Mains Practice Questions for the Day
- Q. “Effective climate governance requires the localisation of climate action.” Discuss the role of Gram Panchayats in building rural climate resilience. Examine the challenges they face and suggest measures to strengthen their capacity.
- Q. How does the PM SHRI scheme seek to translate the vision of the National Education Policy, 2020 into school-level outcomes? Examine the challenges in extending its benefits across India’s school education system.
Q. “Effective climate governance requires the localisation of climate action.” Discuss the role of Gram Panchayats in building rural climate resilience. Examine the challenges they face and suggest measures to strengthen their capacity.
Introduction:
Climate risks differ across villages according to geography, livelihoods and natural resources. National and State policies therefore require locally adapted implementation. Gram Panchayats can connect climate objectives with everyday development needs through participatory planning.
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Role of Gram Panchayats
- Localised Adaptation: Panchayats can prioritise groundwater recharge and crop diversification in drought-prone villages, while improving drainage and protecting infrastructure in flood-prone areas.
- Development Integration: Incorporating climate priorities into Gram Panchayat Development Plans (GPDPs) makes routine expenditure on agriculture, water and community assets climate-responsive.
- Constitutional Foundation: Article 243G enables State legislatures to devolve development responsibilities. Eleventh Schedule subjects, including agriculture, water management and forestry, provide scope for climate action.
- Community Participation: Gram Sabhas can combine traditional knowledge with scientific assessments. PESA, 1996, further supports community-resource protection in Scheduled Areas.
- Local Mitigation: Renewable energy, afforestation and improved waste management can reduce emissions. Bela Gram Panchayat’s tree planting, solar installations and waste segregation illustrate this potential.
Challenges
- Capacity Deficit: Limited technical expertise restricts vulnerability assessment and project design.
- Data Gaps: Inadequate village-level information on rainfall, groundwater and vulnerable households weakens planning.
- Financial Constraints: Limited discretionary funds and fragmented scheme implementation restrict local priorities.
- Weak Accountability: Administrative plans may lack meaningful community participation, measurable targets and regular reviews.
Way Forward
- Strengthen Devolution: Provide adequate funds, functions and functionaries, supported by district-level technical assistance.
- Institutionalise Climate Planning: Integrate vulnerability assessments into GPDPs and align them with State climate strategies.
- Promote Convergence: Coordinate irrigation, agriculture and rural development schemes around local resilience priorities.
- Ensure Participatory Monitoring: Enable Gram Sabha oversight and measure improvements in water security, livelihoods and infrastructure resilience.
Conclusion:
Empowered panchayats can make climate governance responsive, inclusive and accountable. Strengthening existing local institutions will help translate national commitments into practical improvements in rural resilience and sustainable development.
Q. How does the PM SHRI scheme seek to translate the vision of the National Education Policy, 2020 into school-level outcomes? Examine the challenges in extending its benefits across India’s school education system.
Introduction:
The Pradhan Mantri Schools for Rising India (PM SHRI) scheme, launched in 2022, aims to strengthen over 14,500 existing schools as exemplar institutions. With an outlay of ₹27,360 crore, it seeks to demonstrate how NEP 2020 can improve learning, inclusion and school governance.
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Translating NEP 2020 into Practice
- Learner-Centred Education: Experiential activities, inquiry-based teaching, bagless days and artisan internships promote understanding and practical application. Curriculum planning follows the 5+3+3+4 structure.
- Equity and Multilingualism: Accessible infrastructure, support for diverse learning abilities and early-grade teaching in local languages can strengthen participation and foundational learning.
- Digital and Holistic Learning: ICT facilities, DIKSHA, STEM activities, sports and arts develop digital literacy, creativity and socio-emotional skills.
- Teacher Development: Training through District Institutes of Education and Training strengthens pedagogy, school leadership, counselling and technology integration.
- Sustainability and Quality: Green-school practices encourage environmental responsibility, while the School Quality Assessment Framework supports monitoring.
- Systemic Improvement: Selected schools are expected to mentor neighbouring institutions through collaboration and sharing effective practices.
Challenges in Wider Implementation
- Unequal Starting Conditions: Challenge-based selection may favour better-prepared schools unless disadvantaged institutions receive preparatory support.
- Capacity Constraints: Teacher shortages and uneven training quality can weaken classroom implementation.
- Digital Divide: Equipment alone cannot ensure meaningful learning without connectivity, maintenance and teacher readiness.
- Limited Spillovers: Exemplar schools may remain isolated successes if mentorship lacks staffing, incentives and accountability.
Way Forward
- Prioritise sustained teacher support and maintenance alongside infrastructure spending.
- Assess progress through learning outcomes, inclusion and student well-being.
- Provide additional assistance to disadvantaged schools and strengthen community oversight.
- Institutionalise school clusters with clear mentoring responsibilities and review mechanisms.
Conclusion:
PM SHRI can demonstrate effective school reform, but systemic success depends on transferring improvements beyond selected institutions. Cooperative federalism, capable teachers and outcome-based accountability are essential to achieve equitable, quality education.
