What to Read in The Hindu Editorial ( Topic and Syllabus wise)

 

Article 1: Selective outrage

Why in news: Recently in news, the controversy over the NCERT Class 8 textbook has highlighted concerns regarding judicial sensitivity to criticism, executive intervention in academics, and the broader debate on academic freedom and institutional accountability in India.

Key Details

Judicial Overreaction – The Supreme Court’s strong remarks suggest intolerance toward critical academic discussion.

Executive Arbitrariness – The government’s decision to take action against officials reflects possible executive overreach.

Suppression of Legitimate Critique – Issues like judicial pendency and corruption are real; censoring them weakens transparency.

Politicisation of Textbooks – Ongoing textbook revisions risk promoting selective or ideological narratives.

Selective Institutional Sensitivity – While other institutions face criticism in textbooks, the judiciary’s response appears disproportionate.

Judicial Reaction to the NCERT Textbook

The Supreme Court Bench hearing the NCERT Class 8 social science textbook case appears to have overreacted to critical references about the judiciary.

The Court described the content as a “deep-seated conspiracy” and stated that it would not allow “anyone on earth” to tarnish judicial integrity.

While textbooks are considered official and authoritative sources, critical references alone do not necessarily imply malice.

Instances of judicial corruption and case pendency are real issues, and suppressing such discussions is not a constructive solution.

Executive Response and Concerns of Arbitrariness

The Union government expressed remorse over the textbook content.

Education Minister Dharmendra Pradhan announced action against officials responsible for including references to case backlog and judicial corruption.

This response reflects possible executive arbitrariness, seemingly influenced by perceived judicial overreach.

Ideally, academic content should be addressed through institutional review mechanisms, not punitive action.

Context of Textbook Rewriting

Since the BJP government assumed power, rewriting school and college textbooks has been a significant agenda.

Right-wing commentators often criticize court judgments that prioritize:

Environmental protection over development, or

Constitutional principles over certain religious practices.

A recent adviser to the Prime Minister described the judiciary as a major obstacle to development, reflecting growing tensions between institutions.

The Court may have perceived the textbook references as an attempt to intimidate or undermine judicial authority.

Nature of the Textbook Content

Some statements in the textbook resembled broad generalisations similar to social media assertions, lacking rigorous framing.

For example, it stated that “people experience corruption at various levels of the judiciary” and then explained complaint and redressal mechanisms.

However, similar critical treatment was extended to:

The government and political executive, and

The electoral system, including an image of currency allegedly found in a candidate’s car.

The intent of the authors was likely to encourage critical awareness, rather than provide sanitized civic instruction.

Concerns About Historical Narratives

Several history chapters:

Valorise medieval Hindu kingdoms uncritically.

Portray their resistance as justified struggles against Muslim rule.

Wars of plunder and expansion were common across eras and did not begin with Muslim invasions.

Chapters on Muslim rulers:

Briefly mention Akbar’s tolerance and Babur’s intellectual curiosity,

But largely maintain a negative tone.

The portrayal of British-era poverty versus Mughal wealth lacks balanced analysis.

Core Issue

The problem is not selective criticism of the judiciary by the textbook.

Rather, it is the selective targeting of certain textbook portions by the judiciary.

Academic discourse should allow measured critique of all institutions, including the judiciary, within a democratic framework.

Conclusion

The controversy underscores the delicate balance between judicial dignity, academic freedom, and executive responsibility. While institutions must safeguard their integrity, democratic maturity demands openness to reasoned criticism. Textbooks should encourage informed, critical thinking rather than avoid uncomfortable realities. A transparent, consultative review process—not censorship or overreaction – best strengthens both education and institutional credibility.

Descriptive question:

1. Critically examine whether judicial intervention in academic content strengthens institutional integrity or undermines academic freedom in a democratic polity. (10 marks, 150 words)

 

Article 2: National Education Policy (NEP) 2020 

Why in news: NEP 2020 is new because it replaces the 1986 policy, introduces the 5+3+3+4 structure, promotes multidisciplinary learning, reduces rote methods, integrates technology, and offers flexible higher education pathways.

Key Details

New Structure: Introduces 5+3+3+4 system, replacing 10+2 and emphasizing Early Childhood Care and Education (ECCE).

Holistic Learning: Focus on multidisciplinary education, skill development, coding from Class 6, and reduced rote learning.

Higher Education Reform: Four-year UG programme with multiple exit options and Academic Bank of Credits (ABC).

Assessment Changes: Board exams more application-based; establishment of PARAKH for national assessment standards.

Equity & Access: Aims for 100% GER in school education and 50% in higher education; focus on inclusion and digital education.

Introduction to NEP

National Education Policy (NEP) 2020 replaces the 1986 Education Policy (modified in 1992).

Approved by the Government of India in July 2020.

Aims to transform India’s education system by 2030–2040.

Focuses on holistic, flexible, multidisciplinary and skill-based learning.

Key Objectives

Achieve 100% Gross Enrolment Ratio (GER) in school education by 2030.

Raise GER in higher education to 50% by 2035.

Promote equity and inclusion in education.

Develop critical thinking, creativity and problem-solving skills.

Align education with 21st-century global needs.

Structural Reforms in School Education

Introduction of 5+3+3+4 curricular structure (replacing 10+2 system):

Foundational Stage (5 years) – Pre-school + Classes 1–2

Preparatory Stage (3 years) – Classes 3–5

Middle Stage (3 years) – Classes 6–8

Secondary Stage (4 years) – Classes 9–12

Emphasis on Early Childhood Care and Education (ECCE).

Mother tongue/regional language as medium of instruction till Grade 5 (preferably till Grade 8).

Curriculum and Pedagogical Changes

Shift from rote learning to competency-based learning.

Reduction in curriculum content to focus on core concepts.

Introduction of coding from Class 6.

Vocational education with internships from middle school level.

Integration of arts, sports, and extracurricular activities into mainstream education.

Assessment Reforms

Board exams to be made easier and more application-based.

Option to appear for board exams twice a year.

Creation of PARAKH (Performance Assessment, Review, and Analysis of Knowledge for Holistic Development) as a national assessment centre.

Emphasis on continuous and comprehensive evaluation.

Higher Education Reforms

Multidisciplinary education and flexible subject choices.

Introduction of four-year undergraduate programme with multiple exit options:

1 year – Certificate

2 years – Diploma

3 years – Bachelor’s degree

4 years – Bachelor’s degree with research

Establishment of Academic Bank of Credits (ABC).

Phasing out of MPhil programme.

Creation of Higher Education Commission of India (HECI) as a single regulatory body (except medical and legal education).

Teacher Education and Training

Minimum qualification for teachers: 4-year integrated B.Ed.

Emphasis on continuous professional development (CPD).

Merit-based recruitment and transparent transfers.

Digital and Technological Integration

Promotion of online and digital education platforms.

Development of virtual labs and digital libraries.

Use of technology for improving access and quality.

Equity and Inclusion Measures

Special focus on Socially and Economically Disadvantaged Groups (SEDGs).

Gender Inclusion Fund.

Special Education Zones in disadvantaged areas.

Inclusive education for children with disabilities.

Positive Aspects

Encourages flexibility and multidisciplinary learning.

Promotes skill development and employability.

Focus on early childhood education.

Aligns Indian education with global standards.

Challenges

Requirement of high financial investment (6% of GDP target).

Need for trained teachers and infrastructure.

Implementation differences across states.

Digital divide in rural areas.

Conclusion

Concision is the quality of expressing ideas clearly and effectively using the fewest words necessary. It avoids unnecessary details, repetition, and vague language while maintaining meaning and clarity. Concise writing focuses on essential points, making communication more direct, impactful, and easier to understand. It improves readability and ensures that the message is delivered efficiently without losing important information.

 

Article 3: Pradhan Mantri Kaushal Vikas Yojana (PMKVY)

Why in news: PMKVY is in news due to government review of its performance, focus on improving placement outcomes, strengthening industry linkages, and aligning skill training with emerging sectors and employment demands.

Key Details

Launched in 2015 under Skill India Mission.

Provides free, industry-linked skill training.

Includes STT and RPL certification.

Targets unemployed youth and informal workers.

Aims to improve employability and productivity.

About

Flagship skill certification scheme of the Government of India.

Launched in 2015 under the Skill India Mission.

Implemented by the Ministry of Skill Development and Entrepreneurship (MSDE).

Focuses on demand-driven, industry-linked skill training.

Vision and Goals

Create a skilled and job-ready workforce.

Reduce the gap between education and employability.

Support India’s demographic dividend.

Contribute to economic growth through human capital development.

Key Objectives

Provide short-term training (STT) to unemployed youth.

Promote Recognition of Prior Learning (RPL) for informal workers.

Encourage entrepreneurship and self-employment.

Improve placement opportunities through industry partnerships.

Main Components

Short-Term Training (STT): Skill courses with assessment and certification.

Recognition of Prior Learning (RPL): Certification of existing skills.

Special Projects: Customized training for special groups, regions, or sectors.

Kaushal and Rozgar Melas: Job fairs for placement support.

Salient Features

Training aligned with National Skill Qualification Framework (NSQF).

Courses designed as per Sector Skill Councils (SSCs) standards.

Assessment by independent third-party agencies.

Soft skills, financial literacy, and digital literacy included.

Focus on practical, hands-on learning.

Target Beneficiaries

Unemployed youth (18–35 years generally).

School/college dropouts.

Workers in the unorganized sector.

Women, SC/ST, minorities, and other disadvantaged groups.

Sectors Covered

Manufacturing and construction.

Healthcare and retail.

IT and electronics.

Tourism and hospitality.

Agriculture and allied sectors.

Positive Impacts

Enhances employability and productivity.

Supports initiatives like Make in India and Atmanirbhar Bharat.

Formal recognition of informal skills.

Promotes inclusive growth and social mobility.

Challenges

Quality control and monitoring issues.

Placement sustainability concerns.

Skill mismatch with industry demand in some sectors.

Need for stronger industry–training center linkage.

Conclusion

Pradhan Mantri Kaushal Vikas Yojana plays a vital role in strengthening India’s human capital by equipping youth with industry-relevant skills. It supports employability, entrepreneurship, and inclusive growth while addressing the country’s skill gap. However, improving training quality, monitoring mechanisms, and sustainable placements is essential to maximize its long-term impact on economic development and workforce productivity.

EXPECTED QUESTION FOR PRELIMS:

With reference to the Pradhan Mantri Kaushal Vikas Yojana, consider the following statements:

1. It was launched under the Skill India Mission in 2015.
2. It provides Recognition of Prior Learning (RPL) to informal workers.
3. It is implemented by the Ministry of Labour and Employment.

Which of the statements given above is/are correct?

(a) 1 and 2 only

(b) 2 and 3 only

(c) 1 and 3 only

(d) 1, 2 and 3

Answer: a