Chandrasekaran Balakrishnan

VS Srinivasa Sastri – Forgotten Liberal Intellectual – Part 2

VS Srinivasa Sastri – Forgotten Liberal Intellectual – Part 2 VS Srinivasa Sastri – Forgotten Liberal Intellectual – Part 2 When VS Srinivasa Sastri joined the Servants of Indian Society he renounced all ambitions of acquiring wealth and power and exercising patronage. By the sheer force of his personality, he rose to great eminence and influence in the affairs of India and the Commonwealth. Chandrasekaran Balakrishnan January 7, 2020 Indian Liberals Editor’s Note: This is the second article in a two-part series paying homage to VS Srinivasa Sastri, the forgotten liberal intellectual of pre-independent India. Read the first part here. Sastri and Indian Liberalism Srinivasa Sastri was born ten days before Mahatma Gandhi. But unlike Gandhi, Sastri was born to a very poor family and rose through his hard works to serve the country like his political guru Gopala Krishna Gokhale. In the early part of the twentieth century, both Gokhale and Sastri were the two greatest sons of India who strived for freedom with liberalism. Both were equally respected in British Governments for their foresighted ideas and reform policies. But at home, both faced furious criticisms on their proposed policies but none could critique their commitments to the patriotism of mother India. Sastri assisted Gokhale on his major works in reform policies including Gokhale’s Universal Elementary Education Bill in Indian Legislative Council in 1912. According to P Kodanda Rao who worked with Sastri first as a private secretary for a decade and then a member of Servants of India Society note that “Parallelism between Gokhale and Sastri is indeed very striking. Both were born poor; both were teachers turned statesmen; both played a conspicuous part in the evolution of the Indian Constitution and the legislatures of India, provincial and central; both made several political visits to England; both took a hand in the South African Indian question; both suffered from bitter and unfair attacks from a section of Indians and were sometimes discounted by the British Government; both stood for constitutional methods of political agitation….; both admired the Mahatma personally and differed from him politically.” However, historians have ignored Sastri’s works through the mirror of ideologies. For example, in the book on Gandhi: The Years that Changed the World-1914-1948, Ramachandra Guha notes that “Sastri was Brahminical in both the good and bad senses of the term: deeply learned in the scriptures, but entirely dependent on the labour of others for his sustenance. As a constitutionalist, he abhorred Gandhi’s use- in South Africa-of strikes, fasts and boycotts to make his case. (Page VIII)”. In contrast, Sastri strived for education for all children including those belonging to weaker sections of the society. He has provided financial supports to several poor children and some were adopted by him to nourish in his house. Thus, it is shocking to note that Mr Guha concludes with a single incidence and he never bothered to read the intellectual contributions of the constitutional method of freedom struggles pursued by Sastri. And it was surprising that Zareer Masani who reviewed Guha’s book in the Open Magazine said, “Indian democracy owes more to liberal politicians like Tej Bahadur Sapru and Srinivasa Sastri, who cooperated with the embryonic parliamentary institutions that the Raj introduced in 1919 and 1937.” Even the veteran left-leaning constitutional expert AG Noorani noted in 2012 that “before 1947 neither Gandhi nor Nehru helped in forging a settlement on the minorities’ rights and safeguards or in promoting parliamentary democracy. The studied rewriting of history, which denies the liberals their stupendous contribution in India’s political evolution until the 1920s when the Gandhi-Nehru hegemony came to hold sway, is unworthy and demeaning…. The liberals are mentioned condescendingly. They were more clear-headed, realistic and practical than Gandhi or Nehru and not a whit inferior in political scruples to either.” Sastri was attracted to Ranade’s vision of “To equalise, to humanise, and to spiritualise” with which he strived his entire political career in British India. Ranade was Gokhale’s guru and influenced Sastri to join for freedom movements with liberal ideas. The veteran Telugu scholar, D.Anjaneyulu (1924-1998) vividly noted that Sastri “A Liberal he was, no doubt, from the beginning of his political career (in 1907) to his last day (in 1946). But Sastri chose to spell his “liberalism” with a small “l”. Like most Indian Liberals of the time, he was bred on the 19th century British classics like Mill on “Liberty” and Morley on “Compromise.” In his case, however, liberalism was not a matter of political strategy or public stance but an article of personal faith.” During the period 1916-1918, Sastri played a vital role for declaration of self-governance in British India after decades of struggles by both Ranade and Gokhale. In 1916, Sastri wrote a Pamphlet titled Self-Governance for India under the British Flag which highlighted the constitutional movements for independence of countries like Canada, Australia, etc. and wondered why India’s case was lingering for long with the unjust rule of British imperialists. When the Montague reform Report was released in 1918 for the gradual introduction of self-governing systems in India, there was a strong difference of opinions among top leaders of the Indian National Congress for the first time since 1885. Eventually, the top leadership was split into two groups, one was supporting the Montagu Reforms and the other was opposing it vehemently. Sastri and the Indian Liberal Party The opposition was called “extremist leaders” which included Bipin Chandra Pal, Lala Lajpat Rai, Bal Gangadhar Tilak, Aurbindo Ghosh, etc. And those who supported the reforms was called “moderate leaders with liberal ideas” who have left the Congress and formed a separate political party called “Indian National Liberal Federation” or The Liberal Party on November 1, 1918, mainly led by VS Srinivasa Sastri, Dinshah Wacha, Surendranath Banarjee, Bhupendranath, and Ambica Charan Mazumdar. It also had other prominent liberal leaders like Tej Bahadur Sapru, Pherozeshah Mehta and M.R.Jayakar among others. These liberals have played a major role in bringing about constitutionalism and liberalism from Indian perspectives. Sastri was president of the liberal party in 1922. According to P Kodanda Rao “when he joined the Servants of Indian Society he renounced all ambitions of acquiring wealth and

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The Planned Chaos of Erode City

The Planned Chaos of Erode City The Planned Chaos of Erode City Chandrasekaran Balakrishnan December 23, 2019 Urban Development Unsound Cities Out of 100 big cities in India, 10 cities are in the State of Tamil Nadu (Chennai, Madurai, Coimbatore, Salem, Tiruchirappalli, Tirupur, Erode, Thirunalveli, Vellore and Thoothukkudi) in terms of population size with four lakhs and above. Tamil Nadu is the most urbanised state in the country. These cities are Tier I, Tier II and Tier III and have become rattled with many challenges and critical issues that were debated for decades. But few were piloted for plausibility in implementation and fixing the gaps to scale it up. In the last 25 years, hardly anything achieved in Tier I cities in Tamil Nadu substantially to showcase as “The Model” for Tier II &III cities and towns for implementing the so-called “Best Practices” on public civic deliverables. The age-old centralisation of power and control mechanisms are still a daunting factor to defeat the 18 delegated functions envisaged in the 74thConstitutional Amendments made in 1992 to strengthen urban local bodies.   However, in order to shackle the redundant decades-old challenges and critical issues of cities such as solid waste management, construction of toilets for individual houses/community, quality drinking water, hygiene and sanitation, sewerage management, protecting water streams from pollution, streamlining streets for all kind of people and not merely for mighty vehicles, Green Parks, streets lights, etc., there were few initiatives in the last five years mainly driven by the Government of India’s initiatives to identify ways and means to address by streamlining city governance structure with the aid of technology and institutional collaborations. Tamil Nadu has 12 city corporations and 11 of them were included under the Smart City Mission of the Government of India in different stages between 2016 and 2018. How many cities in Tamil Nadu have taken effective measures to address the issues and challenges identified under the Smart City Mission or Swachh Bharat Mission? Hardly, except Chennai, all other cities are still at an early stage. Out of the total funds provided for the Smart Cities projects in Tamil Nadu (including the State Government share), the city corporations could only spend about 1 per cent in the last three years. The officials openly recognised that most of the delays were mainly due to governance failure. And it was evident that there was no sign of urgency among top bureaucracy to get involved themselves to become a change-maker. Also, the capacity of city engineers and planners was unable to cope up with cutting edge solutions to align with the innovative ideas for planning and execution of projects. Click on to read the article B Chandrasekaran is Research Fellow at CPPR. He is an economist and public policy expert working in the areas of city development, urban governance, urban community development, civic awareness, education and skills development.  Views expressed by the author are personal and need not reflect or represent the views of Centre for Public Policy Research https://www.cppr.in/articles/the-planned-chaos-of-erode-city     Facebook Instagram X-twitter

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முத்தமிழ்க் காவலர் கி.ஆ.பெ.விஸ்வநாதம்! by

முத்தமிழ்க் காவலர் கி.ஆ.பெ.விஸ்வநாதம்! முத்தமிழ்க் காவலர் கி.ஆ.பெ.விஸ்வநாதம்! by Chandrasekaran Balakrishnan December 19, 2019 Tamil Articles     இன்றைய மாறிவரும் சமூக, பொருளாதார, தொழில்நுட்ப சூழ்நிலைக்கேற்பத் தமிழ் மொழியின் உத்வேகமும் மாறிவருகிறது. ஒரு மொழியின் வளர்ச்சி என்பது ஒரு இனத்தின் வளர்ச்சி என்பார்கள். தமிழ் மொழியின் வளர்ச்சி ஒரு ஒட்டுமொத்த இனத்தையே கட்டிப்போடுவதாக இருக்கிறது. ஒருசில மொழிக்கே இப்படிப்பட்ட உள்ளார்ந்த பண்பு இருக்கும் என்பது அறிஞர்களின் கூற்று. அப்படிப்பட்ட தமிழ் மொழியை வளர்க்க உழைத்த ஏராளமான அறிஞர்களுள் முத்தமிழ்க் காவலர் என்று போற்றப்படும் கி.ஆ.பெ.விஸ்வநாதமும் ஒருவர். எழுத்தாளர், பேச்சாளர், சிந்தனையாளர், ஏற்றுமதி வணிகர், தமிழறிஞர், அரசியலர், பத்திரிகையாளர் எனப் பன்முகம் கொண்ட கி.ஆ.பெ.விஸ்வநாதம், ‘சித்த மருத்துவத்துக்கு உயிர் கொடுத்த மாமனிதர்’ என்று போற்றப்படுபவரும்கூட. தமிழ் இலக்கியங்களை வெறும் பாடப்புத்தகமாக மட்டும் பார்க்காமல், அவை எப்படியெல்லாம் தினசரி வாழ்க்கைக்குப் பாடமாகவும் பாலமாகவும் இருக்கிறது என்பதைச் சொல்வதற்குத் தன் வாழ்நாளை அர்ப்பணித்தவர் கி.ஆ.பெ.விஸ்வநாதம். அவருடைய படைப்புகள் எல்லாமே பாமரருக்கும் புரியும்படி எளிய நடையில் எழுதப்பட்டுள்ளன. அவர் எழுதிய கதைகள், கட்டுரைகள், திருக்குறள் விளக்கங்கள், சங்க இலக்கியங்களின் இன்றைய தேவைகள் போன்றவையெல்லாம் காலத்துக்கேற்ற உதாரணங்களுடன் பள்ளி மாணவரும் புரிந்துகொள்ளும்படி படைக்கப்பட்டுள்ளன ஆனால், அவருடைய படைப்புகள் தமிழறிஞர்களைத் தவிர பொதுமக்களுக்கு இன்னும் போய்ச்சேரவில்லை என்பது துரதிர்ஷ்டவசமானது. தமிழ் மொழிக்காகவும் தமிழர்களுக்காகவும் வாழ்நாள் முழுவதும் பாடுபட்ட கி.ஆ.பெ.விஸ்வநாதம், தமிழ் படிப்பதற்காகப் பள்ளி சென்றதில்லை. சிறு வயதில் முத்துசாமி கோனாரிடம் எழுதப் படிக்கக் கற்றுக்கொண்டார். பிறகு, வேங்கடசாமி நாட்டார், வேதாசலம், கலியாணசுந்தரனார், சோமசுந்தர பாரதியார் போன்ற புகழ்பெற்ற தமிழறிஞர்கள் தொடர்பால் தாமாக முயன்று தமிழ் இலக்கியங்கள் கற்றுப் புலமை பெற்றார். வாலையானந்த சுவாமிகளிடம் சைவத்தைக் கற்றறிந்தார். இந்த ஆளுமைகளுக்கெல்லாம் பெருமை சேர்க்கும் வகையில் தன் வாழ்நாளை அர்ப்பணித்துக்கொண்டார் விஸ்வநாதம். இதுவரை 149 தமிழறிஞர்களின் புத்தகங்களைத் தமிழக அரசு நாட்டுடைமை ஆக்கியுள்ளது. மேலும் ஏழு தமிழறிஞர்களின் புத்தகங்கள் நாட்டுடைமை ஆக்கப்படும் என்று அறிவித்துள்ளது. விஸ்வநாதம் எழுதிய நூல்கள் மொத்தம் 36. அதில் 23 நூல்கள் தமிழக அரசின் தமிழ் வளர்ச்சித் துறையால் 2007-08-ல் நாட்டுடைமை ஆக்கப்பட்டன. தமிழ்த் தொண்டாற்றும் ஒருவருக்கு தமிழக அரசு சார்பில் 2000-ம் ஆண்டு முதல் ‘கி.ஆ.பெ.விஸ்வநாதம் விருது’ ஆண்டுதோறும் வழங்கப்பட்டுவருகிறது. விஸ்வநாதத்தின் நாட்டுடைமை ஆக்கப்பட்ட நூல்கள்: வள்ளுவர் (1945), வானொலியிலே (1947), ஐந்து செல்வங்களும் ஆறு செல்வங்களும் (1950), அறிவுக்கு உணவு (1953), தமிழ் மருந்துகள் (1953), வள்ளுவரும் குறளும் (1953), எண்ணக் குவியல் (1954), தமிழ்ச்செல்வம் (1955), திருக்குறள் புதைபொருள் – பாகம் 1 (1956), திருக்குறள் கட்டுரைகள் (1958), நான்மணிகள் (1960), ஆறு செல்வங்கள் (1964), தமிழின் சிறப்பு (1969), நல்வாழ்வுக்கு வழி (1972), திருக்குறள் புதைபொருள் – பாகம் 2 (1974), நபிகள் நாயகம் (1974), மணமக்களுக்கு (1978), வள்ளலாரும் அருட்பாவும் (1980), எனது நண்பர்கள் (1984), அறிவுக்கதைகள் (1984), திருக்குறளில் செயல்திறன் (1984), மாணவர்களுக்கு (1988), எது வியாபாரம்? எவர் வியாபாரி? (1994). தனிமனித ஒழுக்கம், நற்பண்புகளைப் பேணுதல், இல்லறத்தைச் செம்மையாக்குதல், தமிழ் மொழியுணர்வை ஊட்டுதல், சமூக ஒற்றுமையுணர்வின் மகத்துவம், தமிழைக் கற்க இளைய தலைமுறைக்கு வழிகாட்டுதல் போன்ற பணியைத்தான் கி.ஆ.பெ.விஸ்வநாதத்தின் புத்தகங்கள் செய்கின்றன. அறிஞர்களிடம் மட்டுமே புழங்கிக்கொண்டிருக்கும் அவரது ஆக்கங்களை வெகுஜனங்களிடம் கொண்டுசேர்க்க முற்படுவதுதான் அவரது 25-வது நினைவு நாளில் நாம் எடுக்க வேண்டிய முன்னெடுப்பு. – பா.சந்திரசேகரன், பொருளாதார நிபுணர். தொடர்புக்கு: bc.sekaran04@gmail.com டிசம்பர் 19: கி.ஆ.பெ.விஸ்வநாதத்தின் 25-ம் நினைவு நாள் https://www.hindutamil.in/news/opinion/columns/530973-k-a-p-viswanatham-1.html   Facebook Instagram X-twitter

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வி.எஸ்.ஸ்ரீனிவாச சாஸ்திரி: சுதந்திரப் போராட்ட அறிவுஜீவி!

வி.எஸ்.ஸ்ரீனிவாச சாஸ்திரி: சுதந்திரப் போராட்ட அறிவுஜீவி! வி.எஸ்.ஸ்ரீனிவாச சாஸ்திரி: சுதந்திரப் போராட்ட அறிவுஜீவி! Chandrasekaran Balakrishnan September 7, 2019 Tamil Articles   அக்டோபர்-2 அன்று காந்தியின் 150-வது பிறந்த தினத்தை இந்தியா கொண்டாடவிருக்கிறது. இந்த ஆண்டு தமிழகத்தைச் சேர்ந்த மாமனிதர் வி.எஸ்.ஸ்ரீனிவாச சாஸ்திரியின் 150-வது பிறந்த தினமும்கூட. இவர் பிரிட்டிஷ் இந்தியாவின் ஆளுமைகளில் ஒருவர். காந்தி பிறப்பதற்குப் பத்து நாட்கள் முன்பு பிறந்தவர் சாஸ்திரி. பிற்காலத்தில் காந்தியார் இவரை அண்ணன் என்று அழைத்த வரலாறும் உண்டு. ஒரு பள்ளி ஆசிரியராகத் தனது வாழ்க்கையைத் தொடங்கிய சாஸ்திரி, பின்னாட்களில் பிரிட்டிஷ் பிரதமருடன் நேருக்குநேர் விவாதிக்கும் ஆளுமையாக உயர்ந்தவர். காந்தி இந்தியா வருவதற்கு முன்பே ரானடே, கோகலே போன்ற பெரும் தலைவர்களுடன் இணைந்து சுதந்திரத்துக்காகப் போராடியவர் சாஸ்திரி. நாடு பூரண சுதந்திரம் பெற வேண்டும் என்று அயராது பாடுபட்ட அறிவுஜீவிகளில் இவரும் ஒருவர். ADVERTISEMENT வெள்ளி நாக்கு சாஸ்திரி பிரிட்டிஷ் ஆட்சிக் காலத்தில் இவரை ‘சில்வர் டங் சாஸ்திரி’ (வெள்ளி நாக்கு சாஸ்திரி) என்று அழைத்தனர். சாஸ்திரியின் ஆங்கிலப் புலமை பற்றி வின்ஸ்டன் சர்ச்சில் வியந்து பேசியிருக்கிறார். 1935 முதல் 1940 வரை ஐந்து ஆண்டுகள் அண்ணாமலைப் பல்கலைக்கழகத்தில் துணைவேந்தராகப் பணியாற்றியவர். அப்போது தமிழகத்தின் முதல் இந்தி எதிர்ப்பின்போது மாணவர்களை லகுவாகக் கையாண்டவர் சாஸ்திரி. இந்தியா மத அடிப்படையில் பிரிக்கப்படுவதைக் கடுமையாக எதிர்த்தார். முதல் உலகப் போருக்குப் பிறகு உருவான சர்வதேச அமைப்பான லீக் ஆஃப் நேஷன்ஸ் இப்போதைய ஐக்கிய நாடுகள் சபையைப் போன்றது. அதில் சாஸ்திரியார் இந்தியப் பிரதிநிதியாக இருந்தார் என்பது குறிப்பிடத்தக்கது. தென்ஆப்பிரிக்காவின் பிரதிநிதியாகவும் இருந்திருக்கிறார். திருவல்லிக்கேணி அர்பன் கோ-ஆபரேடிவ் சொசைட்டி எனப்படும் டியுசிஎஸ் அமைப்பு 1904-ல் இவரது முயற்சியால்தான் உருவானது. சாஸ்திரி தஞ்சை மாவட்டத்தில் கும்பகோணம் அருகிலுள்ள வலங்கைமான் எனும் சிற்றூரில் மிகச் சாதாரண புரோகிதத் தந்தைக்கு 1869 செப்டம்பர் 22-ல் மூத்த மகனாகப் பிறந்தார். இவருடன் பிறந்தவர்கள் மொத்தம் ஆறு பேர். வலங்கைமானில் ஆரம்பக் கல்வியைக் கற்ற சாஸ்திரி பின்னர் கும்பகோணம் நேட்டிவ் உயர்நிலைப் பள்ளியிலும், தொடர்ந்து கல்லூரிப் படிப்பைக் கும்பகோணம் அரசுக் கல்லூரியிலும் பயின்று 1888-ல் பட்டம் பெற்றார். ஆங்கிலத்திலும் சம்ஸ்கிருதத்திலும் இவர் முதல் வகுப்பில் தேர்ச்சி பெற்றார். இவரது தனித் திறமையால் பள்ளி, கல்லூரிப் படிப்பை ஆங்கிலேயே அரசின் கல்வி உதவி மூலம் பெற்றார். ஆசிரியர் பணிகள் பிறகு, சாஸ்திரி இன்றைய மயிலாடுதுறை என்று அழைக்கப்படும் மாயவரத்திலுள்ள முனிசிபல் உயர்நிலைப் பள்ளியில் மாத ஊதியமாக ரூ.50-க்கு ஆசிரியர் பணியில் சேர்ந்தார். மூன்றாண்டுக்குப் பிறகு 1891-ல் அவர் சென்னை சைதாப்பேட்டையில் உள்ள அரசு ஆசிரியர் பயிற்சிக் கல்லூரியில் சேர்ந்து ஆசிரியர் பயிற்சியைப் பெற்றார். அப்போது ஒரு நிகழ்வு நடந்தது. ஆசிரியர் பயிற்சிக் கல்லூரியின் தலைவர் ஒருநாள் வகுப்பில் பாடம் நடத்தும்போது, அவர் ஆங்கில உச்சரிப்பில் பிழை உள்ளது என்று சாஸ்திரி கூறியிருக்கிறார். அந்தக் கல்லூரித் தலைவரோ அதை மறுத்தார். மேலும், “தன் தாய்மொழி ஆங்கிலம். ஆகையால் தான் சொல்லுவதுதான் சரியான உச்சரிப்பு” என்றிருக்கிறார். இதை சாஸ்திரி ஏற்கவில்லை. அகராதியில் பார்த்த பிறகு சாஸ்திரி கூறியதே சரியான உச்சரிப்பு என்பது புரிந்திருக்கிறது. அந்த ஆசிரியர் வியந்துபோய் சாஸ்திரியின் ஆங்கிலப் புலமையைப் பாராட்டினாராம். சாஸ்திரி பிரபல ஆங்கில அகராதி வெப்ஸ்டர் முழுவதையும் நன்கு கற்று அறிந்திருந்தார் என்று பல பேர் பின்னாட்களில் கூறியுள்ளார்கள். 1893-ல் சாஸ்திரி சேலம் முனிசிபல் கல்லூரியில் முதல்நிலை உதவி ஆசிரியர் பணியில் சேர்ந்தார். ஒன்பது ஆண்டுகள் அங்கு ஆங்கில ஆசிரியராகப் பணியாற்றினார். இந்தக் காலகட்டத்தில் அப்போது சேலம் கதாநாயகன் என்று அழைக்கப்பட்ட சி.விஜயராகவாச்சாரியாரை அறிந்த பிறகு, பொது விஷயங்களில் ஈடுபட அவர் ஆர்வம் கொண்டார். அந்தச் சமயத்தில் ‘தி இந்து’ பத்திரிகையில் மக்களின் துயரங்களைப் பற்றி பல கட்டுரைகள் எழுதி பொது மக்களிடையே விழிப்புணர்வு ஏற்படுத்தினார். அதற்கு அவர் மேல் ஆங்கிலேயே அரசு துறைரீதியான ஒழுங்கு நடவடிக்கை எடுக்கப்படும் என்று மிரட்டியது. பிறகு, சென்னையில் உள்ள பச்சையப்பன் மேல்நிலைப் பள்ளியில் ஆசிரியராகப் பணியாற்றினார். 1902-ல் சாஸ்திரி திருவல்லிக்கேணி இந்து உயர்நிலைப் பள்ளியின் தலைமை ஆசிரியராகப் பணியாற்றி, அந்தப் பள்ளியை மெட்ராஸ் மாகாணத்திலேயே மிகச் சிறந்த பள்ளியாக உயர்த்தினார் என்பது வரலாறு. ஸ்ரீனிவாச சாஸ்திரி 17 ஆண்டுகளாக ஆசிரியர் மற்றும் தலைமை ஆசிரியராகப் பணியாற்றிய பிறகு, தனது 37-வது வயதில் 1907-ல் பொது வாழ்க்கைக்கு வந்தார். அப்போது பூனாவில் சர்வெண்ட்ஸ் ஆஃப் இந்தியா சொசைட்டி என்ற இயக்கத்தை நடத்திவந்த கோபால கிருஷ்ண கோகலேயுடன் இணைந்தார். கோகலேவால் பெரிதும் ஈர்க்கப்பட்டவர் சாஸ்திரி. அவரையே தனது அரசியல் குருவாக ஏற்றுக்கொண்டார். பொதுவாழ்க்கைப் பயணம் 1919-ல் முதன்முதலில் காங்கிரஸ் கட்சி இரண்டாக உடைந்தது. அப்போது நேஷனல் லிபரல் ஃபெடரேசன் ஆஃப் இந்தியா என்ற கட்சியை சாஸ்திரி தொடங்கினார். 1915-ல் கோகலே இறந்தபோது, சர்வெண்ட்ஸ் ஆஃப் இந்தியா சொசைட்டியின் தலைவராக சாஸ்திரி தேர்ந்தெடுக்கப்பட்டார். அவர் தொடர்ந்து 12 ஆண்டுகள் பணியாற்றினார். சாஸ்திரி மெட்ராஸ் லெஜிஸ்லேடிவ் கவுன்சிலில் 1913 முதல் 1916 வரை உறுப்பினராக இருந்தார். 1916 முதல் 1919 வரை இம்பீரியல் லெஜிஸ்லேடிவ் கவுன்சிலிலும் உறுப்பினராக இருந்தார். 1920 முதல் 1925 வரை கவுன்சில் ஆஃப் ஸ்டேட்ஸ் எனும் அமைப்பிலும் பணியாற்றினார். மேலும், இந்தியாவில் நடக்கும் வழக்குகள் இந்திய உயர் நீதிமன்றத் தீர்ப்புக்குப் பிறகு மேல் முறையீடு செய்ய வேண்டுமானால், இங்கிலாந்தில் இருந்த பிரிவி கவுன்சிலுக்குப் போக வேன்டும். அந்த பிரிவி கவுன்சிலில் இவர் உறுப்பினராக இருந்தார். பிரிட்டிஷ் இந்திய அரசு பிறப்பித்த ரவுலட் சட்டத்தைத் தீவிரமாக எதிர்த்தார் சாஸ்திரி. இந்தச் சட்டத்தின்படி அரசு யாரை வேண்டுமானாலும் விசாரணையின்றிச் சிறையில் அடைக்க முடியும். இம்பீரியல் லெஜிஸ்லேடிவ் கவுன்சிலில் சாஸ்திரி இந்தச் சட்டத்தை எதிர்த்து ஆற்றிய உரை வரலாற்றில் போற்றப்பட்ட உரைகளில் ஒன்று. அவரின் விவாதத்தை நேரில் பார்க்க காந்தி பார்வையாளராக கவுன்சிலுக்குச் சென்றிருந்தார் என்பது குறிப்பிடத்தக்கது. நாடு சுதந்திரம் அடைவதற்கு 16 மாதங்களுக்கு முன்பு சாஸ்திரி தனது 76-வது வயதில் சென்னையில் ஏப்ரல் 17, 1946 அன்று இறந்துபோனார். தமிழர்கள் கொண்டாட வேண்டிய ஆளுமைகளில் ஒருவர் சாஸ்திரி. – பா.சந்திரசேகரன், பொருளாதார நிபுணர். தொடர்புக்கு: bc.sekaran04@gmail.com https://www.hindutamil.in/news/opinion/columns/517554-vs-srinivasa-sastri-3.html Facebook Instagram X-twitter

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India’s Flawed Skill Development Mission India’s Flawed Skill Development Mission Chandrasekaran Balakrishnan July 23, 2019 Skills Development Sector   The Budget emphasised prudent economics in areas such as improving access to water, sanitation, housing, roads, solid waste management, empowering women and skilling entrepreneurs in the agro industry at the village level. All these ideas are laudable. The outcomes of these initiatives will improve ease of living and environmental protection.The focus on the village economy is an apt tribute to Mahatma Gandhi’s 150th birth anniversary this year, which the government wants to mark in a significant way. Building core physical infrastructure facilities in the village economy will help in realising the PM’s vision of a New India.That said, village level institutions need fixing to ensure services reach the needy. Some of these issues are being addressed with the aid of technology in the form of direct beneficiary transfers and providing access to banks and post offices.At the same time when the youth, aspiring for a higher standard of living, move to cities without employable skills, it threatens to turn our demographic dividend into a disaster. Sadly, even after a decade of debate, India does not have a realistic vision for making the best of her demographic dividend.Returning to the Budget, we see that these very two areas — urban development and skill development — have no new thinking.The Budget speech did not mention anything about the achievements of projects under the Smart City Mission although it was given a major push in the last five years. States are not performing well in terms of bringing concrete changes in their governance structure to complete the approved projects. Other big issues have to do with weakness in governance systems at the municipal level and failure to engage public participation in a transparent manner like it was done in the Swachh Bharat Mission. But there are great learnings in terms of putting in place a realistic structure and implementation goals for this key government initiative.Similarly, the Budget has envisioned providing skills training to 10 million youth in the current year without mentioning what it was able to achieve in the last five years. Track record is important to this government, but somehow it missed the targets in this case. The Skill India Mission launched in July 2015 aims to skill 400 million youth by 2022. But just 25 million youth have been skilled through various training programmes until now.Further, during its first five years, the Modi government did not fix the problems pertaining to private sector skills training institutions. Many are inefficient and some even reimbursed despite bogus records. These are part of the overall governance challenges at the regional and state levels faced during the implementation of skills development programmes.  Therefore, without streamlining the capacity utilisation of private skills training institutions and meeting governance challenges of state governments, the PM’s Skill India Mission is not likely to be achieved by 2022.It is good that the Modi government has identified multiple challenges and issues faced at the national level in the implementation of the skills development programmes. It decided to merge the two national organisations which oversee the programmes of skilling i.e. the National Skills Development Corporation (NSDC), which is a Public Private Partnership set up in 2008 to bring private sector participation in skilling the youth, and the National Skill Development Fund, which was set up in 2009 to manage the allocated funds of the Centre and the private sector.It is good that the Modi government has identified multiple challenges and issues faced at the national level in the implementation of the skills development programmes. It decided to merge the two national organisations which oversee the programmes of skilling i.e. the National Skills Development Corporation (NSDC), which is a Public Private Partnership set up in 2008 to bring private sector participation in skilling the youth, and the National Skill Development Fund, which was set up in 2009 to manage the allocated funds of the Centre and the private sector.Although the Modi government decided to merge the two in March 2018, restructuring is not yet complete. In this scenario, the finance minister’s aim of skilling 10 million youth in industry-relevant skills in the current year seems like a remote goal.Further, there is a lack of leadership to execute the Pradhan Mantri Kaushal Vikas Yojana (PMKVY) at in towns and in Tier II and Tier III cities, where there is a growing demand for skilled manpower in industries.  PMKVY has not addressed the structural concerns with the Sector Skills Councils (SSCs) which are not operating with transparency in terms of engaging with state and regional level skills training organisations.There are 39 SSCs in the country which were set up as autonomous bodies and not-for-profit organisations by the NSDC and are led by industry leaders in their respective sectors. SSCs are meant to create occupational standards, develop competency frameworks, conduct ‘train the trainer’ programmes, affiliate vocational training institutes, conduct skill gap studies in their sector, create a Labour Market Information System and, most importantly, assess and certify trainees on the curriculum aligned to the National Occupational Standards developed by them. However, the SSCs are yet to touch most of the Tier II and Tier III cities across the country in addition to being alienated from their needs.PMKVY is implemented by NSDC and a glance at PMKVY’s dashboard for monitoring skilling reveals that in Tamil Nadu, for instance, there is not a single skill training institute imparting training under PMKVY in big districts like Kancheepuram, Thiruvalluvar, Villupuram, Thiruvarur, Thiruchirappalli, Thirunalveli and Kannyakumari.  In most states, at least a few districts are not covered under the PMKVY scheme.The government’s focus on infrastructure development of Tier II and III cities will surely make these cities push for the next phase of urbanisation. But addressing the concerns of cities in water, sanitation and solid waste management along with skills development of the youth is more important now than ever before. Without a substantial improvement in the above sectors, it

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School-education-vouchers-empower-dalits-through-choice

School Education Vouchers Empower Dalits through Choice School Education Vouchers Empower Dalits through Choice Chandrasekaran Balakrishnan June 26, 2019 Education   The poor social and economic status of Dalits in India is of serious concern. There is substantial well-documented evidence that a section of the Hindu community – the Dalits, are at the rock bottom on all social and economic indicators. For example, 37 per cent of people classified as Scheduled Castes (SC) are below the poverty line. In contrast, only 22 per cent of non-SC/Scheduled Tribes (ST) are below the poverty line. In about 84 per cent of Dalit households, the highest earning member earns less than Rs 5,000.However, the good news is that the Dalits have been catching up in recent years. In their paper Caste and Labour Mobility (2010), economists Hnatkovska, Lahiri, and Paul had found significant convergence in occupation distribution, wages and consumption levels of SC/STs toward non-SC/ST levels. For example, they find that SC/STs were over-represented in agricultural jobs as compared to non-SC/STs. However, between 1983 and 2005, the representation of SC/STs in blue and white collar jobs has improved. Similarly, they also find that the wage gap between SC/STs and non-SC/STs has declined for all income groups, except the highest income quintile. They point out that the sharpest decline occurred at the median of the distribution, where the wage gap has fallen by 15 per cent from 36 per cent to 21 per cent. Further, they are able to find that the primary reason for this convergence between SC/STs and non-SC/STs is due to the convergence in education. They find that the gap or relative discrepancy in the average years of education declined between the two groups by 83 per cent from 157 per cent to 74 per cent.“In 1983, the average years of education of non-SC/STs were 3.62 relative to 1.41 years for SC/STs – a 157 per cent relative discrepancy. However, over the same sample period, there was a clear trend toward convergence in education levels of SC/STs toward their non-SC/ST counterparts as the gap declined to just 74 per cent by 2004-2005”These results are important for several reasons. First, they indicate that convergence in income and consumption is possible. Once the class difference between the two social groups is eliminated, and SC/STs are at par with non-SC/STs, social interactions will increase. There are no religious differences. This, coupled with an increasing trend of inter-caste marriages, urbanisation and an overhaul of occupation structure in the modern market economy will ensure that the caste system will collapse eventually. Second, we now know that the education of Dalits is the key to achieve convergence of equality. Hence, there is a need for affirmative action in education for the transformation of the Dalit community rapidly. Unfortunately, the present affirmative action in institutes of higher education is a case of assistance available too late.This is because a majority of Dalits suffer from extreme poverty and young Dalit children are left at the mercy of government schools only. They need to be enabled with multiple choices to get educational services. Several studies have shown that the quality of education provided in government schools is, on average, far below the quality of education provided in private schools. There are several reports of Dalit students facing discrimination in public schools too. Despite the poor quality of education and facing discrimination, Dalit students persist with government schools because they do not have an alternative choice. In rare cases, missionaries driven by their mission to convert, are able to provide some respite.Poor primary education leaves Dalit students ill-equipped to take full advantage of reservations in higher educational institutes in India. They are often unable to compete with non-SC/ST students. Such a reservation policy in higher education also tends to disproportionately benefit the affluent sections within the SC/ST community (who are able to attend higher quality private schools) while completely leaving out the deprived and poor sections (who have to attend government schools only). This could also be a source of discontent in the non-SC/ST sections that sees the benefits of reservations going to affluent children who are well off in all other aspects. There is an imperative to ensure innovative affirmative action reaches all Dalit students as early as possible. In order to negate the caste system, it is critical that Dalit students have access to high quality school education which they will be deprived off if left at the mercy of public schools only.Hence, poor Dalit students should be provided with education vouchers to fund their school education. The idea of vouchers was popularised by Noble Prize-winning economist, Milton Friedman. An education voucher will empower Dalit students to attend a school of his/her choice. If a school provides low quality education or discriminates against students, the student can move to a different school of their choice. This will allow for healthy competition between schools to attract students. The school can simply deposit the voucher to the government and collect school fees. An education voucher will ensure a strong foundation for Dalit students to compete in higher education and employment.TK Sundari Ravindran in her EPW article, Public-Private Partnerships in Maternal Health Services published in 26 November, 2011, argues that voucher schemes are a form of “demand-side-financing”. This can be provided to low-income groups to increase their purchasing power to choose from among a panel of service providers- schools. There is scope for quality assurance by contracting with facilities which meet minimum standards. This policy can be implemented in two ways. Provisions can be made in the Right to Education Act to give preference to Dalit students with vouchers instead of 25 per cent provision under RTE Act. The benefit of this approach is that it will not cost the state exchequer any extra resources.The government can also create a fiscal capacity to finance the school education of Dalit students. There are 20 crore Dalits in India. Assuming one-fourth of them are school going children and the government pays Rs 5,000

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Remembering-C-V-Raman-Swarajya-Magazine

Remembering C V Raman,Swarajya Magazine Remembering C V Raman,Swarajya Magazine Chandrasekaran Balakrishnan March 23, 2019 Indian Liberals Sir C V Raman pointing to information on a large blackboard as he gives a lecture, 5 August 1958. (Keystone Features/Hulton Archive/Getty Images) Contemporary India has poor memory, and one of the victims of it has been the ideas, the life, the works, and the legacy of Sir C V Raman. The nation is almost muted on 7 November and 21 November, which are the birth and death anniversaries, respectively, of one of India’s greatest scientists, Chandrasekhara Venkata Raman (1888-1970) who won the Nobel Prize in Physics (1930) at the age of 42 “for his work on the scattering of light and for the discovery of the effect named after him”. It was said to be a simple experiment which he refused to patent. His Nobel Prize winning research was done on equipment that cost just Rs 500. Within six months of Raman’s discovery of Raman Effect in February 1928, the term “Raman Effect” was coined in Germany by scientists Pringsheim and Rosen. Unlike others, C V Raman is remembered on the anniversary of his great scientific breakthrough. It is for this the Government of India had declared 28 February as National Science Day in 1986. The theme for the National Science Day this year (2019) was “Science for the People and the People for Science”. It is here that we find that Raman’s objective of ‘science for people’ is yet to touch upon all the lives in the country and the world. We need to remind ourselves here of the apathy faced by the legacy of our eminent scientists who had strived for promoting science for economic and social well being of all sections of people. C V Raman and countless other yesteryear scientists, who were acclaimed internationally were ignored at home. The planners who formulated science policies soon after independence unfortunately did not bother to take note of the suggestions of someone like C V Raman. Making of Nobel Raman C V Raman was the India’s first and Asian Nobel Laureatein science. Quick reading reveals that scientists around the world were delighted with Raman’s discovery except the elite group of scientists known as Calcutta-Allahabad School of Science!! Raman was nominated 10 times either as single candidate or along with others scientists for the award of Nobel Prize in physics, Raman works published in the period 1907-1917 was entirely out of his spare time! In this period, he published 30 research papers in journals like Nature, Philosophical Magazine and Physical Review on original works he had done in physics, in addition to his job at the Finance Department in the British Raj. Over the years he trained hundreds of students and many of them went on to do groundbreaking works on various aspects of physics. At the age of 14, Raman completed his B A degree in Presidency College, Madras with English and Physics; in both subjects he secured gold medals. During his Master Degree in the same college, he had begun to work on research problems. He obtained the highest distinctions in M A degree in physics. He was barely 18 years old when he published his first research paper in 1906, in the November issue of Philosophical Magazine. Thereafter, very soon he also published another paper in the Nature. In 1907, Raman joined Financial Civil Service with First Rank in the exam. He was first posted in Calcutta as Assistant Accountant General. Some days later, on his way back from office he figured out the existence of the Indian Association for the Cultivation of Science (IACS), founded by Maherdra Lal Sarcar (1833-1904). At first, he was delighted as he was always interested to do research in basic science. But until Raman took over, the IACS was almost dysfunctional in all respects. He revived the IACS by spending 25 years attracting students who came from all over the country to work with institute. Raman was working on his research problems back and forth from office and home and at IACS. In April 1909, he was transferred to Rangoon as Currency Officer and was reposted back to Calcutta in 1911. During the period 1907-1917, Raman worked with the Finance Department of British Administration in Calcutta. At the same time he had worked independently and established himself as one of the reputed scientists in India and the world. In 1917, Raman resigned from government job and joined as the inaugural Sir Taraknath Palit Professor in Physics in Calcutta University. He was elected as Fellow of Royal Society, London, in 1924 and that followed several other coveted awards/degrees both from India and abroad. Raman’s work on vibrations of strings of violins and other musical instruments led him to bag the F.R.S. in 1933. He then joined the Indian Institute of Science (IISc), Bangalore, as its Indian Director. He was forced to resign from IISc directorship on false grounds but remained as professor of physics until his retirement in 1948. He founded Raman Research Institute (RRI) in the same year and remained with RRI in the rest of his life. He tirelessly worked with students and often lectured around the world. Raman’s Vision of Free Enterprises Systems for Independent India Sir C V Raman’s thoughts on economic and science policies were quite different from that of India’s first Prime Minister, Jawaharlal Nehru. There seems to strong evidence that Raman’s vision on science policy and its nexus with industrial and social development has continued to be ignored. Raman’s “dissenting voice” on science policy in independent India comprised mainly of his comments on Jawaharlal Nehru’s flawed initiatives of lopsided science policies. Raman questioned the approach adopted by Nehru and his associates (or “cronies” as Raman called them) to advance science and industrialisation in the country. Raman’s works in science have more to do with how science contributes to society at large both for peace and prosperity. Raman endorsed the free enterprise economic system over the Soviet

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Ambedkar-the-forgotten-free-market-economist

Ambedkar :The Forgotten Free Market Econommist Ambedkar :The Forgotten Free Market Econommist Chandrasekaran Balakrishnan April 14, 2016 Indian Liberals   Overlooking Ambedkar’s free market views, his followers have pigeon-holed him merely as a Dalit icon to suit their own narrow political interests. Two decades ago, India liberated itself from the shackles of socialism and a command economy and put itself on the road to a liberal economic system.n the era of liberalization, strangely, the one obvious thing that should have happened, but did not happen, was unearthing the liberal economic ideas of great personalities like C. Rajagopalachari “Rajaji”, Dr. B.R. Ambedkar, Professor B.R Shenoy, and Professor S.Ambirajan, among others.Since India’s independence in 1947, many of the country’s top institutions and its intelligentsia have suffered from being dominated from the Left. Perhaps this is why even after two decades of liberalization there seems to be much resistance from many who ought to support the basic idea of economic freedom in the country but don’t seem to.Despite this, twentieth century India produced many great classical liberal economists and thinkers such as those named above who pioneered original free market economic ideasIf this comes as a surprise to you, read on.Dr. B.R Ambedkar, best known for his role in drafting India’s constitution, pioneered several pathbreaking free market economic ideas in pre-independent India, scrubbed out of our conscience today.Even self-styled “Ambedkarites” have not taken the trouble to look at his free market economic ideas. In fact, I’d argue that in pre-independent India the one economist whose ideas were global in perspective and close to the Austrian School of Economics (pre-cursor of modern libertarian economics) was none other than Ambedkar. His ideas on economics are relevant today as ever before and in dire need of revival.Ambedkar, before becoming a social reformer and entering politics full time, was a professional practicing economist — a little known fact.But in post-independent India, virtually all of his insightful and powerful economic ideas and writings have been forgotten and neglected, both by Indian intellectuals in general and economic historians and Ambedkarites in particular.A dubious argument put forth by many, especially by “mainstream” Keynesian and Marxist economists, is that Ambedkar’s highly significant contributions in the areas of social reform, political systems and constitution-making have overshadowed his contributions to economics.This makes no sense.Neglect of Ambedkar’s thoughts on economics almost seems deliberate and in many instances, one sees him being referred to as a strong believer of socialism, Marxism and statism which is completely fallacious.Take Anand Teltumbde, Dalit activist and management professor, who argued in an article in Economic & Political Weekly (March 5, 2011) that “Ambedkar, who publicly professed his opposition to capitalism throughout his life, was thus wilfully distorted to be the supporter of neoliberal capitalism, which globalisation is!”Consider the University Grants Commission (UGC) which implements a scheme called “Epoch Making Social Thinkers of India” to conduct research on 24 Indian personalities. Every year the UGC selects several colleges and universities and offers them funding to conduct research on these personalities. Out of 24, Ambedkar is pigeon-holed for research on his “social thoughts”.The real question is: why limit the inquiry to someone’s “social thoughts”?In order to do justice to someone’s contributions to knowledge, serious  and honest research on that individual must be well-rounded and cover all of their contributions, in this case, his economic, social and political thoughts and ideas.In India, there are a total of 29 “Centres for Ambedkar Studies”. This is the second highest, named after a major personality. Not surprisingly, Gandhi merits about 85 centres.It is ironic that there is no department of economics and not even an economics professor, in the Dr. Babasaheb Ambedkar National Institute of Social Sciences,  in his birth place, Mhow!So what was Ambedkar’s contribution to economics?Unlike many of his great contemporaries, Ambedkar was professionally trained in “political economics”, as it was then known. In 1918, at the young age of 27, he became Professor of Political Economy at Sydenham College of Commerce and Economics in Bombay.Ambedkar studied a wide range of economic issues such as international trade and commerce, the Indian currency, provincial finance and planning, small holdings and agricultural productivity. Apart from many research articles published in professional journals, his four theses submitted–for two Master’s Degrees and two Doctorate degrees–were replete with insight and analysis.In 1915, he completed an M.A in economics with a thesis on “Ancient Indian Commerce” at Columbia University in New York. In 1916, he submitted another thesis, “National Dividend for India: A Historic and Analytical Study”, for a Ph.D. degree in Economics, and Columbia awarded him a doctorate in 1917. This thesis was later published as a book, The Evolution of Provincial Finance in British India, in London. Further, in 1921, Ambedkar also received an M.Sc. in economics from the London School of Economics (LSE) for his thesis, “Provincial Decentralisation of Imperial Finance in British India”. In 1922 he completed his now famous thesis, “The Problem of the Rupee: Its Origin and its Solution,” submitted for his D.Sc. degree in Economics from the London School of Economics, both published as books in London.Armed with these four postgraduate degrees, two from an Ivy League university in the U.S. and two from a top university in the U.K., Ambedkar could not not be taken lightly by his upper caste, anglicized peers in the Indian establishment.Further, the prolific Ambedkar produced at least three scholarly contributions to economics, in which he makes many original arguments.These are: (1) “Administration and Finance of the East India Company” (1915); (2) “The Problem of the Rupee: Its Origin and Its Solution” (1923), and (3) “The Evolution of Provincial Finance in British India: A Study in the Provincial Decentralisation of Imperial Finance” (1925).The second and third of these works contain many pro-market ideas which were hardly known then but later gained currency in the second half of the twentieth century. What’s more, through his writings Ambedkar pioneered original ideas like “economic and political decision making in an environment of dispersed knowledge” and “alternative monetary systems (and the) denationalized production

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The-unrecognized-schools-under-RTE-regime

The Unrecognized Schools under RTE Regime The Unrecognized Schools under RTE Regime Chandrasekaran Balakrishnan June 21, 2014 Education Introduction Indian school education system especially primary education faces challenges both from demand and supply sides. Primary school education system is beset with serious structural problems, which are reflected in gaps in terms of access, quality and equity. Unfortunately, there is a clear possibility of structural issues getting worse due to implementation of certain provisions pertaining to unrecognized schools in the Right of Children to Free and Compulsory Education Act, 2009. The intervention through the Right to Education Act to provide universal primary education is a novel and historic development. But the attempt made in the Act in respect of unrecognized schools violates the basic freedom of parents in choosing a school for their children and discriminates against a section of private schools.  After Independence, the development of school education in India was primarily a State Subject as per the business allocation of different subjects under the Constitution. The founders of modern India and Constitution makers had clearly understood the advantage of having the subject of school education under the State List rather than the Union List or Concurrent List. However, a constitutional amendment in 1976 brought school education into the Concurrent List, whereby both the State and Central governments can make legislation related to educational planning and management in the country. Though the Central government did not legislate using the Concurrent List provision for years, it became active from the ending years of the last century and in 2009 enacted the Right of Children to Free and Compulsory Education Act, which came into effect from April 1, 2010.  Right of Children to Free and Compulsory Education Act, 2009  The Act provides, inter alia, the following: (i) Right of children to free and compulsory education till completion of elementary education in a neighbourhood school (‘compulsory education’ means obligation of the appropriate government to provide free elementary education and ensure compulsory admission, attendance and completion of elementary education to every child in the six to fourteen age group. ‘Free’ means that no child shall be liable to pay any kind of fee or charges or expenses which may prevent him or her from pursuing and completing elementary education); (ii) all private schools must reserve at least 25 percent of their class strength for students from weaker sections and disadvantaged groups and the cost would be reimbursed by the government at rates fixed by it; (iii) all schools except private unaided schools are to be managed by School Management Committees with 75 percent parents and guardians as members; and (iv) all schools except government schools are required to be recognized with government by meeting specified norms and standards within the time period of 3 years failing which the schools would cease to functions. RTE is indeed a historic change in the primary schooling system in the country. The Act has provisions related to schools, teachers, curriculum, evaluation, access and specific division of duties and responsibilities of different stakeholders and would certainly have implications in terms of access, quality and equity in school education. However, the constraints put on the unrecognized schools would certainly create a real possibility of closure of these schools, resulting in issues related to access, equity and quality. In this context, a brief picture of the growth of and role played by the unrecognized schools would be in order. Growth of Unrecognized Schools  The Constitution of India provides full freedom to parents to send their children to the school of their choice and the admission to any type of schools cannot be denied on the basis of caste, creed or religion. In fact, India was one of the early countries to include in the Constitution the principle of freedom of choice to parents in sending their children to the school of their choice. Fostering school choice to promote competition is an essential condition but not sufficient condition for any school education reforms in order to bring improvements in learning outcomes of children. If the real school choice is to be provided to parents/learners, it must be a choice that can be exercised effectively by all sections in the society. Generally, the primary schools are run by government, public trust, private trust and other global international institutions. In quantitative terms, the penetration of public primary schools is very limited resulting in proliferation of private unrecognized schools. The unrecognized schools are not homogenous in character and are neither affiliated to the education authorities nor registered with any other agency. The unrecognized schools function independently and the grant in aid rules does not apply to them. Mostly, these schools are not required to report anything to the educational authorities. The government has no control on the functioning of such schools in India. Unrecognized schools are usually smaller in size but have a lower pupil teacher ratio and also lower per unit institutional cost as compared to the government schools. Lower pupil teacher ratio is possibly due to the recruitments of large number of teachers at market wages, which are lower than the compensation offered to government school teachers. Though there are several factors for the mushrooming of large unrecognized schools in India, the root cause remains the failure of governments in expanding the network of schools to serve all the areas adequately. Further, the private schools are perceived to be offering a better quality education compared to government run/ aided schools. By expanding horizontally, unrecognized private schools have covered even small habitations and through vertical expansion covered the upper primary and secondary stages of school education. Government Schools versus Private Unrecognized Schools The demand for primary education has increased due to change in aspirations of parents. Studies show that the social rate of return on primary schooling is higher than other levels of education. A conducive environment for learning process plays crucial role in the development of children cognitive skills. The environment for learning process in government schools are hugely different to the one that prevails

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Global Investors Meet: How the TN govt rolled back its claims

Global Investors Meet: How the TN govt rolled back its claims Global Investors Meet: How the TN govt rolled back its claims Chandrasekaran Balalrishnan February 2, 2014 latest Investors may be drawn to other states by good governance and ease-of-doing business. The Tamil Nadu story is one of human capital, natural resources and good core infrastructure like good roads, ports, airports, waterways, railways and affordable power. Human capital has been depleting because of migration of skilled labour to other states and countries due to the deteriorating social and education institutional infrastructure in the state. Even the former Chief Economic Adviser of India, Arvind Subramanian, and Raghuraman Rajan have raised concerns. Arvind Subramanian has specifically said that “the social infrastructure in Tamil Nadu is not as attractive as Mumbai, Pune, Hyderabad, NCR, and Bangalore”. The liquor policy and monopoly production model have led to the situation. Nevertheless, successive state governments have done their bit in facilitating investment beyond the endemic corruption in the process of getting approvals from the village through district to the capital itself. Recognizing the continued flight of human capital, they’ve endeavored to leverage other strengths such as natural resources and infrastructure. Better law and order, relatively speaking, and less industrial conflict have also been pluses for the state. Meanwhile, state-level global investor meets have become huge publicity events. Gujarat started it in 2003 and has since organized 10 such events. Easy access to the top political leadership has helped the state draw top corporates. Human capital has been depleting because of migration of skilled labour to other states and countries due to the deteriorating social and education institutional infrastructure in the state Tamil Nadu has organized three such summits with the vision of achieving a trillion dollar economy by 2030 – 2015, 2019 and in 2029. According to the department of Guidance Bureau, “in the year 2021-22, Guidance signed MOUs with 130 companies with a committed investment of Rs 68,375 crore and employment generation for 2,05,802 persons and in 2022-23 Guidance has signed 77 MOUs with an investment commitment of Rs 1,54, 834 crore and employment commitment for 1,38,348 persons.” Major Focus Sectors for the latest global investors meet 2024 were “Automobile and Auto Components, Chemicals, Electronics & Hardware, Heavy Engineering, Leather, Textiles, Financial Services, and Software”. The Guidance Bureau has said that a total of 631 MoUs were signed with an investment commitment of Rs 6,64,180 crores which will result in the creation of direct employment opportunities for more than 14.5 lakh persons and total employment for some 27 lakh. The industries department attracted 57 percent of new investments, the energy department attracted 20 percent, housing and urban development attracted 9 percent, and, sadly, IT and Digital services attracted only 3 percent. Also Read: Before Stalin, Edappadi was in Dubai; policy continuity The actual investments attracted from outside the state are Rs 6,00,607 crores. The remaining Rs.63,573 crores have been generated by the MSME sector within the state through the District Industries Centres (DIC). Thus, 10 percent of investments were attracted from within the state which was not highlighted in the meeting. The investments attracted by major sectors as reported by the state government are “advanced electronics manufacturing, Green energy, Non-leather footwear, Automobiles and e-vehicles, Defence and aerospace, Data centres, Global capability centres, Information Technology and Digital services, etc”. This means the state’s core sectors such as chemicals, heavy engineering, and financial services had ceased to be as attractive. Typically, states use such summits for the purpose of image and brand building. Mindless glorification of the current political leadership characterizes the events. There is little transparency regarding how many of these committed investments are actually converted into implemented on the ground. In the TN summit held this year, the exhibition was impressive. The stalls of companies were up to global standards. But the technical sessions were just not weighty enough. Poor planning, inadequate space and time and sequencing were dampeners. The general public were allowed into the technical sessions that cramped the space for policy experts to participate meaningfully in the discussions. The buyer-seller meeting facilitation was poor. The state government said in its press release that “exporters from more than 20 countries interacted with more than 500 MSMEs.” This was not the reality on the ground. Few agencies participated. The atmosphere was that of a vegetable market. In the TN summit held this year, the exhibition was impressive. The stalls of companies were up to global standards. But the technical sessions were just not weighty enough. Poor planning, inadequate space and time and sequencing were dampeners. The State Industries Minister said on Jan 23, days after the summit, that the state government aims to convert “at least 70%” of the MoUs that the state signed in the recent Global Investors Meet 2024. So only some Rs 4.65 lakh is being promised to come to fruition. This means Rs 2 lakh crore of investments will not come through at the very outset. This implies the MoUs were signed without sufficient homework. How many of these were major employment generators that got lost in the adulatory statistics and initial promises?  Tamil Nadu’s economic development continues to be uneven. Districts like Dharmpuri, Villpuruam and some southern districts continue to fare poorly. The quality of new investments has to be assessed in terms of addressing this regional imbalance.  In sum, this summit bears out the fact that the state will not grow at 18% that it needs to notch up every year for the next seven years to achieve the trillion dollar economy target by 2030. A major rethink in strategy is required. Providing digital services to the people matched with good governance can be a significant contributor to growth. Enhanced delivery of welfare and other schemes can be a growth driver and speed up investments. That doesn’t seem to be happening. If things continue, Tamil Nadu may fall behind fast growing states such as Uttar Pradesh in performance.  (The author is an economist and public policy expert)     

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