The Indian Interoperability Maze

This blog is part of a series on blockchain technology, governance and its implications for e-Governance in India. 

Since my blog of last week, two events that relate to digital privacy have further muddied the waters. The Supreme Court’s decision that one’s Aadhar number need not be linked to every service imaginable, from your bank account to your taxi app, came as a relief to those who worried about protecting their privacy. I, for one, vented my irritation by sending rude replies to all those threatening messages that asked me to reveal my Aadhar number to them or else. Sadly, all the messages came back, undelivered. There must be a law against those who send automated messages that block replies – some of my responses were literary masterpieces!

But then came the Cambridge Analytica expose. Cambridge Analytica, a big data mining firm that was instrumental in strategising electoral campaigns in widely differing democratic contexts, was found out playing dirty, by using data from social media to target delivery of persuasive messages, many based on falsehood and the maligning of opponents. Clearly, it does not matter that we are given a respite by the Supreme Court from enforced transparency of our personal lives. If we are on social media, ruthless big data giants like Cambridge Analytica have us caught naked, in their searchlights and are making money selling our pictures to politicians. It did not come as a surprise that the India branch of Cambridge Analytica, which claims to have influenced elections through their strategies for large, mainstream parties that can afford to pay their costs, is headed by a politically well-connected individual.

The paradox is that even as our personal data out there is vulnerable to cross-linkage to build a complete profile of our lives that can be sold for good money without our knowledge, governments continue to drag their feet on building integrated architecture for the divulging of data relating to its doings.

Let me give you an example.

In nearly all States, a slew of departments that are termed the Revenue system – which, by the way has nothing to do with revenue, but which looks after land administration – has computerised its databases. This is a commendable task and must be appreciated. For example, Karnataka state was one of the first to digitise its data on agricultural land, through the widely acclaimed ‘Bhoomi’ project. This was followed by the Registration department – a unit within the larger revenue set up ‘Cauvery’ project, which computerised the registration process, when immovable property is sold and bought. Yet, for a considerable number of years, Bhoomi and Cauvery did not speak to each other. This meant that if one sold a piece of land, one still had to obtain physical copies of the land cultivation particulars from the Bhoomi system and physically present them to the registration department, which would scan the sale deed and record the registration of property in Cauvery. But then, since Cauvery did not speak to Bhoomi, the buyer of the land would again have to obtain physical copies of the sale document from the registration department and make a fresh application to the Bhoomi wallahs to replace in their land records the name of the seller with the buyer. This took another 45 days.

However, buying and selling of land is not the only transaction that happens with land. The owner of land may like to partition it, sell a few portions and retain the rest. That introduces another complication; the fresh boundaries of the smaller plots of land have to be marked on the drawings of the land. This is done by the survey and settlement department; another member of the Revenue family.

However the survey and settlement department has a backlog of digitisation of records to follow. That is understandable, given that measurement of land and marking their boundaries on the ground is a manual process that still have to be done, even in the age of digitisation. What is not understandable is that more than twenty years have passed since the first steps were taken towards Bhoomi, but there has been little headway in the digitisation of survey drawings on the ground.

When the nature of the land is changed, for example, if its classification changes from agricultural to non-agricultural use, there are further complications in store. Non-agricultural land is taxed by the local governments, namely, the Gram Panchayats and the Municipalities. They do not come under the Revenue system and so, their accounting and database systems have taken a different path.

And you guessed it – the local government software does not speak to Bhoomi or Cauvery, in spite of the government’s claims that they do. So one has to again obtain physical copies of documents from one system and present it to the local government to have the records changed there.

All this could be easily solvable, if they focused their Aadhar style linkages on land, rather than on people. If every piece of land were given a unique number that enabled its ownership records to seamlessly transfer from one digital system to another, life would be much easier for people.

But when was governance ever meant to make peoples’ lives simpler?

Digitising Welfare: Some Lessons from Rural Bihar

To digitise aspects of public facilities for the privileged is not hard – they have ready access to multiple bank accounts, are web literate, and possess the latest smartphones for instant connectivity. For the poor and marginalised, who depend on government assistance, digitisation presents a different challenge. In rural Bihar, one of the poorest regions of the country, the effects of the government’s digitisation charge are becoming visible.

In September 2017, the Accountability Initiative conducted a survey of 1,055 children to understand how Direct Benefit Transfers (DBT) were being used so that children remain in classrooms and continue their education in Bihar.

The Problem and Subsequent Interventions

India’s public education system has been beleaguered by several problems, not least of which are low attendance and drop outs. Several children enter schools but drop out, or enrol in schools but do not attend classes. In 2015-16, over 14 per cent class V students dropped out in Bihar, despite the implementation of the Right to Education Act, which guarantees that students between the ages 6-14 have access to free, quality, elementary education.

Economic theory would suggest that transfers conditional on attendance would incentivise parents to send their child to school regularly. A conditional transfer makes it cheaper for a parent to send a child to school, instead of sending their children to work. In a bid to improve attendance and to retain students in school, the Government of Bihar has launched several conditional schemes for government school students at the elementary level.

Among these, are the scholarship scheme (Mukhyamantri Chhatravriti Yojana), and the uniform scheme (Mukhyamantri Poshaak Yojana). Students receive benefits only if they attend more than 75 per cent schooldays till September of that academic year. Till 2015-16, benefits (a sum of money) were disbursed in cash – prone to corruption. Benefits are now (2016-17 onwards) directly transferred to the students’ account (or a family member’s account). The process of the scheme is as follows. Schools first make a list of beneficiaries, and collect their financial details. They send this list to the bank along with cheques for the total amount of funds to be transferred and the bank sends the entitlements along to beneficiaries.

To understand the potential improvements in efficiency via the introduction of DBT, we surveyed 590 households in 59 villages of districts Nalanda and Purnia.

Cash transfers have been replaced

Of those respondents that had benefitted, about 50 per cent children received money in their own account, while around 45 per cent went to parents’ accounts, and to other relatives’ accounts in some cases (around 5 per cent). What was noteworthy was that out of the beneficiaries who actually received money, an overwhelming majority (around 99 per cent) got the money via DBT. This was the key finding in our study. While there have been delays, money was transferred in one instalment (unlike the cash system, when money was held back at the school), and only a miniscule fraction of parents faced issues with receiving the money (out of those that actually benefitted).

The condition to avail benefits under both schemes is the same – 75 per cent attendance till September. Needless to say, if a child is eligible for benefits under one scheme, then they are also eligible for benefits under the other scheme. Ideally, if 30 students are entitled to benefits of the Uniform Scheme, then the same number should also benefit under the Scholarship Scheme. Among those that had received benefits under the uniform scheme, only 86 per cent also received a scholarship (ideally, this should be a 100 per cent). This implies that there is some error in compiling the list or distributing the money. One possibility is that the funds for one scheme were delayed, and subsequently the school released money late as well. On average, we found that the money for uniform was released before scholarship, on average, which could explain why all students who benefitted under the Uniform Scheme did not benefit under the Scholarships Scheme. It is also possible that there were errors in compiling the list.

Delays in receiving payments

Prima facie, online transfers seem like a quick and efficient method of disbursing entitlements, but things are not as rosy as they seem. Out of the respondents who said they received the benefits, about half reported that they had received money for uniform within a month, while the corresponding figure for scholarship was higher. Still, several students had not received their benefits, despite schools having cleared the payment from their end. School teachers, parents, and other concerned citizens frequently grumbled that the bank was taking too much time to process these payments, and did not provide updates on when the money would finally reach students.

Digitisation hasn’t been as smooth as imagined

When it was announced that beneficiaries would receive money via direct transfers, parents were encouraged to open bank accounts for their children (not mandatory, as benefits can be availed using an account belonging to a guardian or family member). Our survey found that 56 per cent students had their own bank accounts. When asked, most parents either said that they had initiated proceedings to open an account, or that they did not open accounts as the child in question was too young, and that opening an account for their child was not mandatory to avail benefits. Parents also complained that banks refused to create accounts for students below class V, or would take too long to process the documents for opening an account. We also found that Aadhaar possession was nearly ubiquitous – 96.7 per cent students had Aadhaar cards, now an essential document to receive entitlements. People experienced difficulties despite having an Aadhaar card, which was meant to ease processes such as these.

Awareness generation remains a challenge

In our survey, we also observed that ‘awareness’ amongst parents was particularly low. To get a measure of awareness, we asked parents if they knew how much their children were to receive under the schemes, and less than 20 per cent responded in the affirmative. There was a clear difference in awareness levels by district – while ‘awareness’ in Nalanda exceeded 20 percent for both schemes, it was below 15 per cent in Purnia. ‘Awareness’ was also lower amongst ST and OBC households as opposed to General and OBC households, but there was no difference in terms of gender.

Even if parents are aware of their rights and entitlements, there are no grievance redressal mechanisms. There are no social audits, or there no way for parents to formally make a complaint about a certain aspect of service delivery.

While the introduction of DBT may have curtailed rent-seeking, delays in payments and a lack of bank accounts are some teething issues that need to be dealt with. For digitisation to be truly considered an upgrade on earlier transfer methods, there is a need to improve these mechanisms. At present, the system remains opaque and inaccessible, particularly for the poor who depend on the public education system. The major challenge is to generate awareness amongst beneficiaries and to provide a grievance redressal mechanism for the marginalised, in order to empower people.

2017 में Accountability Initiative

एक नये साल के शुरुआत में आपका स्वागत है! इससे पहले कि 2018 पूरे जोश व उल्लास के साथ शुरू हो जाये, हम आपको 2017 में अपनी गतिविधियों से परिचित कराना चाहते  हैं। इस वर्ष की मुख्य उपलब्धि यह है कि ए.आई. ने बढ़ चढ़ कर ज़मीनी स्तर पर शासन व्यवस्था में अपना योगदान दिया। महत्वाकांक्षी विकास योजनाओं के नीति निर्माताओं, पत्रकारों और ज़मीनी स्तर पर कार्य करने वाले अधिकारी – सब से हमने कदम से कदम मिलाकर जरूरी मुद्दों पर वार्तालाप की । आपके समर्थन के साथ, हम नए साल में भी इस तरह का संवाद जारी रखने कि आशा रखते हैं ताकि  शासन-प्रणाली को जवाबदेह बनाने वाली आवाज़ को अपनी आवाज़ के माध्यम से और सशक्त बना सकें!

जनवरी

1.jpg

बजट विश्लेषण 2017

हमारा सालाना प्रकाशित बजट ब्रीफ भारत के केंद्रीय बजट पर विश्लेषण के प्रतीक्षित स्रोत के रूप में उभरा है। 2017 में, हमने सर्व शिक्षा अभियान (एस.एस.ए), राष्ट्रीय स्वास्थ्य मिशन (एन.एच.एम), स्वच्छ भारत मिशन (एस.बी.एम) और प्रधान मंत्री ग्राम सड़क योजना (पी.एम.जी.एस.वाई) सहित 7 प्रमुख सामाजिक क्षेत्रों  की योजनाओं के धन आवंटन, व्यय और प्रगति का अध्ययन किया। वर्तमान में सरकार इस समय पर सीधा लाभ हस्तांतरण (डी.बी.टी.) और जे.ए.एम. (जनधन, आधार और मोबाइल कनेक्टिविटी) पर फोकस कर रही है।  इसी बात को ध्यान में रखते हुए इस ब्रीफ में जन-धन योजना, आधार और मोबाईल कनेक्टिविटी योजना के क्रियान्वन और चुनौतियों का विश्लेषण भी किया गया | आप यहां से पूर्ण जानकारी अंग्रेजी में प्राप्त कर सकते हैं।

फरवरी

मीडिया के समक्ष बजट विश्लेषण के ज़रिये प्रस्तुत करना

बजट दस्तावेजों कि व्याख्या करना एक कठिन काम है। हमने पिछले 9 सालों के बजट दस्तावेजों की समीक्षा एवं सीखों का विश्लेषण पत्रकारों के साथ सांझा किया है। ऐसा करने से पत्रकारों को बजट दस्तावेज समझने में आसानी हुई व उनके पाठकों के लिए भी सरल व्याख्यान हो पाया। आप यहाँ से कुछ महत्वपूर्ण तत्वों को स्वयं सीख सकते हैं।

मार्च

 नए रूप में पैसा एसोसिएट

ए. आई. का प्रमुख पैसा सर्वेक्षण कल्याणकारी योजनाओं के खर्चों एवं निधि प्रवाह को देखता है। यह भारत का सबसे बड़ा खर्च से सम्बंधित नागरिक भागीदारी सर्वे है। 5 राज्यों में स्थित हमारे पैसा एसोसिएट्स ज़मीनी स्तर पर इस प्रयास को सफ़ल बनाने के लिए महत्वपूर्ण भूमिका निभा रहे हैं। शिक्षा के क्षेत्र में काम करने और फील्ड में कार्य करने वाले एक पैसा एसोसिएट के अनुभव को गहराई से जानने के लिए यहाँ पढ़े

अप्रैल

उदयपुर, राज्यस्थान में स्वच्छ भारत मिशन के चुनौतियों की पहचान

उदयपुर में स्थानीय प्रशासन के अनुरोध पर ए.आई. द्वारा सर्वेक्षण की शुरुआत हुई। यह सर्वेक्षण ग्राम पंचायत को खुले में शौच मुक्त घोषित करने और स्वच्छ भारत मिशन के ग्रामीण स्तंभ के कार्यान्वयन में चुनौतियों को समझने की कोशिश में किया गया था। तीन महीने के अध्ययन से ग्राम पंचायत को खुले में शौच मुक्त करने के लिए एस.बी.एम. अधिकारियों के कामकाज पर अंतर्दृष्टि मिली और अध्ययन के बाद इसे प्रशासन के साथ साझा किया गया। अध्ययन निष्कर्षों की एक रिपोर्ट 2018 में उपलब्ध होगी।

मई

बिहार और उत्तर प्रदेश में परिवार नियोजन के प्रशासनिक ढाँचे  को समझना

2012 में भारत ने एफ.पी. 2020 पर हस्ताक्षर किया, जोकि परिवार नियोजन (एफ.पी.) के आवंटन बढ़ाने और गुणवत्ता वाली परिवार नियोजन सेवाओं के दायरे के पहुंच को मज़बूत करने के लिए प्रतिबद्ध था। एफ.पी. गतिविधियों पर आवंटन, रिलीज़, व्यय की प्रक्रिया, एवं यह समझने के लिए कि क्या परिवार नियोजन 2020 लक्ष्य से तालमेल में है, एक अध्ययन किया गया। यह अध्ययन जनसंख्या फाउंडेशन ऑफ इंडिया (पी.एफ.आई.) द्वारा नियुक्त की गयी। 2 फोकस राज्यों बिहार और उत्तर प्रदेश के सभी स्तरों पर अधिकारियों के साथ 68 विस्तृत गुणात्मक साक्षात्कार किये गए। इस पर लेख कुछ महीनों में उपलब्ध होगा।

जून

भारत में वित्तीय स्वतंत्रता पर विश्लेषण

भारत में केद्र और राज्य सरकारों के बीच वित्तीय हस्तांतरण की जटिलता से कुछ ही लोग परिचित हैं। स्वास्थ्य के दायरे में वित्तीय हस्तांतरण को लेकर पिछले प्रयासों व सबूतों का विश्लेषण करते हुए इस महीने एक पेपर उपलब्ध किया गया। यह ए.आई. और सेंटर फॉर ग्लोबल डेवलपमेंट का संयुक्त प्रयास था और इस पेपर ने काफी ध्यान आकर्षित किया। इसे यहां से डाउनलोड किया जा सकता है।

जुलाई

नागरिकों और नौकरशाही के बीच कि दूरी को घटाना

बुनियादी अनिवार्य चीज़ें, जैसे स्कूल में पानी और आधार से सम्बंधित एक ब्लॉग श्रृंखला लिखी गई। इसमें नौकरशाही एवं सरकार की प्रणालियों से संपर्क से सम्बंधित आम नागरिकों के अनुभवों की कहानियां प्रस्तुत की गई। अधिक जानकारी के लिए इस श्रृंखला का सार यहाँ पर पढ़िए

अगस्त

शिक्षा के क्षेत्र में जवाबदेही के लिए  डाटा

यूनेस्को कमीशन एक अध्ययन किया गया जिसके तहत प्राथमिक शिक्षा में योजना बनाने, मानिटरिंग और जवाबदेही कि मांग को लेकर के क्रियान्वयन में डाटा के उपयोग के बारे में जांच की गई। इस को लेकर ए.आई. द्वारा फील्ड सर्वे किया गया। यह अध्ययन हिमाचल प्रदेश, राजस्थान और मध्य प्रदेश में आयोजित हुआ, यह समझने के लिए कि सार्वजनिक शिक्षा प्रणाली में पारदर्शिता और जवाबदेही सुनिक्षित करने के लिए स्कूल स्तर के डाटा का उपयोग किस तरह से हो रहा है। यह अध्ययन इस बात पर भी प्रकाश डालता है कि अभिभावक, शिक्षक और स्कूल प्रबंधन समिति (एस.एम.सी.) सार्वजिनक रूप से स्कूल स्तर के आंकड़ों का उपयोग जवाबदेही के मांग के लिए कर सकते हैं| इस अध्ययन कि रिपोर्ट 2018 के मध्य तक सार्वजनिक रूप से उपलब्ध हो जायेगी।

सितम्बर

cranium-2099129_960_720_0.jpg
अगली पीढी के नीतिकारों को दक्ष बनाना

ए.आई. विशेषज्ञों ने Indian School of Development Management (आई.एस.डी.एम.) के छात्रों के साथ राज्य की क्षमता पर समझ बनाने के लिए चर्चा हुई। इस नए तरह के कोर्स में प्रशासनिक ढांचों को किस तरह की चुनौतियों का सामना करना पड़ता है, शासन-प्रणाली  के असफ़ल होने के क्या कारण रहते है, और इस तरह की लोक नीतियों के निर्माण का शोध करना जिससे कि इन कमियों को दूर किया जा सके, इन सब पर जानकारी उपलब्ध कराई गई।

आर्थिक रूप से कमजोर श्रेणी वर्ग के लिए शिक्षा पर अंतदृष्टि

शिक्षा का अधिकार कानून के अनुसार निजी स्कूल जो सरकार से सहायता राशि प्राप्त नही करते है, उन स्कूलों  में 25% सीटें आर्थिक रूप से कमज़ोर वर्ग और वंचित वर्ग  के बच्चों के लिए आरक्षित है। ए. आई. ने इस मुद्दे को बेहतर समझने में योगदान दिया। ए. आई. रिपोर्ट “स्टेट आफ दी नेशन : आर टी ई सेक्शन 12(1) (c) ‘State of the Nation: RTE Section 12(1)(c)’ इंडियन इंस्टीट्यूट आफ मैनेजमेंट अहमदाबाद, सेंटर फार पालिसी रिसर्च और सेंट्रल स्क्वेयर फाउंडेशन का संयुक्त प्रयास है। आप इसको यहा पढ़ सकते हैं।

अक्टूबर

दिल्ली के पब्लिक स्कूल के शिक्षकों के दृष्टिकोण को समझना

दिल्ली सार्वजनिक स्कूलों में शिक्षा को लेकर एक नया अध्ययन दिल्ली बाल अधिकार संरक्षण आयोग के अनुरोध पर शुरू किया गया। इस अध्ययन में यह समझने कि कोशिश की गई कि विद्यालयों के विभिन्न गतिविधियों में अध्यापक द्वारा अपने समय का वितरण कैसे करते है, शिक्षक द्वारा किये जाने वाला प्रशासनिक कार्य क्या शिक्षण को दिए जाने वाले समय को प्रभावित करता है, शिक्षण के लिए जो समय निर्धारित है उस समय पर शिक्षको का विद्यालय से सम्बंधित काम में व्यस्त होना आदि। शिक्षक वास्तविक रूप से सीखने और सिखाने से सम्बंधित विचार के बारे में यहाँ पर ब्लॉग पढ़ें

बिहार कि स्कूल प्रबंधन समितियों (एस.एम.सी.) में वित्तीय प्रबंधन की चुनौतियां

ए.आई. ने फील्ड स्तर पर राज्य के पूर्णिया और नालंदा जिलों में स्कूल प्रबंधन समिति के द्वारा वित्त के रखरखाव पर सर्वेक्षण का आयोजन किया। अध्ययन के एक हिस्से के रूप में, हमने जांचा कि सर्व शिक्षा अभियान से प्राप्त अनुदान और राज्य द्वारा संचालित योजना के रिकॉर्ड पासबुक-कैशबुक में मेन्टेन करने में क्या समस्याएँ आती हैं। दो योजनाओं में डी.बी.टी. के क्रियान्वयन की प्रक्रिया का अध्ययन भी किया गया। इस सर्वे के लिए लगभग 590 घर और 1000 ग्रामीण प्राथमिक विद्यालयों के वर्तमान छात्रों को अध्ययन में शामिल किया गया था। इस निष्कर्ष को एस.एस.ए. के प्रमुख अधिकारियों को प्रस्तुत किया गया और उन्होंने भी इसके परिणाम को स्वीकार किया है।

साक्ष्य आधारित निर्णय

हाल ही में आई. सी. डी. एम. विकास व्यवसायीओं के साथ वर्कशाप का आयोजन किया गया जिसमे अनुसन्धान पर अपनी समझ को बढाने और किस तरह से उसे लागू किया जाए, इस विषय पर रोशिनी डाली गई। शोध एक ऐसा महत्वपूर्ण माध्यम है, जिसके द्वारा नीति निर्माण करने वाले अन्य हितधारक नीतियों की पहचान कर सकते हैं और उनको सुधारने के लिए चिंतन कर सकते हैं। साक्ष्य-आधारित नीतियों को वास्तविकता बनाने के लिए क्या किया जा सकता है, इस मुद्दे पर 2 मिनट के लिए अपनी दृष्टि यहाँ डालिए

जवाबदेही के आन्दोलन को मज़बूत बनाना

ए.आई. ने नेशनल कैम्पन फार पीपल्स राईट टू इनफार्मेशन (एन. सी. पी. आर. आई.) के पांचवें राष्ट्रीय सम्मेलन में भाग लिया। ए.आई. विशेषज्ञों ने शिक्षा के अधिकार कानून के क्रियान्वयन, जवाबदेही और पारदर्शिता पर प्रकाश डाला। यहाँ जानिये किस तरह कोई आम व्यक्ति आर.टी.आई. का उपयोग करके प्रशासन को और अधिक जवाबदेह बना सकता है।

दिसम्बर

RaghuBytes-Leadership-2_0.jpg
स्थानीय शासन के रूप को बदलना

हमारे फील्ड पैसा एसोसिएट्स ने  ट्रेनर के रूप में पहली बार हिंदी में तैयार किये नए पैसा कोर्स “हम और हमारी सरकार” को ज़मीनी स्तर पर कार्यकर्ताओं के बीच में का विषय बनाया । यह कोर्स राज्य की क्षमता का विश्लेषण करता है, खास तौर पर स्थानीय सरकार के काम करने के तरीके के बारे में। इस पैसा कोर्स को दो जगह पर पायलट किया गया था। पहला पायलट राजस्थान में नेहरु युवा केंद्र के ब्लॉक समन्वयकों के साथ किया गया, और दूसरा बिहार में जिला स्तर पर प्रथम संस्था के समन्वयकों के साथ किया गया।

स्वच्छता के लिए सामुदायिक ज़रिये तलाशना

सेंटर फॉर पॉलिसी रिसर्च में ए.आई. और स्केलिंग सिटी इंस्टीट्यूशन्स ऑफ़ इंडिया टीम द्वारा एक सम्मेलन का आयोजन किया गया  जिसमें स्वच्छता के क्षेत्र में अध्ययन कर रहे प्रमुख शिक्षाविदों और नीति शोधकर्ताओं को एक साथ लाया गया। यह सम्मेलन सुरक्षित स्वच्छता के मुद्दों पर और स्वच्छता नीतियों के क्रियान्वयन पर केन्द्रित था। यह चर्चा एस.बी.एम. की भूमिका तक ही सीमित नहीं थी। पिछले तीन वर्षो में एस.बी.एम.-ग्रामीण में कितना विकास हुआ है इसको जानने के लिए यहाँ क्लिक करें। सम्मेलन की रिपोर्ट यहाँ उपलब्ध है।

मेघालय में सामाजिक ऑडिट

इस वर्ष का अंत शासन में जनता की बढ़ती भागीदारी के साथ हुआ।  मेघालय राज्य सामाजिक सेवाओं  पर ऑडिट कानून पारित करने वाला देश का पहला राज्य बन गया। सामाजिक ऑडिट पर राष्ट्रीय कन्वेंशन में भाग लेने के लिए मेघालय सरकार ने ए.आई. को आमंत्रित किया। इस कन्वेंशन का उद्देश्य शोधकर्ताओं, कार्यकर्ताओं, CAG और केंद्रीय मंत्रालय के सदस्यों एवं पत्रकारों से सुझाव प्राप्त करना था ताकि इस प्रक्रिया को और मज़बूत बनाया जा सके।

An application that did not go up in smoke – e-Governance and the Tobacco Board

This blog is part of a series on the rollout and progress of e-Governance in India. 

My four year stint in the Tobacco Board as Director (Auctions) was where I finally saw e-Governance making a big difference to the lives of people who dealt with the government.

A few disclaimers, before I begin my story.

The Tobacco Board is a government of India body that assists tobacco farmers to grow and sell tobacco. Before one throws up one’s hands in horror at this, lets dwell on the fact that the government is concerned with all interests of people; so while on the one hand, it actively campaigns against smoking, it also cannot be blind to the fact that considerable numbers of farmers depend upon cultivation of tobacco for their livelihoods. If and when tobacco use diminishes, the farmers will look for other alternatives. However, as long as people do smoke, in the face of health warnings given by the government, one cannot overlook the fact that tobacco will be grown. And if it is so grown, the government takes on the responsibility that farmers don’t get short-changed for their produce.

Indian policy has been that government regulates the cultivation of tobacco, by licencing farmers to produce a limited quantity every year. The government does not take on the responsibility of buying all the tobacco produced; on the other hand, all it does is to run auctions where registered farmers sell to registered buyers. Tobacco is a high priced product and the proper grading and weighing of produce is the key to ensuring that farmers receive a fair price. Auction halls during the season are a hubbub of activity. At least a thousand farmers come to each auction hall daily. The halls open as early as three in the morning, so as to ensure that all the tobacco bales put out for auction are ready for inspection and auction starting from eight in the morning. An early start is necessary to ensure that the auction is finished in the morning light; experienced buyers say that afternoon light is not right for assessing the colour of the tobacco, a key parameter of quality. Usually, by 12 PM, the auctions are over and the sellers wait to receive their payments.

In the early 1990s, the Tobacco Board was one of the first institutions in the government to embrace e-Governance. All bales were physically inspected jointly by the buyer, the seller and the quality assessor provided by the Board. An agreed upon description of the bale; its weight, colour, moisture content and quality, were recorded in a ‘bale ticket’ placed on each bale. The auction proceeded after all bales were marked. After each bale was auctioned, the details of the winning bidder and the price quoted was also entered into the bale ticket. Once the auction was finished, all details on the bale tickets were entered into the auction software, which then proceeded to print out debit notes for buyers, indicating the debiting of their bank accounts by the appropriate amounts and payment cheques that were handed over to each seller. The software also churned out reports that kept tab on all essential statistics on the buying and selling; the quality, the quantities sold, the financial values, all on a daily and cumulative basis.

By today’s standards, the state of the art computing technology of those days was laughable. Simple PCs with no hard discs and minimal RAM were used to churn the numbers. As the auctions progressed, computing times took longer, particularly to prepare cumulative reports. By the end of the four or five month auction season, processing time would be more than three hours. We kept our fingers crossed, because a tiny blip in the power supply could corrupt the calculations and one would have to start all over again. When we upgraded to the latest PC-ATs in 1995, we exulted, because the computing time at the end of the season was reduced from several hours, to a few minutes.

Yet, in spite of the obvious benefits of e-Governance, one could not help but noticing how power equations were changing, due to technology. The computer operator was the key to the integrity of the system and like any other lesser mortal, he could be compromised. Since the system set quotas and imposed upper limits on what a farmer could sell, the software automatically rejected sales where farmers exceeded their set quotas. It took very little time for computer operators to hack the software. Then, for a price, farmers who exceeded quotas would be able to sell their extra tobacco.

The hacking was so elementary, that an equally elementary safeguard sufficed to snuff it out. I got a software written that would automatically scour through the sales and list out all sales where quotas were exceeded. I carried that software on a floppy disc; it was given only to a few senior people. A few random checks discovered the main transgressors. Once caught red-handed, the erring data entry operators were punished. The software soon became an effective instrument of deterrence; merely letting data entry operators know that their bypassing of the quota rule could be instantly detected, was enough to make them cautious.

Like all robust e-Governance solutions, the Tobacco Board’s system continues to do well even today. Regular upgrades have made matters even simpler; data entry operators have very little to do after the introduction of bar coded bale tickets. Cheques are no longer printed; the amounts paid by buyers are transferred to the bank accounts of sellers. The linkage to bank accounts also provides assurance to the Tobacco Board to raise loans on behalf of sellers, to obtain fertiliser and other inputs in bulk and resell them to the buyers.

The Tobacco Board’s system has features that are typical of many good e-Governance solutions. It has kept things simple; it constantly has upgraded itself and it has worked to reduce discretion and effort. Most important, it has kept farmers and buyers at the centre of its focus, not the Board or its data entry operators

The views expressed are of the author. Accountability Initiative does not encourage tobacco use in any way.

‘GRASP’ing the Zilla Parishad

This blog is part of a series on the rollout and progress of e-Governance in India. 

If one individual has to be fervently thanked for initiating a national movement towards e-Governance, it must be Prime Minister Rajiv Gandhi. During his tenure, he ensured that the National Informatics Centre established an office in each district in the country. As Karnataka had established a strong rural decentralisation framework with the Zilla Parishads as the district level rural local government, the NIC office of the districts were not located in the offices of the Deputy Commissioners as done elsewhere, but were attached to the Zilla Parishad offices.

By the time I moved to the position of the Chief Secretary of the Zilla Parishad of Hassan District, Karnataka, Rajiv Gandhi was no longer Prime Minister. But his good work continued; all NIC offices in the districts were connected through satellite with the national office and the capability of data passing upward seamlessly was established – not that data passed that way, but in any case, one could not grudge that the infrastructure was not in place. The world-wide-web was in the future, for laypersons such as us, so the movement of data was still in the domain of the programmer, who all behaved as if they were apostles of God.

But that was not the case with Parasher.

Parasher was a young gentleman just out of college, and had the bounding enthusiasm of an individual who genuinely thought that all of the rest of his life would be like his college days. He was unsullied by government hierarchy and spoke out of turn in meetings – a trait I welcomed, even as I saw the acute discomfiture of those who thought that I must only receive filtered information. Since I was staying alone and the evenings were long and lonely, I spent plenty of time in the NIC centre with Parasher, learning the ropes of the latest in computerisation.

The NIC office was a quiet haven in the hubbub of my office complex. Like a temple, one left one’s shoes outside reverentially, and went into the sanctum sanctorum where a bunch of earnest programmers, under Parasher’s watchful eye, sent data and received instructions from their mysterious masters in Delhi.

In those days when the principle of separation of the budgets of the state and local governments were more strictly followed than today, the government issued an order every month, releasing the Zilla Parishad a one-twelfth installment of its annual budget. This single consolidated order released funds department wise, for each of the 20-odd departments that worked under the Zilla Parishad. My office sent the order manually to the local office of the treasury after the necessary authentication, following which the treasury operated the order and released funds to the departmental heads concerned at the district level.

However, there was a chronic problem that I had to face. The government system of budget taxonomy is a two stage one, with funds being allocated to ‘Major Heads’ of Account, which are then further sliced into ‘Minor Heads’. Thus, the Public Health Engineering Department receives funds for provisioning of drinking water supply under a Major Head, which is then sub-divided into Minor Head allocations, for piped water programmes, drilling of borewells, maintenance works, payment of electricity bills and suchlike. The government, in its release order, only allocated funds to the level of the Major Head. However, if in turn the Zilla Parishad released the funds on that basis alone to the departments, it faced the risk of the money being diverted within the Major head to some Minor heads alone, starving other Minor heads of sufficient money. This occurred usually due to bad planning, but corruption, which drove officers to spend more money on purchases while neglecting maintenance was not ruled out. I therefore needed to put in place a system that would automatically divide the Major Head-wise allocations made by the government to the Zilla Parishad, proportionately to the Minor Head level. Communicating this order to the Treasury would ensure that the Departmental heads could not divert money from one Minor Head to another, thus sabotaging the Zilla Parishad’s implementation plans and leaving it with piles of useless inventories.

It was kids play for Parasher to design and implement a system that would do this. As soon as we received the monthly release order from the government, in a few hours the data was digitised and an automatic release order subdividing the allocations to the level of the Minor Heads was issued to the treasury. Parasher did not stop there; he designed a system by which expenditure vouchers lodged in the treasury by the implementing departments concerned could be tracked, so that we had an idea of who was spending how much, when and for what.

We called our system GRASP – Grant Release and Accounting Software Programme. Over two years, GRASP was able to introduce a level of budget discipline in the departments that executed the plans and projects of the Zilla Parishad. There was resistance as departmental officers lost the flexibility to play around with the money released under a Major Head in the past, as they could not divert money from one Minor to another Minor head now. But in the long term, they saw the sense in budget discipline, as their programmes did not stop and stutter for a surfeit of money locked into useless inventories, while they starved for it elsewhere.

Parasher did not stay long in the NIC. Within a few years, he joined a major software firm; one that would make waves over the next few decades. He is probably driving a Ferrari in sunny California, as we speak. That was another lesson I learnt with e-Governance. The champions of e-Governance have already moved on, even before the systems they develop are entrenched in government processes.

Mapping Learning through Outcomes: Understanding the amendment to the RTE

The focus of education policymakers on outcomes, especially learning outcomes, is steadily rising. This is the third blog in a blog series to discuss paradigm shifts in the field of assessments in India’s public education system.

Almost a year ago, on 20 February 2017, the Right to Education Act, 2009 was amended to include a new landmark provision- learning outcomes. These aim at improving the quality of school education and increasing accountability in the teaching system. If implemented well, learning outcomes could mark a paradigm shift in India’s approach towards teaching and assessments and play an important role in the way India’s students learn in the years to come. In this blog, I discuss the idea behind the introduction of learning outcomes, progress made till now and some of the challenges involved in their implementation.

What are learning outcomes and why are they important?

As per the amendment to rule 23(2)(c) of the RTE, all states have been mandated to prepare “class wise, subject wise learning outcomes” for all elementary classes (standard I-VIII), and to develop guidelines for putting into practice evaluation mechanisms that can achieve defined outcomes. The decision came close on the heels of a meeting of the Central Advisory Board of Education (the highest advisory body on education in India) held in October 2016. States were advised to create their own framework of outcomes based on a draft document prepared by the NCERT, (which were deemed as a “minimum”) on which different state councils could build as per their specific requirements.

Learning outcomes, in the NCERT framework have been defined as “assessment standards indicating the expected level of learning that children should achieve for that class”.[1] Simply put, learning outcomes indicate what a child should, ideally, have learnt by the time he or she moves from a grade to a higher one – or what the outcome of the year’s education should have been.

At first glance the idea may seem simple, but the notion of measuring learning outcomes and using results to drive policy decisions marks an important shift from a policy perspective. This is so because conceptually, learning outcomes are not just about testing a child for comprehension or rote memorisation linked to the syllabus (which has been the practice till now) but about testing a student’s understanding. This includes the capacity to learn, make meaning of, build upon, and apply knowledge gained inside the classroom.

The use of outcome-based evaluation has gained traction in many countries across the world in recent years, based on the idea that education must not only be seen as a process of transmitting basic competencies or knowledge to students, but as an overall, holistic development process where the teacher’s role is limited to that of a facilitator in the learning process.

Viewed in this light, the MHRD’s push to codify and mandate learning outcomes as goals for all schools (public, private and aided) across the country demonstrates a concerted effort to highlight the question of student learning.

RTE and Learning Outcomes

For many years, the RTE Act has been lauded by educationists as a progressive legislation for improving access to education in the country, universalising education as a right rather than a privilege, and focussing on students being taught in a stress-free environment. Yet the absence of uniform assessment standards to check what students had actually learnt remained an issue till now. Despite conversations around pedagogy shifting over time from ‘what teachers are teaching’ to ‘what students should be learning,’ there were few ways to measure progress on this in a uniform manner across schools. The issue of quality of education in public schools, as a consequence, was neglected.  

With this amendment to the RTE, the MHRD attempts at course correction. The shift towards mapping learning outcomes is expected to provide teachers a “tool to understand what exactly the child should be learning in various classes, how to teach this through activities, and how to measure and ensure that children have reached the required level”[2]. Learning outcomes are thus expected to act as checkpoints to assess student understanding at different intervals in a year (not only at the end of the academic session), to explicitly guide teachers to teach as per student needs, and to fix teacher accountability.

Concerns raised and way forward

Learning outcomes cannot be implemented successfully, however, without a larger change in assessment mechanisms. Currently, teaching-learning inside schools is geared largely towards syllabus completion and ensuring high pass percentage rates, which are used as markers to assess performance of teachers. Examination patterns also rely heavily on testing fact-based knowledge and retention ability rather than student understanding and ability to apply concepts.

In light of the learning outcomes, it becomes more so important to train teachers on how to prepare test papers that can carry different levels of questions to test these. In fact, the purpose of setting learning outcomes would stand defeated if test papers do not see reforms in a context where written tests are being re-prioritised. 

Till now, country wide implementation of outcomes appears to have been laggard. Reservations around the execution of this idea continue – many states in the country have still to adapt to learning outcomes comprehensively because of confusion regarding what these outcomes imply, the abstract nature of the larger goals they espouse, and scepticism around how they can be, if at all, measured. It is important that such issues are resolved through extensive training and preparation for all stakeholders, and an overhaul of examination cells. Some states like Delhi for instance, have taken steps in this regard. These include conducting workshops to familiarise teachers with the reasons for introducing these outcomes, creation of model test papers and linking attainment of grade-wise outcomes with teacher performance. Such models can be adapted to the requirement of different states as well.

Learning outcomes are an opportunity to implement the RTE Act both in letter and spirit by embracing a child-centric pedagogic approach. They must not be allowed to become just another marker in a report card. By arming education providers with a thorough understanding of the current learning levels of students and their needs, they provide a useful tool to reorient the end-goal of classroom transactions. Let us hope that the process of implementing learning outcomes is successful in leading us down that road.

The next blog in this series will shed light on what the promotion of different policies such as learning outcomes represent vis a vis the simultaneous scrapping of policies like the NDP and CCE, and our take on whether these decisions are in sync with each other or represent a contradiction in the MHRD’s approach to education.

 


[1] http://mhrd.gov.in/sites/upload_files/mhrd/files/Learning_outcomes.pdf

MISRA – and the era of cute acronyms

This blog is part of a series on the rollout and progress of e-Governance in India. 

Finally, on the eve of the nineties, I escaped from my dungeon in the Medical Education Department and took charge as Deputy Commissioner of a district. Known as the District Collector in most other states, the posting as the Deputy Commissioner is the single most important aspiration for most people who go through the arduous task of appearing for the civil service entrance exams. The fifty acre forests surrounding the huge colonial era bungalows in which these worthies live, their cars with red beacons on top of them, the appearance of the Deputy Commissioner at most district-level functions, the automatic reference to her as the problem solver in each district, all this drives the popular lore and mystique that surrounds the IAS.

Yet, in Karnataka, the DC of the early nineties was a piffling scaled down version of the real thing. In 1987, the state had gone through a ‘big bang’ effort to deconcentrate power to elected rural local governments, by setting up Zilla Parishads in each district. These bodies were elected and most development departments were transferred from the control of the DC and placed under the Zilla Parishads. What was worse – as seen from the perspective of an IAS officer who dreamt of the day when he would ride into the Collectorate on a white charger (or at least pull up in a white Ambassador) – was that the administration of each ZP was headed by a ‘Chief Secretary’, a far more senior officer to the DC.

Luckily, I was not particularly worried about being dislodged from the numero uno position in the administrative hierarchy of the district. The fact that plenty of open ended development responsibilities had moved to the Zilla Parishad meant that DCs could focus on their core responsibilities, the main of which was land administration.

It was then that I discovered Altaf and Raghavan, two kindred souls.

Altaf was a Shirastedar, a delightful term used to describe someone higher than a head clerk, but not yet an officer. He was one of those rare souls who still retained wit and wisdom even after two decades in government service. His ready smile hid a fanatical commitment to being systematic and a phenomenal memory for the intricacies of the laws relating to land administration.

Raghavan was another restless soul, who, finding the regular land administration work to be too boring, wandered into the National Informatics Centre of the District and discovered that his calling lay in software. He taught himself programming – of course, this was back in the days when Office suites were virtually unknown – and his aptitude got him a job close to the DC’s office, where he could be relied upon to churn out the multitude of reports that are sent every day, which is often the only tangible evidence of any governance happening.

Like all taxation systems, the land revenue laws of most states are precise and logical. Land Administration by the British, which was copied to a large extent by the old Princely State of Mysore, lived by precise data on land assets on which land revenue was assessed, charged and collected. This was maintained by an army of village accountants, displacing an earlier generation of hereditary ‘Shanbhogs’ – village officers who wielded considerable power and influence because of their knowledge over land matters. However, over time, as the attention of DCs began to encompass several welfare programmes, the reporting protocols of land administration had begun to fail. Less attention paid to the daily tasks of land record maintenance, coupled with staff shortages and the expansion of welfare responsibilities, was beginning to weaken the land records system. The resultant confusion and uncertainties about land ownership had the potential to derail the entire economic base for the rural economy.

With my new found enthusiasm for spreadsheets, Raghavan’s far better programming skills and Altaf’s depth of knowledge of the law and rules, we set about systematising land revenue and land records maintenance and creating a computer aided system that would replace the entirely manual one followed so far.

In line with the newly fashionable trend – something that shows no signs of abating three decades later – we used an acronym to describe our efforts. We called our system ‘MISRA’, meaning, a management information system for revenue administration. 

More about MISRA in my next blog.

The Spreading of Spreadsheets

This blog is part of a series on the rollout and progress of e-Governance in India. 

I fell in love with spreadsheets, even as the rest of government, in the 1980s, looked upon computers as nothing more than modern typewriters. The idea of bunging in formulae into columns and rows and watching them do addition and subtraction and more, was fascinating. Yet, my extolling the virtues of spreadsheets with colleagues and team members – all novices in computers anyway – only drew blank stares. Why would an IAS officer be fooling around with these machines, when they had stenographers to type on them, they seemed to ask.

The stenographers were no good either, when it came to understanding the potential of desktop computers in the office space. They liked them only because they could make corrections with the text without using white fluid, and because they did not have to wait for the tinkle of the typewriter’s bell to ratchet down to the next line. Even when it came to documentation, they did not have any clue about storage of written records and their retrieval on the computer. I could explain all day about how easy it is to prepare tables using spreadsheets – and government lives on tables; usually full of misleading data, but undersecretaries and others preferred the clunky calculator to attempting to enter formulae in spreadsheets. To them, that was programming, and beyond their sarkari remit. We must hire programmers to do that, they said.

The loneliness of being enlightened has its compensations, though.

I worked those days in the Department of Health and Family Welfare, looking after the murky goings on in the Medical Education Department. I operated out of a dank, dark room, beyond which an equally dank and dark corridor was being constructed; with all its attendant delights of wet gunny sacks hanging over my windows for curing the concrete. Sure as anything, I developed a rich, throaty cough, which drove me to gulp down plenty of antibiotics, which in turn, made my tongue the colour and consistency of the concrete being laid just beyond my window. The files I dealt with were not inspiring, either; they were mostly about the shenadigans of private medical colleges, which were charging astronomical fees for ‘management quota’ seats, and which used their leeway to provide subsidised seats to the children of politicians and bureaucrats, to wangle more concessions for themselves.

Suddenly, things began to change; various courts began to issue orders that private medical colleges should not be allowed to operate in this way, and that they must provide a percentage of seats for those clearing the government managed entrance exam, at subsidised rates. The private colleges howled in protest and complained that they were living a hand to mouth existence and that their earnest efforts to improve the lot of humanity by charging plenty of lakhs of rupees for medical seats, were being thwarted by an interfering government.

And so they came to our office in their posh cars, to negotiate the fee structure that would enable them, in their opinion, to break even after they were done with cross subsidising the seats that needed to be filled by students who passed the government conducted examination.

They came well prepared, with data that showed the cost of medical education and how various permutations and combinations of fee structures for different categories of students would affect their bottom line.

My boss came from a trading background; he often proudly told me that he was the first in his family to join the civil services. Whilst medical evidence does not reveal any genetic predilection to driving a hard bargain in those who belong to trading castes and communities, my boss could drive many researchers scuttling to seek conclusions in that direction. He would stare impassively at the bejewelled boss of a private medical college, resplendent in his white safari suit and crocodile skin shoes, reeling off statistics to show that that the government’s proposal for a fee structure was totally unworkable. Then he would tighten the screws by asking for a lower fee for the government student than what the man opposite had used for his worst case scenario projection.

He was able to do that, because I was Sancho Panza to his Don Quixote.

No sooner that I was handed over the calculation sheet presented by the private medical college management, than I would run down the corridor to the Karnataka Government Computer Centre, and breathlessly enter the data myself in those beloved spreadsheets. Bingo! I ran the calculations and created my own analysis of these and prepared alternative scenarios that I would slip into my boss’ hands.

Yeah, spreadsheets were very useful. One could have moved mountains of red tape with them. Yet, nearly three decades later, I am not surprised when I ask data from a government office, and it is often sent as a picture of a table, sent through social media, rather than data in spreadsheets. The large majority of people in the government did not use spreadsheets then, sadly, they don’t do so now either.

And the same chaps who send me pictures of tables of data, also send Whatsapp forwards of how Blockchain Technology is going to revolutionise governance.

ज़रूरतों के अनुसार प्रशिक्षण कब?

किसी भी क्षेत्र में कार्य करने के लिए और उसमे दक्षता हासिल करने के लिए प्रशिक्षण लेना और देना सबसे महत्वपूर्ण कार्य होता है | मैंने Accountability Initiative के साथ 7 सालों में बिहार कि शिक्षा प्रशिक्षण या ट्रेनिंग प्रणाली को बारीकी से देखा है – शिक्षा के क्षेत्र में सभी स्तर के प्रशिक्षण कई बार सिर्फ नाम के रह जाते हैं |

अगर हम एक स्तर कि बात करे जिससे संकुल संसाधन केंद्र (Cluster Resource Center Coordinator) कहते है तो यह बात उजागर होगी | इसका कार्य है विधालय स्तर पर ‘अकादमिक समर्थन’ करने का, लेकिन आज कि स्थिति में यह राज्य और विधालय के सुचना या जानकारी आदान-प्रदान का एक माध्यम बन कर रहा गया है | क्यों?

जब किसी भी अधिकारी कि नियुक्ति होती है तो उस से यह जानकारी नहीं ली जाती है कि उस को किस प्रकार या किस विषय के उपर प्रशिक्षण चाहिए, उनकी ज़रुरत क्या है | उनको प्रशिक्षण तो मिलता है लेकिन यह नए-नए योजनाओं पर होता है | सीनियर अधिकारी को जो लगता है कि किस विषय पर प्रशिक्षण देना चाहिए उसके उपर भी प्रशिक्षण दिया जाता है | यह एक गैप पैदा करता है जहाँ प्रशिक्षण ज़मीनी ज़रूरतों को पूरा नहीं कर पाता |

प्रत्येक महीनें में एक दिन सभी शिक्षकों का प्रशिक्षण संकुल स्तर पर होता है जिसमें जिन शिक्षको को पढ़ाने के दौरान जिस भी विषय में कंही कठिनाई होती है, उसका हल वह इस प्रशिक्षण में निकालते है | लेकिन यह हमेशा नहीं होता – असल में कहें तो इस दिन को ‘बैठक या meeting’  बोलते हैं क्योंकि इसमें भी सिर्फ रिपोर्ट या जानकारी का आदान-प्रदान होता है |

दुखद है की कुछ शिक्षक लोग भी इस दिन जा कर सिर्फ रिपोर्ट देते हैं, हाज़री बनाते है और अपने अधिकारी से छुट्टी ले कर या जो रिपोर्ट देना होता है दे कर निजी कार्य के लिए निकल जाते हैं | ज़ाहिर है सिर्फ नाम का प्रशिक्षण दिवस रह जाता है, लेकिन प्रशिक्षण कुछ नहीं मिलता |

एक हल यह है कि प्रशिक्षण देने से पहले सभी स्तर पर जो भी अधिकारी हैं या शिक्षक हैं, उन से मिलकर पहले यह जानने कि कोशिश कि जाए कि उन्हें किस तरह का प्रशिक्षण चाहिए | ज़रुरत को जानते–समझते हुए प्रशिक्षण दिया जायेगा तो वह अपने रोजमर्रा के काम में इसको इस्तेमाल कर पाएंगे और कार्य में भी गुणवता देखने को मिलेगी | इससे ज़मीनी ज़रूरतों कि भी पूर्ती हो पाएगी |

जब प्रशिक्षण कि यह स्तिथि है तोह रोज़ के कार्य में इसका कितना योगदान होगा यह एक चिंताजनक विषय है | प्रशिक्षण का अर्थ होता है अपने आप को या किसी दुसरे को ऐसी शिक्षा देना कि उनका कौशल का विकास हो | इसकी कामना अभी नहीं कि जा सकती |

Accountability Initiative in 2017: The Year Gone By

Welcome to the start of a brand new year! Before 2018 begins in full swing, we bring you highlights of our activities in 2017. The year marked AI’s increasing contribution to on-ground governance practices. From policymakers, journalists and aspiring development practitioners to field workers implementing critical welfare schemes, we held no holds barred conversations where it counted. With your support, we look forward to continuing such dialogues this year, and making the voice asking for more accountability in governance many times stronger!

JANUARY

1_1.jpg

Analysing Budget 2017

Our Budget Briefs published every year have emerged as a much-awaited source of analysis on India’s Union Budget. In 2017, we looked at the allocations, expenditures and progress of 7 key social sector schemes including the Sarva Shiksha Abhiyan (SSA), National Health Mission (NHM), Swachh Bharat Mission (SBM) and the Pradhan Mantri Gram Sadak Yojana (PMGSY). Given the current focus of the Government on Direct Benefit Transfers (DBT) and JAM (Jan Dhan, Aadhaar and Mobile Connectivity), the brief also included an analysis of the current coverage and implementation challenges for JAM and DBT in the series. You can find the complete set here.

FEBRUARY 

22_0.png

Breaking down the Budget for the media

Interpreting Budget documents is a hard task. We shared our analyses and lessons learned from reviewing Budget documents for the past 9 years with journalists to make interpretation easier for them and their readers. You can learn some key elements for yourself by visiting here.

MARCH

Reinventing the PAISA Field Cadre

AI’s flagship PAISA survey, which tracks fund flows and expenditures of welfare programmes, is India’s largest citizen-led expenditure tracking survey. Our PAISA Associates field cadre located in 5 states are critical to making this effort a success. Read the experience of an AI PAISA Associate who works on education and what she has observed while being in the field.

APRIL 

33102558151_c46a3390f8_z.png

Identifying challenges of Swachh Bharat Mission in Udaipur, Rajasthan

On the request of the local administration in Udaipur, AI began a survey to understand the process involved in declaring Gram Panchayats Open Defecation Free (ODF) and challenges in implementation for the rural arm of SBM. The 3-month study yielded insights on the functioning of the SBM machinery and were shared with the administration. A report of the study findings will be available by early 2018.

MAY 

Understanding the family planning machinery in Bihar and UP 

In 2012, India signed the FP2020 which committed to increase allocations for Family Planning (FP) and strengthen access to quality FP services. In order to understand the process of allocations, releases and expenditure on FP activities and analyse whether these are aligned with the FP2020 goal AI undertook a study on unpacking the processes of planning, budgeting and expenditure at the state and district level under the NHM. Commissioned by the Population Foundation of India (PFI), the study included 68 detailed qualitative interviews with officials at all levels in 2 high-focus states, namely Bihar and Uttar Pradesh. A working paper of the same will be available in a few months.

JUNE

Analysing fiscal federalism in India

The complexity of fiscal transfers between the Union-state governments in India is little understood. Yet there is little evidence about the efficacy of fiscal transfers for specific public policy objectives. A paper analysing evidence from past approaches to fiscal transfers for health was released this month. A collaborative effort of AI and the Centre for Global Development,  the paper received wide attention. It can be downloaded from here.

JULY 

M.png

Bridging the gap between citizens and the bureaucracy

From securing basic essentials such as water to schooling and Aadhaar, a blog series capturing real stories of the way in which ordinary citizens have navigated the bureaucratic system was the highlight of this month. Do read the gist of the series here.

AUGUST

Making data work for accountability in education

As part of a UNESCO commissioned study, AI carried out a field survey on the implementation of the usage of elementary education data for planning, monitoring and demanding accountability. The study was conducted in Himachal Pradesh, Rajasthan and Madhya Pradesh and focussed on understanding the way in which school-level data is being used for ensuring transparency and accountability in the public education system. The study also explores the link between awareness of school-level data in the public and its usage by parents, teachers and School Management Committee (SMCs) members to demand accountability. The study will be publically available in mid-2018.

SEPTEMBER

cranium-2099129_960_720.jpg

Grooming the next generation of public policy practitioners

AI experts engaged with students of the Indian School of Development Management (ISDM) on understanding state capacity. The unique course offers insights on the challenges facing administrative institutions, the root causes of governance failure, and designing public policy interventions in a way that addresses these lapses.

Insights on education for the Economically Weaker Section

AI also contributed new understanding on the provision of 25 per cent seats for children from economically weaker and disadvantaged sections of society in private unaided schools under the Right to Education Act. The report entitled the ‘State of the Nation: RTE Section 12(1)(c)’ is a collaborative effort of Indian Institute of Management-Ahmedabad, Centre for Policy Research and Central Square Foundation. You can access the paper here.

 

OCTOBER

people-play-child-education-classroom-kids-1104033-pxhere.png

Understanding perspectives of Delhi’s public school teachers

A new study on education in Delhi’s public schools began at the request of the Delhi Commission for Protection of Child Rights. The study seeks to understand how teachers’ time is distributed across different activities in schools, whether their administrative tasks affect teaching time, the amount of time teachers spend outside of official hours engaging in school related work, and to provide insights on teachers’ perceptions of their job. Read a blog on what teacher’s actually think of teaching and learning.

Challenges of financial management in Bihar’s School Management Committees (SMCs)

AI conducted a field survey on maintenance of finances by SMCs in Purnia and Nalanda districts of the state. As part of the study, we recorded challenges and difficulties in maintenance of cashbooks/passbooks with respect to funds for key SSA grants and two state-level schemes. The process of implementation of DBT in the two schemes was also examined. As many as 590 households and 1000 students currently studying in rural elementary schools were surveyed for this purpose. The findings were presented to top SSA officials and have been accepted by them.

For evidence-based decision making

We returned to ISDM with a workshop for development practitioners on understanding and applying research. Research is a key lens through which policy-makers and other stakeholders can identify policies that are more effective, and critically analyse how these can be improved. Complement your perspective with a 2-min read on what it will take to make evidence-based policies a reality.

Strengthening the accountability movement

AI participated in the 5th National Convention of the National Campaign for Peoples’ Right to Information. A panel discussion comprising AI experts explored transparency and accountability in the implementation of the Right to Education Act. Explore how RTI has been used by ordinary citizens to ask for a more accountable administration.

DECEMBER 

RaghuBytes-Leadership-2.jpg

Transforming local governance

Our cadre of PAISA field associates were facilitated as trainers on a new flagship PAISA course. Available for the first time in Hindi, the course – ‘Hum aur Hamaari Sarkaar’ – will be taken to grassroots-level field workers in the heartlands of India in 2018. The course offers critical analysis of state capability, especially at the local governance level.  Two pilots were conducted in December – one with Block level coordinators of Nehru Yuva Kendra in Rajasthan and the other with District level coordinators of Pratham in Bihar.

Exploring community approaches to sanitation

AI and the Scaling City Institutions for India (SCI-FI) teams at the Centre for Policy Research organised a conference which brought together prominent academics, policy researchers and practitioners in the sanitation sphere. The conference deliberated on sanitation policy and implementation, shared learnings and provided recommendations on the issue of safe sanitation, including but not limited to the role of SBM. Click to know the progress of SBM-Gramin 3 years on. The conference report is available here.

Social Audits in Meghalaya

We ended the year with increased participation of the public in governance as Meghalaya became the first state in the country to pass a law on the Social Audit of services. AI was invited by the Government of Meghalaya to participate in a National Convention on Social Audit. The aim was to draw upon insights and gain feedback from academics, activists, members of the CAG and central ministry and journalists to make the process stronger.