India’s agriculture has grown progressive, rudimentary practices descending into oblivion
Author: Shobha Karandlaje
New Delhi: India’s agriculture is in an epoch-making era under the PM Sri Narendra Modi Ji. It is the phase where farmers are reaping the utmost benefit of numerous welfare measures and schemes without any hindrances. The incumbent government, since it assumed power, has unleashed revolutionary efforts to transform the country’s agriculture, from being a dependent to an Atma Nirbhar. And, to realise it, budgetary allocations have been tremendously improved over the last seven years, from Rs 21,933.50 crores in 2013-2014 to Rs 1,23, 017.57 crores in 2021-22, annually.
Farmers’ welfare has been the focal point of this government. Its agriculture policies have centered on the farmers enabling them to avail themselves without any hiccup and hurdle. To exemplify, for the first time in the history of India, farmers are receiving monetary assistance directly into their bank accounts under PM Kisan Samman Nidhi, their damaged crops are compensated with PM Fasal Bima Yojana, fertility of soils has been improved through Soil Health Cards, debts have been abolished by equipping them Kisan Credit Card and many others. Of the set targets of 16 lakh crore, 0ver 14 lakh crore loans have already been disbursed via KCCs.
The MSPs for crops have been raised systemically to be commensurate with the input costs. And, the most effective strive has been the DBT in MSPs (Minimum Support Price) that got rid of the middle man and helped benefit the intended beneficiaries. A record number of procurements have been made through MSPs, and the same has been offered to other crops to induce crop diversification and opt for high yielding crops. The pandemic has not inhibited the government from extending monetary assistance, while the PM has explicitly stated in his public rallies how over Rs 1.5 lakh crore was transferred even amidst the COVID pandemic.
The Ministry of Agriculture and Farmers’ welfare is working vigorously to set up 10,000 Farmer Producer Organisations (FPOs) across the nation to facilitate the farmers to become entrepreneurs. To reduce India’s dependence on the import of edible oil, cultivation of edible oils are promoted in the states that are favorable and more areas are brought under the cultivation of oil palm, with special emphasis in the North-Eastern region, under National Mission on Oilseeds and Oil Palm (NMOOP). To this effect, a first-ever summit was organised in Assam to underscore the potential of the north-eastern states in substituting the nation’s reliance on edible oil. Oil palm areas are expanded and processing units are established.
The Ministry, in its latest decision, has initiated a step to spur production, fertility of soils and diversify crops, and to effectuate, free of cost hybrid seeds mini seeds kit is being distributed to over 8 crores farmers, in 343 targeted districts of 15 adaptable states. The thrust of PM Sri Narendra Modi Ji to make India’s agriculture self-reliant is being ascertained in the truest spirit. These are not merely on paper but tangible on the ground, and I have endless real-life accounts to share on how farmers across the length and breadth of the nation are benefitted from farmers’ centric policies of the Modi government. The decision-making mechanisms have been decentralized while the space once reserved for the officials is opened to the farmers. The Coconut Development Board now allowing a farmer to be its president is a validation of it.
The notion of Indian farmers being impoverished and in tatters with bulls and plough are no more the case. Farming has become progressive with the application of modern technologies and sophisticated support systems. Seeds with distinct features to endure climate change and combat malnutrition in India, developed by ICAR, were dedicated to the nation by the PM Sri Narendra Modi Ji. These 35 varieties of climate-resilient seeds will also help counter malnutrition.
MoUs with the private players were signed to make the farmers take an informed decision about the cultivation of precise crops and in a specified time, resulting in higher yield. The farmers will be provided logistics and procurement support, enabling them to choose the just market for a better price. Over 1000 Mandis have been assimilated into e-NAM (National Agriculture Market) in 18 states and 3 Union Territories, mitigating the volatility in the markets, and giving access to a unified market. Further, Kisan Rail has shrunk inaccessibility, expanded the market and is delivering agri-produce fresh from the farms to the customers, in the shortest time possible.
Agriculture is imbued with contemporary technologies and the rudimentary practices are descending into oblivion. Professionals are stepping in farming with expertise, energy and eagerness and making value addition to crops; exploring international markets. Advanced mechanisation such as artificial intelligence, drones, robots remote sensing and GIS technology will be employed under the digital agriculture mission that has been set in for 2021-25. Databases of 5.5 crore farmers have been created, their land records linked and an exercise to generate a unique farmer’s ID kicked off. Organic farming has been popularised, and those who have left a mark in agriculture are recognised and accorded top civilian awards. The government has bestowed several female farmers with India’s top awards who have refashioned farming and galvanised others with their sustainable techniques.
Prominence has been given to all crops that can supplement sustainable farming and traditional farming methods are countenanced. One district one product is an ambitious scheme to identify at least one agri-product with export potential from each district of the country, to make it available in the international market. To our wonder, Nagaland’s Raja Mircha is sold in London, Jackfruits from Tripura are exported to Germany and London, Red Rice of Assam is available in the US whereas Jamun from Kanpur, UP are for grabs in the UK, a novel exercise in the history of the country’s agriculture.
In my state review meetings, held with respective states, to smoothen the coordination amongst the numerous departments of the centre and states, have categorically stated to form a separate cell to cater for the export demand of agri-products. The government’s bitter decision has borne fruitful results, and the exemplification of this was witnessed in J&K. In the last visit, there, I had the chance to converse with the local farmers and apprise myself of the prospects of the region’s agriculture. The region produces world-famous saffron, and its cherries are making their way to foreign markets. The government is offering every possible help to the farmers of J&K in doubling their incomes and for this Kesar Park is being made operational. With this, saffron which was sold once for one lakh is now being sold at two and a half lakh rupees per kg.
India has taken to the global forum to bring to fruition its predetermined goal to double the income of farmers and has got its resolution of observing the year 2023 as the ‘International Years of Millets,' ratified by the United Nation. This nutrient-rich crop, once termed as a poor man crop, is carving a space in the global market. The peculiarity of this crop is that it has a little water precondition and can be grown in semi-arid land. The list can go on to affirm our resolve of an Atma Nirbhar Krishi and welfare of our ‘Annadatas’ and corroborate ‘Modi Hain To Mumkin Hain.’ /PIB/
(The writer is Union Minister of State for Agriculture and Farmers’ Welfare)
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NEP-2020 aspires for inclusive excellence in school education
Rajeev Ranjan Roy
The New Education Policy-2020 (NEP-2020), unveiled recently, aims at achieving excellence in school learning by imparting quality, affordable and inclusive education to all, with an extra emphasis on those children coming from socially and educationally disadvantaged groups of the society. It is a futuristic endeavour towards building Ek Bharat, Shrestha Bharat. The previous education policies largely focussed on the issues of access and equity in giving school education, while the NEP-2020 commits to laying the foundation of a vibrant Bharat where no one is devoid of a kind of school education, which helps every student become an asset for the nation in a true sense. The unfinished agenda of the National Policy on Education 1986, which was modified in 1992, has been effectively dealt with in the NEP-2020 along with the vision behind the Right to the Free and Compulsory Education Act, 2009, which “laid down legal underpinnings for achieving universal elementary education.”
Given the undisputed role of education in nation building, the NEP-2020 rightly lays the stress on standardization and accreditation of school infrastructure and teachers as well, since education with accountability, transparency and affordability is the need of the hour, and hence the need to “empower schools, teachers with trust, enabling them to strive for excellence and perform at their very best, while ensuring the integrity of the system through the enforcement of complete transparency and full public disclosure of all finances, procedures and outcomes.” Since private sector is significantly present in the field of school education, the idea to promote ‘not-for-profit’ entities is a unique feature of NEP-2020, which at the same time intends to promote private philanthropic efforts for quality education, thereby affirming the public-good nature of education, while protecting parents and communities from arbitrary increase in tuition fees.
An equally important area, which has got due attention in the NEP-2020 is the need for efficient resourcing and effective governance through school complexes and clusters, a significant initiative in view of the fact that nearly 28 per cent of India’s public primary schools and 14.8 per cent of upper primary schools have less than 30 students. The average number of students per grade in the elementary schooling system – Grades 1 to 8 – is about 14, with a notable proportion having below six students during 2016-17, the year which also had 1,08,017 single-teacher schools, and majority of them – 85,743 – being primary schools taking care of Grades 1-5 children. It was, therefore, a pressing need to evolve a mechanism for establishing a grouping structure, say, school complexes, consisting of one secondary school together with all other schools, which lead to greater resource efficiency and more effective functioning, coordination, leadership, governance, and management of schools in the cluster. This will not only ensure optimum utilisation of resources, but will also foster the sense of oneness and togetherness among the school children, who are the future of the nation.
What further makes the New Education Policy-2020 uniquely special is its pledge for equitable and inclusive education for all, one of the great dreams of our founding fathers. Education, as the NEP-2020 rightly envisions, is “the single greatest tool for achieving social justice and quality.” Inclusive and equitable education, indeed an essential goal in its own right, is also critical to achieving a social order where every citizen has “the opportunity to dream, thrive, and contribute to the nation.” Quality, affordable and ethical education to all is the first move to break multiple social and economic barriers, which sow the seeds of exclusion, discrimination and exploitation against our own people on different parochial considerations.
Needless to say efforts were made in the past as well to bridge the educational chasm between socially and educationally disadvantaged groups (SEDGs) and the children of top social strata, but the desired results remained elusive. SEDGs account for the country’s overwhelming population, but their children’s share in quality school educational institutions has been minimal over the years. Early childhood care and education (ECCE) needs to be handled more comprehensively. According to the Unified-District Information System for Education (U-DISE) 2016-17 data, about 19.6 per cent of students belonged to Scheduled Castes (SCs) at the primary level, but this fraction fell to 17.3 per cent at the higher secondary level. These enrollment drop-outs were more severe for ST students (10.6 per cent to 6.8 per cent), and differently-abled children (1.1 per cent to 0.25 per cent), with even greater declines for female students within each of these categories. Thus, there is no scope for any complacency on the part of the government. A series of interventions including better facilities, more and more hostels, scholarships and other enabling support have been provisioned in the NEP-2020 so that the idea of ‘learning for all’ is realised in a more comprehensive manner.
Teachers are not only an integral part of an education system, but the most important stakeholder in the entire gamut of things. Their quality and ability to teach school students, when they are in their formative age, become something of paramount importance. From their recruitment to training, every precaution needs to be taken to ensure that school education is not rendered to a mere formality, but becomes a game changer. The New Education Policy-2020 comes with a basket full of tools and parameters to ensure holistic training and upgradation of teachers and their teaching skills in a sustainable manner. From continuous professional development (CPD) to career management and progression (CMP), the NEP-2020 vouches for a set of common guidelines – National Professional Standards for Teachers (NPST), which will be put in place by the National Council for Teacher Education (NCTE) in its restructured new form as the Professional Standard Setting Body (PSSB) under the General Education Council. This exercise will be carried out in consultation with National Council Educational Research and Training (NCERT), SCERTs, teachers from across levels and regions.
The teacher education will also undergo a sea-change. By 2030, the minimum degree qualification for teaching will be a 4-year integrated B.Ed. that teaches a range of knowledge content. Today B.Ed. teaching is most poorly regulated in our country ever since the standalone B.Ed. colleges were allowed to be opened up in the private sector. It is high time to take B.Ed. teaching more than seriously. The NEP-2020 stipulates that by 2021, a new and comprehensive National Curriculum Framework for Teacher Education (NCFTE-2021) will be formulated by the NCTE. NCFTE, which will also factor in the requirements of teacher education curricula for vocational education, will be revised once every 5-10 years.
In conclusion, the NEP-2020 visualizes to impart a school education which lays the foundation of a self-reliant India and also to help our country emerge as a knowledge hub. From the foundation of learning to foundational literacy and numeracy to checking drop outs and ensuring universal access to education for all and at all levels to the restructuring of school curriculum, India is in for a metamorphosis in the field of school education, recognizing, identifying and fostering the unique capabilities of each student. Tools such as multi disciplinarity, emphasis on conceptual understanding, creativity and critical thinking, ethics and human and constitutional values, full equity and inclusion, and light but tight regulatory framework are bound to do wonders. Education is a public service, a rare pursuit in nation building, which should be holistic and inclusive and must make one take pride in India and its rich, diverse, ancient and modern culture and knowledge systems and tradition. The NEP-2020 aspires so, indeed!
( The writer is a senior journalist and author. The views expressed are strictly personal.)
NEP-2020 aspires for inclusive excellence in school education
Rajeev Ranjan Roy
The New Education Policy-2020 (NEP-2020), unveiled recently, aims at achieving excellence in school learning by imparting quality, affordable and inclusive education to all, with an extra emphasis on those children coming from socially and educationally disadvantaged groups of the society. It is a futuristic endeavour towards building Ek Bharat, Shrestha Bharat. The previous education policies largely focussed on the issues of access and equity in giving school education, while the NEP-2020 commits to laying the foundation of a vibrant Bharat where no one is devoid of a kind of school education, which helps every student become an asset for the nation in a true sense. The unfinished agenda of the National Policy on Education 1986, which was modified in 1992, has been effectively dealt with in the NEP-2020 along with the vision behind the Right to the Free and Compulsory Education Act, 2009, which “laid down legal underpinnings for achieving universal elementary education.”
Given the undisputed role of education in nation building, the NEP-2020 rightly lays the stress on standardization and accreditation of school infrastructure and teachers as well, since education with accountability, transparency and affordability is the need of the hour, and hence the need to “empower schools, teachers with trust, enabling them to strive for excellence and perform at their very best, while ensuring the integrity of the system through the enforcement of complete transparency and full public disclosure of all finances, procedures and outcomes.” Since private sector is significantly present in the field of school education, the idea to promote ‘not-for-profit’ entities is a unique feature of NEP-2020, which at the same time intends to promote private philanthropic efforts for quality education, thereby affirming the public-good nature of education, while protecting parents and communities from arbitrary increase in tuition fees.
An equally important area, which has got due attention in the NEP-2020 is the need for efficient resourcing and effective governance through school complexes and clusters, a significant initiative in view of the fact that nearly 28 per cent of India’s public primary schools and 14.8 per cent of upper primary schools have less than 30 students. The average number of students per grade in the elementary schooling system – Grades 1 to 8 – is about 14, with a notable proportion having below six students during 2016-17, the year which also had 1,08,017 single-teacher schools, and majority of them – 85,743 – being primary schools taking care of Grades 1-5 children. It was, therefore, a pressing need to evolve a mechanism for establishing a grouping structure, say, school complexes, consisting of one secondary school together with all other schools, which lead to greater resource efficiency and more effective functioning, coordination, leadership, governance, and management of schools in the cluster. This will not only ensure optimum utilisation of resources, but will also foster the sense of oneness and togetherness among the school children, who are the future of the nation.
What further makes the New Education Policy-2020 uniquely special is its pledge for equitable and inclusive education for all, one of the great dreams of our founding fathers. Education, as the NEP-2020 rightly envisions, is “the single greatest tool for achieving social justice and quality.” Inclusive and equitable education, indeed an essential goal in its own right, is also critical to achieving a social order where every citizen has “the opportunity to dream, thrive, and contribute to the nation.” Quality, affordable and ethical education to all is the first move to break multiple social and economic barriers, which sow the seeds of exclusion, discrimination and exploitation against our own people on different parochial considerations.
Needless to say efforts were made in the past as well to bridge the educational chasm between socially and educationally disadvantaged groups (SEDGs) and the children of top social strata, but the desired results remained elusive. SEDGs account for the country’s overwhelming population, but their children’s share in quality school educational institutions has been minimal over the years. Early childhood care and education (ECCE) needs to be handled more comprehensively. According to the Unified-District Information System for Education (U-DISE) 2016-17 data, about 19.6 per cent of students belonged to Scheduled Castes (SCs) at the primary level, but this fraction fell to 17.3 per cent at the higher secondary level. These enrollment drop-outs were more severe for ST students (10.6 per cent to 6.8 per cent), and differently-abled children (1.1 per cent to 0.25 per cent), with even greater declines for female students within each of these categories. Thus, there is no scope for any complacency on the part of the government. A series of interventions including better facilities, more and more hostels, scholarships and other enabling support have been provisioned in the NEP-2020 so that the idea of ‘learning for all’ is realised in a more comprehensive manner.
Teachers are not only an integral part of an education system, but the most important stakeholder in the entire gamut of things. Their quality and ability to teach school students, when they are in their formative age, become something of paramount importance. From their recruitment to training, every precaution needs to be taken to ensure that school education is not rendered to a mere formality, but becomes a game changer. The New Education Policy-2020 comes with a basket full of tools and parameters to ensure holistic training and upgradation of teachers and their teaching skills in a sustainable manner. From continuous professional development (CPD) to career management and progression (CMP), the NEP-2020 vouches for a set of common guidelines – National Professional Standards for Teachers (NPST), which will be put in place by the National Council for Teacher Education (NCTE) in its restructured new form as the Professional Standard Setting Body (PSSB) under the General Education Council. This exercise will be carried out in consultation with National Council Educational Research and Training (NCERT), SCERTs, teachers from across levels and regions.
The teacher education will also undergo a sea-change. By 2030, the minimum degree qualification for teaching will be a 4-year integrated B.Ed. that teaches a range of knowledge content. Today B.Ed. teaching is most poorly regulated in our country ever since the standalone B.Ed. colleges were allowed to be opened up in the private sector. It is high time to take B.Ed. teaching more than seriously. The NEP-2020 stipulates that by 2021, a new and comprehensive National Curriculum Framework for Teacher Education (NCFTE-2021) will be formulated by the NCTE. NCFTE, which will also factor in the requirements of teacher education curricula for vocational education, will be revised once every 5-10 years.
In conclusion, the NEP-2020 visualizes to impart a school education which lays the foundation of a self-reliant India and also to help our country emerge as a knowledge hub. From the foundation of learning to foundational literacy and numeracy to checking drop outs and ensuring universal access to education for all and at all levels to the restructuring of school curriculum, India is in for a metamorphosis in the field of school education, recognizing, identifying and fostering the unique capabilities of each student. Tools such as multi disciplinarity, emphasis on conceptual understanding, creativity and critical thinking, ethics and human and constitutional values, full equity and inclusion, and light but tight regulatory framework are bound to do wonders. Education is a public service, a rare pursuit in nation building, which should be holistic and inclusive and must make one take pride in India and its rich, diverse, ancient and modern culture and knowledge systems and tradition. The NEP-2020 aspires so, indeed!
( The writer is a senior journalist and author. The views expressed are strictly personal.)
