Indian Society & Social Justice - 3 | Current Affairs & Hindu Analysis: Daily, Weekly & Monthly - UPSC PDF Download

Tribal Forest Rights

Why in News?
Recently, the inhabitants of Karipani and Budra villages in Chhattisgarh undertook a large-scale afforestation initiative, covering 100 acres, in a final attempt to secure rights over their forest land.

• On August 9, 2022, Adivasi Divas, 10 villages located in protected areas of the state were granted Community Forest Resource Rights (CFRR) titles. However, Karipani and Budra were not included in this group.

What are Community Forest Resource Rights?

• The Community Forest Resource (CFR) rights under Section 3(1)(i) of the Forest Rights Act, 2006, recognizes the right to protect, regenerate, conserve, and manage community forest resources.
• CFR rights allow communities to create rules for forest use and ensure sustainable livelihoods.
• Once CFR rights are recognized, forest ownership shifts to the Gram Sabha instead of the forest department.
• The Gram Sabha becomes responsible for managing the forests, adopting local traditional practices within the community forest resource boundary.
• Chhattisgarh is the second state to recognize CFR rights inside a national park, following Odisha's recognition of CFRs inside the Simlipal National Park in 2016.

What is the Forest Rights Act,2006?

• The Act grants forest rights and occupation to Forest Dwelling Scheduled Tribes (FDST) and Other Traditional Forest Dwellers (OTFD) who have lived in forests for generations.
• Forest rights can be claimed by individuals or communities who have resided in forest land for at least 75 years before December 13, 2005.
• The Act aims to protect forests while ensuring livelihood and food security for FDST and OTFD.
• Gram Sabha is the authority responsible for determining Individual Forest Rights (IFR) and Community Forest Rights (CFR).
• Four types of rights are identified: Title rights (ownership of cultivated land up to 4 hectares), Use rights (extracting forest produce, grazing areas), Relief and development rights (rehabilitation, basic amenities), and Forest management rights (protecting and managing community forest resources).

Poshan Abhiyan

Why in News?
Recently, under various interventions of the Ministry of Women and Child Development jointly (MWCD) with Ministry of Ayush, close to 4.37 lakh Anganwadi Centres have set up Poshan Vatikas.

• Poshan Maah 2022 involves large-scale establishment of Poshan Vatikas, including backyard poultry and fishery units, throughout India.
• Over 110,000 medicinal saplings have been planted in selected districts across six states.

What do we Know about Poshan Maah?

• Rashtriya Poshan Maah is an annual celebration in September under POSHAN Abhiyaan, focusing on activities related to antenatal care, breastfeeding, anemia, growth monitoring, girls' education, diet, marriage age, hygiene, sanitation, and food fortification.
• The initiative uses Social and Behavioural Change Communication (SBCC) strategies to encourage improvements in knowledge, attitudes, norms, beliefs, and behaviors related to health and nutrition.

What do we know about Poshan Vatika?

• About:
  • Poshan Vatika refers to a small garden where families cultivate various vegetables to ensure adequate nutrition for all members, particularly children and women, preventing malnutrition issues.
• Objective:
  • The primary goal is to guarantee the provision of nutritious, organically home-grown fruits and vegetables while also maintaining the health of the soil.
• Implementation: 
  • Plantation drives for Poshan Vatikas will be conducted by all stakeholders, utilizing available spaces at anganwadis, school premises, and gram panchayats.

What do we Know about Poshan Abhiyan?

• About:
  • POSHAN Abhiyaan (National Nutrition Mission) was launched by the government on March 8, 2018.
• Aim:
  • Aim to reduce stunting, undernutrition, anemia, and low birth weight by 2-3% per annum
  • Target to decrease stunting in children aged 0-6 years from 38.4% to 25% by 2022
  • Ensure efficient service delivery and interventions using technology and behavioral change
  • Achieve specific targets across different monitoring parameters through convergence
  • Deploy Swasth Bharat Preraks in each district for coordination and fast execution of the mission
  • Swasth Bharat Preraks to act as catalysts in speeding up the implementation of the initiative
• POSHAN 2.0
  • About:
    • The government has combined several programs with similar goals, such as the Supplementary Nutrition Programme and POSHAN Abhiyaan, under a single initiative called Mission POSHAN 2.0. This consolidation aims to streamline operations and implement a more cohesive approach to providing nutrition services.
  • Components:
    • Convergence: The main objective of Abhiyaan is to ensure that all nutrition-related schemes of MWCD reach the target population effectively. This will be achieved by converging various programs under the Abhiyaan initiative.
    • ICDS-CAS: A software-based tracking system will be implemented to monitor the nutritional status of the target population.
    • Behavioral change: Abhiyaan aims to involve the masses in a "Jan Andolan" or people's movement. A community-based event will be organized once a month to raise awareness and address any issues related to nutrition.
    • Incentives: Frontline workers will be rewarded with incentives based on their performance in implementing the Abhiyaan initiative.
    • Training and Capacity Building: An Incremental Learning Approach will be used to teach 21 thematic modules to frontline workers. These modules will be delivered by Master Trainers, ensuring the workers are well-equipped to execute the program.
    • Grievance Redressal: A dedicated call center will be established to provide easy access to solutions for any issues faced during the implementation of Abhiyaan.

What was the Need for Poshan Abhiyan?

• High Levels of Malnutrition and Anemia in Indian Children: The National Family Health Survey (NFHS)-5 reveals that India continues to face alarmingly high rates of stunting among children under five years old, with only minor improvements over time. Between 2019-21, 35.5% of these children were stunted, and 32.1% were underweight.
• Global Nutrition Report-2021: The Global Nutrition Report (GNR, 2021) indicates that India has not made any progress in addressing anemia and childhood wasting. Over 17% of Indian children under the age of five suffer from childhood wasting. Furthermore, the NFHS data from 2019-21 demonstrates a significant increase in anemia among children aged 6-59 months, rising from 58.6% (NFHS-4, 2015-16) to 67.1% (NFHS-5).
• Human Capital Index (2020): India ranks 116 out of 180 countries in the human capital index, which measures the knowledge, skills, and health that individuals acquire throughout their lives. This human capital enables people to realize their potential as productive members of society.

Foundation Learning Study (FLS)

In News
A comprehensive research study has been jointly conducted by the National Council of Educational Research and Training (NCERT) and the Union Ministry of Education, which spans across the entire nation.

• The study, which is the largest ever conducted at the foundational level, involved a sample size of 86,000 students from 10,000 schools. 
• It aimed to assess the literacy skills of students in 20 languages, including English. The methodology used in this study differs from the National Achievement Survey (NAS), which evaluates the learning outcomes of students in Classes III, V, VIII, and X through multiple-choice questions (MCQs) every three years. 
• Instead, this study was based on individual interviews with each participant. To ensure accuracy and consistency, the interactions between students and field investigators were standardized to eliminate any discrepancies.

Based on their performance, the students were divided into four categories:

• Those who had minimal knowledge and skills in the subject matter
• Those who possessed a limited understanding and ability in the subject matter
• Those who had acquired adequate knowledge and skills in the subject
• Those who had demonstrated exceptional knowledge and proficiency in the subject area.

Key Findings:

• A recent study found that 37% of Indian students in Class III possess only "limited" foundational numeracy skills, such as identifying numbers. Additionally, 11% were found to lack even the most basic knowledge and skills in this area. In terms of English language skills, 15% of students were found to lack basic abilities, while 30% had limited skills, 21% had sufficient skills, and 34% demonstrated fairly superior skills.
• The study also showed that at the national level, 11% of students did not have basic grade-level abilities, 37% had limited skills, 42% had sufficient skills, and 10% possessed superior skills. In terms of numeracy, Tamil Nadu had the highest percentage (29%) of students unable to complete basic grade-level tasks, followed by Jammu and Kashmir (28%), Assam, Chhattisgarh, and Gujarat (18% each).
• For other Indian languages, the study found that 17% of students lacked basic skills in Marathi, 20% in Bengali, 17% in Gujarati, 17% in Malayalam, 42% in Tamil, and 25% in Urdu.

Utility of the Findings:

• The findings will set the baseline for NIPUN Bharat (National Initiative for Proficiency in Reading with Understanding and Numeracy), the Centre’s scheme to improve foundational learning.

National Initiative for Proficiency in Reading with Understanding and Numeracy (NIPUN Bharat)

• The National Initiative for Proficiency in Reading with Understanding and Numeracy (NIPUN Bharat) is a program aimed at ensuring all children achieve foundational literacy and numeracy skills in primary classes. Its objective is to guarantee that every child reaches grade-level competencies in reading, writing, and numeracy by grade 3.
• NIPUN Bharat establishes priorities and actionable plans for States/Union Territories in order to accomplish this goal of proficiency in foundational literacy and numeracy. Comprehensive guidelines have been created for executing the NIPUN Bharat Mission, which outlines the objectives or "Lakshya" for Foundational Literacy and Numeracy. These targets cover the entire range of early childhood education, beginning with Balvatika and continuing up to the age of 9.

National Curriculum Framework for Foundational Stage (NCF-FS)

Context
The National Curriculum Framework for Foundational Stage (NCF-FS) has been introduced by the Union Ministry of Education in India. This new framework focuses on enhancing the foundation level of education for children.

Key Points

• The National Curriculum Framework (NCF) for the Foundational Stage is developed in accordance with the vision of the National Education Policy (NEP) 2020, aiming to facilitate its implementation. The term "curriculum" refers to the complete range of organized experiences that students undergo in any educational setting to achieve specific educational goals and objectives.
• Several factors directly impact a curriculum and its practice, including teachers and their abilities, parent and community involvement, access to institutions, available resources, and administrative and support structures.
• The objectives of this NCF are to positively transform India's school education system, as envisioned in NEP 2020, by making necessary changes in the curriculum and pedagogy. It aims to alter educational practices rather than just ideas.

To achieve these objectives, the NCF has several characteristics:

• It is based on the latest research in early childhood care and education, ensuring that it is relevant and useful for all stakeholders, such as teachers, school leaders, and education system functionaries.
• The NCF provides a clear understanding of the new vision for schools, the rationale behind it, and the roles that individuals can play as parents, community members, and Indian citizens with a stake in education.
• The primary focus of the NCF is the teacher, who is central to the practice of education.
• The NCF offers various levels of detail and specificity in practice, using real-life illustrations in different contexts to enable better communication of ideas.
• The NCF takes into account the current state of typical institutions and teachers while remaining compatible with the vision of well-resourced institutions.
• It is deeply rooted in India's context while remaining aspirational.
• The new framework will help prepare young children with the cognitive and linguistic competencies needed for the 21st century. It also establishes a clear path for achieving foundational literacy and numeracy, as outlined in NEP 2020, using age-appropriate strategies.

NEP has developed a 4-stage '5 3 3 4 curricular and pedagogical structure':

• The '5' refers to the first five years of education for children aged 3-8, known as the Foundational Stage.
• The Preparatory Stage covers ages 8-11.
• The Middle Stage includes ages 11-14.
• The Secondary Stage spans ages 14-18.

These four stages make up school education and are based on children's physical, social, and emotional development trajectories, determining the most effective educational approach for each stage.

Significance

• The comprehensive transformation of the curriculum aims to significantly enhance the overall learning experience for students. This transformative phase in education is anticipated to improve both the content and outcomes of education, ultimately benefiting our children's future.
• Numerous studies and research on a child's early development consistently show that high-quality care and education during this period have long-lasting positive effects on individuals and, consequently, the nation as a whole. This transformation is informed by cutting-edge research from various global disciplines, including neuroscience, brain study, and cognitive science.
• As outlined in NEP 2020, the new approach places 'play' at the heart of the curriculum, impacting how it is organized, the teaching methods used, and the overall experience of the child. This emphasizes the importance of a playful, engaging, and interactive approach to learning, which has proven to be effective in supporting the child's development.

Foundational Stage

• The Foundational Stage is crucial in a child's life due to the long-lasting impact of the experiences and development that take place during the first eight years. These years are considered the most critical for an individual's lifelong well-being, overall development, and growth in various aspects, such as physical, cognitive, and socio-emotional domains.
• Research from various fields worldwide indicates that these early years are crucial for long-term development. Moreover, neuroscience research reveals that more than 85% of a person's brain development occurs by the age of six.
• 'Early Childhood Care and Education' (ECCE) encompasses the care and education of children from birth to eight years old and is of utmost importance to societies. Children aged 0-3 are typically cared for at home, while institutional settings, such as pre-schools, kindergartens, and Aanganwadis, cater to children aged 3 and above. The Foundational Stage focuses on ECCE for children aged 3-8, including those in classes 1 and 2 across all schools.

Importance of Foundational Stage

• This stage addresses all aspects of a child's development, including physical, socio-emotional-ethical, cognitive, language, literacy, aesthetics, and cultural domains, in a more effective manner. It is crucial to develop foundational literacy and numeracy skills for future learning, and the NCF-FS allows us to utilize the entire five-year Foundational Stage to achieve this.
• The NCF-FS recommends a play-based pedagogical approach, incorporating activities such as conversations, storytelling, singing, rhymes, music, movement, arts and crafts, indoor and outdoor games, field trips, and exposure to nature and various materials and toys. This approach emphasizes the importance of situating teaching and learning within the context of the child, including the use of the child's home language, local and traditional stories, songs, materials, and games. It also addresses the diverse needs and levels of children, including those with special needs, in order to create an inclusive learning environment.
• Assessment during the Foundational Stage is viewed as a tool for facilitating learning and development. It is an integral part of daily classroom activities, primarily based on systematic and careful observation of children and analysis of their work, such as crafts, projects, and simple worksheets.
• Building an enabling ecosystem is a key focus, encompassing the empowerment of teachers and the establishment of a supportive academic and administrative support system. This also includes ensuring adequate infrastructure and learning resources in each institution.
• The NCF-FS directly addresses teachers, concentrating on real-life classroom practices and offering relatable and realistic pathways for teachers and others. It provides real-life examples from various contexts, ensuring that the content is easy to understand and implement.

Challenges

• Several challenges will arise as we strive to develop innovative methods and approaches to address various issues in education. These issues include limited access to education, poor-quality curriculum that does not cater to the developmental needs of children, a shortage of skilled and trained teachers, and subpar teaching methods. To overcome these challenges, significant improvements are needed at a rapid pace.
• Low enrollment and attendance rates in preschools compared to primary schools also pose a problem. To address this, greater investment in the National Early Childhood Care and Education system is necessary.
• The COVID-19 pandemic has further exacerbated the challenges of achieving Foundational Literacy and Numeracy (FLN), as school closures have led to significant learning losses. This makes the need for innovative solutions and approaches in education even more urgent and critical for future success.

Way Ahead

• NCERT should make this NCF accessible to the public, share it with SCERTs, and involve all parties concerned with early childhood care and development.
• The framework should be enhanced based on the feedback received from its practical application, which will be done after gaining sufficient experience in implementing it.

Revised Beti Bachao Beti Padhao Scheme

Why in News?
The Central Government has expanded the scope of its flagship initiative, the 'Beti Bachao Beti Padhao' (BBBP) Scheme, to include skilling girls in non-traditional livelihood (NTL) options. 

• During a national conference on skilling in NTL for girls, the Ministry of Women and Child Development (MW&CD) highlighted the need for collaboration between various departments to offer high-quality education and empower girls.

What are the New Changes in the BBBP Scheme?

• Some of the new aims in the revised BBBP scheme include:
  • Increasing enrollment in secondary education, especially in STEM subjects, by at least 1% each year.
  • Providing annual skill development opportunities for girls and women, focusing primarily on non-traditional careers.
  • Promoting awareness and education on proper menstrual hygiene practices.
  • Advocating for the eradication of child marriages.
• Other Changes to the Scheme:
  • The Ministry of Women and Child Development (MW&CD) stressed the importance of collaboration between various departments to provide quality education, including vocational training, to empower girls. 
  • A Memorandum of Understanding (MoU) was signed between the MW&CD, the Ministry of Skill Development and Entrepreneurship, and the Ministry of Minority Affairs to ensure that adolescents complete their education, develop necessary skills, and enter the workforce in various professions.
  • A national committee, led by the Secretary of the MW&CD, will be established under the broader Mission Shakti initiative to review the implementation of the Beti Bachao Beti Padhao (BBBP) scheme with states and Union Territories.

What are Non-Traditional Livelihoods (NTL)?

"Non-Traditional Livelihoods" (NTLs) refer to industries and occupations in which women have been historically underrepresented or excluded. This lack of representation is often due to societal gender-based stereotypes and classifications of certain types of work, such as those in the STEM (Science, Technology, Engineering, Mathematics) fields.

National Credit Framework

Why in News?
The Ministry of Education has recently introduced a draft 'National Credit Framework' (NCrF) with the goal of integrating the entire education system, from schools to universities, within an academic 'credit' system. Public opinions on this proposal are being sought.

What is the National Credit Framework (NCrF)?

• About:
  • The National Education Policy introduces a new framework that redefines an academic year based on the number of hours a student spends in learning, with credits granted accordingly. This framework falls under the University Grants Commission (Establishment and Operation of Academic Bank of Credits in Higher Education) Regulations, announced in July 2021.
  • According to the framework, credit levels will begin from Class 5 (credit level 1) and extend up to post-graduation and doctorate levels (credit levels 7 and 8). Each year of learning will see an increase of 0.5 credit levels. Students will be required to complete 1200 hours of "Notional Learning" per year to earn a minimum of 40 credits, with each credit equivalent to 30 hours of learning.
  • Notional Learning encompasses not only classroom teaching but also co-curricular and extracurricular activities such as sports, yoga, performing arts, music, social work, NCC, vocational education, on-the-job training, internships, and apprenticeships. The new credit framework eliminates the strict separation between curricular and co-curricular activities, taking into account performance across various disciplines.
  • The framework also enables easy entry and exit for students within the educational ecosystem, both general and vocational, while offering due weightage to work experience or other training undertaken by the learner.
  • An Aadhaar-enabled student registration process will be implemented, leading to the creation of an Academic Bank of Credit (ABC) account for each student. Degrees and credits will be deposited into these accounts, and a "knowledge locker" similar to DigiLocker will be established.
  • The Academic Bank of Credit will be expanded to manage credits earned from school education onwards, including vocational education and training. This new credit system aims to create a more holistic and flexible educational experience for students.
• Significance:
  • The proposed umbrella framework aims to serve as a comprehensive solution for improving skills, providing retraining and advanced training, accrediting and evaluating educational and skilling institutions, as well as the workforce. 
  • This would be crucial in achieving total literacy within the next 2-3 years and contributing to India's growth as a $5 trillion economy. By implementing a credit-based system for acquiring knowledge, practical training, and promoting positive social outcomes, this framework would significantly enhance India's overall socio-economic development.