20 April 2020

By PARI Staff Reporter

At a time when the world is going through a severe health crisis, it is important to take care of one’s mental health along with physical health. The outbreak of COVID-19 has meant that many countries in the world have imposed differing degrees of lockdowns to break the chain of contamination. However, these lockdowns can be both stressful and anxiety causing and hence, taking care of one’s mental health is crucial.

It is important to remember that everyone reacts differently to stressful situations and may be differently affected by the COVID-19 pandemic. The World Health Organization (WHO) recognizes that the COVID-19 pandemic is causing panic, anxiety, loneliness, hopelessness, and depression amongst all kinds of people, but especially amongst the elderly, people with chronic diseases, people with already existing mental health issues, children, health care service providers, and caregivers.

Findings of studies
Samantha Brooks had conducted a study on the psycho-social effects of pandemics like SARS, H1N1, and Ebola. This study reveals that long periods of self-isolation can lead to rising trauma, rage, tiredness, and abuse (Brooks et al., 2020). While the practice of physical distancing is an effective strategy to combat COVID-19, it means that we have to be isolated. It is something that humans are not often used to.
In fact, data collected from Google trends (an online search tool that helps in understanding how many times a particular phrase or keyword has been googled in a specified time period) show that stress levels of people in India have increased during this period of lockdown. Along with it, search for therapists has also risen (Dantewadia, 2020). This is an indication of the fact that people are facing psychological problems.
As such, it becomes imperative to reflect on what we as individuals can do to take care of our mental health in these circumstances. Below is a curated list of tips and activities that can help us in taking care of our mental health.

Tip 1: Staying connected
As most of us are practicing physical distancing, it is useful to remember that we can still maintain social solidarity. We can stay connected to our loved ones through digital methods (phone calls, texts, video calls). Regular interaction will help us in sharing stories and experiences that may be similar and can inspire each other (World Health Organization, 2020). We must also stay in touch with people who have been dealing with issues of mental health before the COVID-19 crisis (World Federation for Mental Health, 2020). They require special attention in these times.

Tip 2: Building solidarity
One of the things that can help us keep our mental health in check during these times is realizing that it is a crisis of humanity and that we cannot fight it alone. Hence we should focus on building and maintaining social solidarity as COVID-19 affects all of us. We need to be both empathetic and sympathetic towards each other and think as a global community (Amitabh, 2020).

Tip 3: Maintaining positivity
Listening to positive stories can be an effective way of ensuring good mental health in times of crises. While there is a lot of focus on the increasing number of cases of affected people, it is also essential to talk about stories of people who have recovered, as well as about how people are showing solidarity with each other (World Health Organization, 2020).

Tip 4: Following a regular schedule
While we acknowledge that these are unprecedented times and it is difficult to be productive and efficient, at the same time, we must try and follow a routine as much as possible. It is better to take breaks from the news and follow one’s daily schedule as much as we can (Centres for Disease Control and Prevention, 2020). But at the same time, it is also important to remember that even if we cannot be productive all the time, it is okay. The pressure of deadlines and accomplishing professional goals can further increase anxiety and worsen one’s mental health (Amitabh, 2020). Therefore, we should focus on maintaining a healthy work and life balance.

Tip 5: Doing exercise and eating a balanced diet
Even if we cannot go out, we can do some forms of indoor exercises like yoga. Climbing stairs can also be a form of exercise that can be done at home. Along with exercise, it is also important to practice healthy eating and consume a balanced diet (Centres for Disease Control and Prevention, 2020). A good combination of exercise and food can keep one in good spirits.
Getting regular exercise and healthy food is particularly important for people who have chronic forms of illnesses like diabetes and hypertension. These are also the people who are at increased risk from COVID-19 and hence need special care.

Tip 6: Staying away from rumours and unverified news
Most crises lead to the spread of rumours around them and the COVID-19 pandemic is no different. We must stay away from rumours, sensational media coverage, and fake news (Ministry of Health and Family Welfare, Government of India, 2020). Wrong and misleading information can lead to increased anxiety and panic and hence it is advisable to believe only authorized sources of information. Social media forwards, quick home-based cures, and unverified data can only worsen the situation (Amitabh, 2020). At the same time, it is also important to take a break from watching news that can trigger us mentally and create panic.

Tip 7: Recognizing the importance of mental health
Most of us do not even realize that we may be undergoing issues of mental health and ignore them. But the fact is, in order to deal with these issues, we must acknowledge the importance of mental health. Only then, we will be able to understand how to take care of both ourselves as well as our loved ones (Ministry of Health and Family Welfare, Government of India, 2020).

There can also be varying needs for different categories of people, and thus everyone needs to take care of their mental health accordingly. For instance, children and adolescents require more attention from their parents as they are at home and their contact with people is reduced. Even amongst children, the ones with special needs require extra care (Lee, 2020). We have to take into account their mental health and deal with it accordingly. Similarly, people with chronic diseases and the elderly, who are more at risk, require constant empathy and care to be able to handle their anxieties.

There is also the need to think about people who have been suffering from mental health problems even before the onset of the crisis. They are especially vulnerable. The importance of mental health, thus, is very important in this situation.

Tip 8: Removing the fear and stigma around COVID-19
As mentioned above, we should be able to deal with our mental health issues and act as a global community. But that is possible only if we treat COVID-19 as just another disease and break the fear and stigma that surround it. It is beneficial to keep in mind that it can be treated and there is no reason to panic even if the disease is contracted. At the same time, we need to treat COVID-19 patients with love and empathy and not stigmatize them. If friends and family are already going through a major health crisis, and as such, need better care. Keeping fear and stigma at bay is good for our mental health.

Summing up
While recognizing the fact that we are going through an unprecedented health crisis, at the same time, we must be thankful to our health care service providers. This also includes mental health professionals. Similarly, we require due recognition of the importance of mental health as well as acknowledgement of the fact that all of us are in this together. A pandemic is a moment of crisis for humanity as a whole, an event in time that should make us think as a whole and maintain positivity and hope. We should stay away from unverified news and act towards removing the stigma attached to the disease. Only then, can we all achieve good mental health. After all, there is no health without mental health.

References:
Brooks, Samantha, R.K. Webster, L. E. Smith, L. Woodland, S. Wessley, N. Greenberg and GJ Rubin, (2020), The psychological impact of quarantine and how to reduce it: rapid review of the evidence, Rapid Review, 305(10227): 912-920, accessed on 1st May 2020 from https://www.thelancet.com/action/showPdf?pii=S0140-6736%2820%2930460-8

Dantewadia, Pooja, (2020), Lockdown impact, as per Google, retrieved on 1st May 2020 from https://www.livemint.com/news/india/what-google-tells-us-about-lockdown-impact-on-indians-11587990564001.html

World Health Organization, (2020), Mental health and psychosocial considerations during the COVID-19 pandemic, retrieved on 30th April 2020 from https://www.who.int/docs/default-source/coronaviruse/mental-health-considerations.pdf

World Federation for Mental Health, (2020), Mental Health and COVID-19, retrieved on 1st May 2020 from https://wfmh.global/mental-health-and-covid-19-appeal/

Amitabh, Utkarsh, (2020), It’s time you extended empathy digitally as well, retrieved on 1st May 2020 from https://www.livemint.com/mint-lounge/business-of-life/it-s-time-you-extended-empathy-digitally-as-well-11585582386790.html

World Health Organization, (2020), Mental health and psychosocial considerations during the COVID-19 pandemic, retrieved on 30th April 2020 from https://www.who.int/docs/default-source/coronaviruse/mental-health-considerations.pdf

Centres for Disease Control and Prevention, (2020), Stress and Coping, retrieved on 30th April 2020 from https://www.cdc.gov/coronavirus/2019-ncov/daily-life-coping/managing-stress-anxiety.html#community

Amitabh, Utkarsh, (2020), Relax, it’s okay if you are not being productive, retrieved on 1st May 2020 from https://www.livemint.com/mint-lounge/business-of-life/relax-it-s-okay-if-you-re-not-being-productive-11586871430443.html

Centres for Disease Control and Prevention, (2020), Stress and Coping, retrieved on 30th April 2020 from https://www.cdc.gov/coronavirus/2019-ncov/daily-life-coping/managing-stress-anxiety.html#community

Ministry of Health and Family Welfare, Government of India, (2020), Minding Our Minds during the COVID-19, retrieved on 1st May 2020 from https://www.mohfw.gov.in/pdf/MindingourmindsduringCoronaeditedat.pdf

Amitabh, Utkarsh, (2020), How a Pandemic Affects Mental Health, retrieved on 1st May 2020 from https://www.livemint.com/mint-lounge/business-of-life/how-a-pandemic-affects-mental-health-11587562021072.html

Ministry of Health and Family Welfare, Government of India, (2020), Minding Our Minds during the COVID-19, retrieved on 1st May 2020 from https://www.mohfw.gov.in/pdf/MindingourmindsduringCoronaeditedat.pdf

Lee, Joyce, (2020), Mental health effects of school closures during COVID-19, retrieved on 1st May 2020 from https://www.thelancet.com/action/showPdf?pii=S2352-4642%2820%2930109-7

July 25, 2019 (https://www.thestatesman.com/opinion/making-india-the-global-hub-of-higher-education-1502781786.html)

By Devender Singh Aswal (EX-Additional Secretary, Lok Sabha)

After Ayushman Bharat, the largest health insurance scheme of the world, the next ambitious agenda of the Modi government is to make India one of the leading global hubs of higher education. According to the All India Survey of Higher Education-2018 (AISHE- 2018), the country has 907 universities and 50,000 higher education institutions with enrolment of 33 million students. The Indian higher education system is the third largest with USA and China being the first and the second respectively in quantitative terms.

According to the Association of Indian Universities, India has huge potential to attract and retain international students. Currently, the country has more than 79,000 foreign students enrolled against 700,000 Indian students studying abroad. Conscious of India’s great potential, the finance minister in her first budget speech announced that the Government will bring in a New National Education Policy to transform India’s higher education system to one of the world’s best.

A National Research Foundation will be set up to fund, coordinate and promote research in the country. The FM also assured to make concerted efforts to boost the international ranking of Indian universities by making a provision of Rs 400 crore under the head of ‘World Class Institutions’. A new programme ‘Study in India’ will focus vigorously on incentivizing foreign students to study in higher educational institutions in India.

Considering that there has been limited or little thrust on internationalisation of higher education, it is worth noting that the process and the implications of internationalisation in/of higher education is addressed by the Draft National Education Policy-2019 (DNEP). The DNEP provides, inter alia, a timely transformative approach towards promoting internationalisation of higher education in India. The DNEP envisions a robust programme of internationalisation by facilitating student and faculty mobility, establishing international partnerships for research, cross-border delivery of higher education programmes, easing the processes of enrolling students from around the world, as well as the feasibility of carrying credits across institutions in multiple countries.

The DNEP also takes cognisance of India’s illustrious educational history by taking note of international reputation of the University of Takshashila (700 BCE) and Nalanda (7th century CE) which attracted students from all over the world. To this end, the DNEP calls for a robust programme for “Internationalisation at Home”. In other words, there is a need to enable a conducive ecosystem to attract international students to India and enable support to Indian students moving abroad.

The 1986 National Policy on Education, aligned to the spirit of international peace and cooperation, provides emphasis on the role of ‘education to strengthen this world view and motivate the younger generations for international co-operation and peaceful co-existence’. Hence, ‘internationalisation at home’ is a unique strategy envisaged by the DNEP-2019 vis-à-vis the previous National Policies on Education, namely those of 1968, 1986 and 1992 with some corrections. The focus is quite aptly on the creation of a nationally and internationally competitive system of education.

It also highlights the importance of and the need for National Higher Education Qualifications Framework (NHEQF) aligned with global standards for students to receive internationally recognised qualifications. There is significant stress on the importance of collaboration between foreign and Indian institutions for facilitating twinning programmes. Currently, only 150 foreign institutes offer courses with Indian universities under a twinning arrangement.

Many European and American universities offer specialised courses in Indic studies and Indology or set up India Study Centres. Such courses or centres attract Indian students and researchers pursuing India-centred research outside India. The DNEP, with a view to incentivising and promoting Indian universities, recommends offering of specially designed courses on Indian languages, arts, history, Ayurveda, yoga, etc. as attractive pursuits. This will, surely, help fostering ‘internationalisation at home’. Few of the major bottlenecks in attracting international students in India are: residential accommodation for foreign students, quality facilities and infrastructure, difficulties in obtaining visa and absence of ancillary support systems.

The DNEP recommends facilitation of stay and integration of incoming students through assigning faculty mentors, host families and student buddies, and offering local language courses and other bridge courses at a convenient pace. This calls for student mobility and faculty mobility with several proactive interventions to incentivise. Also, Indian students will be supported to have ‘a global immersion’ experience through short-duration visits to reputed universities abroad. Movement of undergraduate and graduate students from Indian universities to take up semester-abroad programmes, short-term internships, training or project work in international institutions will be encouraged.

Tie-ups with educational institutions abroad for student exchange programmes will be expanded and strengthened. The provision for credit transfer to such selected students will be facilitated. Scholarships and/or educational loans for students and researchers aspiring to pursue higher studies abroad and return to India will be enhanced. Also, faculty members at Indian institutions will be encouraged to get exposure to foreign universities, and vice versa. This could include exchange programmes with designated universities, deputation/lien, shortterm assignments/jobs and shortterm training programmes in India and abroad.

Faculty at Indian higher education institutions will be eligible for sabbatical leave which they can use for availing of such opportunities. Additionally, Indian institutions hosting visiting scholars under the Global Initiative of Academic Networks (GIAN) scheme will be encouraged to provide such analogous opportunities for selected faculty from their institutions to visit foreign institutions.

The DNEP has proposed establishing an Inter-University Centre for International Education (IUCIE) and also an International Education Centre (IEC) within selected Indian universities to support internationalisation of higher education in universities. Another significant proposition is to permit top 200 universities in the world to operate in India. An appropriate and firm legislative framework for facilitating such entry will be put in place, and such universities will have to follow all the regulatory, governance, and content norms applicable to Indian universities.

A recent phenomenon related to internationalisation has been the advent of the Massive Open Online Courses (MOOCs). The DNEP encourages Indian Higher Education Institutions (HEIs) to extend the coverage of their distance learning programmes to foreign countries. If necessary, adequate software support and funding can be made available to all interested higher education institutions for the programmes. The DNEP also focuses on systematic outreach brand building campaign from International Offices of Indian HEIs in all forms of communication, including social media for attracting students from abroad.

The proposed initiatives will catapult India to becoming an attractive destination for foreign students and truly give our campuses a global diversity while simultaneously giving Indian faculty and researchers global exposure, promoting cross-border higher education in true spirit. In fine, the renewed emphasis on research, innovation and academic excellence, firmly backed by the latest budget announcement, will redound to making India a leading global hub of higher education, redeeming the pride of place that India occupied from the days of Takshashila and Nalanda.

The task is daunting for Ramesh Pohkriyal Nishank, India’a Human Resource Development Minister, since, as of now, only three Indian institutions rank among the first 200 and only 23 among the first 1000 globally ranking universities.

July 5, 2019 (https://garhwalpost.in/re-imagining-undergraduate-education/)

By Devender Singh Aswal (EX-Additional Secretary, Lok Sabha)

The report of the Dr Kasturi Rangan Committee on Draft National Higher Education Policy (DNEP 2019) covers a wide gamut, almost all aspects of an overarching national education policy that should be holistic. There can be no gainsaying that education is a critical contributor to sustainable livelihoods, economic development and plays a catalytic role in improving human well being, and developing the nation as a democratic, just, socially conscious, cultured, and humane society, with liberty, equality, fraternity, and justice for all. As India moves towards becoming a true knowledge society and with the onset of the fourth industrial revolution, even more young Indians are aspiring for higher education. Having regard to the requirements of the 21st century, the aim of a quality university or college education must be to develop good, well rounded, and creative individuals. It must enable an individual to study one or more specialised areas of interest at a deeper level, while at the same time building character, ethical and Constitutional values, intellectual curiosity, spirit of service, and 21st century capabilities across a range of disciplines including the sciences, social sciences, arts, humanities, as well as professional, technical, and vocational crafts.
In order for it to attain these goals, higher education must provide students with broad-based multidisciplinary education, while developing specialised knowledge with true disciplinary rigour. Instead of solely mechanistic rote learning – a scourge of students -colleges and universities must encourage active learners to develop the abilities of independent, logical, and scientific thinking, creativity and problem solving, and decision making.
The 10+2+3 structure in the extant NPE 1986/92 is in for a change in the DNEP 2019 which proposes a 5+3+3+4 structure at school level and 4 year flexible undergraduate programme. The lofty objective espoused in the DNEP 2019 is to move towards a more imaginative and broad-based liberal education as a foundation for holistic development of all students, with rigorous specialisation in chosen disciplines and fields.
Accordingly, it proposes that all undergraduate programmes will be characterised by a liberal education approach as the foundation for holistic development through imaginative and flexible curricular structures, creative combinations of disciplines of study, and multiple exit and entry points within integrated programmes, offering rigorous specialisation in chosen disciplines and fields. Liberal education with broad multi-disciplinary exposure, intended to develop Constitutional values, will be the basis of higher education. This will develop important life capacities, rigorous disciplinary understanding and an ethic of social-moral engagement. This will be the approach at the undergraduate level across all disciplines, programmes and fields, including professional and vocational fields. The Centre will set up, if the recommendation is accepted, ten Indian Institutes of Liberal Arts/ Multidisciplinary Education and Research Universities on the model and standards of the Indian Institutes of Technology. Imaginative and flexible curricular structures will enable creative combinations of disciplines of study, and offer multiple useful exit and entry points for students, thus demolishing currently prevalent rigid boundaries and creating possibilities for life-long learning. Graduate (master’s and doctoral) level education will provide rigorous research-based specialisation.
A liberal education approach will be the basis of undergraduate education in all fields/disciplines, including professional education. The notion of ‘streaming’, where science, arts, and vocational students are separated, based on their academic performance, majors, interests, or any other such criteria, will end.
The existing Undergraduate programmes will be re-structured to a four-year Bachelor of Liberal Arts (BLA) or Bachelor of Liberal Education (BLE) degree (or BLA / BLE with Research) and can be offered by those institutions which are currently ready to run such programmes. However, since the existing higher education institutions are not ready both in infrastructural and academic terms, it has proposed that the traditional/existing three-year traditional BA, BSc, as well as BVoc degrees will continue for those institutions that wish to continue them. Over a period of time, it is expected that all Bachelor’s degrees will move towards a more comprehensive liberal education approach. The Undergraduate programmes shall be interdisciplinary with curricula designed to develop broadly useful capacities and important dispositions, while offering rigorous education in specialisations.
To enable this transformation of undergraduate education, the curriculum will have two parts. First, a common core curriculum for all students, to develop broad capacities and important dispositions, including critical thinking; communication skills; aesthetic sensibilities; scientific temper and the scientific method; and, an understanding of Indian context and challenges; Constitutional values and their practice; social and moral and ethical reasoning; an adequate exposure to multiple disciplines/fields including arts, humanities, sports; and science related to society and environment; and, second, one or two area(s) of specialisation.
The 4-year programme will provide for greater rigour in a full Liberal Arts Science Education (LASE) education and experience, and also conduct research optionally. Students will graduate with a 4-year LASE degree with Honours, or may graduate with a BSc, BA, BCom or BVoc after completing 3 years with a suitable subject credits. Students will graduate in an appropriate vocational subject after completing 2 years with a Diploma or a Certificate after completing 1 year.
In view of the change of structure at UG levels, the PG structure will also undergo changes. Accordingly, there will be three options for pursuing the Master’s Programme – first will be two years Master’s for those completing three years degree; second one-year Master’s for those completing 4 years degree and the third is five years integrated Masters Program. The eligibility for PhD shall be either a Master’s degree or a 4-year UG degree with Research. Another significant departure is that DNEP 2019 proposes that all professional education, including technical education and single-field institutions will develop into full-fledged liberal education programmes.
A National Higher Education Qualifications Framework (NHEQF) will be formulated by the new body called General Education Council (GEC) for outlining the learning outcomes associated with degree/diploma/certification for curricula across all disciplines and fields, which do not have their individual Professional Standard Setting Bodies (PSSBs). In vocational subjects, National Skills Qualifications Framework (NSQF) and the NHEQF shall be aligned for equivalence and mobility. NHEQF shall permit flexibility – a system of credit transfer shall be put in place, making student mobility possible in many ways: changes across streams of study (e.g. arts to science, vocational to science), choice across combinations of areas of study (e.g. music and chemistry), flexible entry into and exit from programmes, and transfers across institutions and programmes. Finally, awarding of specific degrees, diplomas, and certificates at each will require specific combinations and numbers of courses to be completed successfully which will be appropriately detailed within the NHEQF by each institution.
Such a radical transformation of the undergraduate education is expected to break the current stratification of qualifications, as that of preferred programmes, such as one is witnessing in engineering and medicine and giving a secondary status to all other programmes of study. This will break the shackles of hard silos among disciplines and pave the way for all students to experience the varied flavours of multiple knowledge domains for a more holistic learning. Let’s wait and watch whether the final policy retains such a holistic and liberal focus under Dr Ramesh Pokhriyal Nishank – the author scholar Union Human Resource Development Minister

August 2018

By PARI Staff Reporter

A Council of Ministers is collectively responsible to Lok Sabha and it remains in office till it enjoys confidence of majority of the members in Lok Sabha. Thus, a motion of no-confidence is moved to remove the council of ministers and thus oust the government from office.

While Article 75 of the Indian Constitution specifies that the council of ministers shall be collectively responsible to the House of the People – there is no mention of a no-confidence motion. All it indicates is that the majority of Lok Sabha members must be with the Prime Minister and his Cabinet.

Article 118 of the Constitution permits each house of Parliament to make its own rules for conduct of business. Rule 198 of the Lok Sabha specifies the procedure for a motion of no-confidence. Any member may give a written notice before 10 am; the Speaker will read the motion of no-confidence in the House and ask all those favouring the motion to rise. If there are 50 MPs in favour, the Speaker could allot a date for discussing the motion – but this has to be within 10 days. However, this cannot be done in conditions of din or confusion in the House.

Conditions of a no-confidence motion:

1. A no-confidence motion can be moved only in the Lok Sabha (or state assembly as the case may be). It cannot be moved in the Rajya Sabha (or state legislative council);
2. It is moved against the entire Council of Ministers including the Prime Minister and not individual ministers or private members; and,

• It needs support of at least 50 members when introduced in the Lok Sabha.

Censure Motion and No-confidence motion:

1. Both censure motion and the no-confidence motion can be moved in the Lok Sabha or State Legislative Assembles;
2. While the no-confidence motion is moved against the entire council of ministers, censure motion can be moved against individual ministers or members; and,

• The Government of the day is not impacted by the censure motion being passed by the House whereas it has to resign if a no-confidence motion is passed.

History of No-Confidence Motion

-The First No-Confidence Motion was moved in the Lok Sabha by Acharya Kriplani against the the Congress government led by Shri Jawaharlal Nehru in August 1963.

-So far over 30 no-confidence motions have been moved.

-15 no-confidence motions were moved against the government led by Mrs. Indira Gandhi.

-In the History of Indian Parliament, the National Democratic Alliance (NDA) government led by Sh. Atal Bihari Vajpayee became the first ever to lose a no-confidence motion in India in 1999.

– In 1990, when V P Singh had tabled a motion of confidence and a member had given the notice for a no-confidence motion, the Speaker had given precedence to government business and taken the motion of confidence.

04 Apr 2018 (https://www.livehindustan.com/blog/story-devender-singh-aswal-article-in-hindustan-on-05-april-1886830.html)

By देवेन्द्र सिंह असवाल, पूर्व अपर सचिव, लोकसभा 

नोक-झोंक, रोक-टोक, आकस्मिक व्यवधान, व्यंग्य-विनोद, हाजिर जवाबी और तर्क चातुर्य ऐसी विधाएं हैं, जो संसद की कार्यवाही को जीवंत बनाती हैं। ये मौलिक बहस का सृजन और साथ ही सांसदों की तत्क्षण स्फूर्त बोलने की क्षमता का निर्माण करती हैं। यह तभी संभव है, जब संसद निर्धारित अवधि पर मिले, पर्याप्त बैठकें हों, वैचारिक उदारता हो और सबसे बड़ी बात है कि सदन सुचारू रूप से चले। संविधान में व्यवस्था है कि संसद के दो सत्रों के बीच छह महीने या इससे ज्यादा का अंतर नहीं होगा। यद्यपि हमारी संसद वर्ष में तीन बार राष्ट्रपति द्वारा आहूत की जाती है, पर विश्व की कुछ प्रमुख         संसदों की तुलना में देखें, तो भारतीय संसद की औसत वार्षिक बैठकों और कार्यवाही का समय बहुत कम है। इंग्लैंड की प्रतिनिधि सभा औसतन वर्ष में 140 दिन, 1670 घंटे, अमेरिका में 136 दिन, 2000 घंटे, ऑस्ट्रेलिया में 64 दिन, 626 घंटे काम करती है, जबकि भारत में 64 दिन, 337 घंटे काम होता है।

पंद्रहवीं लोकसभा में कुल 357 बैठकें हुईं और केवल 1344 घंटे सदन बैठा, जिसमें 891 घंटे अवरोध और स्थगन के कारण खराब हुए। यह स्थिति हुई, जब 2-जी स्पेक्ट्रम, आदर्श सोसाइटी, कॉमनवेल्थ गेम्स, कोयला खदानों के आवंटन जैसे मामले संसद में आए। अलग तेलंगाना के गठन को लेकर संसद की बैठकें बार-बार स्थगित हुईं। साथ ही संसद में अवरोध का एक अशोभनीय तरीका- तख्तियां लेकर सदन के मध्य में आना- शुरू हुआ और वह भी सत्ता पक्ष के कुछ असंतुष्ट सदस्यों द्वारा। सोलहवीं लोकसभा के पहले कुछ सत्र तो सहज, निर्बाध चले, पर पिछले सत्र से दोनों सदनों की बैठकें लगातार स्थगित होने लगीं। अवरोध का नवोन्मेशी तरीका, कुछ सदस्यों का सदन के मध्य में तख्तियां लेकर आना, एक घोर आपत्तिजनक गैर-संसदीय प्रवृत्ति बन गई है। नियम के अनुसार, जब सदस्य सदन के मध्य में आ जाएं, तो पीठासीन अधिकारी कार्यवाही स्थगित करने को बाध्य हो जाते हैं। वर्तमान सत्र में तो टकराव व अवरोध के कारण मंत्रिमंडल में अविश्वास के प्रस्ताव पर चर्चा को अध्यक्ष ने यह कहकर अस्वीकृत कर दिया कि सदन व्यवस्थित नहीं है, तो दूसरी ओर अव्यवस्था और शोर-शराबे के बीच कई विधेयक और वर्ष 2018-19 का बजट बिना चर्चा के ही पारित कर दिए गए।

व्यवधान के कारण राष्ट्र को कितनी हानि होती है, इसके अनुमान लगाए जाते हैं। संसद के वार्षिक बजट को वर्ष के 365 दिनों से विभाजित करके संसद चलाने की दैनिक लागत निकालकर एक सरल मूल्यांकन किया जाता है, जो मेरे विचार में दोषपूर्ण है। लगातार अवरोध और सदन के बार-बार स्थगन से संसद की कितनी कार्य-क्षमता क्षीण होती है, छवि धूमिल और संसदीय लोकतंत्र की अवधारणा का ह्रास होता है, इसका मौद्रिक आकलन नहीं हो सकता। अवरोध और लगातार स्थगन दर्शाते हैं कि ऐसे सांसदों का विश्वास बहस में कम, और संसद के भीतर धरना देने में ज्यादा है। संसद में देश की ज्वलंत समस्याओं, जनता की आशाओं और अपेक्षाओं पर चर्चा होनी चाहिए, ताकि उनका यथासंभव निराकरण हो सके, कार्यपालिका की स्वच्छंदता पर अंकुश रहे और सरकार संसद और जनता के प्रति जवाबदेह रहे। जनता अपने प्रतिनिधि इस आशय से चुनती है कि संसद में सुचिंतित बहस हो, सांसद अपने कर्तव्यों का निर्वहन करें, ताकि अच्छे कानून बनें। पर आज स्थिति यह है कि लोक-प्रतिनिधि, अपवादों को छोड़कर, राजनीतिक दलों के संसदीय बांकुरे बन रहे हैं और लोक-प्रतिनिधि कम। ऐसा लगता है कि ऐसे माननीय सदस्य अपने निजी विवेक को दबाकर केवल अपनी पार्टी का हुक्म बजाते हैं। सारी सोच अपनी पार्टी के हित और अपना अगला चुनाव जीतने तक सिमट गई है। कई बार वरिष्ठ सांसद ऐसी आपत्तिजनक, गैर-संसदीय और असांविधानिक व्यवहार पर अपना रोष प्रकट कर चुके हैं। वयोवृद्ध लालकृष्ण अडवाणी ने तो इसी लोकसभा में क्षुब्ध होकर कहा था कि उनका ‘इस्तीफा देने का मन करता है’।
एक कहावत है कि लोकतंत्र में अल्पसंख्यक अपनी बात रखते हैं और बहुसंख्यक अपने मन की करते हैं। शायद इसी कारण से संसदीय लोकतंत्र को कई  विधिशास्त्री बहुसंख्यकों की तानाशाही कहते हैं। पर अब नजारा बदल गया है। अब अल्पसंख्यक अवरोध पैदा करते हैं और बहुसंख्यक चर्चा नहीं करते या नहीं कर पाते। कुछ तख्तीधारी लोकतांत्रिक व्यवस्था को पटरी से उतार रहे हैं, उसे जबरन ‘डिरेल’ कर रहे हैं। हर सांसद और राजनीतिक दल को संसद में अपना मत प्रकट     करने का सांविधानिक अधिकार है। यदि वे असंतुष्ट         हैं, असहमत हैं, तो अपना मत सदन में प्रकट कर सकते हैं, या विरोध दर्ज करते हुए बहिर्गमन कर सकते हैं। लेकिन इसकी बजाय ऐसा तरीका अपनाया जाता है कि सदन की कार्यवाही ठप्प करने पर पीठासीन अधिकारी विवश हो जाते हैं।

क्या सदन को बार-बार स्थगित करना ही विरोध और असहमति व्यक्त करने का तरीका बन जाएगा? क्या धरना-प्रदर्शन संसद के अंदर बहस और विरोध की अभिव्यक्ति का पर्याय बन जाएंगे? क्या अब वह समय आ गया है कि संसद के कामकाज में व्यवधान डालने वाले सांसदों की सदस्यता रद्द करने पर विचार हो? यह भी आवश्यक है कि सांसदों का महत्व केवल सरकार के गठन और सरकार बचाने तक सीमित न रहे और वे राष्ट्रीय मुद्दों पर अपनी अंतरात्मा की सुनें, ताकि स्पष्ट संदेश जाए कि वे पार्टी की कठपुतली नहीं। सत्ता पक्ष का विशेष उत्तरदायित्व है कि सदन के बाहर भी प्रतिपक्ष से संवाद के मार्ग खुले रखे, संवाद की पहल करे, विश्वास और समन्वय बनाए और ‘को-ऑपरेटिव फेडरलिज्म’ के सिद्धांत का पालन करते हुए क्षेत्रीय दलों और विपक्ष का सहयोग प्राप्त करे। संसद में वाद-विवाद हो, सारगर्भित रचनात्मक चर्चा हो और सुस्थापित नियमों के अनुसार संसद की कार्यवाही चले और अध्यक्ष इंग्लैंड की प्रतिनिधि सभा के अध्यक्ष की तरह सदन के सभी वर्गों का विश्वास अर्जित करे, तभी विश्व का यह सबसे बड़ा लोकतंत्र श्रेष्ठता की ओर बढ़ पाएगा।

June 6, 2016 https://www.indialegallive.com/science-and-environment/ganga-purifying-the-purifier

This mission, also called Namami Gange, was started in May 2015 with an outlay of Rs. 20,000 crore and aims for complete rejuvenation of the Ganga. But that seems easier said than done.

By Devender Singh Aswal (EX-Additional Secretary, Lok Sabha)

The story of the Ganga is the story of India’s civilization. For countless millions, the “Tri-path-gamini” (traveler of the three worlds) Ganga is a river of eternal faith. The promise to purify mother Ganga, declared one of the 10 most polluted rivers of the world, galvanized the electoral campaign of the 16th Lok Sabha. Elected to power, the new government rechristened the Water Resources Ministry as the Ministry for Water Resources, River Development and Ganga Rejuvenation, demonstrating its commitment to restoring its pristine form.

TOXIC RIVER- The Ganga has been converted into a sewer, carrying all manner of city waste and industrial effluents

The drive to clean the river is not new as the Ganga Action Plan-I (GAP-I) was launched in 1985 and augmented in 1993 (GAP-II). Taken together, the government invested Rs. 4,168 crore on pollution control, maintenance of environmental flows and conservation under GAP-I and GAP-II. As the measures proved grossly deficient, the government constituted an Integrated Ganga Conservation Mission, called the Namami Gange in May 2015 with an outlay of Rs. 20,000 crore for the next five years. Namami Gange, aiming complete rejuvenation of the Ganga and its tributaries, is a convergence of all existing schemes and new interventions.

FILTHY RIVER

MATTERS OF FAITH- Minister of Water Resources, River Development and Ganga Rejuvenation Uma Bharati performing aarti at the Gandhi Ghat on the banks of Ganga in Patna

Rapid urbanization, industrialization and demographic pressures continue to pollute the Ganga. Seven IITs which together prepared the Ganga River Basin Management Plan estimated that total sewage generation of 11 basin states is 12,051 MLD as against the available treatment capacity of 5,717 MLD, leaving a gap of 6,334 MLD. As per the latest figures of the Ministry of Environment, Forest and Climate Change (MoEF & CC), the total estimated sewage offloaded into the Ganga is 7,301 MLD as against the available capacity of 2,126 MLD, leaving a gap of 5,175 MLD. There are 764 grossly polluting industries (GPIs) such as tanneries, pulp and paper, sugar, textiles and chemicals generating 501 MLD of waste water, a substantial part of which is allowed to flow into the river.

The tragedy of Ganga is that it has been converted into a sewer, carrying all manner of city waste, dangerous industrial effluents, toxic agricultural run-off and other non-point pollution. Notably, 11 Ganga basin states account for 45 percent of the total chemical fertilizer consumption, amounting to 10 million tons per year. The agricultural run-off poses serious danger as nitrogen and phosphorus eventually drain into surface and subsurface  water  which  feed  the Ganga river system. The occurrence of arsenic in the Gangetic Plains down Unnao in UP has severely affected millions of people.

Another major pollutant is the Municipal Solid Waste, an estimated 14,000 metric tons per day, generated from cities and towns situated on the main stem of the Ganga. This, if not treated and disposed of properly, enters water bodies and rivers and threatens aquatic life. This has to be treated. But due to unconscionable delay in land acquisition, adverse weather conditions, court cases and want of funds, the work of Sewage Treatment Plants (STPs) at Badrinath, Devprayag, Karnaprayag, Rudraprayag, Joshimath, Kannauj, Begusarai, Buxar, Hajipur and Munger continues to languish. Besides, there is sub-optimal performance of STPs and Sewage Pumping Stations (SPS), non-availability of funds for Operations & Maintenance (O&M) of sewerage works, erratic supply of electricity, unavailability of qualified manpower, lack of motivation for O&M staff and the reluctance to work in O&M plants which is seen as a punishment.

Also, an environmental flow is needed in the river. This is a water regime which is needed to maintain the ecological integrity of a river for survival of its biota (ecology) from the onslaught of anthropogenic interventions. E-flow helps in self-purification of the river, sustains aquatic life and vegetation, recharges ground water and supports livelihood. Incessant flow is the soul of the river.

WRONG POLICIES- It’s said that 115 km of the Ganga have been diverted completely into tunnels and lakes in Uttarakhand, depriving the people of precious water

SLOW KILLING

As early as 1916, Britishers were compelled by Pt Madan Mohan Malviya to secure the release of 1,000 cusec water continuously at Haridwar to ensure “Aviral Ganga” (free-flowing Ganga). The agreement subsists in view of Article 363 of the constitution but is being breached rampantly. It’s shocking that no accepted norms for e-flow have been stipulated as yet.  Different institutions and committees have suggested different quantities of e-flows ranging from 20 percent to 50 percent during the lean season and 20 percent to 30 percent, during the non-lean season respectively in the Ganga. As the Ganga remains dry over long stretches and has unbearable pollution load, many aquatic species are on the verge of extinction or have disappeared. Further, dams have divided the Ganga into two separate parts, obstructed aquatic movement and adversely affected the spawning of certain types of fish.

Water bodies such as lakes, ponds, tanks and streams play an important role in rejuvenating rivers. They accumulate rainwater and recharge groundwater, which in turn charges the river in the lean months. A renowned activist, Anupam Mishra, working in the field of water management and rejuvenation of water bodies, testified that there were 25 to 30 lakh ponds before the British came to India. The Indian irrigation system was based on sound traditional water management techniques. The ancient system of water preservation in tals, khals, chals and baweries was an effective time-tested method of rainwater harvesting.

According to one view, the movement of barges and inland vessels in the rivers improves the BOD (biochemical oxygen demand) by agitation of the water. It was also submitted that the current practice of sand mining in the Ganga and its tributaries is seriously damaging the aquatic flora and fauna. As sand and gravel filter and purify water, there is a strong need for evolving a sand mining policy for the Ganga and its tributaries. Hydrologists and experts were unanimous that natural sand embankments and flood plains must not be altered, damaged or encroached upon so as to conserve the self-cleaning character of the river.

ECOLOGICALLY FRAGILE

Dams have been built without adequate knowledge of the anatomy, morphology and cross-section of the river. Himalayan rocks are sedimentary and fragile, the region has steep slopes and is an active seismic zone. For example, while the height of the Three Gorges Dam (TGD) in China is 181 m, that of Tehri Dam is 260.5 m. But the reservoir of TGD is 660 km and that of Tehri Dam, 44 km. The Himalayan slopes are 18 times steeper than the slopes of TGD. Slope defines energy but due to a high degree of sedimentation, comparatively small reservoir capacity and landslides in the Himalayas, the energy generation is much less—800 MW in Tehri as against 18,000 MW in TGD. Creation of huge water bodies in an active seismic zone induces seismicity, posing a threat to the structure as well as to human settlements. Besides, due to sedimentation of the dam reservoir, the density of water increases, its color changes and more markedly, its oxygen content.

Another matter of constant concern in parliament has been the proposed construction of 450 big and small hydropower projects in Uttarakhand. Malika Bhanot of Ganga Ahwaan, an Uttarkashi-based NGO, rued construction of bumper to bumper hydro projects and long dry stretches of the river bed due to water diversion. It was claimed that 53 percent of the river Bhagirathi is completely affected, impacted and gone. She said there was a prevailing sense of trepidation over the ongoing cutting, crushing, blasting, tunneling and mining in the sensitive-fragile Himalayas which were doing incalculable and irretrievable damage to the Himalayan ecology.

The locals, whose houses have developed cracks or have been pulverized by the blasting of the Loharinath-Pala, Pala-Maneri and Bhairon Ghaati projects, are despairing and anguished. Due to the blasting, many water springs had also disappeared.

HYDROPOWER PROJECTS

Govind Pokhriyal of Ganga Ahwaan also quoted from an affidavit filed in the Supreme Court by the government which contained the findings of an expert committee where it was submitted that “the construction of hydro power projects in Ganga, Bhagirathi and Alaknanda basins has overburdened the local ecology”. It also said that there are “clear sightings of irreversible damages of environment in terms of loss of forest, degraded water quality, geological and social impact” and that these hydropower projects enhanced landslides and other disasters.

GROSS NEGLIGENCE-Dams like Tehri have been built without adequate knowledge of the anatomy, morphology and cross-section of the river

It’s shocking that 115 km of the Ganga have been diverted completely into tunnels and lakes in Uttarakhand, depriving the people of precious water. It was also submitted that by tampering with the waters right at the source, the most significant quality of the Ganga is being destroyed and therefore Gangajal after Rishikesh is no longer the same legendary Gangajal. Though the Ministry of Power attempted to clarify that surveys conducted by HNB Garhwal University, Botanical Survey of India and NEERI indicate that the Tehri reservoir has no adverse impact on the ecology of the surrounding area, yet the other findings and concerns remain unaddressed.

The nation needs energy and hydropower for clean, green and renewable energy. Ganga’s nirmalta and aviralta (purity of the water and unimpeded flow) and hydropower can go hand in hand with suitable structural changes. The committee has made a wide range of recommendations for rejuvenation of the Ganga.  Hopefully, the recommendations will receive earnest consideration and get implemented in mission mode for the success of Namami Gange.