive changes leading to long-awaited modernization of the educational system, closer examination shows that the NEP2020 does not address the ground realities of the Indian educational system, will worsen the prevailing inequality of access for Dalits, tribals, urban and rural poor and other socially, economically and educationally deprived sections of society. If at all there are benefits of NEP, these will be obtained only by already privileged and better-off sections of society.

Shockingly, NEP2020 does not even mention Reservation even though it is enshrined in the Constitution. Everywhere only “merit” is mentioned as the basis for admissions at all levels, despite it being well known that so-called “merit” is only a reflection of privilege and benefits accruing from higher incomes and social status. It is to be noted that Tamil Nadu, for instance, has managed to attain a Gross Enrollment Ration (GER) of 49.5% primarily due to its reservation policies, along with absence of entrance examinations for UG and PG courses. In India, examinations by themselves are not a true test of ability, and relate more to exam-performance ability often acquired through resource-intensive tuitions, training institutions and orientations obtained through private schools and enabling home environments.

How can the NEP2020 goal of 50% GER be achieved without Reservation and with the National Entrance Tests for higher education that it suggests? The answer lies in the undisguised running thread of on-line education at all levels in NEP2020, which is falsely projected as equivalent to classroom teaching and learning. If a large proportion of children and youth are denied access, either because of lack of financial wherewithal or due to supposed lack of academic “merit,” they will be forced into on-line education which the State will pass off as mainstream education.

The sharply increased centralization in NEP2020 will erode federalism and the rights of States. Even though Education is in the Concurrent List, under NEP2020 the States will only be allowed to implement Centrally-imposed policies under supervision of Central agencies for examinations, admissions, standards, funding and assessment, and with centrally imposed text books. NEP2020 leaves almost no scope for State-level shaping of Education which is essential in India because of its cultural, social and linguistic diversity. This makes it even more necessary that deliberations be held in State Assemblies, positions be taken by State Governments, and public opinion be mobilized in States to put forward State-level perspectives on education and the NEP2020 proposals.

NEP2020 provides an open playing field at the pre-school, school and college/university levels for corporate and private interests, while making token statements about preventing commercialization of education. The NEP2020 schema of “light but tight regulation,” essentially means free rein to private schools and “light” or no regulation over higher-education curricula, fees, admissions and conditions of work of Faculty, along with supposedly “tight” control over university admissions tests, accreditation, and some very broad outcome standards.

Teachers will be severely impacted by NEP2020 proposals for dilution of teacher training at the school level, for extending probation period in higher education institutions (HEI), and for linking tenure of service and other conditions of service to subjective assessments by autonomous and unregulated HEI managements.

Many NEP2020 proposals will require substantial increase in public expenditure on education which goes against the observed withdrawal of the State from this sector. While NEP2020 talks of raising public investment in education to 6% of GDP, so did the Kothari Commission Report way back in 1966 with implementation falling far short. From subsequent comments by the Minister for HRD, government is likely to include both expenditures by States and by the private sector in estimation of investments in education. Regrettably, even the more meaningful suggested increase in annual budgetary expenditure on education proposed in DNEP2019 has been dropped in NEP2020.

All in all, while creating a few expanded opportunities for better-off sections of society, NEP2020 undermines existing rights of the majority and fails to meet the aspirations of economically and socially disadvantaged children and youth in India for all-round knowledge and gainful employment in the modern globally-integrated economy that is both knowledge- and skill-intensive.

Major proposals of NEP2020 for different stages of education are discussed below.

 

  1. Early Childhood Care, Development & Education (ECCE)

 

NEP2020 represents a reversal of a positive aspect of NEP2019 which had specifically proposed to amend and extend the RTE Act to cover the age group 3-6. This welcome proposal in NEP2019 to amend the RTE Act is replaced by only a recommendation to provide for pre-school early childhood care and preparation for entry into the education system for children in the 3-6 years age-group. This is internationally encouraged including by UNESCO and in many developed and middle-income developing countries is provided within the government-run school system. In India, there has been a mushrooming of the private pre-school education business in recent years, which idea is now being given policy recognition. However, most experts have questioned whether the emphasis in NEP2020 on literacy and numeracy during ECCE, essentially extending school earning to younger pre-primary ages, is pedagogically and developmentally correct.

In any case, NEP2020 proposes to primarily use the existing Anganwadi system, which is already providing early childhood mother-and-child care and nutrition, and would also utilize local primary schools. Sensitive handling of children in the 3-6 years age-group and providing pre-school exposure to education requires specialized training and NEP2020 proposes to provide on-line training to Anganwadi workers including periodic contact classes in local schools.

However, several questions remain unanswered in NEP2020 regarding ECCE. Will Anganwadi workers be provided additional remuneration and due recognition through appropriate re-designation giving due recognition to their new and more specialized roles? Will local panchayats be provided the additional funds required for additional space and facilities needed such as play and activity areas, and educational materials etc? Where will additional funding come from for providing good sanitation, clean drinking water, and additional nutritional food for the children in these upgraded facilities?

 

  1. School Education

 

A basic and fundamental flaw in NEP2019 is its attempt to replace the right to good quality outcomes guaranteed by the RTE Act read with NCF 2005, by mere access to quality education. This will take Indian school education back by 50 years.

There has been much discussion in the country over the past several years about the school system overburdening children with huge curricular load, textbook-based rote learning and examination pressure. Internationally the trend is towards more open learning, teaching and testing methods emphasizing critical thinking and problem-solving. NEP2020 pays lip service to these issues in speaking of more open and flexible teaching-learning.

Yet, going against this entire trend and its own rhetoric, NEP2020 introduces public national-level examinations after Grades 3, 5 and 8, apart from the existing exams after Grades 10 and 12. Although this is supposedly for the purpose of assessing schools and monitor progress, it will undoubtedly increase pressure on students and re-emphasize rote learning. There is even talk of semester-wise, course-wise and other periodic exams, again at the national level. This “exam raj” runs counter to all global trends, and not only adds to the burden and pressure on children, it further exaggerate the importance of exam performance as a means to assess learning outcomes.

A new centralized all-India University entrance exam is also proposed under a new National Assessment Centre. This not only introduces yet another exam, it also undermines the role of State Boards and even of the CBSE, and once again emphasizes exam performance which will further encourage coaching establishments.

The trend of centralization is also reflected in NEP2020’s call for National Textbooks, supposedly with “local content and flavor,” instead of adopting a National Curriculum Framework and allowing States to develop their own textbook content. Experts assert that the learning process is most effective when education is rooted in a familiar physical, social and cultural environment. This is especially true in a culturally diverse country like India, and precisely this diversity is sought to be buried under centralized curricula and textbooks. Further, as we know, this centralization can also lead to arbitrary and motivated actions as witnessed recently during the Covid19 pandemic when subjects/chapters related to secularism, critical thinking and certain historical/political figures were removed from the syllabus under cover of reducing load imposed by Covid-related lockdowns and restrictions.

The centralization assumes more sinister dimensions in the clearly displayed desire to push a saffronization agenda through the Sangh Parivar perspective of Indian society and culture in curricula and in schools in general. Despite talking about promoting constitutional values in school education, the word “secularism” does not occur even once in NEP2020. While speaking of promoting critical thinking and scientific temper, NEP2020 says “Indian Knowledge Systems” would be taught, without explaining what this term means. For instance, will it mean propagating the idea that ancient India had aerospace technologies including inter-planetary travel, or that internet was prevalent during the Mahabharata war, or that various mythologies “prove” knowledge of advanced plastic surgery and in-vitro fertilization etc, as propagated by leading lights of the present ruling dispensation?

At the same time, NEP2020 only makes passing references to tribal and indigenous knowledge, showing what the present government considers “mainstream” or “marginal” knowledge traditions. Additionally, in language education in Grades 6-8, NEP2020 takes forward the Hindutva idea of “one nation, one language” by emphasizing the “remarkable unity of most… major Indian languages, [and] their common… origins… from Sanskrit,” completely downplaying the independent ancient, historical and continuing Dravidian and different Adivasi and other language groups in the North-East. NEP2020 also speaks of India’s classical and other Indian languages having rich literature and culture, and mention is made of Pali, Prakrit and even the obviously foreign Persian, but does not at all mention Urdu, a quintessentially Indian language and a great example of the syncretic culture of the Indian civilization!

There are many other problematic proposals in NEP2020.

A large number of government schools, especially those in small or isolated communities, are to be shut down in the name of efficiency, viability and resource optimization. While such a process is already under way, NEP2020 now gives this process de jure status. Many teachers would lose jobs, and children would have to travel over greater distances under difficult circumstances, further reducing access to education and prompting additional drop-outs.

NEP2020 proposes a three language formula, where Sanskrit could be exercised as an option apart from the mother tongue or local language, and has already met with opposition by Tamil Nadu, exposing the lack of consultations with State Governments.

Most unfortunately, NEP2020 effectively suggests withdrawal of the State from its commitment to provide education of good quality to the 6-14 years age groups as a justiciable right under RTE 2009, and replaces it with a vague assurance to “ensure universal access to education at all levels from age 3 to 18”. So as to evade the responsibility of the State to ensure enrolment and retention of dropouts in the public education system, NEP2020 recommends “alternative and innovative education centres… in cooperation with civil society” for children of migrant workers and other drop-outs. Similarly, there is a proposal that Socio-economically Disadvantaged Groups (SEDG) (including differently-abled children), a new grab-all term which eliminates recognition of the unique historical discrimination against SC and ST communities, could be taught mainly through National and State Institutes of Open Schools (NIOS/SIOS), increasing their deprivation and widening the digital divide, instead of having reservations and special arrangements within the public education system. After this NEP2020-recommended system comes into effect, Government can in future wash away any responsibility for low enrolment and high drop-out rates, and can shift responsibility on poor performance by NGOs or failure of children to utilize on-line or other distance learning facilities.

Importantly, the entire NEP2020 approach of withdrawal from public education runs counter to the trend in most developed and middle-income developing countries. NEP2020 does not contain any significant policy directions or promises to strengthen and expand public education, meaning that India can expect continued expansion of the private school system which only widens social and economic disparities, and perpetuates privilege.

Previous Education Commissions and Education Policies had called for a strong publicly-funded Common School System based on Neighbourhood Schools, although implementation never delivered. NEP2020 has now completely abandoned this basic and important idea for a deeply unequal society as prevails in India. RtE gave the right to good quality education from 6-14 years, but NEP2020 does not give any right, of good quality education, not only for the above age group but also for the 3-6 yrs age group or for 14-18 yr-olds.

 

  1. Teacher Education

 

The well-known shortage of qualified and trained teachers, especially in the public education system and, within that, in tribal and remote areas, is acknowledged in NEP2020 but inadequately addressed. NEP2020 demonstrates a lack of interest by the Government in genuine expansion and strengthening the public education system, especially the number of teachers and other resources. Instead, NEP2020 suggests a highly impractical concept of school complexes, clubbing together schools within 10km radius and sharing of teachers.

The running thread of centralization and “Exam Raj” again comes to the fore in the NEP2020 proposal for a national Teacher Eligibility Test (TET), which is to be extended to all levels of education from foundation to secondary. This calls into question the quality of teacher training and the relevant degrees awarded by Universities.

The specialized skills required for teaching are devalued by the NEP2020 scheme under which Teachers all the way from Grade-1 right up to Grade -12 will go through the same 4-year integrated BEd degrees with one subject specialization. The existing system addresses the specific teaching requirements for each school stage, such as the BElEd programme for elementary school teachers. The NEP2020 scheme also introduces a 2-year BEd for Graduates and a 1-year BEd for post-grads, again underestimating the special training required to become teachers, and instead assumes that graduate or post-grad degree with brief training on teaching as such would be adequate. NEP2020 also introduces short-term courses of 2 weeks to 3 months for any person with or without adequate qualifications. These provisions will create under-qualified teachers adversely impacting quality of education, and will open the doors for commercialization of teacher training.

 

  1. Vocational Education

 

Vocational Education (VocEd) in India has historically been badly managed and understood. Till now, India has oscillated between entry-level vocational skills at the +2 stage in high school, and a weak system of ITIs in a few (now outdated) trades. In India’s caste- and class-ridden society stretching back thousands of years, the middle classes/upper castes received education while lower classes/castes received skills-training passed down from earlier generations. This casteist framework persists to this day, where a virtual ‘firewall’ persists between the education system and the skills system, ill-suited to a modern industrial economy where the work force requires not only advanced skills but also higher levels of knowledge in related areas. Only around 2% of the labour force in India has had any formal training whatsoever, compared to around 50% in China, 55% in the US, 80-85% in the EU and S.Korea, and over 90% in Japan. International experience, in both advanced industrial economies and middle-income developing economies as in South-East Asia, is that Vocational Education (VocEd) is part of tertiary education after school for young adults, after either completion of a full secondary education or achievement of some minimum levels there, with attainment of higher education levels along with skills training at the tertiary level.

There was some recognition of this in DNEP2019 which had correctly proposed a major shift in VocEd and had placed it in Higher Education Institutions, although there were several problems in the modalities suggested in DNEP2019 which had been highlighted in AIPSN’s response. However, this is rolled back in NEP2020 where VocEd is once again dragged back to the school system.

NEP2020 states that VocEd would be fully “integrated with the educational offerings of all secondary schools in a phased manner” and further, that towards this end, “secondary schools will collaborate with ITIs, polytechnics, local industry etc (NEP2020 Para 16.5).” DNEP2019 had proposed that such collaboration would more appropriately take place between HEIs and ITIs etc. Going further to even earlier stages of schooling, NEP2020 speaks of VocEd courses in Gr.6-8 including internships with artisans! These are all unwelcome backward steps for several reasons.

Encouraging adoption of VocEd in secondary school, takes away considerable time from the educational curriculum, and prevents children from obtaining a complete and well-rounded secondary education, considered by most modern nations to be essential not only for a competent work force but also for empowered citizens. The step can encourage drop-outs by making children think they are prepared for entry into the job market. However, skills and accompanying educational levels obtained in Gr.8-12 as proposed under NEP2020 can only be low- and entry-level qualifications, inadequate for most real-life industrial or service-sector jobs except at the lowest rung. All international Skill Qualification Frameworks (SQF) such as in the UK, EU, Australia etc, including at least on paper the NSQF to be adopted in India along those lines, place vocational skills along with +2 level educational qualifications at the lowest Level 1 or at best Level 2 with some post-school certificates or diplomas, all higher level SQF rankings requiring tertiary education and corresponding better and more sophisticated skills. Placing Gr.6-8 students in artisanal internships can encourage children to follow hereditary caste-linked occupations, and even secondary school VocEd will only enable semi-skilled or low-skilled vocations, going in the opposite direction to demands of an increasingly knowledge-based and higher-skilled economy.

The NEP2020 proposal to place VocEd in secondary schools also puts a burden on the already stressed school system with additional responsibilities, need for new teachers with adequate skills, experience and qualifications and, above all, expensive infrastructure in equipment/machinery for different trades/vocations. Schools are struggling even to have the most basic facilities such as science laboratories, and to expect them to be equipped enough to provide skill-training in a wide range of vocations is a pipe-dream. In the absence of skilled and qualified instructors and requisite equipment, most schools will end up providing low-level skills in a limited range of vocations, such as for instance carpentry or tailoring. As proposed, the entire schema is doomed to fail due both to practical unfeasibility and inability to meet stated goals.

It needs emphasis that we fully support and encourage introduction of co-curricular activities in different arts, crafts, trades and services, at least from Gr.9 onwards and even during Gr.6-8 if feasible subject to availability of facilities, in which all students participate. These courses would provide orientation and entry-level skills enabling students to gain insights into different vocations and assess their own interest and talent in different spheres which they may, or may not, pursue further after school towards a career. However, these courses in school should not be considered directly linked to jobs, and therefore the term “Vocational Education” is wholly inappropriate in school.

Finally, it needs to be noted that, contrary to the intensive discussions taking place in the industrial and corporate systems regarding the paucity of skills and related education in the work force in India, the NEP2020 proposals on VocEd have been placed in a vacuum, with no connection to industrial, employment and human resource planning, as is necessary, and as attempted in DNEP2019. It is also divorced from the National Skills Development Mission, which is proceeding completely independently, with little or no linkage with the educational system. Therefore NEP2020 and the government policy framework within which it is situated, completely fails to address the needs of Indian industry and economy, and will not meet the aspirations of India’s youth with regard to the knowledge- and skill-intensive economy of the future.

 

  1. Higher Education (HE)

 

Indian higher education after 1990 has already gone far down the path of privatization, with mushrooming of private higher education institutions (HEI) especially in professional courses like engineering, management and medicine. As much as 72.5% of undergraduate and around 60% of post-graduate enrolment in HEI is in private unaided institutions. Many of these have poor facilities and faculty, especially in technical subjects, but charge unregulated high fees and various under-the-table payments. However, they are still unable to ensure well-qualified and trained graduates. Public HEI still dominate in University enrolment, but even here the situation is changing rapidly due to the inroads made by self financing courses and autonomous colleges. In the past 5 years, 55 per cent of the total increase in university enrolment was in private universities and another 33 per cent in public open universities, not regular Central and State Universities where enrolment has stagnated or declined.

Public universities are meanwhile starved of funds for teaching, with almost no support for research, and are compelled to raise fees or otherwise commercialize. In keeping with overall trends, even many public HEI, especially in professional courses, have witnessed a significant increase in fees. All this reflects low and decreasing public investment in higher education, with consequent increase in privatization and commercialization, higher costs and reduced access for students from lower-income households, and lower quality of higher education in an unregulated environment.

There is certainly considerable need for reform in higher education from the point of view of both students and employers. Frustration arising from the current unsatisfactory situation often prompts demands for change and a tendency to accept promises of improvement. This has also been witnessed in public response to earlier new education policies which have proposed major even radical reforms, only to later completely fail to deliver on any of them.

NEP2020 similarly is full of lofty phrases, flowery language and appeals to aspirational sentiments of students. However, the concrete proposals actually do not offer socially desirable and practically feasible solutions to the fundamental problems outlined above. Some are completely impracticable and are therefore likely to fall by the wayside, and many proposals are such as to exacerbate privatization and commercialization, raise costs, and reduce access to socially and economically deprived sections, while negatively impacting quality with the possible exception of a few elite and expensive institutions which will be out of reach of the vast majority of students. Some of the major proposals of NEP2020 are examined below.

NEP2020 makes the highly disruptive proposal to completely do away with affiliated colleges and move towards large, multi-disciplinary campus-based Universities or HEIs which would offer courses across all disciplines and categories, with a selected set of colleges becoming Autonomous Colleges with powers to grant degrees. All the multi-disciplinary HEIs will offer 4-year undergraduate courses with entry and exit points after each year with Certificates, Diplomas, Advanced Diplomas and Degrees. It is necessary to understand the significance of these proposals and their impact on quality, cost and access to education.

Large multi-disciplinary campus-based universities offering courses across all disciplines would of course be welcome, wherever feasible in terms of space, infrastructure and facilities. However, many existing universities will not have the land, buildings or funds to expand their campuses as called for in NEP2020, and may also be unduly diluting their specialized capabilities. Meanwhile, the NEP2020 proposal would also lead to large-scale closure of affiliated colleges, severely impacting access to higher education of rural, SC/ST and socio-economically deprived sections.

The NEP2020 also proposes that even existing specialist professional institutions, such as IITs would be required to include humanities and social sciences courses in their offerings and become fully multi-disciplinary. There can be no objection in principle, and most IITs for example already offer such courses. However, there are limits to such expansion, and many practical limitations should be respected, especially so that specialized capabilities are not lost or unduly diluted. For instance, it would make no sense to insist that specialist medical institutions like AIIMS or PGIMR, IIMs, National Law School Universities, are compelled to offer a wide range of courses in the sciences, engineering or humanities. It should also be noted that specialized technical universities such as MIT or Caltech in the US, whose model is clearly sought to be replicated in India by NEP2020, retain their core technical specializations while offering some humanities courses, somewhat like the IITs, albeit on a much larger scale. MIT and Caltech have 5-6 Schools in technical disciplines and 1 School for all humanities and social science disciplines, but no law or specialized business schools and programmes. NEP2020’s proposal to compel all Universities/Institutions to transform into multi-disciplinary campuses in this regard will either collapse under its own contradictions or will simply not take off except in a few cases where there are large corporate profiteering interests.

NEP2020’s proposal for 4-year undergraduate degrees with entry and exit points after each year with different Certificate/Diploma qualifications defeats the intention to expand higher education. The proposal provides for multiple entry and exit points. The purpose of providing different points of lateral entry and exit, as provided for in HEI in other countries, is to enable lateral transitions between industry and education, providing opportunities for life-long education to people to upgrade their qualifications as desired at different point of their careers. This requires separately designed Certificate or Diploma Courses representing different levels of the SQF. This is very different from finishing, say, the first year of a 4-year course for a Certificate or two years of the 4-year course for a Diploma. Such a schema will not enable obtaining the requisite upgraded qualification for mid-career learners, and on the other hand will destroy the integrity of the 4-year Bachelor’s degree.

Some of the affiliating Colleges would be granted autonomy based on their grading in a ranking system and declared as Autonomous Colleges empowered to grant their own degrees. Experience with Autonomous Colleges so far, for instance in Delhi, has shown that it only means privatization of such Colleges, de-regulation as regards higher fees and poor working conditions for teachers, and the freedom to offer tailor-made short-term courses, all for further commercialization of higher education.

Indeed, the NEP2020’s intent of commercialization of education is clearly reflected in the corporate structures suggested for HEIs. Each HEI is to independently form its own Board of Governors (BoG) which would then take full control over all affairs of the University/HEI. Teachers are likely to be major victims of the NEP2020’s corporate-style governance of HEIs, since Teachers’ pay, type, tenure of employment, promotions etc will all be decided internally by each HEI BoG with no uniform standards or norms prescribed by government. Performance assessment would also be subjective and free from any oversight or regulation.

Within this neo-liberal landscape of privatized and corporatized HEIs, foreign universities are proposed to be invited to operate in India. Since they are being invited as “centres of excellence,” they would implicitly set a standard or act as role models for Indian universities to follow, including corporate styles of governance, market-oriented course structures, casual or contract employment of teachers, and high fees.

A centralized National Research Fund (NRF) is proposed to be set up in addition to the many agencies that already provide research funding. Only NRF will provide public funds for research to both public and private Universities.

Again, as in other neo-liberal corporate sectors of the economy, there is no space at all in NEP2020 for democratized governance of HEI. Teachers and Students have no role to play in Universities, other than as “consumers”.

The heavy hand of the Central Government is visible in the NEP2020 proposal to constitute multiple Central Institutions such as a Higher Education Council (HECI) at the apex accompanied by NHERC for regulation, NAC for accreditation, HEGC for grants, and GEC to frame outcome standards. Assessments of outcomes would also be done centrally, which may well determine ratings, accreditation and funding. While there is much talk of educators and persons of eminence being selected for these institutions, given experience with the present ruling dispensation in different sectors, the dominant role of the political executive is obviously to be expected.

A national examination for entrance to HEIs will also be conducted by a Central Agency, even though the value of this exam is open to question since, according to NEP2020, “It will be left up to individual universities and colleges to use NTA assessments for their admissions (NEP2020 Para 4.42)”. The relevance of Central and State Boards, and exams conducted by them are also therefore open to question. How State Universities and other State-level HEIs are expected to function is not separately addressed by NEP2020, clearly implying that all HEIs in the country will be governed by these Central agencies operating under the Central Government.

 

  1. Adult Education and Life long Learning

The whole concept of Adult Education is diluted as regards both purpose and delivery. Firstly, there is no focus on basic literacy, and life-long education is treated in a very casual manner. Secondly, focus is again on on-line transactions through digital primers and supplementary books.

Even earlier there was a shift away from the mass campaign approach pioneered by AIPSN/BGVS to a convergence-based approach during earlier Saakshar Bharat programme, bringing together different government schemes to facilitate adult education. Now, despite acknowledging that the mass campaign approach had yielded substantial dividends, NEP2020 goes back to outdated concepts of the 1980s emphasizing school-based approaches, “each one, teach one,” or by involving student volunteers for basic literacy and dependence on linkages with other programmes for life-long learning. These activities are supposed to take place in school buildings after teaching hours, which again will limit access to basic literacy and life-long education

There is also a systematic dismantling of the 4-decades old academic and professional institutions like Department of Adult Education (DAE) and State Education Resource Centres (SERCs) by locating resource support in NCERT and SCERTs, which have academic and technical capabilities for formal education rather than non-formal education, thus losing institutional memories and decades long proven experience of alternative approaches.

 

 

AIPSN feedback on DNEP 2019

Feedback from AIPSN on Draft National Education Policy (DNEP) 2019

The feedback (click here) on the policy and the committee report is submitted by AIPSN to the nation based on the inputs drawn from the experts researching on education, the teachers working in the field of education and the scientists and technologists working in the AIPSN member organizations.

The feedback is given in three parts: Part 1 gives an Overview. Part 2 provides domain wise critique. Part 3 covers final remarks and demands. Those providing the inputs for this submission of AIPSN have actively worked with the member organizations of AIPSN in the field of education and research for several years. A summary (click here) of all the points made here has been provided separately. In addition points for an alternate proposal (click here) have also been put forward in another document along with this critique.

It is significant that even when the experts chose to acknowledge the observations made by the committee, they could not find much merit in the diagnosis or in the solutions offered through its proposals. They remained of the view that the committee has made not only many impractical or illogical recommendations but several proposals are dangerous and can harm the system of education. AIPSN is therefore providing also the ideas for the formulation of alternate policy proposals for an active consideration of the Union Government. AIPSN is committed to discuss the policy and the alternate proposals received for the mobilization of the public through the associations and platforms active in the field of education.

 

TN Academicians appeal to the public on the eve of Elections 2019

TN Academicians appeal to the public on the eve of Elections 2019

*Vote for Constitutional Values, Diversity and Inclusive Society
*Prevent Suicidal Increase of Economic Inequality
*Vote for creating a Healthy, Rational and Scientific Tamil Nadu and India

Dear Friends,
In a few weeks from now, we would elect the 17th Lok Sabha. This is an important duty that would determine our country’s future and that of the “Idea of India”.

We, as academics, work or have worked in institutions of research and learning. These institutions of learning and research are the places where different schools of thought have to contend, with freedom and without fear. In contrast, a climate of fear has been created in institutions of higher education that discourages questioning and critical thinking.

From the systematic attacks on independent academic functioning in highly regarded universities like JNU to what has been described as the institutional murder of Rohith Vemula at the Central University of Hyderabad, central universities are being obstructed when discharging their academic duties. From unacceptable threats to criminal physical assault, a range of coercive measures have been unleashed by the elements seeking to destroy pluralism, secularism and diversity which are so central to the idea of India. Atrocities against religious minorities, dalits and women in the name of upholding “nationalism” have been witnessed in other universities too, including in Delhi, Rajasthan, Chandigarh, Jadavpur, Allahabad, the BHU and the AMU and many other places

These atrocities, deplorable as they were, are known to have happened under instigation and support of the ruling party at the centre and its ministers. The elements executing these atrocities have unfortunately been protected and encouraged by the ruling dispensation.
While these above events are visible, a surreptitious attempt is going on to change the character of our institutions, in various ways: by appointments of heads of institutions, by curbing funds, by ensuring promotion of obscurantist ideas, etc.
The NCERT has taken up the task to promote the RSS’s pet projects to introduce in the text book, topics of dubious provenance and has recently removed chapters that include accounts about peasants and farmers and class and caste relations and struggles. In the area of higher education, the appointment of a person known for his links to the RSS, as the Vice Chancellor of the prestigious Jawaharlal University is a prime example of the ruling government’s assault on higher education. It is to be noted that 93% of the JNU faculty had protested against this Vice-Chancellor’s undemocratic methods.
The system of higher education is being greatly weakened by the promotion of obscurantism, irrationality and aggressive communalism by the ruling dispensation.

Equally important, the regime’s policies involve the most aggressive privatization, centralization and corporatization of education, as seen in their New Education Policy and the HECI Bill, both of which have met widespread public protest. These lay bare the plans to place academic bodies at the mercy of the government.

An appointee of the NDA government, Chairman of the Indian Council of Social Science Research targets eminent intellectuals critical of the wrong doings of the regime just as the finance minister the other day accused more than a hundred distinguished economists seeking greater credibility and transparency of government statistical bodies of being “fake” economists.
Senior researchers as well as doctoral scholars get little funding for quality research. This is true not just in social sciences but also in natural and physical sciences.

The government makes tall claims of India being made a Superpower but does not spend even 0.6% of the GDP on Science and Technology.
Beyond the world of academia, the regime’s economic policies have caused massive destruction of livelihoods in the informal sector which accounts for more than 90% of our workforce and more than 40% of our national output.

The draconian act of demonetization and the ham handed introduction of GST have caused havoc. They have led not only to a decline in the rate of growth of GDP, but a massive growth in unemployment by destroying the employment-intensive informal sector. Unemployment is soaring, as revealed both by the most recent government survey report (the release of which has been blocked by the government) and the private agency the Centre for Monitoring the Indian Economy (CMIE).
More than a hundred people died in the aftermath of demonetization while not a penny of black money was recovered. Across rural India, the agrarian crisis has worsened, with a steep fall in prices of agricultural produce even while farmers in hundreds of thousands have marched across the nation seeking justice and an end to policies that compel famers to commit suicide.

In the past five years the ruling dispensation has subverted the constitution and various democratic institution rights from Supreme Court to RBI. Even the election commission has not spared. The ruling party has used the colonial law on sedition to surprise voices of dissent.
While the situation is grim, it is not without hope. The struggles of the farmers, the massive protests of various sections of employees and workers, both in the states and at the all India level, of women, of dalits and the scheduled tribes, of religious minorities under murderous attack from goons patronized by the ruling dispensation – all these give us hope in the resilience of the Indian people. But we cannot be complacent.

We, the socially concerned academics, whose education has been made possible by the taxes that our working people pay when they buy any good or service, owe it to them and to ourselves to ensure that India remains secular and democratic and its higher educational system gets strengthened in its pursuit of science and critical inquiry. We cannot allow people who express dissent or question the system to be termed anti-nationals.

The first step in this process is to ensure that the coming elections result in a regime that stands by the Constitution of India. The Indian constitution, the product of our freedom struggle, proclaims in the preamble, India to be a Secular, Sovereign, Socialist, Democratic Republic.
The rise of organized regressive forces in the last several years – committed to destroying the Constitutional values – has to be challenged and stopped forthwith without any reservation.

List of signatories 1. Dr.M. Anandakrishnan, Former Vice-Chancellor Anna University, Chennai, Former Chairman IIT Kanpur. 2. Justice Hari Paranthaman, Former Judge of Madras High Court, Chennai. 3. Mr. M.G. Devasahayam, I.A.S (Retd), 4. Dr. S. S.Rajagopalan, Educationist, Chennai. 5. Dr.V. Vasanthi Devi, Former Vice-Chancellor, MS University. 6. Dr.M. Rajendran, Former Vice-Chancellor Tamil University. 7. Dr.K.A. Manikumar, Ex. Vice-Chancellor, Swami Vivekanda University, M.P. 8. Mr. R. Poornalingam, I.A.S (Retd), 9. Mr. P.Vijayashankar, Editor, Frontline. 10. Dr.S. Sathikh, Former Vice-Chancellor University of Madras. 11. Dr. Ponnavaiko, Former Vice-Chancellor, Bharathidasan University. 12. Dr. S.Theodore Baskaran, Writer. 13. Mr. P.B. Prince Gajendra Babu, Educationist, General Secretary, SPCSS. 14. Dr.K. Nagaraj, Professor (Retd) MIDS, Chennai . 15. Dr. R. Ramanujam, Professor, Institute of Mathematical Sciences, Chennai. 16. Dr. Enakshi Bhattacharya, Professor, IIT Madras, Chennai. 17. Dr, Ayan Mudhopadhyay, Associate Professor, IIT Madras, Chennai. 18. Dr. Suresh Govindharajan, Professor IIT Madras, Chennai. 19. Dr.K. Jothi Sivagnanam, Professor, Dept of Economics, University of Madras. 20. Dr. Sridhar, Economist, Frontline. 21. Dr. Y. Srinivasa Rao, Professor, Bharathidasan University, Tiruchirappali. 22. Dr.V.B. Athreya, Economist, Professor (Retd) Bharathidasan University. 23. Dr.R. Kaleeswaran, Professor, Dept of Art and Literary, Loyola college, Chennai. 24. Dr. V.Jeevanandam, Environmental Activist cum Medical Doctor. 25. Dr. C.S. Rex Sargunam, Medical Doctor and President, Tamil Nadu Health Development Association. 26. Dr.Era. Natarasan , Science Writer and Educationist. 27. Mr.Su.Ki. Jayakaran , Geologist and Writer. 28. Dr.S. Janakarajan, Professor (Retd), MIDS. 29. Dr.T. Chandraguru, Professor (Retd) and Former Syndicate Member, MKU 30. Dr.S. Kochadai, Professor and writer. 31. Dr.G.C.Manoharan, Librarian (Retd), Mannar Thirumalai Nayakar. college, Madurai 32. Prof.S. Mohana, Professor (Retd), Palani Aandavar Arts college, Palani. 33. Dr. R. Murali, Professor (Retd) and Former Principal Madura College, Madurai. 34. Dr.V. Natarjan, Scientist (Retd), IGCAR, Kalpakkam . 35. Prof. S. Ramasubramanian, Writer, Professor (Retd), Government Arts College, Tiruvannamalai. 36. Dr.K. Ramakrishnan, Professor (Retd), Bharathiar University 37. Dr.Mu Ramaswamy, Dramatist, Professor (Retd), Tamil University. 38. Dr. R. Rukmani, Scientist (Retd), MSSRF, Chennai. 39. Dr. A. Sankarasubramanian, Professor (Retd), Government Arts College, Salem. 40. Dr. S. Sankaralingam, State Vice President, PUCL. 41. Dr.V. Sridhar, Scientist (Retd), IGCAR, Kalpakkam. 42. Dr.Mu. Thirumavalavan, Former Principal Government Arts College, Viyasarpadi, Chennai. 43. Dr.R. Usha, Professor (Retd), Madurai Kamaraj University. 44. Prof. P. Vijayakumar (Retd), Saraswathi Narayan College, Madurai 45. Prof. Prabha Kalvi Mani, Makkal Kalvi Eyakkam. 46. Prof.A. Marx, Writer, Chennai 47. Dr.R. Chandra, Professor (Retd), UD College, Thiruchy. 48. Prof. K. Raju, Editor, Pudhiya Aasiriyan. 49. Dr. V. Ponraj, Former Principal, MTT Hindu College, Tirunelveli. 50. Dr. A.James Willams, Professor (Retd) and Former All India President, AIFUCTO. 51. Dr. I.P. Kanagasundaram, Former Principal, District Institute of Education and Training. 52. Dr. P. Rathnasabhapathi, Retired Professor of Tamil, Chennai 53. Dr. P.Murugaiyan, Principal (Retd), Sivanthai College of Education, Chennai. 54. Dr. S. Jayshankar, Principal (Retd), Sri Vasavi College, Erode. 55. Dr. S.Hema, Professor (Retd), Holycross College, Trichy. 56. Dr. V.Murugan, Professor (Retd), Vivekanandha College, Chennai.

Appeal Move Initiated By: 57. Dr. S. Krishnaswamy, Senior Professor (Retd), Madurai Kamaraj University. 58. Prof.P. Rajamanickam (Retd), Saraswathi Narayan College, Madurai and General Secretary AIPSN 59. Dr. N. Mani, Professor and Head, Dept of Economics, Erode Arts college, Erode. 60. Dr.T.R. Govindarajan, Professor (Retd), Institute of Mathematical Sciences Chennai.