Who’s who in Chinese politics

Xi Jinping, the current Chinese leader is easily the most powerful leader that China has had ever since Deng Xiaoping faded away in the early 90s. But in order to understand his power, we have to go back a bit in time in modern Chinese history.

Mao was a tyrant and supremely powerful in China and until his death, he was simply the sole power centre. But that degree of concentration of power resulted in chaos in China – the Great Leap Forward and the Cultural Revolution being two big disasters. When he died, the elders decided that no single person should ever be allowed to accumulate such power. Deng Xiaoping became the preeminent leader, but there was a rival power centre in Chen Yun and to a lesser extent in Li Xiannian. Multiple purges later, Jiang Zemin was appointed the Secretary of the Communist Party immediately after the infamous Tiananmen incident in 1989.

Jiang accumulated a fair degree of power, but was never all powerful. He led the party out of the post Tiananmen crisis and then earned his own notoriety by the brutal suppression, and virtual extermination, of Falun Gong – a cult loosely based on mysticism, but which was feared by the Party as a political movement. By the norms set by Deng, which he followed and reinforced, he stepped down after some 12 years as the Secretary of the Party and handed over to Hu Jintao, who was handpicked by Deng himself before his death. However, Jiang continued to remain the Chairman of the Central Military Commission and therefore in his first term Hu really did not have much power and had to constantly “handle” Jiang. Jiang continues to remain a power centre and is the leader of the Shanghai faction. However he is getting old (he’s past 90) and his power is fading, helped along by Xi’s efforts to undermine this faction.

Hu Jintao is a colourless and plodding leader, who even while he was the Secretary of the Party, was never a charismatic leader. His hold on power was weaker. When he handed over the reins to Xi Jinping, he quit all his formal roles. He leads the Youth League, another faction, but is not a powerful leader.

Xi Jinping comes from a group called the “princelings” – their fathers were revolutionary leaders in the Mao era and their positions, at least to some measure, is owed to their parentage. When Xi took over, he swiftly started to consolidate his power with a massive anti corruption drive, the likes of which China has never seen.

Ostensibly Xi was tackling one of the greatest scourges of China – corruption. The scale of corruption in China is simply unbelievable. Nowhere has mankind seen anything like this. It is all pervasive . I won’t say anything more – I still wish to travel to China !! Let me just say that whatever you think is the level of corruption in China, the reality is probably tenfold worse. It is an existential threat to the Party. Therefore tackling corruption was a popular thing to do.

But the anti corruption drive was also a big consolidation of power by Xi. It was positioned as catching “tigers and flies” – both the small fry as well as the really powerful. Unsurprisingly, the people targeted the most were political opponents. More than 100,000 flies have been indicted, but more importantly so have nearly 200 tigers. This includes some 100 senior people in the military including two former Vice Chairmen of the Central Military Commission (the equivalent would be Defence Secretary and the Joint Chiefs of Staff in the US military being purged). The biggest tiger of all who was jailed is clearly Zhou Yongkang, a past member of the Standing Committee. Such a thing is simply not done in Chinese politics – the upper echelon of the Communist Party was thought untouchable.

Xi’s main ally who has carried out the anti corruption drive is Wang Qishan, a current member of the Standing Committee and 6th in the formal order of seniority. But clearly the real no 2 in China is Wang Qishan. He is a star economic leader in China – having held a number of economic portfolios in the past. But for the last 5 years he has been Xi’s enforcer in the anti corruption drive. Crucially he is 69 and by the tenets of the unofficial retirement policy, he should retire in October. All the rumours swirling around China are that Xi will keep him.

The formal No 2 is the Premier Li Keqiang. His job is to run the economy and the general consensus is that he has not been successful. His power base is small and he belongs to the Youth League faction of Hu Jintao. In fact at the time of Xi’s succession it was rumoured that Hu actually wanted Li to succeed him and not Xi. Li is only 62 and can continue as Premier for one more term. This blogger has a view (wild guess) as to what might happen to both Wang Qishan and Li Keqiang and he will boldly articulate a prediction in a subsequent post !

Two other names need mention. When Xi and Li were appointed, there was also speculation as to who would succeed them in 10 years time (the next generation of leaders). Two names were mentioned – Hu Chunhua and Sun Zhengcai. Both were included in the politburo last time around and given important positions. Just two months ago, Sun Zhengcai was summarily replaced and an anti corruption investigation started against him. Clearly he lost out in a power struggle.

How do the Chinese themselves view all this ? You may be surprised ! Watch out for the next post.

PS – Chinese names are not easy to pronounce to Western tongues. Here is an approximation

Mao Zedong – Mao Tze Dhong

Deng Xiaoping – Dhung Hsiao Ping

Jiang Zemin – Jiang Tze Min

Hu Jintao – As written

Xi Jinping – Hsi Jin Ping

Li Keqiang – Li Khe Chiang

Wang Qishan – Waang Chi Shaan

The Big Myth that Educationists hold – about others: Myth # 6 of the 7 Myths of Highly Ineffective Education Systems –

Curriculum developers, educationists, policy makers, thinkers on education, many ‘NGO types’, reformers and other highly respected people often talk of the ‘aims of education’ – be it in terms of creating a more democratic society or a more evolved person etc. Somehow, those who are actually affected by education are unable to get this. For the masses at large, the purpose of education is to make life better, go up the social ladder by getting a job or being able to earn a stable livelihood. This is nothing to sneer at or term as a ‘wrong’ or ‘limited’ expectation. In fact, this is what millions of parents are slaving away for, sacrificing a bit every day so that their next generation may attain a better life. By looking down upon this view, by treating the situation as if ‘we are doing education to them’ instead of with and for them (or perhaps us), those who design education tend to marginalize the very people education is meant for. They also end up with curriculum, textbooks and processes that do not build on the experiences that children from less privileged backgrounds bring, something that is an enormous resource being wasted, which then continues the cycle of marginalization.

Like parents, teachers too have their own idea of what they would like. Despite what is often said, most teachers do want to succeed – what they would like is some practical (not philosophical) advice on how to handle the really difficult situation they face – increasing diversity, the changing nature of student population as more and more ‘left out’ groups join school (in Delhi slums, migration is leading to 7-10 home languages in the classroom, including Punjabi and Odia which are not contiguous in the ‘normal’ world), changing curricular expectations they haven\’t had time or support to absorb. Even after attaining the PTR norms mandated by the RTE, we are going to have well over 50% schools with around 80-100 children, with 2-3 teachers handling 5 classes – that is, a very large proportion of teachers already are and will continue to work in multi-grade settings in the foreseeable future (while curriculum, pedagogy and materials continue to assume a mono-grade situation). Given that we are still short of 14 lakh teachers (the number was reported to have come down to 10 lakh, but with increased enrolment, is up again, the situation being much worse at the secondary level), the effect is felt by the 56 lakh who are there. As mentioned, educationists may want high levels of learning to be attained using their policies and curriculum, but teachers just want to survive the day and, if possible, succeed in generating some learning.

And what kind of school would children want? Exercises on this have been few and far between. Most of the time children end up having to manage with whatever ‘we’ give out – from mid-day meals to ‘child-friendly elements’ to colourful books or whatever else. It is in the nature of children to find interest in whatever is made available, which is why there is a tendency to assume we have an idea of what they need. But engaging with them on the issue might reveal a lot more. For instance, talking with secondary school girls in a remote area in UP, we were discussing the need for toilets – but the girls said, “We can manage without the toilets, but what we can’t accept is that we are forced to choose Home Science and are not offered Mathematics.” This is surely something the authorities are not working on.

Simply listening to stakeholders might be a good idea. It would be revealing and educative for \’experts\’, helping reduce their arrogance and bringing their relationship with the stakeholders on a somewhat more equal footing.

What would you say if an expert approached you? And if you are an expert, how would you approach the stakeholder?

Five Ideas for Teachers\’ Day

Teachers\’ Day is round the corner. Once again, we\’ll have the same old speeches, boring comments and everyone showing so-called \’respect\’ for teachers for one day – then it will all be forgotten till the next year comes around again!

For those of us who feel we need to go beyond the usual platitudes, here are a few straightforward suggestions. As always, your responses and further suggestions would be very welcome indeed!

1. Prepare a \’Teacher Strength Chart\’

On a chart, put a photo of the teacher (could even be children\’s drawing) and write down 5 things that you like about the teacher or 5 good qualities the teacher has. (Every teacher has these, just that some of them may not know they have them.) Who should do this? Students / SMC or parents / CRCC or fellow teachers. Keep the chart up for as long as you want.

2. Invite the teachers\’ families and honour them

Host a function where teachers\’ parents / spouses / children are invited and honour them along with the teacher. Why? Firstly because if a teacher teaches well, gives a lot of time, and lives up to professional standards, the family has to support the teacher and sometimes even make sacrifices. On the other hand if a teacher doesn\’t live up to professional standards, the family will… you get the picture! The SMC or the CRCC would obviously have to take the lead in organizing this, with students\’ help.

3. A special \’sports\’ session for teachers

Teachers have to be so responsible that they sometimes forget what it is to be a teacher. So how about something that helps them recall the time when they themselves were young. So you could organise a kabaddi or cricket match for teachers, or even races. Other possibilities include a Talent Show (whether teachers get to display their skills such as singing or mimicry) or even a picnic. Once again, the SMC with the students\’ help and the CRCC\’s support can easily organize this.

4. Stock the school library with books bought especially for teachers

Ask the teachers what they would like to read – and buy as many of those books for your school library as the budget permits. The CRCC would need to take active lead in this, with guidance from BRC and DIETs/

5. Launch a year-long \’Search for Greatness\’

This is a difficult idea, so read carefully! Every teacher and every school can improve and reach a level far better than what it is today. In honour of teachers on Teachers\’ Day, the SMC and students as well as the CRCC can get together, promise their support and work out how they will improve the school in the year ahead. Together they will discuss what it means for their school to be \’great\’ (and will not focus on infrastructure but learning processes), identify concrete steps to attain this greatness (see suggestions separately in my blog), and work out a phased implementation plan (see ADEPTS). Teachers will naturally be part of this discussion.

You can build on the School Development Plan and dedicate the effort to teachers (of course, they too would take active part in implementing the plan). Inform the teachers that the successes will be because of them, and shortcomings because they would not have got enough support from us (that is our Teachers\’ Day gift to teachers). So this would be a year long effort to show our respect to teachers while also working with them to bring about actual improvement. Neat, no?

Five Ideas for Teachers\’ Day

For those of us who feel we need to go beyond the usual platitudes, here are a few straightforward suggestions. As always, your responses and further suggestions would be very welcome indeed!

1. Prepare a \’Teacher Strength Chart\’

2. Invite the teachers\’ families and honour them

3. A special \’sports\’ session for teachers

4. Stock the school library with books bought especially for teachers

5. Launch a year-long \’Search for Greatness\’

Five Ideas for Teachers\’ Day

For those of us who feel we need to go beyond the usual platitudes, here are a few straightforward suggestions. As always, your responses and further suggestions would be very welcome indeed!

1. Prepare a \’Teacher Strength Chart\’

2. Invite the teachers\’ families and honour them

3. A special \’sports\’ session for teachers

4. Stock the school library with books bought especially for teachers

5. Launch a year-long \’Search for Greatness\’

Five Ideas for Teachers\’ Day

For those of us who feel we need to go beyond the usual platitudes, here are a few straightforward suggestions. As always, your responses and further suggestions would be very welcome indeed!

1. Prepare a \’Teacher Strength Chart\’

2. Invite the teachers\’ families and honour them

3. A special \’sports\’ session for teachers

4. Stock the school library with books bought especially for teachers

5. Launch a year-long \’Search for Greatness\’

Five Ideas for Teachers\’ Day

For those of us who feel we need to go beyond the usual platitudes, here are a few straightforward suggestions. As always, your responses and further suggestions would be very welcome indeed!

1. Prepare a \’Teacher Strength Chart\’

2. Invite the teachers\’ families and honour them

3. A special \’sports\’ session for teachers

4. Stock the school library with books bought especially for teachers

5. Launch a year-long \’Search for Greatness\’

Five Ideas for Teachers\’ Day

For those of us who feel we need to go beyond the usual platitudes, here are a few straightforward suggestions. As always, your responses and further suggestions would be very welcome indeed!

1. Prepare a \’Teacher Strength Chart\’

2. Invite the teachers\’ families and honour them

3. A special \’sports\’ session for teachers

4. Stock the school library with books bought especially for teachers

5. Launch a year-long \’Search for Greatness\’

Coal India Liquidates 35 Mt of Coal from its Pithead Stock in the First Half of Fy 19-20: Shri Pralhad Joshi

The state-run Coal India Limited (CIL) has liquidated 35 Million Tonnes (MT) of coal from its pithead stock in the first half of the current fiscal 2019-20, the Coal Minister Shri Pralhad Joshi informed parliament on Monday.

“The pithead coal stock with CIL was 54.15 Million Tonne (MT) as on April 1, 2019 which reduced to 19.15 MT as on September 30, 2019. Thus, the coal stock liquidation was 35 MT in the first half of the financial year 2019-20” Coal Minister Shri Pralhad Joshi said in a reply to the Rajya Sabha.

The minister also informed the upper house that CIL’s coal production rose by 10.6% in the first half of FY 18-19 to 256.47 MT as against 231.88 MT produced in the corresponding period of FY 17-18.

In a reply laid on the table of the upper house the minister also informed that India’s coal production grew by 8.14% to 730.35 MT in FY 18-19 in comparison to 675.40 MT of coal produced in the county in FY 17-18.

In another reply to the Rajya Sabha, the Minister informed that 319 Billion Tonnesof geological reserves of coalhave been estimated in India so far as on April 1, 2018.

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The Case for Children\’s News Programmes

Imagine regular news programmes for children
While advertising and entertainment programmes have begun to cater to children\’s needs, for some reason news channels have ignored children altogether! Imagine a regular children\’s news programme, at a fixed time, presented in a lively way, as something for children to look forward to daily. It could be on radio and better still, on TV.

What such programmes could contain
While national and international events would figure in it, children\’s news would focus on the world as seen by children. Background information would make the news more accessible, along with activities that can be done at home or school. There might even be discussions and debates on issues that children have views and opinions on, along with scope to engage with the channel through phone calls / sms / email.

Newspapers too
And perhaps newspapers would follow with some space for children\’s news, based on what came on TV the previous night. This would not only enable greater understanding of the news itself, it would greatly boost higher order literacy (apart from newspaper circulation). This would also provide teachers with more current material for use in different classes across a range of subjects!

Many benefits
The immediate benefits for the channels themselves would be in terms of developing loyal viewers for the future (and perhaps an expanded revenue source through increased advertising range).