It was heartening to know that the Minister of State for Personnel had made a statement about zero tolerance for corruption. In his statement he has highlighted that the Government is planning a legislature for whistleblowers protection. But five years after the Supreme Court judgement in Satyendra Dubey case the Government is still planning a legislature. The whistleblowers resolution brought by the CVC is lying dumped somewhere. Infect in one of its recent observation the Supreme Court observed that
"Everyone wants to loot this country. The only deterrent is to hang a few corrupt persons from the lamp post,".........The only way to rid the country of corruption is to hang a few of you from the lamppost. The law does not permit us to do it but otherwise we would prefer to hang people like you from the lamppost..- a bench of Supreme Court justices S.B. Sinha and Markandeya Katju 7/3/07
But we need to understand how the whistleblower program happens in India. Say, you have a complaint to make and you write to the President of India. The office of President will forward the complaint to the secretary of the Department, who will give it to the Additional Secretary who will pass the complaint to joint secretary and finally it will land at the table of the same officer against whom the complaint is made.
Imagine a different scenerio you write to the CVC under the Public Interest disclosure Resolution (PIDR). The CVC will make secrecy to the extent that it will put a white ink on all the file references where your name appears. But the person against whom the complaint is made is always aware that who made a complaint and he can carry his vendetta against the complainant. The person is so sure that who made the complaint that he can even stand in the Court and point a finger towards the complainant as to he made a PIDR complaint against me. The point is that when the person against whom the complaint is made is aware about the complainant identity then the PIDR is a joke. Even when the complainant files before the CVC that he appehends a danger to his life then also his letter is forwarded to the Secretary of the same Department against whom the complaint is. The issue is no wrong can happen without the approval of the Secretary then why CVC refers the matter back to him. or is the CVC just for the small fishes and a big catch (IAS Officer) is never in CVC perview.
Has the CVC given some guidelines for the whistleblowers ? Does the CVC even calls the person for an evidence ? The person against whom the complaint is made is given 7-8 opportunities for his reply, but the whistleblower is not even given an opportunity to file rejoinders to the replies. Is there a re-habilitation program for the whistleblowers if he is adversely affected by the corruption in that Department.
Infect there are examples where the predecessors of MOS (P) have intervened with CVC to let the matter be dropped. Whatever may be the circumstances the CVC is capable of investigations then why do Ministers intervene. or do they intervene just to get laptops at home and office. The Ministers in India cannot be too cheap and there must be more than what appears to the eye.
In the Indian system the whistleblower will be pushed from pillar to post to collect evidence which is the duty of investigating agency.Infect one agency will not even lookinto the evidence collected by the other agency.
But there are many social lectures which will criticize the complainant as to he is fighting a dead system. As though it is his fault that he filed a complaint and that he is guilty for it. People will call you not tuned with the changing time. In Government there is the legal bar in the form of the Official Secrets Act and Conduct Rules. In the private sector there are non-disclosure agreement by which employees are gagged from disclosing matters to the public on pain of incurring criminal or civil liability.
Satyendra Dubey and Shanmughan Manjunath are just to examples of the cruelty of Indian system. There are more who die a death everyday and five years after the death of Satyendra Dubey our Minister still plans to bring a legislature without committing on timelines. Actions speak louder than words, Sir
A lesson I learnt very hard and would like to share with all...
"If you must sin, sin against God, not against the bureaucracy. God may forgive you, but the bureaucracy never will!
Friday, July 10, 2009
Wednesday, July 8, 2009
Unity in Diversity of Indian Education
bThe enthusiasm of the Union Minister for Reforms in Education Sector is a cause of happiness and concern. Happiness because there is one Minister who has come with a vision and a 100 day implementation plan for the same. A matter of concern because any reforms carried in the education sector without taking States/ Stakeholders in confidence and with a unilateral decision of the Minister (without taking other political parties and even his own colleagues in confidence ) will backfire.
There are many committees and reports which have focused on Higher Education in India. There are equally zeal political leaders who have focused on primary education and also discussed the Right to Education.
But in these discussions the secondary education which is the most fundamental in development of any child into a responsible citizen have been left out somewhere. But before stepping in to the domain of secondary education we need to answer, What is the purpose of education ? When we look back we had gurus and guru-kuls in past and the main area of education in those institutions were Dharma, Niti, Arthshastra (after Chanakya?) and the war training for a warrior. Those were the needs of those times and the needs of this era are different. Then there was a era of British Empire where they needed individuals good in English, Mathematics and like for their work and then the Education took that form.
But have our leaders ever thought what is the need of today's era ? What will make an individual competent in the society ? What are the traits necessary for him to learn for becoming a good citizen ? A few subjects which come to my mind are listed below. There may be more and there may be some which may not be required but they all need a debate – at a national level
1.Language – There is a need that each student be taught English, Hindi, Regional Language and a Foreign Language (the future will be for those who know one foreign language and that must be introduced at the secondary level itself)
2.Law – Every citizen has to be part of the society and every society is governed by laws. Then why law should be left only for lawyers? Every student should be given some sensitization course in law at the secondary level. At least he should be aware of fundamental rights, consumer law, IPC, Marriage law, Inheritance Law, basic Business Law and so on
3.India after 1950 – It is important that rather than students reading about the revolt of 1857 or independence struggle they must start reading about India after 1950. The Indian Constitution, Five Year Plans, Green Revolution, White Revolution, Emergency, Assassination of Gandhi, Indira, Rajeev, Operation Blue Star, The liberalization, Ram Mandir, The Riots of Delhi, Gujarat and more states etc are few areas which need to be told to students. Let them not live in the past where we all grew
4.World after World Wars – The students also need to be made aware of world after the World Wars like the Iraq war, Afghanistan, Struggle in our Neighborhood - Pakistan, Nepal, Bangladesh, Tibet, Sri Lanka all have a histories to narrate. Similarly rise of Obhama, state of Russia, European Union etc are more international areas that need to be covered.
5.Governance – The Governance in India is another area which every student has to be aware of. The first point of knowledge has to be RTI Act and its importance. The Structures – Centre, State, Local Governments; Municipalities, Cantonments, Panchayats etc and role of each. The hierarchy in each organ – Cabinet Minister, MOS, Cabinet Secretary, Secretary, AS, JS and so on. Allocation of Business Rules of Government of India and role of each Ministry. Details on Manual of office Procedures. Working of Parliament, Courts and Government at Centre and their corresponding units in States. The role of MC, MLA, MP – allocation of funds under MPLADS Scheme, the centrally sponsored schemes of GOI and so on.
6.Entertainment – When a student spends so much time on films, music, dance etc why he should not be taught about it. Infect Drama, poetry, journalism, creative writing may also be added to same. When entertainment industry gives so much employment then why no education in that area at the Secondary Level. There can also be practicals where students can make Audios, Videos through long forgotten AVRCs
7.Fashion – Every individual wants to look smart ; following the latest trends so why not to teach them to understand fashion and its importance.
8.Information Technology – (and not software/ computer languages) is an important area to be taught to students. The importance, use of Internet and similar tools is important. Equally important is knowledge of e-mail , social networking sites, search engines etc
9.Scientific Outlook to life – India still is in grip of astrologers and forecasters. The same takes us back from scientific outlook to life in an era of superstitions. Infect there are TV Channels , print media who have started using the weakness of Indian Audience to their commercial interests. The Business Channels, Times TV, NDTV, Doordarshan are few channels which have still stayed away from these superstitions. Infect I & B Ministry must also step in to stop jyotishis, tarrot card readers etc to be live on TV.
10.Management – Requires no debate
11.Self management – Time Management, Mannerism, Spirituality etc
12.Various Religions of the World – Why a student should not be aware of foundations of various religions and thereby himself understand the tolerance these religions stand for and choose a best religion for himself.
13.Community Welfare – A student must also be taught to appreciate that there are sections of society who are elderly, differently able etc who need support. An individuals role in his society , social issues etc will further lead to making an informed citizen out of him
14.Medicine – understanding of various diseases especially AIDS etc , kind of medical specialists, hospitals , Blood Groups, Blood and organ donation etc
15.Mathematics – we have to restrict to basic mathematics ; the complex mathematics have to be shifted to higher classes
16.Geography – regional geography is as much important then the national and international geography
17.Practical Economics – Budget, Economic Survey, Five Year Plans, WTO
18.Basic Science – Till tenth physics, chemistry and biology should be of basic nature only
19.Disaster Management – A student needs to understand what a disaster is and what should be a reaction of an individual in a disaster
20.Practical Accounts – Filing IT Returns, Form 16, Different Taxes etc
21.Business Science – Opening a business, Industry Leaders (Ambanis, Birlas, Sunil Mittal, TATAs, Bill Gates and so on)
22.Regulatory Framework – DC, SP, Police, Court- their roles ; arrests, bail, offenses and so on
23.Political Science – National, Regional Political Parties in India , their history, leaders, achievements, election tallies and so on . Political Systems in other countries and so on
24.Physical Education – Yoga, Sports, Gyms, Diet Management and so on
25.Sociology – Diversity of people in Indian Society – minorities , religious groups, sects and so on .
The subjects mentioned above may be spread in courses of sixth, seventh, eight, ninth and tenth to the level of maturity. There may not be any exams as proposed by the Minister but a single National / State level paper conducted by each board. The exam has to be one exam of say three hours of learning of five years and that also to give a grade for future education purposes only.
The most important is that before each chapter/ subject; the board / teacher should be told to write a preface that how the chapter will add value in practical life of student. The student needs to be told the purpose of every word told to him.
Having said above the education till secondary level has to be focused on diversity. Standardizing the secondary education will loose the flavor of diversity and regional needs of India. The Minister must try Unity in Diversity and not uniform education system across the country.
There are many committees and reports which have focused on Higher Education in India. There are equally zeal political leaders who have focused on primary education and also discussed the Right to Education.
But in these discussions the secondary education which is the most fundamental in development of any child into a responsible citizen have been left out somewhere. But before stepping in to the domain of secondary education we need to answer, What is the purpose of education ? When we look back we had gurus and guru-kuls in past and the main area of education in those institutions were Dharma, Niti, Arthshastra (after Chanakya?) and the war training for a warrior. Those were the needs of those times and the needs of this era are different. Then there was a era of British Empire where they needed individuals good in English, Mathematics and like for their work and then the Education took that form.
But have our leaders ever thought what is the need of today's era ? What will make an individual competent in the society ? What are the traits necessary for him to learn for becoming a good citizen ? A few subjects which come to my mind are listed below. There may be more and there may be some which may not be required but they all need a debate – at a national level
1.Language – There is a need that each student be taught English, Hindi, Regional Language and a Foreign Language (the future will be for those who know one foreign language and that must be introduced at the secondary level itself)
2.Law – Every citizen has to be part of the society and every society is governed by laws. Then why law should be left only for lawyers? Every student should be given some sensitization course in law at the secondary level. At least he should be aware of fundamental rights, consumer law, IPC, Marriage law, Inheritance Law, basic Business Law and so on
3.India after 1950 – It is important that rather than students reading about the revolt of 1857 or independence struggle they must start reading about India after 1950. The Indian Constitution, Five Year Plans, Green Revolution, White Revolution, Emergency, Assassination of Gandhi, Indira, Rajeev, Operation Blue Star, The liberalization, Ram Mandir, The Riots of Delhi, Gujarat and more states etc are few areas which need to be told to students. Let them not live in the past where we all grew
4.World after World Wars – The students also need to be made aware of world after the World Wars like the Iraq war, Afghanistan, Struggle in our Neighborhood - Pakistan, Nepal, Bangladesh, Tibet, Sri Lanka all have a histories to narrate. Similarly rise of Obhama, state of Russia, European Union etc are more international areas that need to be covered.
5.Governance – The Governance in India is another area which every student has to be aware of. The first point of knowledge has to be RTI Act and its importance. The Structures – Centre, State, Local Governments; Municipalities, Cantonments, Panchayats etc and role of each. The hierarchy in each organ – Cabinet Minister, MOS, Cabinet Secretary, Secretary, AS, JS and so on. Allocation of Business Rules of Government of India and role of each Ministry. Details on Manual of office Procedures. Working of Parliament, Courts and Government at Centre and their corresponding units in States. The role of MC, MLA, MP – allocation of funds under MPLADS Scheme, the centrally sponsored schemes of GOI and so on.
6.Entertainment – When a student spends so much time on films, music, dance etc why he should not be taught about it. Infect Drama, poetry, journalism, creative writing may also be added to same. When entertainment industry gives so much employment then why no education in that area at the Secondary Level. There can also be practicals where students can make Audios, Videos through long forgotten AVRCs
7.Fashion – Every individual wants to look smart ; following the latest trends so why not to teach them to understand fashion and its importance.
8.Information Technology – (and not software/ computer languages) is an important area to be taught to students. The importance, use of Internet and similar tools is important. Equally important is knowledge of e-mail , social networking sites, search engines etc
9.Scientific Outlook to life – India still is in grip of astrologers and forecasters. The same takes us back from scientific outlook to life in an era of superstitions. Infect there are TV Channels , print media who have started using the weakness of Indian Audience to their commercial interests. The Business Channels, Times TV, NDTV, Doordarshan are few channels which have still stayed away from these superstitions. Infect I & B Ministry must also step in to stop jyotishis, tarrot card readers etc to be live on TV.
10.Management – Requires no debate
11.Self management – Time Management, Mannerism, Spirituality etc
12.Various Religions of the World – Why a student should not be aware of foundations of various religions and thereby himself understand the tolerance these religions stand for and choose a best religion for himself.
13.Community Welfare – A student must also be taught to appreciate that there are sections of society who are elderly, differently able etc who need support. An individuals role in his society , social issues etc will further lead to making an informed citizen out of him
14.Medicine – understanding of various diseases especially AIDS etc , kind of medical specialists, hospitals , Blood Groups, Blood and organ donation etc
15.Mathematics – we have to restrict to basic mathematics ; the complex mathematics have to be shifted to higher classes
16.Geography – regional geography is as much important then the national and international geography
17.Practical Economics – Budget, Economic Survey, Five Year Plans, WTO
18.Basic Science – Till tenth physics, chemistry and biology should be of basic nature only
19.Disaster Management – A student needs to understand what a disaster is and what should be a reaction of an individual in a disaster
20.Practical Accounts – Filing IT Returns, Form 16, Different Taxes etc
21.Business Science – Opening a business, Industry Leaders (Ambanis, Birlas, Sunil Mittal, TATAs, Bill Gates and so on)
22.Regulatory Framework – DC, SP, Police, Court- their roles ; arrests, bail, offenses and so on
23.Political Science – National, Regional Political Parties in India , their history, leaders, achievements, election tallies and so on . Political Systems in other countries and so on
24.Physical Education – Yoga, Sports, Gyms, Diet Management and so on
25.Sociology – Diversity of people in Indian Society – minorities , religious groups, sects and so on .
The subjects mentioned above may be spread in courses of sixth, seventh, eight, ninth and tenth to the level of maturity. There may not be any exams as proposed by the Minister but a single National / State level paper conducted by each board. The exam has to be one exam of say three hours of learning of five years and that also to give a grade for future education purposes only.
The most important is that before each chapter/ subject; the board / teacher should be told to write a preface that how the chapter will add value in practical life of student. The student needs to be told the purpose of every word told to him.
Having said above the education till secondary level has to be focused on diversity. Standardizing the secondary education will loose the flavor of diversity and regional needs of India. The Minister must try Unity in Diversity and not uniform education system across the country.
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