Year End Review: Department of Atomic Energy

The major policies and programmes by the Department of Atomic Energy (DAE) during the year 2019 are given below:

Nuclear Power Programme:

Kaiga Atomic Power Station (KGS-1) has set the world record of 962 days of continuous operation.
Tarapur Atomic Power Station Units (TAPS 1 &2), connected to the grid in April and May 1969, have completed 50 years of safe operation. TAPS- 1&2 are currently the oldest operating power reactors in the world, producing reliable power at about two rupees per unit.
At present there are 22 reactors with installed capacity of 6780 MWe operating above 80% plant load factor in the country.
Six Pressurised Heavy Water Reactors (PHWRs) of 700 MWe capacity each are at different stages of construction which would add 4200 MWe.
Four VVER reactors (KKNPP-3 to 6), each with 1000 MWe capacity are under construction.

Nuclear Fuel Complex (NFC), has completed supply of 37 element fuel bundles to Kakarapar Atomic Power Plant (KAPP3), first 700MWe PHWR, towards initial core requirement by establishing fabrication facility for 37 element fuel bundle manufacture.

Medicine and Health Care:

Tata Memorial Centre (TMC), has commissioned new hospitals and has catered to the needs of more than half a million patients in 2019, among which, ~1,25,000 are new patients.

DAE has launched a global cancer care network, “NCG-Vishwam Cancer Care Connect” (NCG-Vishwam 3C) on 17^th September 2019. NCG-Vishwam envisages integration of the hospitals and relevant cancer care institutes in partner countries with the National Cancer Grid (NCG) of India.

About 120 nuclear medicine centers and more than 400 radioimmunoassay (RIA) laboratories are deriving the benefit from the indigenous radioisotope products. This has benefited more than 10 lakh patients.

World’s first of its kind Glass vitrified Cesium pencil, extracted from high level radioactive waste for blood irradiation application has been developed and 7 such blood irradiators have been supplied to hospitals.

Ready to use 4 new Radiopharmaceuticals viz. 99mTc- HYNIC TATE injection for imaging of Neuro-endocrinetumours, 188Re-HEDP Cold Kit for bone pain palliation, 177Lu-EDTMP injection for bone pain palliation and 131 Iodine- Lipiodol injection for treatment of liver. These are in addition to 14 varieties of medicinal radioisotopes/radiopharmaceutical products developed and supplied for diagnostics, therapeutics and palletic use.

Clinical grade Yttrium-90 in 90Y-Acetate form has been extracted from high level waste trials for Patient trials have been started, subsequent to regulatory clearances.

Research & Development

ECIL has successfully delivered latest model M3 EVMs – 3.3 lakh units & VVPATs – 5.8 lakh units for General Elections 2019.

Apsara-U, an upgraded swimming pool type reactor, has demonstrated that, it can produce carrier free Cu-64 radioisotope, which has potential for usage in PET scans.

A Compact facility for Reprocessing of Advanced fuels (CORAL) has been relicensed by the regulatory authority up to 2023, and the 50th reprocessing campaign of FBTR spent fuel is in progress.

Developed kit for detection of Chromium contamination of water -Developed a simple, user friendly, quick and cost effective kit for onsite determination of Cr (VI), a carcinogenic compound in water. This kit meets IS10500 as well as EPA criterion.

Many of our research facilities, including Synchrotron, Cyclotron, Dhruva, Fast Breeder Test Reactor (FBTR) etc. continued to achieve the highest ever performance. FBTR was operated at 30 MWt, a major milestone in its history, and its turbo generator was synchronized to the grid, delivering an electrical output of 6.1 MWe.

Indus synchrotrons (Indus-I and II) a national facility at RRCAT continued its operation in the three shifts, round the clock mode and 20 beamlines have been made available to users from all over the country. Nearly 1,000 user experiments have been carried out till November 2019.

RRCAT has developed two medical devices viz.

‘TuBerculoScope’, a low cost, compact and portable optical device for rapid detection of TB, and

ii) An ‘OncoDiagnoscope’, which is a low cost Raman probe, for in situ spectroscopic measurements of biological tissues. This is a compact and portable system for the non-invasive detection of (pre)cancerous lesions in oral cavities. This device was successfully deployed at six cancer screening camps by doctors of AIIMS, Jodhpur.

IREL has also successfully developed a flow sheet and produced 99% pure hafnium oxide from NFC raffinate. These are value added products.

Mega Science Projects

Vigyan Samagam, the travelling exhibition a first-of-its-kind in the world showcasing all the Mega Science projects on a single platform. This is jointly organised by Department of Atomic Energy (DAE), Department of Science and Technology (DST) and National Council of Science Museum, Ministry of Culture are jointly organising a multi-venue mega-science exhibition, Vigyan Samagam at Mumbai, Bengaluru, Kolkata, and New Delhi. The footfalls, both at Mumbai and Bengaluru, have been very impressive with more than 2.7 lakh visitors at both the cities.

67 ultra-stable power converters built at ECIL, Hyderabad for FAIR accelerator in Germany have been shipped to Germany after Factory acceptance clearance from FAIR, Germany.

Civil Nuclear Cooperation:

Progress has been made in India’s bilateral international engagement in civil nuclear cooperation with major partners.

Russia:

Discussions are underway with ROSATOM for building 6×1200 MWe nuclear power plant at a new site.

France:

Negotiations are in advanced stage for implementation of the Jaitapur project ( 6×1650 MWe).

U.S.A:

Discussions are underway with Westinghouse for building 6×1100 MWe nuclear power plant in Kovvada (A.P.)

(vi). Progress in procurement of uranium from major global suppliers:

As part of Government’s efforts towards operationalisation of India’s international civil nuclear cooperation, significant outcomes have been achieved in fuel supply arrangements with major global suppliers viz, Canada, Kazakhstan and Australia.

Human Resource Development

Since its inception in 2008, last year, Homi Bhabha National Institute (HBNI), a deemed to be University of the Department, crossed the prestigious milestone of awarding 1000 Ph.D degrees and 1000 M.Tech degrees. Till March 31, 2018,
HBNI awarded 1132 Ph.D degrees and 1060 M.Tech degrees. Today, a large number of the practicing oncologists in the country have been associated with HBNI academic programs. Based on its NAAC accreditation, HBNI was chosen by UGC as one of the Deemed-to-be Universities to be given enhanced autonomy.
Global Centre for Nuclear Energy Partnership (GCNEP) has started operating in its newly developed campus near Bahadurgarh from April 2017. The centre has conducted more than 18 International training programs, technical meetings, workshops, etc., on topical areas. Since signing of MoU between GCNEP and Bangladesh Atomic Energy Commission, 10 experts from DAE have been deputed for consultancy work for Rooppur Nuclear Power Plant, Bangladesh varying from a few weeks to less than 3 months.

Use innovation and technology to better common man’s life: Vice President

The Vice President of India, Shri M Venkaiah Naidu today called upon the young engineers to use innovation and technological advancements for the betterment of life of the common man.

Describing innovation as the watchword for 21st Century, the Vice President asked institutions such as IITs and NITs to transform themselves into hubs of innovation. He suggested them to evolve their curricula and teaching methods constantly to suit the times and strive to bring out the best in each student.

Addressing the first Convocation of National Institute of Technology, Tadepalligudem in Andhra Pradesh today, he said that it was time for young engineers to come up with out-of-box solutions to various problems, including those faced by farmers from climate change.

Calling for collective efforts to double the farmers’ income and ensure profitability of agriculture, the Vice President asked scientists and engineers to create better weather prediction systems and explore ways and means to make agriculture more resilient.

Stating that boosting India’s food production to overcome the problem of malnutrition, Shri Naidu asserted that imported food security was never a solution.

Observing that climate patterns and weather systems were changing, he said global warming was a reality and one could not be in denial anymore about the impact of changing the climate.

The Vice President wanted engineers and technocrats to champion the cause of clean energy. He said that a balance between environment and development can be achieved through good technology. “It is essential that we strike that balance. Our development has to be sustainable. Let conservation be the cornerstone of every single one of your innovations,” he added.

Shri Naidu also stressed the need for technological innovations and interventions to reduce the gap between urban and rural India.

Stressing that development has to reach all sections of society, he called for special focus on creating urban amenities in rural areas.

Referring to Mahatma Gandhi’s call to develop villages as self sufficient entities, he called for creation of facilities such as schools, hospitals, libraries and skill development centers to empower rural women and youth.

Expressing concerns over reports of young students resorting to extreme steps due to stress, the Vice President said that campuses must be the safest spaces in our nation and urged all higher educational institutions to take extra care to teach youngsters how to manage stress.

He wanted technical education institutions such as NITs to nurture life skills and instill moral values in students. He said that every graduate passing out of the portals of such institutions must not only be academically proficient but must also be ethical, compassionate and honest.

During the event, the Vice President recollected his tenure as the Union Minister for Urban Development and Parliamentary Affairs when he took part in the foundation laying ceremony of NIT Andhra Pradesh in 2015.

The Governor of Andhra Pradesh, Shri Biswa Bhusan Harichandan, the Minister for Housing, Govt of AP, Shri Ranganadha Raju, the Minister for Women & Child Welfare, AP, Smt. Taneti Vanita, the Director, NIT Andhra Pradesh, Prof. C.S.P. Rao, Registrar, NIT Andhra Pradesh, Prof. G. Amba Prasad Rao, and others were present at the event.

Following is the full text of the speech –

“I am delighted to be with all of you today at the first convocation ceremony of NIT Andhra Pradesh, a young and promising institution nestled in the pristine land of Tadepalligudem.

A visit to Andhra Pradesh is like a homecoming to me. I was born here and was nurtured and nourished by this great land.

National Institutes of Technology (NITs) that have evolved from Regional Engineering Colleges (RECs) have been at the forefront of technical education in the nation.

NIT AP had the privilege of being mentored by NIT Warangal, the first REC in the country.

I am happy to know that NIT Andhra Pradesh is the 31^st NIT in the nation.

I am told that it started functioning with the support of its mentor institute, NIT Warangal, in Sri Vasavi Engineering College Campus, Tadepalligudem.

I fondly remember the foundation laying ceremony of NIT Andhra Pradesh which was held on 20 August 2015 when I was the Union Minister for Urban Development and Parliamentary Affairs.

It is truly noteworthy that the construction work of the campus which started in October 2018, was completed in thirteen months.

The transformation of an erstwhile runway to an awe-inspiring campus of an institution of national importance is indeed remarkable.

It is clear from the report presented by the Director that the youngest NIT of the country has made great strides in all areas.

My dear young students,

Let me take this opportunity to congratulate each and every one of you for this tremendous accomplishment. You have the proud privilege of being the first batch of students to graduate from NIT, Andhra Pradesh.

NIT Andhra Pradesh was born with you and will grow with you and prosper with you.

As you leave the portals of this Institution today, please remember that you are amongst the brightest young minds of our country.

You live in a very exciting era of scientific and technological disruptions.

Technological breakthroughs in the form of Automation, Artificial Intelligence, Internet of Things, Big Data and analytics have truly transformed the way we live and work.

The existing frontiers of science are being constantly challenged through interaction between various disciplines ranging from arts to humanities to engineering to Biotechnology.

Young engineers like yourself have the never-before opportunity to further revolutionize these technologies and find new ways to use them for the benefit of humanity.

Let me stress that the ultimate aim of all these technological advances must be the betterment of the life of the common man. They must lead to the discovery of solutions to the most pressing problems of our time.

There is no doubt in my mind that innovation is the watchword for the 21^st Century. Institutions such as the IITs and the NITs must become hubs of innovation.

They must recognize potential and nurture it to bring out the best in each student. The curricula and teaching methods in these institutions must never be set in stone. They must constantly evolve to suit the times.

Institutes that render technical education must never hesitate to teach and experiment with the latest of technologies. They must allow the free flow of ideas and must never stifle innovative thinking through rigid protocols.

Let me focus on a few areas that I think can be transformed through innovative technological interventions.

The first is agriculture. There is a vast scope to introduce new and innovative technologies to spur agriculture growth and improve the lot of the farmers. This is the time for young engineers to come up with out-of-box solutions to the problems faced by agriculturists from climate change to increasing crop productivity.

I urge young technocrats to understand the real problems faced by Indian agriculture, including fragmented land holdings and insufficient market access.

I want you to think.

Can we understand soil better?

Can we carry out more efficient irrigation by overcoming shortages and avoiding surpluses?

Indian agriculture is greatly dependent on weather. Keeping the changing climate and precipitation change in mind, can we create better weather prediction systems and make agriculture become more resilient?

Can we facilitate better price discovery and market access to farmers?

It is of paramount importance that we boost our food production to overcome hunger and feed a billion people. I have always maintained that imported food security is never a solution.

The second is the arena of clean and renewable energy.

Our climate patterns and weather systems are changing. Global Warming is a reality and it is happening now. We cannot be in denial anymore.

India is one of the most carbon-efficient economies in the world today. The government of India under the leadership of our visionary Prime Minister is all set to surpass the target we had set for ourselves of 175 GW of renewable energy by 2022.

Our Solar capacity has increased by eight times between FY14-18 and we have spearheaded the International Solar Alliance (ISA), a testimony to India’s commitment to the development of ‘zero emission sources’.

I want engineers and technocrats like you to champion the cause of clean energy.

I strongly believe that a balance between environment and development can be achieved through good technology.

It is essential that we strike that balance.

Our development has to be sustainable.

Let conservation be the cornerstone of every single one of your innovations.

The third is urban development.

India’s urban population is expected to rise to 517 million by 2020 and will cross the 700 million mark by 2050.

Our urban spaces are our engines of growth.

Unfortunately, our towns and cities have exceeded their carrying capacity and are choking.

Our most prosperous cities are also home to large slums.

Our cities must grow inclusively and sustainably.

We must find solutions for sustainable housing, drinking water, mass mobility and provide economic opportunities to bridge the huge income gaps in cities.

We must address concerns of pollution and congestion and create sustainable waste management solutions and waste-to-wealth initiatives.

We must make our urban spaces safe for women and children and accessible to the differently-abled.

We must check distress migration by providing quality healthcare, education, other amenities, and economic opportunities in rural areas as well.

Urban development is possible only if we achieve rural development, a cause that is very close to my heart.

Mahatma Gandhi also believed that self-sufficient villages are necessary if we are to build a prosperous nation.

Our rural areas too need technological interventions that are tailor-made to suit their unique requirements.

I also urge you to find solutions to challenges of water management.

Many parts of India are facing an acute water crisis. This crisis will only worsen in the time to come.

According to the Composite Water Management Index (CWMI) report released by the Niti Aayog in 2018, 21 major cities might reach zero groundwater levels by 2020.

The Union government recently formed a new Jal Shakti (water) ministry, which aims at tackling water issues with a holistic and integrated perspective. The ministry has announced an ambitious plan to provide piped water connections to every household in India by 2024.

The government alone will not be able to solve the entire problem. We must augment the efforts of the government.

We must use technology for better rainwater harvesting and to improve water use efficiency.

We must urgently transition from this ‘supply-and-supply-more water’ provision to measures which lead towards improving water use efficiency.

The challenge I place before all of you as young technocrats today, as you embark on the next phase of your life, is to find technological solutions to combat these pressing problems.

I am hopeful that you will come up with solutions to these challenges through hard work and creative thinking.

You do not have to wait for big-ticket innovations. Incremental improvements and frugal innovations can be carried out constantly to bring about advancements.

By solving these problems, you will create a virtuous cycle which will help pull millions out of poverty and improve the quality of their lives.

Please remember that that the ultimate aim of science and technology is to make lives of the people comfortable and happy.

My dear youngsters,

In spite of temporary global slowdown, the Indian economy has the potential to become a $ 5 economy in the coming years as the macroeconomic fundamentals are strong and resilient. Government is also taking various reforms from time to time to improve GDP growth, cut down red tape and attract more investments.

A bright future awaits all of you. All the stakeholders in the country, particularly youngsters like you, must strive to transform the nation and the lives of the people in tune with the three-word mantra of the Prime Minister, Shri Narendra Bhai Modi to ‘Reform. Perform and Transform’.

Even as our technical education institutions such as NITs equip young technocrats with such skills, also take care to nurture life skills and moral values in them. Always remember the words of Mahatma Gandhi. He said that education without character is a sin.

Every graduate passing out of the portals of this institution must not only be academically proficient, they must also be ethical, compassionate and honest individuals.

Before I conclude, I must raise one more issue.

I read with mounting concern reports about young students resorting to extreme measures because of the inability to handle stress and cope with challenges.

Our campuses must be the safest spaces in our nation, for in our campuses, our future is cast.

I urge our higher educational institutions to take extra care to teach our youngsters to manage stress.

I understand that the curriculum is heavy. But students must be taught to take time out. We must make sure that our students are physically fit and mentally happy.

My dear young friends,

Never hesitate to reach out to your friends, teachers or loved ones when you are in need of help or support.

Be optimistic and embrace the challenges that await you in your life and career with a balanced mind. The practice of Yoga and meditation will greatly help you to deal with stressful situations with poise and equanimity.

I am confident that you will make the impossible possible with your grit and determination.

Let me congratulate all of you once again.

Go forth and create a bright, beautiful future for you, our nation and the world.

Thank You.

Jai Hind!”

The pox on Ramamritham (for the nth time)

Regular readers of this blog know that this blogger rather likes railing against Ramamritham. Ever so often, there has to be a post yelling at this cursed individual.

This time it is on the Department of telecom (DoT) which is a pesky nuisance that purports to regulate every aspect of our phones and how we talk to others. Along with the child it spawned TRAI – The Telecom Regulatory Authority of India, they have been busy over the last decade framing rules and procedures for everything on earth. Did you know that every phone company has to publish its prices and tariffs in a prescribed format ? If you have seen that format, you’ll know that you need a PhD in mathematics to understand it.

One result is that you have to go armed with lots of paper and proof for something as simple as getting a SIM Card. In control obsessed China, I just went to a corner shop and bought a SIM. It took me 2 minutes to do so. In India, you submit an ID proof and an address proof (of course Raramritham has written rules on which documents will be accepted for either of those proofs), then wait a while as the SIM is “activated”, then you call up a number and revalidate the proofs you have submitted ……..

The latest antics of Ramamritham that has got my goat is that he has ruled that all phones henceforth sold in India must have GPS. His logic ? The safety and security of women is “of utmost importance” says this blessed specimen. If she is in danger, we can trace her whereabouts through the GPS signal !!

Really ?? Is it the business of Ramamritham to be legislating such nonsense ? If he was really concerned about women’s safety, he would be improving police coverage, improving response time to complaints, ensuring more policewomen in the force, ensuring that cases are brought to speedy trial, having a helpline where somebody actually answers the phone, etc etc. No. That’s all too difficult to do. Instead he can indulge in his favourite activity – write a rule.

Never mind that if a woman wanted GPS on her phone to reassure her of security, she can simply go and get such a phone. No. It has to be legislated.

India has an installed base of 400 million phones that are euphemistically called “feature phones”. Translation – they do not have feature such as GPS ! The cost of a phone is likely to increase by Rs 400 if GPS has to be featured in all phones. That of course, does not bother Ramamritham.

When the industry protested, in true style Ramamritham replies – ” It is reiterated that all mobile handset makers should adhere , blah blah, to implementation of GPS facility in all mobile phones sold in India from January 1 , 2018. The representation (sic) in this regard will not be entertained in future ” . Beautiful.

Can all scientists stop their work on space exploration, finding a cure for cancer, sequencing the DNA, etc etc and instead concentrate single mindedly on the eradication of Ramamritham please !

PS : Ramamritham is a fictional name invented by the blogger to typify the useless, pedantic, petty and painful bureaucrat !

50th Conference of Governors Concludes at Rashtrapati Bhavan Today

The 50^th Conference of Governors concluded at Rashtrapati Bhavan today (November 24, 2019) while laying emphasis on tribal welfare and issues related to water, agriculture, higher education and ease of living.

Five Groups of Governors submitted their reports on these issues, and deliberated and identified actionable points in which governors can play a facilitating role. The conference took keen interest in tribal welfare issue and pointed out that policies for tribal uplift had to be tailored in accordance with local requirements.

In his closing remarks, the President of India, Shri Ram Nath Kovind said that the discussions held by Governors and Lt. Governors proved to be a fruitful exercise. The participation of Ministries and NITI Aayog has helped in making these discussions focused and actionable. He was confident that many useful solutions would come out of the deliberations of this conference.

The President said that November 26 this year is the 70th anniversary of our Constitution. On that day a campaign will be launched to create awareness about fundamental duties among the citizens. He expressed hope that all Raj Bhavans will celebrate the Constitution Day in an effective manner and Governors will play a major role in creating awareness about fundamental duties among the people.

The President said that it is the fundamental duty of every citizen to protect the natural environment including water resources like forest, lake and river. It is also a constitutional duty to continuously strive for excellence in all areas for the progress of country. Individual and collective efforts for excellence in the areas of higher education, agriculture, inclusive growth and governance will give impetus to public welfare.

The President said that the post of Governor is the most important link in our federal system. Governors have a role in ensuring better coordination between centre and states. The President also made suggestions to governors to make their respective Raj Bhavans more interactive and accessible to ordinary people and representatives of different organs of the state.

While referring to gubernatorial post as having the colonial legacy of inaccessibility with common people, he urged governors to make conscious efforts to connect with people and dispel any such perception of Raj Bhavan being beyond the reach of the people.

The Vice President, the Prime Minister and the Minister for Home Affairs also addressed the concluding session.

****

Contesting Cribbing

If you\’re a person working to improve the educational system in a country like ours, here\’s something you\’ll recognize: whether it\’s journalists or academics, colleagues from NGOs or \’well-wishers\’ of children, everyone is pretty good at \’problem pointing\’. They\’re really good at telling us exactly how BAD things are. Numerous articles, speeches, social media entries, research pieces, presentations, and even protests, copiously crib about a range of ills affecting education : how the system is dysfunctional, teachers are absent, accountability is missing, children aren\’t learning, process is dated, children are oppressed, administration is rigid, policies are rich but unimplemented, how the disadvantaged continue to get a raw deal right through… Recognize it? I do, for some of this is what I do as well!

But here\’s the rub – all this elaboration on what is wrong (some of it is serious research that is credible as well), how far has it helped find exactly what to do. That is, what to do which would help us get rid of the problems being pointed out. Don\’t get me wrong, I\’m all for the growing numbers of those who are able to detail their dissatisfaction at the continued limitations of our education system. It\’s just that I\’m unable to learn enough from it to know what needs to be done.

Because when one gets down to the doing, a whole lot of other things unfold that you were not quite prepared for. Turns out dealing with diversity is not exactly easy, and most of the pat suggestions don\’t really hold in face of the actual ground realities. Turns out that poor (or even exploitative) governance is such an all-pervading reality that what we can do in / through education just pales in front of it (try sitting in a district education office for a day if you don\’t believe me). Turns out that our \’log frames\’, strategies, plans and spreadsheets capture something in our mind but all of it simply crumbles when the actual implementation takes place. It\’s often noticed that some of the best experts, especially those from the universities, are usually eager to help in the planning and the evaluation – but not the part that comes in between, i.e. the implementation!

So I\’ve come to the unfortunate conclusion that a great proportion of those involved tend to complain mainly because it is the easiest thing to do. Just like many newspaper sections talk of potholes on the roads, delayed or poor services, or lack of facilities (usually in a self-righteous tone that includes phrases such as \’even 60 years after independence\’ – you get the picture). All this in the hope that saying what is wrong will somehow make it go away. As if it really does!

Where does all this leave us? To my mind, it leaves us with a lot of cribbing all around us. Every day we continue to read, hear, powerpoint and wordprocess an overdose of shortcomings. Such solutions as are offered are usually:

trite (\’there should be accountability\’ – which is easy to say, of course) or
platitudinous (\’teachers should be dedicated to their vocation\’) or
superficial (\’implement play way method!\’ – makes one\’s skin crawl) or
autocratic (\’strictly monitor these damned teachers, don\’t let them get away\’ ) or
misguided (\’pay teachers more / less if their students learn more / less\’ – you can see how this will favour the already advantaged, isn\’t it) or
even desperate and daft (\’put a web cam in every class\’).

I\’m doing the same, of course, cribbing. But let me try to redeem myself by making a few (hopefully) concrete suggestions:

The first thing is to recognize the huge potential of all this cribbing. It represents an enormous and growing \’cognitive surplus\’ that can be put to better use to further what the \’cribber\’ is interested in – actual improvement.
Along the lines of wikipedia, bring out a collective, well-organised and evolving situational analysis to which people can keep contributing. This will help generate a more structured, well-rounded understanding that might increase the likelihood of finding effective strategies.This should include a critique of the kind of superficial solutions mentioned earlier, with case studies of the difficulties they landed in or the actual improvement they brought about. An analysis of serious efforts and the difficulties faced would help bring about a nuanced problematization.
Those involved in change efforts could find ways of identifying any \’cribber\’ who shows potential, and involve her/him in actual improvement processes – either the process would improve or the cribbing would be contained.
Publicize and set standards for the kind of writing that is deemed as being helpful. This is not easy at all – but the degree to which the social discourse on education is getting overwhelmed by this collective bemoaning (and the resultant diversion from / inability to actually address the issues) is now making it imperative that we find a way out. Any news channel / newspaper could initiate this by developing a policy paper on how to cover the social sector and then actually following it. Once an example is set, others would follow suit (simply because the initiating body would come out looking better, and therefore be likely to grab a bigger share of sensible eyeballs).

You might feel that I\’ve totally mis-read the situation, that we need more people to actually be pointing out what is going wrong. Well, point away – but that\’s no guarantee it will make the problem go away!

How Do We Measure Change?

We repeatedly find ourselves saying that working on improving education implies change. That is because the very core of education – in terms of key relationships, processes and the critical outcomes desired – itself is expected to undergo a transformation. Some of the biggest differences expected are in terms of

undoing the existing hierarchy,
increasing accountability,
evolving the role of the key stakeholders such as children and community from passive to active,
in fact even a reversal of the notion of the \’beneficiary\’ (especially after the RTE, children and the community are the reasons why the education system exists; and teachers, educational officers and others in the system are the beneficiaries in that they get their salaries because children have a right to education)
preparing children for life rather than just for examinations.

Thus it is not just a case of revision in components such as curriculum or textbooks or training or assessment but bringing about much deeper changes that will then manifest themselves in the different components. Change, therefore, in the underpinnings or the foundations themselves, implies major shift in emphasis, ways of working, the means used, the technical and human / social capabilities required, and a myriad other things. All this adds up to one word: change.

Much has been said on the issue of what this change is and the different ways of bringing it about (and more will appear too). But the one unresolved question confronting us is: how will we know if real change is actually happening, and to what extent? Is there any way in which we can capture / describe and \’measure\’ such deep change? As of now, the question really has us stumped. Any suggestions?

The Top Ten Confusions in Education

Trying to improve the quality of education – be it in a school or a cluster or an entire system – can be full of \’land-mines\’ exploding unexpectedly, leaving you with confusion all around you. Here are the top ten \’confusion\’ land-mines:

It is only when I teach that children will learn, isn\’t it?
Don\’t we have to guide children and show them the way?
I\’m not biased, am I?
Can all children really learn?
We can\’t teach different children different things in the same classroom, can we?
If only the teachers started working, wouldn\’t all problems of school education be solved?
If I turned out OK, how can there be much wrong with the education system?
If children start thinking by themselves and \’constructing\’ their own knowledge, what is the role of (and the need for) the teacher?
If we don\’t discipline children and correct their \’errors\’, won\’t they turn out bad?
Isn\’t the curriculum the same as the textbook that has to be \’covered\’?
In-service teacher training workshops can transform teachers, isn\’t it?
Testing is the best and the only way to find out if children have learnt anything, isn\’t it?
If one\’s education doesn\’t help one get a job, what good is it?
Researchers and academics know best about classroom processes, don\’t they?

Actually the list is longer than ten – pick out your own top ten! (You can include ones that are not here)

Also, who\’s the one confused? You, or the others? And is there anything that can be done?

POST LITERACY AND CONTINUING EDUCATION

How does an electric bulb light up? Why does it take such a short time cook “dal” in a pressure cooker? What is the area of your room? The answers to these and to other similar questions of everyday life cannot be given if the person is ignorant and not educated even in such simple things which one comes across every day. It is learning of information skills, and ideas that make a person knowledgeable and thus a useful member of the society. Education is change in behavior and improvement in abilities, when ignorance is changed into knowledge and awareness. The unskilled becomes skilled and his values, appreciations and outlook on life also change in a more positive way. Education meaning change in behavior and attitudes need not necessarily be through formal schooling; it can also be imparted in a non-formal setting. When education is imparted in a free atmosphere, without the rigidity of rules and regulations associated with school or college education it is termed as non formal education (NFE). Non Formal education imparts depth and meaning to that work of the recipient which he is already doing, or wants to do and thereby can make him more efficient and quite likely much more productive also. The non-formal approach to education can be described as the absence of a formal and captive way of teaching and evaluating. Non-formal education emphasizes learning. In the non-formal education; it is not necessary to put work into education because, most of the persons coming for non-formal education would already be working. Therefore; non-formal education is built around the work of the people who take up non-formal education. It enables the learner to increase his productivity in terms of output and also to improve the quality of the work in which he/she is already engaged. The large proportion of India’s population is poor; living in rural as well as urban areas. They live in pathetic conditions. Education in any form needs to be provided to them to improve their quality of life and to help them to participate productively in the national development. The formal education system; because of its rigid chronologically graded structure; excludes the poor from its advantages. The non-formal education, which is flexible and relevant to the lives of illiterates and the poor, needs to be encouraged. Formally educated persons can also continue their education for either self-development or higher professional advancement in a non-formal way.

Though, the basic concept of non-formal education is simple, educationalists responsible for its operation has developed academic objectives for this form of education also. The academicians have introduced such objectives not only to explain the concept of non-formal education, but also as a reminder of the dissimilarities in formal and non-formal education. Some of the academic objectives of the NFE are described below;

· To educate the dropouts from formal education

· To raise the extent of functional literacy

· To prepare individual for self-employment

· To retain adults for the changing requirements of jobs and family life.

· To complement formal education in a country of largely uneducated people

· To provide life-long education.

CENTERS FOR NON-FORMAL EDUCATION

In several Indian Universities, centers of adults and continuing educator have been established. These centers provide many forms of non-formal education; with varied contents. Besides, the university centers of non-formal education, the Industries, voluntary organizations, state governments, religious bodies, families and individuals also carry on a variety of NFE. Considering the extent of demands in the non-formal contents, the status of NFE is valid; desirable and is improving.

Even before 1995, when NFE was launched in a big way, several efforts were made by the government and other agencies to remove illiteracy. Some voluntary agencies, particularly some Christian missionary groups, made pioneering efforts to make children and adults illiterate, but they were not particularly successful because of the enormity of the problem and the severe economic and social constraints. Eradication of illiteracy was attempted through free and compulsory formal education.

Mass Literacy Movement, social education and other schemes were introduced, but all showed poor results. In the 1970’s NFE was widely suggested and illiteracy was the attacked through the non-formal approach. A major scheme was launched in 1975 to develop a large scale programme of NFE for under privileged children, youths and adults. These programmes were meant to be related to the needs and the aspirations of the learners and were to be based on local environmental conditions. This was an attempt to reach the deprived and the disadvantaged outside the formal system of education. The government of India became interested in the advancement of literacy education after independence and some steps were taken to introduce adult education. But, the progress had been slow and tardy. With growing awareness that economic and social development are linked to literacy and education, the drive for literacy has received a fresh impact.

Post literacy is defined as programmes which aims are to maintain and enhance basic literacy, Numeracy and problem solving skills, giving individuals sufficient general basic work skills enabling them to function effectively in their societies.

POST-LITERACY PROCESSES

This idea generally refers to processes and activities especially developed for neo-literates, which are designed to help them become fully functionally literate and to be autonomous learners. The essential aims are to prevent regression to semi-literacy or worse and to develop those higher-level literacy skills which are essential for autonomy in learning. Such skills include context vocabulary building, increased general know ledge and its application, and the development of skills in integrating concepts into cognitive systems (schema). It is especially important to develop higher skills of critical reading and to foster skills in independent problem-solving.

Post-literacy programmes are designed for adults who want to strengthen their literacy skills. They may be immigrants, slum dwellers or elderly rural poor. In ail activities the objective is to sustain interest in learning and prevent regression. Literacy regression is common in any society and it is described as follows:

LITERACY REGRESSION

This term refers to the situation where learners, having reached a certain level or grade equivalent within a literacy programme, fall to proceed beyond that grade, lose skills and knowledge and revert to a lower grade of skill and functional knowledge; individuals who are semi-literate may revert to almost or complete illiteracy. Individuals who are almost at the neo-literate stage may revert to semi-literacy and so on. Among school pupils, it is well documerited that children who drop-out of formal education before reaching school grade V are likely to regress to almost complete or total illiteracy. Among adults, the boundary is less well-defined but premature withdrawal from adult literacy programmes inevitably leads to regression. The main problem among such people is motivation, which underlines the importance of including functional knowledge of direct and immediate relevance to the learners. Motivational aspects and the problem of regression have considerable implications for continuing education.

Post-literacy programme provide the point of «take-off» in a continuing education system. Without it, continuing education has little meaning to neo-literates or semiliterate rates. The aim of post literacy programmes is to consolidate the basic literacy skills of speaking, reading, writing, numeracy and problem solving while at same time overtly or covertly transforming the learners into an educated whole person, who is a productive socio-economic asset to the community- bale to participate actively and productively in a nations processes of Development.

In education many terms are used and many, such as the term post-1iteracy, have acquired a range of meanings. Some of these terms refer to concepts, some to «systems» some to «processes» and some to programmes. By concept is meant a general ideas or notion; and by process is meant a method of operation or a state of carrying on a procedure. By programme Is meant a structured series of learning events designed to develop concepts to foster the development of process skills and to achieve specified outcomes. Programmes may be available through the formal, non-formal or informal education channels.

a) Related Educational Concepts and their Expression in Programmes Relevant concepts to be considered in relation to the term post-literacy include the following:

i) LITERACY

This is generally to mean the ability to read, write and apply numeracy skills. Vagueness in the definition relates to some disagreement about what level or skill should be acquired before an individual can be said to be literate. Modern definitions tend to focus on competency and a literate person is perceived to be one who has sufficient reading, writing and numeracy skills to be able to continue to learn alone without the continuing guidance of a teacher.

Post-literacy programmes ensure that participants who have at one time reached such a level of competence, but have not adequately accepted the challenge to continue to learn, or even worse, may be in danger of regressing to partial literacy, in fact consolidate their literacy skills and advance to higher levels of competence.

ii) FUNCTIONAL LITERACY

There is a general consensus about the meaning of this term. Programmes concerned only with reading, writing and calculating for their own sake have little meaning. Functional literacy includes the development of these traditional literacy abilities, but it ensures that such development occurs in areas reflecting the socioeconomic and cultural needs of the learners. The emphasis is on directly usable knowledge. Reading, writing and numeracy skills develop with these goals sharply in focus.

Basic literacy programmes should build both technical literacy skills and functional knowledge. What people learn to read, write and calculate becomes equally as important as technical literacy skill, and the development of one aspect adds to the development of the other. All continuing education seen through this definition is functional.

iii) LEVEL ON GRADES OF LITERACY

The traditional way to define “level” of literacy was in terms of functional measures and grade equivalents, using the formal educational system as a standard. There is little international agreement, however, about what should constitute the levels or stages of achievement in developing literacy skills and functional knowledge from illiteracy to the achievement of basic literacy. This is partly understandable because of the contrasted problems posed by different languages and cultures.

iv) SEMI-LITERACY

This can be defined as a stage in literacy development, which may meet the technical requirements of the final grade of a literacy training programme but beyond which progress is inhibited. The failure to proceed further may be motivational, an absence of willingness to continue to learn without the guidance of a teacher; it may be because of some inherent ability problem or because of some gap or block in achievement. Semi-literacy is a major problem in many societies, including those of developed countries such as Australia, U.K. and U.S.A. Semi-literates are usually functionally illiterate. That is while .being basically literate in a technical sense, they cannot apply their literacy skills in everyday life.

v) NEO-LITERACY

This term is well-known and fairly non- controversial. A neo literate is an individual who has completed a basic literacy training programs and has demonstrated the ability and willingness to continue to learn on his/her own using the skills and knowledge attained without the direct guidance of a literacy teacher. It is important to stress that technical achievement is not sufficient for an individual to be classed as a neo- literate. He or she needs to have the ability and willingness to continue as an independent learner. Post- literacy programmes are not only for semi-literates, but also for neo-literates who do not proceed beyond formal primary schooling or its equivalent.

vi)ADEQUATE FUNCTIONAL LITERACY

By \’adequate\’ we could perhaps consider levels of competence and functional knowledge that facilitate an individual\’s personal development and his or her development as a member of society, and which help to maximize his or her contribution to the positive development of society, in other words, adequate functional literacy represents a staking off point from which an individual can grow and increasingly contributes to an improved quality of life.

A key aim of programmes of post-literacy is to ensure that participants become adequately functional literates. Adequate functional literacy is a pre-requisite for autonomous learning and the development of a learning society.

vii) AUTONOMOUS LEARNING

The idea of autonomous learning is a much more sophisticated concept than the Idea of simply being and willing to learn on your own, which is the concept used to define a neo-literate. The concept implies not just an autonomous learner but an autonomous person. At an autonomous stage of personal development, education is seen as leading to creativity, self-fulfillment and deeper values; it is seen as an on-going process. It is characterized by a learning style that probes for increasing complexity, complex patterns, toleration for ambiguity and development of broad views of the world and reflects a respect for objectivity.

This concept clearly implies that if a learning society to be effective, the opportunities provided by it must be accepted and utilized by its citizens. Only autonomous learners can take maximum advantage of such opportunities, so that evaluation of a learning society depends on the development of autonomous learning. This is a major challenge for continuing education, and especially for programmes of post-literacy with their aim of achieving not only learning autonomy, but the development of an autonomous person.

Three well-known terms of particular relevance to post-literacy are as follows:

i) LIFE-LONG LEARNING

In 1976, the General Conference of UNESCO adopted the following definition of life-long learning. The term life-long education and learning denotes an overall scheme aimed at restructuring the existing educational system and at developing the entire educational potential outside the education system; in such a scheme men and women are the agents of their own education. This definition contains three basic ideas:

a) The entire formal educational sub-system should be restructured to develop life-long learners;

b)The non-formal and informal education sub-sectors should be developed and utilized to the fullest extent;

c) The importance of autonomous learning is stressed.

According to this view, life-long learning is a process that involves purposive, directed learning not merely incidental learning. Post-literacy programmes are enabling forces to give participants the motivation, knowledge, skills and values required for them to undertake self-motivated lifelong learning.

ii) ADULT EDUCATION

Adult education programmes should be seen as a sub-set of lifelong learning. Adult education has been defined as engaging in courses and other educational activities organized by three teachers or sponsoring agency, and taken by persons beyond compulsory school age. Excluded is full-time attendance in a programme leading toward a high school diploma or an academic degree.

Examples include courses such as diet control, football, ballroom dancing and car maintenance. Adult education as a process, however, also refers to methodologies of teaching appropriate for adults- the idea of a dragogy as distinct from pedagogy. Post-literacy programmes can benefit from a close association with adult education programmes as defined, but certainly all effective post-literacy involves adult methodologies as a process.

FUNCTIONS OF POST-LITERACY

Some major functions of post-literacy programmes include the following:

a) TO CONSOLIDATE BASIC LITERACY SKILLS

A literate who has just completed a basic literacy course is not guaranteed retention of that skill. As for any other skill it could become diffuse and fade out in time unless it is systematically strengthened. A well-designed post-literacy programme may be able to save the situation. With material designed to suit the interests of the target group, post-literacy skill should be able to reinforce and consolidate basic literacy skills both cognitively and affectively.

b) TO MAKE LIFE-LONG LEARNING POSSIBLE

Post-literacy is a bridge towards autonomous learning. To reach the stage of autonomous learning means to be within the grasp of being a life-long learner. Every country plans to become a learning society. Post-literacy programmes develop reading habits while at the same time enhance writing and numeracy skill. Without post-literacy programmes, or their equivalent, a learning society cannot materialize since the neo and semi-literates will not be motivated to go beyond basic literacy skills. Post-literacy programmes provide a second opportunity for the disadvantaged to become life-long learners. A keen student within a post-literacy programme has wide options from which to choose further education. Such a student can either enroll in an equivalency programme and so have the chance to enter the formal system again, or he or she can go to other types of continuing education such as vocationally-oriented income-generating programmes or others. In this sense, post-literacy programmes are liberating forces \’which provide the opportunity for participants to continue to learn throughout life.

c) TO ENHANCE UNDERSTANDING OF SOCIETY AND COMMUNITY

Effective communication fosters understanding and promotes ties in the community. No person is an island. Humankind is gregarious by nature. Being gregarious we must have the skill to communicate to others and to listen effectively. Effective communication, including listening, requires certain skills. These skills can be acquired through training. Communication training programmes can be designed and made available to every interested individual.

Communication skills, therefore, should be a central part of any post-literacy programme. They should be carefully developed to enhance understanding of society and of the community.

d) TO DIFFUSE TECHNOLOGY AND INCREASE VOCATIONAL SKILL

Post-literacy programmes can be an effective instrument to transfer required technologies to disadvantaged groups and to change a listless observer into a productive energetic member of the labor force. Reading and numeracy materials appropriately designed and properly worded maybe able to diffuse the required technology even into the remotest part of the country, instruction and developmental materials can also be modified to suit the peculiarities of any community and this can be done at relatively low administrative cost.

The most successful post-literacy programmes are associated with the work force. In many Member States, post-literacy activities are presented on-job in factories on farms, in retail stores, commercial institutions and so on. The advanced skills of reading, writing and numerically required for autonomous learning are developed in association with the functional knowledge needed by participants to be maximally efficient as employees.

The significance of such an approach for the overall upgrading of technology and for improvement in individual and commercial efficiency is self-evident. This type of approach makes a major contribution to the economic well-being of individuals and of the nation as a whole.

e) TO MOTIVATES INSPIRE AND INSTILL HOPE TOWARDS IMPROVING THE QUALITY OF LIFE

Drop-cuts, disadvantaged groups and low-income earners have a feeling of hopelessness. For them the future is bleak. Their children are unlikely to have a meaningful place in society. Survival is by chance. Motivation to improve and the will to excel in life is marginal if not zero. For this «unproductive» and negative group, interesting and creative post-literacy materials can act as a \’stimulant. Creatively designed materials can Instill a fighting pioneering spirit. Feelings of helplessness and the sense of alienation can be overcome. Making such people realize that each and everyone has the same unharnessed potential and that everybody is capable of attaining the best in life, will motivate them to excel in whatever field they decide to undertake. This is possible because a post-literacy programme is an educational activity. Being educational it is an effective tool to affect changes in attitudes and behavior towards life. Post-literacy cultivates, develops, strengthens and stimulates the power of the target group.

f) TO FOSTER HAPPY FAMILY LIFE THROUGHEDUCATION

The ultimate goal of development’s to improve the quality of life of every citizen in the country. To attain this goal requires co-operative effort by government and citizen. Every individual should be active in the development process. The fruit of development will only be harnessed by active participants. Bystanders will be swept aside by the tide of change.

Beside economic opportunity, development also provides other social benefits that will improve family life. Post-literacy programmes on consumerism, environment, health and ways of leisure can contribute towards happy living. Participating in post-literacy programmes sharpens the mind and makes participants alert for all openings and opportunities. Citizens become responsive and sensitive to the changing environment.

To be alert, adaptable and able to think positively makes possible the attainment of a fuller life in a demanding society. With higher income and a healthy mind and body the post-literacy leaner is able to improve the quality of life. The world becomes a happy place and there is a bright start towards greater happiness for the family as well as for the individual.

Our country has set before itself the goal of ^\”Education for all¹ by 2010: a good that aims at, of providing equity, access and quality education to reach the hitherto unreached population. Hence, continuing personal development throughout life in both formal and informal terms has become an essential requirement for all.

India has a very rich and long history of education: education which has been passed on from one generation to the next for thousands of years in various fields of knowledge. In most fields this transfer of knowledge has been through a tradition of oral learning with very little of it written down. People passed on skills along with the rigor of knowledge and human values. It was an integrated kind of an education.

The concept of continuing education or lifelong learning has been embedded in almost all traditional philosophies. Before the impact of the commercial and industrial civilization, most countries had a traditional society with a dominant role of the village community and a subsistence agrarian economy. Education in that society had to provide occupational skills, behavior codes, initiation into the value system and an understanding of the ultimate objective of life.

CONTINUING EDUCATION SCHEME

The structure of the continuing education programme, launched in 1995 as a fully funded centrally-sponsored scheme, will be retained and further strengthened and expanded in scope and content. A continuing education centre will be set up for a population of 2,000-2,500 so that it caters to the need of at least 500-1000 neoliterates. A nodal continuing education will be set up for a cluster of 10-15 continuing education centers.

CONCLUSION

Post literacy is a part of the continuing education process. Post- literacy programmes are designed to strengthen the literacy skills so that the learner can follow meaningfully other opportunities offered by other continuing education prorgammes. Continuing education is an inevitable component of the strategy of human resource development and of the goal of creating a learning society. The aim of continuing education programmes is to consolidate the basic literacy skills of reading, numeracy and problem solving while simultaneously transforming the learner into an educated member of the community able to participate actively and productively in the nation’s development. But, in all developmental programmes, the most important problem faced by the planners and implements is the lack of effective and positive response of the weaker sections of the population not only to general development programmes but even to those which are exclusively intended for them. A failure to elicit a response from people is mainly due to lack of motivation and lack of awareness resulting from illiteracy and poverty.

This Assignment provides only very broad guidelines for the training of continuing education personnel for post-literacy activities. In practice detailed strategies and training programmes would need to be designed and developed. Post-literacy programmes are only one form of continuing education and much of the training should focus on the general principles and practice of continuing education.

Finally it is also important to stress that as systematic approaches to continuing education are relatively new in the region; their successful implementation will depend on the emergence of a new cadre of well qualified competent educational personnel. Effective training is the key to this development

The problem with being an uncle

This blogger is of an age when being called an uncle is rather a compliment. He is precariously close to being called a grandpa. So much so that he cannot understand the brouhaha that the term \”uncle\” has caused.

The Air India flight from Jaipur to Delhi , a few days back, should have been an uneventful one. Incidentally, I am not sure why Air India is running a flight from Jaipur to Delhi . The distance is short and tourists usually drive. Perhaps the appalling state of NH8 in that stretch is giving Air India an opportunity.

Be that as it may, it should have been a short smooth flight. Passengers had boarded and the crew were doing their pre flight checks. It so happened that the Captain was a young guy and the Co pilot was, ahem, a rather older guy. Reportedly, the Captain said \”Uncle please fill in the card\”.

It is well known that men of a certain age are rather touchy about being reminded of that fact. That is why Viagra is the blockbuster it is ! Our co pilot took immediate umbrage to being called an uncle (I suppose he would have been tickled pink if the Captain had instead said – \”Bachche isko fill kar\” !!). He decided to show the young upstart that his physical prowess had not waned. Up he stood and it appears some sort of a confrontation took place. I speculate that the altercation was more verbal than physical – an sudden attempt by men of advanced years to stand erect is usually not successful. Well, whatever happened, the crew decided in the best of Air India\’s tradition, that passengers must get from Point A to Point B and the flight took off.

Now young straplings who are chastised by \”uncles\” often howl in outrage. That\’s exactly what happened. The Captain reported the incident at the end of the flight. Obviously an enquiry has been ordered and pending the outcome, both the \”bachcha\” and \”uncle\” have been derostered.

The enquiry proceedings will undoubtedly make interesting reading. Leading counsel shall submit the chronological qualifications for being called an uncle. To the best of my knowledge, the term uncle has not been defined in the constitution as an unparliamentary word. The trouble is that for a certain portion of a male\’s life it is a deeply offensive word and at a later portion in the same man\’s life it is a deeply complimentary word. I am looking forward to the enquiry findings which shall conclusively prove that I am not of that age when it has become compliment. I shall use this evidence to bash the next idiot in my building who calls me that.

But, thank God for the fact that women pilots are relatively, rarer. Imagine the consequences if the copilot was a lady, of ahem, matronly disposition and the young man had said \”Aunty, please fill in the card\” ! We just escaped a nuclear Armageddon !

The pox on Ramamritham (for the nth time)

Regular readers of this blog know that this blogger rather likes railing against Ramamritham. Ever so often, there has to be a post yelling at this cursed individual.

This time it is on the Department of telecom (DoT) which is a pesky nuisance that purports to regulate every aspect of our phones and how we talk to others. Along with the child it spawned TRAI – The Telecom Regulatory Authority of India, they have been busy over the last decade framing rules and procedures for everything on earth. Did you know that every phone company has to publish its prices and tariffs in a prescribed format ? If you have seen that format, you\’ll know that you need a PhD in mathematics to understand it.

One result is that you have to go armed with lots of paper and proof for something as simple as getting a SIM Card. In control obsessed China, I just went to a corner shop and bought a SIM. It took me 2 minutes to do so. In India, you submit an ID proof and an address proof (of course Raramritham has written rules on which documents will be accepted for either of those proofs), then wait a while as the SIM is \”activated\”, then you call up a number and revalidate the proofs you have submitted ……..

The latest antics of Ramamritham that has got my goat is that he has ruled that all phones henceforth sold in India must have GPS. His logic ? The safety and security of women is \”of utmost importance\” says this blessed specimen. If she is in danger, we can trace her whereabouts through the GPS signal !!

Really ?? Is it the business of Ramamritham to be legislating such nonsense ? If he was really concerned about women\’s safety, he would be improving police coverage, improving response time to complaints, ensuring more policewomen in the force, ensuring that cases are brought to speedy trial, having a helpline where somebody actually answers the phone, etc etc. No. That\’s all too difficult to do. Instead he can indulge in his favourite activity – write a rule.

Never mind that if a woman wanted GPS on her phone to reassure her of security, she can simply go and get such a phone. No. It has to be legislated.

India has an installed base of 400 million phones that are euphemistically called \”feature phones\”. Translation – they do not have feature such as GPS ! The cost of a phone is likely to increase by Rs 400 if GPS has to be featured in all phones. That of course, does not bother Ramamritham.

When the industry protested, in true style Ramamritham replies – \” It is reiterated that all mobile handset makers should adhere , blah blah, to implementation of GPS facility in all mobile phones sold in India from January 1 , 2018. The representation (sic) in this regard will not be entertained in future \” . Beautiful.

Can all scientists stop their work on space exploration, finding a cure for cancer, sequencing the DNA, etc etc and instead concentrate single mindedly on the eradication of Ramamritham please !

PS : Ramamritham is a fictional name invented by the blogger to typify the useless, pedantic, petty and painful bureaucrat !

Forgiveness

“For if you forgive others their trespasses, your heavenly Father will also forgive you, but if you do not forgive others their trespasses, neither will your Father forgive your trespasses” (Matthew 6:14-15).

In his model prayer, Jesus had us promise to forgive those who sin against us. Now he reinforces that message with a strong warning. These verses frighten some Christians. Can we really lose the forgiveness of God by refusing to forgive another person?

These verses are spoken within the context of the higher expectations Jesus has for us. He says, “When you give… when you pray… when you fast….” He expects us to do these things; he does not make them optional. In the same way, Jesus assumes that because we are forgiven, we will forgive. His blessings have changed our lives; they are making us more like Jesus.

When we refuse to be like Jesus, forgiving the trespasses of those who sin against us, we block the flow of forgiveness through our lives. When a river is dammed, the water behind the dam often stagnates. Jesus warns us of a similar thing that happens in our spiritual lives. When we are unable to forgive as Jesus forgives, we can cause our own spiritual lives to become stagnant and to die.

However, holding a grudge is not the unforgivable sin. Jesus died to rescue us from that sin as well as from all our other sins. We do not earn forgiveness from Jesus by forgiving others. His forgiveness is a blessing; it is a gift. It is not earned. Yes, we can lose that forgiveness by continuing to sin without wanting to change. When we prefer our sins to our Savior, we lose that Savior; he becomes, instead, a Judge. But saying we can lose his forgiveness does not imply that we can earn his forgiveness. In the matter of God’s forgiveness and our obedience to his commands, God always makes the first move. God always goes first.

In the prayer, Jesus employs this order: “Forgive us our trespasses, as we forgive those who trespass against us.” God forgives first, and then we imitate him. God does not limit himself to our level, our ability to forgive. He forgives first, setting the standard, and then he invites us to be like him, offering us the strength to follow his lead.

Let’s imagine that someone has done something dreadful that hurt you. How can you forgive? Not from the goodness of your own heart, but only from the power of God’s gift. Jesus suffered and died on the cross to pay for all sins, including sins that hurt you. When you forgive the sinner who hurt you, you are sharing the promise of Jesus. When you refuse to forgive, you are keeping secret the life-changing promise from Jesus, a promise that every sinner needs to hear.

We cannot make ourselves more forgiving by trying harder to forgive. That road leads nowhere but to despair. We become more forgiving by drawing closer to Jesus, by remembering what he has done, and by believing his promises. When we remember that we are forgiven even for our failures to forgive—since forgiveness is a gift and not something we earn—then we become able to forgive those who sin against us. J.

Andhra Pradesh tops in organizing Fit India School Week more than 21,000 schools receive FIT India flag

Prime Minister Narendra Modi’s clarion call has laid a wonderful foundation to the FIT India movement, launched on August 29 this year. In his popular radio show Mann Ki Baat, Modi, on 24th November, urged all the schools to celebrate Fit India Week in December and get themselves enrolled in the Fit India Star Rankings.

The Fit India School week has so far been organized by 26,845 schools. Andhra Pradesh tops the chart with 13,839 Fit India Schools celebrating FIT India Week. Karnataka and Uttar Pradesh are distant second & third with 1,967 and 1,504 schools respectively.

During this week, various activities like Yoga, free-hand exercises, sports competitions, painting competitions, and essay and debate competitions on fitness were organized by the schools to emphasise on the importance of fitness in a student’s life.

Currently, the Fit India Flag has been obtained by 21,344 schools. Again, Andhra Pradesh leads the movement with a whopping 8,117 – the highest number of Fit India-ranked schools across India. It is followed by Karnataka with 5,989 schools.

Some of the schools have demonstrated their commitment in a very creative way like Arwachin International School, New Delhi – they have created a song for FIT INDIA, which has been composed and sung by the faculty and students itself. Similarly, Kendriya Vidyalaya of Sector 8, R K Puram has put up a unique show of fitness acts with its students. N.Netra of Zee Litera School, Karur, Tamil Nadu and R.Tejaswi of Saibaba Central School, Andhra Pradesh have impressed everyone with their phenomenal artwork on the topic.

The Fit India School Ranking system is the first-ever fitness rating for schools introduced in India. Under this, the schools are given a Fit India Flag and 3-star and 5-star rating, depending on the fitness levels of the students and teachers, infrastructure available and their participation in fitness activities. Obtaining FIT India Flag is precondition for getting FIT India school ranking.

Shri Mansukh Mandaviya hands over Citizenship certificates issued by Government of India to 7 Pakistani Refugees in Kutch, Gujarat today

The Union Minister of State for Shipping (IC) and Chemical & Fertilizers Shri Mansukh Mandaviya today handed over the Citizenship certificates issued by Government of India to 07 Pakistani refugees in Kutch, Gujarat. He met the Pakistani refugees, who have taken shelter in Gujarat’s Morbi and Kutch districts of Gujarat.

On this occasion, he said that the Citizenship Amendment Act will provide a new opportunity in life to the minorities who faced religious persecution in Pakistan, Bangladesh and Afghanistan. It is Modi Government’s efforts to offer them a dignified life in India after they faced extreme harassment for so many years in those countries, Shri Mandaviya added.

Refugee families gathered on the occasion celebrated the event with cheer and joy of a festival and Union Minister of State Shri Mansukh Mandavia had a meal with the refugee Sodha family in Kidana village.

EChO Network launched to catalyze cross-disciplinary leadership in India; will train educators and students in interdisciplinary manner

EChO Network, a national program to provide a template for cross-disciplinary leadership in India with the specific focus of increasing research, knowledge, and awareness of Indian ecology and the environment was launched yesterday in New Delhi by Prof. K Vijay Raghavan, Principal Scientific Adviser to the Government of India.

Speaking at the launch programme, Prof. Vijay Raghavan said India has recently embarked on a number of national-level efforts to promote ecological and environmental research on the subcontinent; however, there remains a lacuna of trained scientists with interdisciplinary skills and collaborative mindset. We need to train a new generation of educators and students who can identify and solve problems in an interdisciplinary manner and who can listen to our natural world and tackle real-world problems in medicine, agriculture, ecology, and technology and I am convinced this network will inspire an entirely new approach to Indian education and exploration necessary for the post-technological world said Prof. VijayRaghavan.

India faces unprecedented threats to its human environmental and ecosystems, solving which requires a confluence of India’s strong technological expertise and knowledge of the natural world itself. EChO Network would develop a national network to catalyse a new generation of Indians who can synthesize interdisciplinary concepts and tackle real-world problems in medicine, agriculture, ecology, and technology. With no precedent for such a network anywhere in the world, EChO Network establishes a new platform to change how science is embedded in our modern society.

Through interactive sessions with citizens, industry, academia, and the government, the Network will identify gaps in knowledge regarding selected topics in human and environmental ecosystems. The program will then train postdoctoral leaders in research and outreach on these topics, while also incorporating current public and private efforts into a national network. It would then go on to establishing nation-wide awareness in these issues through public discourse and education for citizens, industry, and government with information exchange at all educational levels. Over time EChO Network intends to create an international distributed institute comprising individuals housed within industry, government, private, and academic sectors, combining their expertise and resources collectively to tackle large scale problems.

The initiative has drawn in partners from Government, industry and academia, with the Office of the Principal Scientific Adviser to the Govt. of India steering the program under the guidance of Prof. Shannon Olsson, Director, EChO Network. Bill and Melinda Gates Foundation, Hindustan Unilever Limited, RoundGlass, India Climate Collaborative, Ashoka Trust for Research in Ecology and the Environment (ATREE), and Centre for Cellular and Molecular Platforms (C-CAMP) are the founding partners of the EChO Network.

This is a mission of hope remarked Prof. Olsson at the launch programme. He further said that throughout his career in India, he has met countless individuals working hard to make a positive difference for Indian ecosystems. The purpose of this Network he informed is to bring all those together to share knowledge and synergize efforts under the umbrella of science. In order to do this, we need leaders who are trained to communicate across different sectors of society, this is the goal of the EChO Network said Prof. Olsson.

Another chance to eligible Multiple Disability (MD) ‘Divyangjan’ Level-1 candidates to rectify disability option for Railway jobs

It may be recalled that Railway Recruitment Boards (RRBs) had advertised through their centralized CEN 02/18 notification for around 63000 vacant Level-1 posts in early February,2018. Consequent to the notification of the revised Divyangjan Act (RPWD Act, 2016) and orders of the Hon’ble Delhi High Court in a case filed by an organization for one of the Divyangjan categories, a corrigendum was issued on Feb 28, 2018. An extended one month window was provided to enable the Divyangjan categories included in the revised Act, including candidates with identified Multiple Disabilities (MD) to apply for the examination. Around 1.17 crore candidates including around 1.54 lakh Divyangjan appeared at the Computer based written tests. The number of vacancies reserved for Divyangjan is over 2400, with around equal number reserved for the four Disability categories of Locomotor Disability (LD), Visually Impaired (VI), Hearing Impaired (HI), and Multiple Disability (MD). MD refers to candidates having more than one Disability among the other three Categories of LD, VI and HI.

The vacant posts notified for any Zonal Railway are being filled in as per merit position among those who have opted for that zonal Railway and have secured the minimum qualifying threshold marks and qualified in the Physical Efficiency Tests (PET) conducted by the Railway Recruitment Cells (RRC) of the respective Zonal Railways. Divyangjan candidates have not only been fully exempted from PET, but have been accorded 2 marks relaxation in minimum qualifying cut-offs as well. Their final selection, subject to Document Verification and Medical Examination, is therefore based on their merit position in the Computer Based Tests for their Disability category and Zonal Railway they had opted for.

While over 1025 Divyangjan candidates have already been finally selected and several more candidates’ cases are under verification/medical examination, it has been observed that the MD category has remained mostly unfilled in all Zonal Railways. It is a fact that this Category has been included as per the revised Act fairly recently and the CEN 02/2018 is among the earliest recruitment notifications to incorporate this Disability Category.

In this context, several Divyangjan candidates & groups have represented that due to unfamiliarity with the revised Categorisation and application protocol, they have filled in only Single Disability (either LD or VI or HI) option in the application form, instead of two or more of the Disabilities that they are affected with. Due to this inadvertent exercise of option, such candidates have therefore been considered only against the respective single Disability Category of LD or VI or HI as per option, and not as MD to which they actually belong.

The above representation has been considered in the Ministry of Railways, and it has been decided to allow a window period for such candidates to represent for considering them against MD Category vacancies. Accordingly, those eligible Divyangjan MD candidates who actually have more than one benchmark Disability among the three single Disability categories of LD, VI and HI but have inadvertently opted for only a single Disability Category in their application forms for the Level-1 CEN 02/2018 recruitment notification will now get another chance to be considered against unfilled MD Category vacancies of the Railway zone they had originally opted for. Such eligible Divyangjan MD candidates, who have a score of 38 or more in the written Computer Based Test (28 or more for Divyangjan of SC/ST/non-creamy layer OBC) will be able to represent to the RRC of the Zonal Railway they had opted for with proof of their belonging to MD Category. The notification and format for representation is scheduled to be available in the relevant RRC/RRB websites from 23^rd December 2019 for around a fortnight. From amongst the eligible applications so received and scrutinised, shortlisting for further processing for filling up the unfilled MD vacancies will be done as per merit position. Indicative notice has already been published in newspapers for advance information of the eligible MD Category Divyangjan in this regard.

Indian Railways continues to remain committed to the cause of empowerment of Divyangjan and in following all applicable laws and provisions in this regard in letter and spirit. The dispensation being adopted above is an illustrative example in this regard.

Rate this:

Rate this:

Rate this:

Rate this:

Rate this:

Rate this:

Rate this:

Rate this:

Rate this:

Rate this:

Rate this:

Rate this:

Rate this:

Rate this:

Rate this: