Gist of EPW April Week 1, 2023

The Economic and Political Weekly (EPW) is an important source of study material for IAS, especially for the current affairs segment. In this section, we give you the gist of the EPW magazine every week. The important topics covered in the weekly are analysed and explained in a simple language, all from a UPSC perspective.

TABLE OF CONTENTS

1. An Analysis of the Wild Life (Protection) Amendment Act
2. Tamil Nadu’s anti-NEET Bill and its Implications on Federalism
3. Decoding the Union Budgets’ Financial Inclusion Agenda
4. Blended Learning in Indian Higher Education
5. Towards a 21st-century Socialist Green Programme

1. An Analysis of the Wild Life (Protection) Amendment Act

Introduction

• The Wild Life (Protection) Amendment Bill, 2021 was introduced in the Lok Sabha on 17th December 2021 with the aim to implement provisions of the Convention on International Trade in Endangered Species of Wild Flora and Fauna (CITES).
  • India is a signatory to CITES and has taken several steps to strengthen the protection of animals.
• The bill was passed in Rajya Sabha on 8th December 2022.

Also read: UPSC Exam Comprehensive News Analysis. Dec 9th, 2022

Proposed Amendments 

• The bill has proposed to raise the penalty amount for general violations from 25000 to 100000 and for violation of provisions related to protected animals from 10000 to 25000.
• This would act as a strong deterrent and ensure better wildlife protection.

Analysis of Current Wildlife Policing Framework

• Forest conservation in India was undertaken by the British to create a monopoly over forestlands, efficiently exploit forest resources, and maximize revenue generation.
• The ulterior motive was to control the forest instead of maintaining the dilapidated forests and the wildlife in India. It adopted a fortress conservation model.

• It resulted in rampant deforestation.
• Even after independence, the colonial remnants of forest governance still prevail.
• The Wildlife Protection Act (WPA) was passed in 1972. Its aim was to move away from “production-oriented forestry” to “social forestry” programmes.
  • Notably, Section 50 of the WPA empowers forest officers to search, seize, arrest, and record evidence.
• The act created several protected areas that further led to the displacement of forest-dwelling communities. Such exploitation pushes the community towards poverty and ill health.
• The fortress model not only displaces local communities but also makes them hostile as they are labelled as criminals and poachers.
• It should be noted that in Indian forests the symbiotic relationship between humans and wildlife has existed for ages.
• In the 1990s, the government changed its stance and adopted the idea of community-based cooperation. 
• Consequently, in 2006, the Scheduled Tribes and Other Traditional Forest Dwellers (Recognition of Forest Rights) Act (FRA) was passed.
• However, it is found that the states have sidestepped the legislation and implemented the earlier version of fortress conservation.
• Wildlife officials often engage in a brazen display of power and target local communities disproportionately.
• Moreover, approximately 95% of the cases between 2016 to 2020 have remained unresolved.

Concerns associated with the Bill

• Many civil society activists and MPs have raised concerns about the “elephant conundrum” concerning Section 43 of the bill.
• They have also raised the issue of “vermin” animals which is one of the major causes of concern for farmers.
• An increase in penalties might have disastrous effects on many sections of the population.
• WPA is being used to curtail the rights of forest-dwelling communities.
• The financial burden is very high for the accused as they are usually socio-economically backward.

Conclusion:

The bill needs re-consideration as it bypasses the concerns of forest-dwelling communities. There is a need for a more holistic conservation strategy that not only conserves biodiversity but also accommodates the needs of the marginalized section.

2. Tamil Nadu’s anti-NEET Bill and its Implications on Federalism

Background: 

• In 2010, the Medical Council of India (MCI) notified the National Eligibility cum Entrance Test (NEET) as a single admission test to the degrees of Bachelor of Medicine and Bachelor of Surgery (MBBS) and Bachelor of Dental Surgery (BDS) courses across India.
• The Tamil Nadu (TN) government in 2011 raised objections against NEET, arguing that it was an encroachment on the autonomy of the state. 
• In 2012, the central exam for medical entrance was mandated in India for the first time.
• A three-judge bench of the Supreme Court struck down NEET in 2013 with a ratio of 2:1 holding that MCI does not have the authority to issue notifications to regulate medical colleges. 
• In 2016, the constitutional bench led by Justice Dave reversed the prior judgement and mandated the conduct of NEET. 
• In 2020, a three-judge bench upheld NEET’s constitutionality and held that NEET is not violative of Articles 19(1)(g) and 30 read with Articles 26 and 29(1) of the Constitution.
• In 2021, the TN government appointed a committee led by former Madras High Court Justice A K Rajan to assess the impact of NEET in the state. 
• In his report, Justice Rajan showed data as to the adverse impact of the exam on the state’s underprivileged and advocated for the abolition of NEET. 
• Relying on the report, the state assembly passed the anti-NEET bill seeking permanent exclusion from the central exam. 
  • The bill seeks to replace the NEET with a separate medical entrance exam conducted by the state government.
• Currently, the TN government has filed a suit in the Supreme Court challenging the constitutionality of NEET.

Implications on federalism:

• In India, the legislative powers regarding education are primarily vested in the Parliament of India, which has the authority to make laws on matters related to education, including policies and standards, funding, and regulation of educational institutions.
• Under the Indian Constitution, education is a concurrent subject, which means that both the central government and state governments have the power to make laws on education matters. However, in case of a conflict between a central law and a state law on education, the central law prevails under Article 254.
• The Ministry of Education, which is headed by the Union Minister of Education, is responsible for formulating policies related to education at the national level. 
• The Ministry also oversees various bodies responsible for regulating education in the country, such as the University Grants Commission (UGC), the National Council of Educational Research and Training (NCERT), and the Central Board of Secondary Education (CBSE).
• At the state level, the Department of Education of each state is responsible for implementing education policies and regulations passed by the central government and making laws and policies specific to the state’s needs.
• The NEET is a national-level examination, and its implementation is governed by the union government. 
• By exempting Tamil Nadu from the NEET, the state is asserting its autonomy and right to make decisions on matters related to education within its jurisdiction.
•  The opposition of various states to NEET can be seen as a challenge to the authority of the union government in regulating education and entrance exams. 
• This can lead to tensions between the union government and state governments, and could potentially undermine the cooperative and collaborative relationship that is essential to the functioning of federalism.

Conclusion:  Cooperative federalism is the principle of making laws in a collaborative and accommodating manner to meet the needs of the public. Article 254 grants states the option to have their own laws apply in their jurisdictions, despite the appearance of being subject to the President’s authority. This view can be challenged by recognizing the idea of cooperative and asymmetric federalism, where the union has more power, but should acknowledge and cooperate with state legislatures when a centralised exam is not suitable for a particular state’s needs.

3. Decoding the Union Budgets’ Financial Inclusion Agenda

Introduction:

• The Union Budget for the fiscal year 2023-24 reaffirms India’s dedication to fostering financial inclusion initiatives and investing in digital infrastructure to aid in achieving a financially inclusive economy.
• Financial inclusion refers to the availability and access to financial services, products, and institutions to all members of a society, particularly those who have been traditionally excluded from mainstream financial services. 
  • This includes services such as savings accounts, loans, insurance, and other financial products. 
• The goal of financial inclusion is to promote economic growth and reduce poverty by giving people the tools and resources to manage their finances effectively and participate fully in the economy.
• Digitisation of financial services has significantly contributed to reducing costs, addressing information gaps, and increasing their accessibility and speed, thereby promoting financial inclusion in the economy. 
• Union Budget 2023–24 builds upon these benefits of digitisation to promote inclusivity in the economy, while further facilitating easy access to credit and boosting participation in the financial markets.
• The benefits of financial inclusion go beyond economic growth and poverty reduction in making an empowered and inclusive economy.

Dimensions of financial inclusion:

• There are three dimensions used to measure financial inclusion, that is, access, usage, and quality. 
• In the initial stage of achieving financial inclusion, the government strives to provide widespread “entry” to financial products and services, which facilitates their synergy with other financial offerings like loans and insurance by offering them at affordable prices through budgetary backing.
• The next step in achieving financial inclusion is to focus on usage, which involves saving, borrowing, and making payments digitally, particularly for underserved populations.
• Measures to promote financial literacy and adequate consumer protection help in achieving financial resilience thus addressing the “quality” dimension.

Barriers to financial inclusion: 

• Three primary barriers to financial inclusion, namely,
  • the supply-side barriers—such as transaction costs and lack of knowledge about serving poorer customers,
  • demand-side barriers—low levels of financial literacy that restrict the capacity of individuals to access the available services and products, and 
  • poor regulatory frameworks which would hinder their quantity and quality.

Progress of financial inclusion:

• Successful financial inclusion requires a policy and regulatory framework that fosters responsible, inclusive, and flexible financial systems. 
• The government and the Reserve Bank of India (RBI) have been promoting financial inclusion in India since the 1970s when banks were nationalised and RBI introduced priority sector lending requirements for banks.
  • The establishment of regional rural banks (1975–76), Service Area Approach (1989), self-help group (SHG)–bank linkage programme (1989–90), setting up of local area banks, etc also helped to make banking services available to the masses.
• A risk-free formal financial sector can be created, particularly for vulnerable groups, through government initiatives and budgetary support, which can provide sufficient infrastructure, consumer protection, appropriate information, and awareness.
• In India, “financial inclusion” was formally articulated by Y V Reddy, the then governor of RBI, in the Annual Policy Statement of 2005–06. 
  • He urged the banks to align their practices with the objective of financial inclusion which comprised connecting people with the banking system and not just with credit. 

Image Source: EPW

Government efforts since 2014-15:

Image Source: EPW

Image Source: EPW

Conclusion:

India has made commendable progress in advancing financial inclusion by prioritising innovative infrastructure and inclusion models in the budget. 

However, there are still areas that require further attention. These include the necessity to encourage financial literacy, involve more women in the business correspondent network, establish a strong digital credit infrastructure to increase credit access for MSMEs, particularly those led by women, and prioritise regulatory reforms to facilitate safe usage of digital infrastructure.

4. Blended Learning in Indian Higher Education

Introduction:

• Blended learning is the combination of face-to-face instruction and online learning. It has gained a lot of popularity in the education sector, especially in higher education. 
• The University Grants Commission had proposed up to 40% of online teaching mode for any course in higher education in India, in the concept note on “Blended Mode of Teaching and Learning,” in May 2021. 
• The concept was originally mooted through the New Education Policy (NEP) 2020, underpinning multimodal education by blending face-to-face and virtual modes.
• Blended learning allows students to access course material online, take online assessments, and participate in discussions with their peers and instructors. This approach is a great way to bridge the gap between traditional face-to-face instruction and online learning.
• Blended learning has become more popular in recent years due to the increased availability of technology and the internet. 
• Many universities and colleges are using learning management systems (LMS) to provide online learning materials to students. 
  • These systems allow students to access course material from anywhere at any time. The LMS also provides instructors with a platform to deliver course content, manage assignments, and track student progress.

The Proposal:

• The draft document encompasses a slew of suggestions with respect to the application of blended learning in the country. 
• The envisaged framework is student-centric to the extent that pace of learning and choices of teachers are flexible. 
• Students can use their discretion regarding the framing of required courses through their preferential modes and examinations will be conducted on-demand from their side.
• According to the document, the role of teachers will be changed from that of a facilitator to an enabler of learning, reiterating that their roles are not passive.
• The document outlines the detailed framework for the operation of the academic bank of credits underpinning multidisciplinary learning, imparting greater flexibility, conversion of the accumulated credits into academic degrees and diplomas, flexibility in delivery modes, timing and choice of institutions.
• Meanwhile, the draft emphasises the accessibility of internet, bandwidth, hardware systems, space and other related resources, which are prerequisites for ensuring infrastructural facilities. 
• The institutions have greater responsibility in finding the financial resources to meet enhanced digital infrastructural needs. 
• As a part of the transition, flipped classrooms are a similar technology-driven approach advocated along with blended learning. 
  • A flipped classroom concept utilises learning resources like video lectures, podcasts, recordings and articles for creating the ecosystem for learning.

Advantages:

• Flexibility: Blended learning provides students with the flexibility to learn at their own pace and on their own schedule. Students can access course material from anywhere at any time, which allows them to balance their studies with work and other commitments.
• Cost-effective: Blended learning is a cost-effective approach to education. It eliminates the need for physical classrooms and reduces the cost of textbooks and other course materials. This approach also reduces the cost of transportation for students and faculty.
• Personalised learning: Blended learning allows for personalised learning. Students can access course material and assessments based on their individual needs. Instructors can provide feedback and support to students on a one-on-one basis, which can lead to better learning outcomes.
• Improved student engagement: The use of online discussion forums and interactive learning activities can increase student participation and collaboration. This approach can also lead to higher student retention rates.
• Improved access to education: Blended learning can improve access to education for students who live in remote areas or have mobility issues. Students can access course material from anywhere with an internet connection, which can help to bridge the gap between urban and rural education.
  • A study conducted by the British Council in 2018 found that blended learning has increased access to higher education for students from remote and rural areas in India.

Challenges:

• Infrastructure: The lack of adequate infrastructure is a major challenge for blended learning in India. Many students do not have access to computers, internet connectivity, or smartphones. This limits their ability to access online course material and participate in online discussions.
  • As per a survey conducted by the University of Hyderabad, during the pandemic only 50% of its students had laptops and 45% had good internet connectivity while most of the rural students had no access to the internet.
• Technical skills: Many students and faculty members lack the technical skills needed to use learning management systems and other online tools. This can lead to frustration and a lack of engagement with blended learning.
• Quality of online course material: The quality of online course material can vary widely. Some courses may not be designed effectively for online delivery, which can lead to a lack of engagement and poor learning outcomes.
• Faculty support: Faculty members need support to implement blended learning effectively. They need training on how to design effective online courses and how to use learning management systems.
• Assessment: Blended learning requires effective assessment strategies. It can be challenging to design assessments that measure learning outcomes effectively and ensure academic integrity.
• Digital divide: There exists a persisting rural–urban, class and gender, social and the digital divide on accessing online education coupled with the lack of infrastructure.

Future of Blended Learning in Indian Higher Education:

• The future of blended learning in Indian higher education looks promising. The government of India has recognized the importance of technology in education and has launched several initiatives to promote blended learning. 
• The National Education Policy 2020 emphasises the importance of using technology in education and encourages institutions to adopt blended learning.
• Institutions in India are also investing in the development of online courses and learning management systems. They are providing faculty members with training on how to design effective online courses and use learning management systems. 
  • This will enable institutions to offer a wider range of courses and provide students with more flexibility in their learning.
• The Indian government has taken several initiatives to promote blended learning in higher education. Here are a few examples:

1. SWAYAM (Study Webs of Active-Learning for Young Aspiring Minds) is an online platform launched by the Ministry of Education that provides free courses and resources for students to learn from top-notch faculty members. 
   1. The platform offers online courses, virtual labs, and e-books for students, which they can access anytime, anywhere. The courses offered on SWAYAM cover a wide range of topics and are available in multiple languages.
2. National Digital Library of India (NDLI) is an initiative by the Ministry of Education that provides digital resources for learners across India. The platform also provides e-books, video lectures, and tutorials, making it easier for students to learn.
3. e-PG Pathshala is an initiative by the UGC that provides e-resources to postgraduate students in various disciplines. The platform offers free online courses, video lectures, and e-books to help students learn and gain knowledge.
4. e-Yantra initiative focuses on promoting robotics education in colleges and universities. It offers free online courses, video tutorials, and learning resources for students to learn about robotics and automation.
5. National Programme on Technology Enhanced Learning (NPTEL) is a joint initiative of the Ministry of Education and the Indian Institutes of Technology (IITs) that offers free online courses and learning resources in engineering, science, and technology. The platform offers video lectures, e-books, and quizzes for students to learn and test their knowledge.

5. Towards a 21st-century Socialist Green Programme

Introduction

• Climate Scientists pointed out that very little time is left to act before we hit climate tipping points.

Associated Concerns

• The stock of carbon has a very long life. According to one estimate, it is more than 10,000 years.
• Moreover, given the yearly growth rate of emissions, the absolute levels keep rising exponentially. This further makes the mitigation efforts more challenging.
• The countries in the global North have used most of the carbon space. For better understanding climate inequality quotient (CIQ) is used.
  • CIQ is calculated by dividing the global economy into different territorial regions and measuring cumulative emissions originating from that region in proportion to its share of the global population.
  • A value greater than 1 implies that the region has appropriated more carbon space than what was due to them.

Source: Hindustan Times

• As per the figure, the emissions are unequally distributed across the world. It should be noted that the global North has consumed four times its fair share.
• The regions that have contributed the least amount of emissions are the worst sufferers of climate change because of their geographical region. This represents climate injustice.
• Climate injustice further raises two questions:
  • Whether all the regions have equal responsibility in sharing the cost of climate mitigation?
    • Considering this fact, many countries have supported differentiated responsibilities in various carbon negotiations.
  • Should the regions/countries that have not got their fair share in carbon be allowed to exercise their right to use it?
    • There seems to be a deep divide among countries on this question.
    • It is suggested that such an argument should not be used as a blank cheque for carbon emission.
    • One of the possible solutions is that the global south should use its fair share without jeopardizing the climate.
• Both the above questions are interrelated as there is a dilemma between the climate crisis and injustice.
• There is a disagreement between the countries on the strategy to reduce emissions.

Way Ahead

• One possible solution is that instead of looking at the net-zero target nationally, it should be looked at globally.
• Moreover, the North should not only reach the net-zero target before the South but also needs to additionally absorb the emissions from the South to the extent that the North has overshot its fair share.
• The idea of socialism should be adopted to deal with climate change. It’s time to work on both means and end, building on complementarities rather than differences.
• The transitional path should be adopted by making the North pay for its stock of emissions without burdening the South at all. This will also address the issue of global climate injustice.
• A combination of carbon pricing and state regulation can go a long way.
• The regressiveness of indirect taxes can be addressed at multiple levels by:
  • Exempting the necessities from this tax.
  • Establishing an inbuilt carbon dividend that distributes a part of the carbon tax equally across citizens.
• The socialist global green programme should address the question of rising wealth and income inequality. An approach like MGNREGA should be adopted that not only reduce the carbon footprint of the economy but also generates enough jobs to absorb the unemployed workers in India.
• Public participation is the key to any policy change.

Also read: Carbon Capture, Utilization and Storage (CCUS) [UPSC Notes]

Read previous EPW articles in the link.

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