Monday, January 24, 2011
MICRO FINANCE AND FINANCIAL INCLUSION
Wednesday, December 22, 2010
Mani Shankar Aiyar on India's Energy Crisis
Tuesday, December 21, 2010
Issues in higher education : The Hindu Article
S. ViswanathanTwo recent judgments, one by the Delhi High Court, the other by the Madras High Court, have paved the way for the Union Ministry for Human Resource Development to go ahead with its much-delayed scheme to revamp the country's higher education system.
All that the Ministry could do, during the first few months of the second United Progressive Alliance government, was to take a policy decision that a pass in the National Eligibility Test (NET) or State Level Eligibility Test (SLET) would be the sole, mandatory qualification for being appointed as Lecturer/Assistant Professor in colleges, irrespective of possessing any additional academic certification, other than a post-graduate degree in the relevant subject. The All India Researchers' Coordination Committee challenged the Ministry's decision in the Delhi High Court. Groups of petitioners and appellants, who hold research degrees such as M.Phil. and Ph.D., approached the Madras High Court to get the decision reversed.
Upholding the Ministry's decision, which had been made in consultation with academic experts, a Division Bench of the Delhi High Court comprising Justice Dipak Misra and Justice Manmohan observed: “The courts should not venture into the academic arena, which is best suited for academicians and experts.”
In the Madras High Court, the First Bench consisting of Chief Justice M.Y. Eqbal and Justice T.S. Sivagnanam dismissed the petitions as well as the appeals. The Judges said that the regulation and the decision of the Union Government that a pass in the National Eligibility Test or the State Level Eligibility Test would be the sole route to appointment as teachers in colleges, could not, by any stretch of the imagination, be held to be illegal, arbitrary, or whimsical. They held that the decision was rational and based on the public interest, and that it was also a national policy inasmuch as it aimed at upgrading the standard of higher education in the country.
In both the courts, the University Grants Commission figures properly as a respondent. When the NET/SLET selection was in operation, many aspirants with higher academic qualifications and a research background, were interested in opting for a teaching career. The recruitment rules were then relaxed to accommodate the researchers as teachers. Those with M.Phil. and Ph.D. qualifications were exempted from writing the NET/SLET. The UGC was involved in this exercise by framing the regulations for the recruitment scheme. The exemption was continued by the UGC for several years.
Now that the HRD Ministry was keen on raising the bar in institutions of higher learning, the UGC had to fall in line. The petitioners/appellants in the two cases challenged the new rule of recruitment on the grounds that the UGC had framed it on a direction from the Union, which is in violation of the UGC Act, 1956. Another contention of the petitioners was that the UGC and the government had been consistently granting exemption, as a matter of policy, to those with M.Phil. and Ph.D. qualification, who prefer teaching in colleges. These contentions were, however, rejected by both high courts. The argument that the grant of exemptions to those with Ph.D. and M.Phil. qualifications had given rise to “legitimate expectations” that they could succeed in getting jobs without undergoing tests did not cut much ice.
The HRD Ministry deserves praise for its firm stand on a strict recruitment policy with a view to improving the standards of higher education. However, it needs to do much more for those who sweat and toil to acquire research qualifications; they can't be left to languish without any hope of stable employment. It is clear that the recruitment of talented teachers does not automatically raise the quality of education. Unlike teachers in primary and secondary schools, who undergo a two-year or one-year course before they take to teaching, those who become college teachers generally lack training. Filling this gap must be made a high priority.
The news media can certainly play a major role in raising awareness within the teaching community of the need for instituting consistent pedagogic standards in colleges and universities across the country. There is plenty of coverage in Indian newspapers of trends and opportunities in the professional streams of higher education. There is even some discussion of quality issues and of the need for academic benchmarking. But teacher education and training, what goes into the making of a good teacher, remains a neglected area. It would certainly be worthwhile for the UGC to conduct workshops — basic as well as advanced — on this subject for journalists who wish to specialise in the field of higher education. Journalism schools can also play their part in turning the sights of their students towards the subject and the issues at stake for rising India.
There's no magical formula to win a Nobel Prize: ‘Venky' Ramakrishnan

Do not work on anything you are not interested in. This is an absolute minimum to succeed, says the Nobel Laureate
What does it take to become a Nobel laureate?
Venkataraman ‘Venky' Ramakrishnan, who won the coveted award for chemistry last year, is of the view that no special attributes are needed to achieve the feat.
“There is no magical formula for winning a Nobel Prize,” Professor Ramakrishnan said at a public lecture here on Monday.
Replying to a question from the audience, he also stressed that there was no need for India to win a Nobel Prize to become a scientific power. “I also don't think that if India wins a Nobel Prize, it would mean suddenly that Indian science is okay.”
Interacting for nearly half an hour with students and researchers, Professor Ramakrishnan said: “Do not work on anything you are not interested in. This is an absolute minimum [to succeed].”
He advocated the ‘Crick test' for the students. “It is a classic test that you can use. It was first proposed by Francis Crick. He said if you do not gossip about your problem, that means you are not really interested in it.”
Professor Ramakrishnan added: “If you are a science student…everyday science is a tedious [affair] and you have to have the patience to see a problem through. This depends on how much you care for the problem.”
He urged young researchers to set a five-year horizon for their work. “This is more applicable to young investigators — where do you want to be in the next five years, not in terms of status but in terms of work.”
Professor Ramakrishnan said researchers should choose the right place to pursue their area of interest. “It does not necessarily mean the most prestigious place, but it has to be one with a very good intellectual environment for your work.”
Elaborating on this, he said: “If you go to a second-rate place and you are first-rate, it is very difficult to do first-rate work because you do not get that critical feedback you need for first-rate work on a daily basis.”
‘BOOMING FIELD'
Replying to another query, Professor Ramakrishnan said he chose biology as his field of work after graduating in theoretical physics because the new field was booming and there were fresh breakthroughs every now and then.
“Physics is in a difficult situation in the sense that fundamental problems in physics have become extremely difficult, and [it is] really going to require amazingly smart and original thinkers to lead the way out of it.”
The public lecture was organised by the Federation of Indian Chambers of Commerce and Industry in collaboration with the Science and Technology Ministry's Department of Biotechnology.
Tuesday, November 23, 2010
Saturday, November 13, 2010
And So We Started! :)
So there we went, taking our first steps to what will hopefully be a fruitful and a long, long journey. But since taking up too many things at a time was obviously not feasible for a small organisation like ours, we decided to take up three highly important issues - International Relations, Skill Development and Climate Change.
International Relations because we are of the view that as we, as a country, progress further towards 2020 and beyond and with our continuously growing economic might and the intelligentsia and the ever shrinking world, India needs to take a stance on various issues with various countries. There was never going to be a bigger platform than the G-8/G-20 Youth Summits and with the youth world over ready to let the bygones be bygones and look ahead at the future in a new light, YPD recognised that this would be an opportunity missed if India was to go unrepresented and for this very reason we became the first and till date the only Organising Committee of G-8/G-20 Youth Summits in the country. It is the time to develop new ties and new strategies and take up issues and policies left ignored and carve a niche for diplomacy. Youth has an advantage of not carrying any baggage and the clarity of looking at new ideas without the failures of past blurring the vision. But in the same breath I would like to add that YPD recognises that experience can be replaced by nothing and hence we made efforts for mentoring from one of the greatest scientists in the world and the former President of India, Dr. APJ Abdul Kalam.
Skill Development was an issue close to all of our hearts. Despite it being one of the priorities of the 11th plan, we saw precious little being done in this regard. India produces the largest number of IT experts in the world each year and it is the same country that has one of the largest number of illiterate people in the world. No matter the number of literacy programs that run across the country, simple literacy in today's world is no answer for the unemployment problems. Schooling and education can do wonders, but for the simple reason of the huge physical infrastructure required to reach all parts of the country, we might miss the bus in imparting employable skills to the citizens. It was decided that our skill development program will not only concentrate on the policy issues, but will be an enabler in imparting skills to the underprivileged. In the process we will also be studying the requirements of the people in the hitherto unreached areas in our effort to make the real picture clearer to the policy makers.
Climate Change happened because of the unflappable spirit of Devanik. We all knew that it was all messed up when it came to environment and little was being done. Delegates from Maldives have been crying in vain, as they fear their country being drowned. But it was Devanik who actually opened our eyes in how we can contribute in our own little ways-from turning vegetarians to avoiding flights-he just set the fire burning. And there ensued an immensely long discussion after which we were actually on the road. Devanik continues to work from Vellore and with our Green Fellowship we aim at involving the youth and creating awareness for the environment. Also there are a lot of people working at places rendered vulnerable due to rapid climate change. Unfortunately these dedicated workers do not have a say when policies for the environment are designed. With our huge network of youth based organisations and our research teams, we intend to make their voices heard at the highest levels.
This is just the beginning and we intend to incorporate a lot of issues calling for attention. But as I said before it is the idea, the prospect of getting the young from not only all across the country but in fact the whole world, work for a cause that is so enthralling. I can not wait for the next morning to dawn upon me so that I can start working for a better world, a better future.
Thursday, November 11, 2010
The IR Initiative of the Youth for Policy & Dialogue aims at gathering decision-makers and young researchers to develop non-partisan and thorough research and debate on current international issues.
The Initiative’s current events are:
- Recruitment & representation of an Indian Youth delegation at the G8/G20 Youth Summits.
- Establishment of a G20 Study Group.
- Monthly Dialogue/Lecture series on issues of International Relations
The Programme is being run in partnership with the G8/G20 Youth Network (http://www.g8-g20-youth-networks.org/