Unpacking the governance question in the classroom

Are centrally sponsored schemes in India a useful apparatus for public service delivery?

How can citizens contribute to better governance?

What functions of the government should be decentralised?

These were some of the questions that saw heated debate at Accountability Initiative’s course ‘Understanding State Capabilities’ conducted at the Indian School of Development Management (ISDM). Spread over 3 packed days, the course helped students uncover complex ideas of decentralised governance, bureaucracy and its myriad challenges in India, social sector spending, government budgets, planning and social accountability.

The course early this month saw enthusiastic participation from the students at ISDM, the next generation of development leaders in the country, who often highlighted and brought out facets of their own work experience across different sectors, ably making the connection between classroom discussion and real-world practice. Some sections of the course definitely seemed to have resonated with the students, particularly the various activities spread across the course that provided students with an inimitable opportunity to engage, debate, and discuss not just with each other but also researchers from Accountability Initiative who formed the course faculty.

In an activity that aimed to bring out the facets of multiple governments in decentralisation, groups of students represented the Union, State, and local governments. A spirited debate emerged about the efficacy, efficiency, and appropriateness of different levels of government partaking in different functions required to start and run a school. Some interesting questions and insights emerged from the discussion, so much so that students could be found continuing their discussion in their smaller groups well after the end of the session and into lunch break!

Should the school curriculum be set by the Union government and standardisation be aimed for or should different states exercise their prerogative based on state specific learning levels and contexts? Who is better equipped to recruit and train teachers between the state and local governments? Should the state take up the responsibility of providing uniforms so as to achieve better economies of scale? These were only some of the critical questions raised and deliberated upon by the students, during this session.

The session on theories of decentralisation further facilitated the bringing out of nuance of the complex power play that ensues once answers to these questions are sought. The team from AI further laid out the juxtaposition of India’s commitment to decentralisation on one hand, and the limited success of fiscal decentralisation on the other.

Another fiercely debated topic was that of Centrally Sponsored Schemes. Here too, students drew from their own understanding and also built on valuable insights from the AI team. A debate erupted on whether or not CSSs strengthen state apparatus for public service delivery. A variety of perspectives came to the forefront. Some students felt that states currently lack the resources and capacity to attain satisfactory levels of service delivery in certain sectors, and thus CSSs are desirable. Others felt that such programmes were not necessarily a solution, and the focus should rather be on building capacities of state and local governments, so they can take up such initiatives at their own prerogative.

Testimonials (4).png Another session that sent the students into an excited frenzy was the session on the reading of the Budget documents, where we think we encouraged many students to begin their own quest to become successful ‘fiscal detectives’.

These are only a few snippets of the larger story that the course aimed to convey to upcoming development practitioners. These sessions, and many more were building blocks that came together to build the larger narrative of the course around governance and accountability. Divided into 3 modules namely, ‘what does the government do’, ‘how does the government function’, and ‘what is the role of citizens in governance’, the course aims to provide a thorough on-ground perspective of the root causes of administrative and fiscal failure in India, thus positioning students as potential problem-solvers, capable of bridging these gaps.

The case of Kallu Ram’s missing Swachh Bharat Mission money

Kallu Ram and his family were owners of a brand new toilet, it even had a flush, a first for this family from a small village near Jaipur. The family was excited about the new toilet in the house, but making this toilet had left them high and dry. When Kallu was first approached by his village Panchayat to build this toilet, he was a bit apprehensive as they had little money for an extra expense such as this, and so far they were fairly happy going to the field. Then he found out that there was a government scheme called Swachh Bharat Mission (SBM) and he would get paid to build the toilet. Sure, it was an added expense, but the Panchayat was putting pressure and his daughter and son both wanted it. He believed this was perhaps the way forward, and with full faith in the government, the toilet was constructed.

It had now been four months since the construction, but with high usage and construction costs, all the toilet had really done was drain him of his resources. As a small farmer he had a tight budget and the only way he could ever afford this toilet was from the amount he would receive from the government. As per SBM norms the government is required to pay every beneficiary Rs. 12,000 per toilet for a low cost but good quality toilet. Once the toilet is built, beneficiaries are verified on the basis of usage. Kallu Ram had completed all these formalities four months ago and was still longingly awaiting to receive the promised sum. He now felt cheated and dejected as he had tried everything and the only answer he ever got from the Panchayat was, “abhi paisa upar se hi nahin aaya hai (the money has still not been come from the top)”. The SBM money promised to him had gone missing.

Enter Om Prakash Sharma, a smart college student, youth group leader, Nehru Yuva Kendra Block Coordinator and the star of our story. As a block coordinator, Om Prakash had helped many of his community members avail government services. He would soon become the fiscal detective who saved the day for Kallu Ram!

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He wanted to find out exactly where the money was stuck. What route had it taken? Had it been allocated and yet not released? Had the centre really not released the money or had the funds just not reached the Panchayat? He knew that the government’s actual expenditure (reported two years after the budget announcement) was often far lower than the actual budget estimate. The slow movement of money was an important reason for this, and the slower the movement the harder it would be for him to track! Oh how he wanted to put his finger on the exact point where the money was stuck- after leaving the central government coffer, on its route to the last mile beneficiary.

You see as a NYK Block Coordinator Om Prakash had recently attended a course called ‘Hum aur Humaari Sarkaar’ conducted by Accountability Initiative where he had learnt about the complications in the fund flow system, the Indian budget system, and how government schemes are formulated and implemented. He now knew why the money often doesn’t reach its stipulated destination on time and where all it can get delayed and this case was his big opportunity to test his knowledge.

So when he first went to the Panchayat office with Kallu Ram, rechecked all the submitted documents and asked the Sarpanch and Panchayat Sachiv about the money, as expected he was told that the money had not come. He knew instantly there was more to this story than met the eye. It had been more than four months since all documents had been submitted, how was it possible that the money had not come? This led our young detective and his ‘client’ to their next stop- the Panchayat Samiti (the block level panchayat office). After some waiting, pleading, sleuthing and questioning they found out that the money had actually been transferred to Kallu Ram a long time ago. But Om Prakash had checked, no money had reached Kallu’s account. And if the money had been deposited where had it gone? This case was getting more and more interesting and Om Prakash more and more excited! He was on a mission and he was now going to find out what happened to the missing SBM money.

Many years of friendship with the peon now came into use, and Om Prakash was led to the Accountant. The man with all the answers to Om Prakash’s questions. The Accountant was a skinny, straight looking man with little time for idle chatter. Om Prakash knew if he wanted to know what had happened to the money, he would need to be quick and direct in his approach. And so Om Prakash began, “Sir, Mr. Kallu Ram here was to be transferred Rs. 12,000 for constructing a toilet under the scheme Swach Bharath Mission, it has been 4 months since he has submitted all his documents and still not received the money. Some members of the Panchayat Samiti claim that the money has definitely been transferred to him but as you can see from his accounts that is not the case, so I demand to know where is the money now and who has it been transferred to if not to him?”

The Accountant immediately agreed to look up the records. The records indeed showed that Kallu Ram had received the money. Both Om Prakash and Kallu Ram were dumbfounded! Om Prakash insisted on looking at the records himself. On closer inspection he found out that a payment had been made in the name of Kallu Ram but the account to which the money had been transferred wasn’t his. There had been an error in writing the account number and instead somebody else in the village had received the money due to him. Om Prakash had traced the money and caught the error.

The Accountant and the Panchayat Samiti apologised to Kallu, though somewhat grudgingly. They still claim that the error in the numbers is a mistake but somehow Om Prakash is not convinced. Kallu Ram is elated as the ‘mistake’ has been rectified and he has received his payment. Om Prakash has solved his first case as a fiscal detective and the case of Kallu Ram and the missing SBM money has been closed.

*****

This is the real story of a participant of the course ‘Hum aur Humaari Sarkaar’ from Nehru Yuva Kendra Sangathan (NYKS) in Rajasthan. The story is important for two reasons, first, that citizens empowered with knowledge can make a difference to achieving development goals, make the government responsive and hold it accountable. Knowledge is certainly not always enough and/or the only means of empowerment but it is an important catalyst. As per Benequista and Gaventa (2012) in many societies “citizens are unaware of their existing rights, lack the knowledge needed to interact with the state, or do not feel they have the agency and power to act”. In these situations, just like in our story, knowledge of how the system works becomes a weapon for citizens like Om Prakash, giving him the confidence and power to confront the state. This course focused on topics such as social sector spending in India, fund flow of money from centre to the last mile beneficiary, culture and decision-making dynamics of frontline bureaucracy and citizen action and social accountability, all of which played a part in Om Prakash’s understanding of engaging with the governance system and encouraged him to act. The fact that he is a member of an organised system of volunteers – NYKS – that encourages community participation and regularly gives him opportunities to increase his knowledge and learn new skills is also an advantage.

The other reason this story is significant is that the training that enabled Om Prakash to take action was not performance based rather it was information and/or knowledge based and in the current scenario of capacity building, information based training is often undermined. If woven with the participant’s current reality and context information based training can be extremely effective. Especially when it comes to understanding the reality of government functioning and the role citizens can play to improve governance. There are over 3.3 million NGOs in India with a majority of them based in the grassroots, run by grassroots development professionals or volunteers just like Om Prakash, who often have little exposure to the larger system within which they operate making its navigation challenging, and therefore limiting the scope of their impact to address their social sector concerns. One reason for this limited exposure is lack of access to relevant, applicable and easy to understand knowledge. The other is that most capacity building courses for the grassroots focus on skill building alone, without recognising the value of the context within which their participants work and will apply their skills. This story is proof that courses like ‘Hum aur Humaari Sarkaar’ has the potential to build knowledge that can propel citizen action.

More information on ‘Hum aur Humaari Sarkaar’ can be found here.

एक विधालय शिक्षा समिति के महिला सचिव की सूझ – बुझ का परिणाम

बिहार राज्य में प्रत्येक प्रारंभिक विधालय में विधालय शिक्षा समीति का गठन करना अब अनिवार्य  है | यह शिक्षा समिति 17 सदस्यों की समिति होती है और इसमें माताएं जिनके बच्चे उस उक्त विधालय में नामांकित है की 50% सदस्य्ता होना ज़रूरी  है | मैं आप लोगों से एक विधालय शिक्षा समिति की महिला सचिव के बारे में बताना चाहता हूँ जिन्होंने समिति में हो रहे पैसों के घपले पर रोक लगाने में मदद की | इनकी बात मुझे Accountability Initiative के द्वारा ज़िले में काम करते पता चली |

जिला काफी पिछड़ा हुआ है | शिक्षा समीति के अधिकांश सदस्य अनपढ़ और अनुसूचित जनजाति से संबन्ध रखते हैं | महिला सचिव भी पढ़ी लिखीं नहीं हैं | नियम के अनुसार सचिव और विधालय के प्रधानाध्यापक के बिना हस्ताक्षर से विधालय के खाते से एक रूपये की भी निकासी संभव नहीं है |

प्रधानाध्यापक महिला सचिव की असाक्षरता का फायेदा उठा कर उस महिला से खाली चेक पर हस्ताक्षर कराते थे और मनचाहा रकम बैंक से निकाल कर अपना व्यक्तिगत खर्च करते थे | महिला के पांचवीं कक्षा में पढ़ रहे बच्चे ने अपनी माँ के द्वारा खाली चेक पर हस्ताक्षर करने का विरोध किया | इसके बाद महिला सचिव ने रकम लिखने की मांग करि | जाहिर तौर पर प्रधानाध्यापक ने महिला सचिव को बोला की वह कोई फर्जी रकम नहीं निकाल रहे हैं |

जब सचिव नहीं मानी तोह यह बात प्रधानाध्यापक को नागावार गुज़री और उन्होंने विधालय शिक्षा समिति के बाकी सदस्यों के बिच यह अफवाह फैला दी की सचिव चेक पर हस्ताक्षर करने से पहले एक मोटी रकम की मांग करती हैं जिसके कारण विधालय में विकास कार्य बाधित हो रहा है | नियम के अनुसार समीति के अध्यक्ष पंचायती राज से चुने हुये प्रतिनिधि होते है | हर समिति को राज्य सरकार के तरफ से 9 कार्य और शक्तियों  का आवंटन किया गया है जिसमे मुख्य कार्य कुछ इस तरह है – विधालय के संचालन का अनुश्रवन करना, विधालय में प्राप्त विभिन्न स्रोतों से प्राप्त मदों का उचित उपयोग,  मध्याहन भोजन की देखरेख आदि | प्रधानाध्यापक ने यह भी अनुरोध किया की सचिव को हटाया जाए |

प्रधानाध्यापक की बात पुरे पंचायत में आग की तरह फैल गयी | महिला सचिव का घर से निकलना दुर्लभ हो गया | महिला सचिव ने अपनी व्यथा पंचायत के मुखिया को सुनाई | उन्होनें आम बैठक रखी जिसमे विधालय शिक्षा समिति के सभी सदस्य, पंचायत के शिक्षा प्रेमी सदस्य और विधालय के सभी शिक्षको को आमंत्रित किया गया | बैठक में महिला सचिव और प्रधानाध्यापक ने अपने पक्ष रखे जिसके बाद मुखिया ने प्रधानाध्यापक को  पिछले दो वितीय वर्षों में  निकाले गए रकम का पूरा वितीय रिकॉर्ड ब्यौरा दिखाने को कहा |

मुखिया और उनके सहयोगी के द्वारा विधालय के सभी वितीय रिकॉर्ड को बारीकी से देखा गया | गहन जांच – पड़ताल के बाद यह पाया गया की प्रधानाध्यापक ने विधालय का पैसा निकाला था जो कहीं  कोई कैशबुक या अन्य दस्तावेज़ में उल्लेखित नहीं किया गया था | बैठक में सर्वसम्मति से मुखिया ने यह फैसला सुनाया की प्रधानाध्यापक के द्वारा बच्चों के भविष्य के साथ खिलवाड़ किया गया  है इसलिए प्रधानाध्यापक को अपने खाते से विधालय के खाते में 1,00,000 रुपया जमा करना होगा |

महिला सचिव पर प्रधानाध्यापक के द्वारा लगाए गए आरोप को ख़ारिज किया गया और महिला सचिव को बैठक में मुखिया के द्वारा सम्मानित किया गया | मुखिया ने महिला सचिव को तारीफ़ करते हुए कहा की आज हमारे समाज में उपरोक्त तरह की कितने घटनाएँ घट रही होगी और उनका शोषण किया जा रहा होगा | आज प्रत्येक महिला को इस महिला सचिव से प्रेरित होने की आवश्यकता है और अपने शोषण के विरुद्ध आवाज बुलंद करने की आवश्यकता है |

इस प्रकार से महिला सचिव की सक्रिय भूमिका ने विधालय शिक्षा समीति का अस्तित्व बनाये रखा |

Safeguards Needed in the Face of Inevitable Urbanisation

This blog is part of a series on policy decisions, the causes and consquences of the Kerala floods. The first blog can be found here

Kerala is caught in a bind where its urbanisation has led to a continuous and thickly populated settlement pattern, but there is little safe land left for more habitation development. The 2016 report of the State’s Working Group on Urban Issues highlights this problem, in the following words:

“Kerala also needs to focus on what is internationally gathering momentum – the goal of sustainable urbanisation – which is to now seen to be central to strategies for mitigating climate change. Economising on emissions and promoting energy efficiency in urban areas has much to do with how cities are spatially configured and serviced. Apart from local land use regulation that steer settlements away from disaster prone areas and sensitive ecosystems, building compact cities around public transport and pedestrian movement constitute measures that can considerably improve energy efficiency of cities, reducing their climate change impact.”

Keeping this overarching vision in mind, the report goes on to lay down its approach, as follows:

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To derive appropriate policy to ensure the achievement of the vision of inclusive urban development, the report goes on to lay down five non-negotiable principles that aim to make urbanisation sustainable.

The first, the report says, is to realise that the carrying capacity of urban areas is not infinite, but is limited by environmental constraints and conservation of natural and heritage resources. When one considers lands that cannot be diverted, such as the Coastal Restricted Zone and paddy fields, or heritage zones that cannot be taken up for inner city redevelopment, then the land that is open to green-field development gets considerably limited. This calls for tough choices, where preservation of the natural or existing built environment that is part of the State’s invaluable cultural heritage.

The second, according to the report, is that everything that has the effect of making our cities safe to live in should be done and anything that has the potential to make our cities unsafe in any fashion whatsoever, should not be rationalised or attempted to be done. Safety is a wide ranging idea and can include issues that touch the city as a whole (for example, where landfills should be located or whether reclamation of land from lakes should be attempted) to those that are very local in their span of influence (such as location of streetlights or public lighting in parks, or police stations and frequency of police beats). Furthermore, the components of a safe environment and therefore, the prioritisation of their implementation, can radically differ from stakeholder to stakeholder. What a child, a senior citizen, a differently abled person, a woman or a migrant labourer wants might vary dramatically from the priorities of an average citizen. For example, while mobility affects everyone, women and men often have substantially different patterns of demand for transport services. Personal safety is a major concern for working women who commute after dark and this often limits the choice and locations of their work. Therefore, planning for better law and order and safety should take precedence over other priorities in planning.

Third, the participatory process in planning and implementation cannot be bypassed. In Kerala’s context of decentralized planning with peoples’ participation, it is essential to have the active involvement of people as stakeholders from the very beginning of Plan formulation stage. While Grama Sabhas in rural areas have a high degree of participation from women, particular care will need to be taken to ensure the meaningful participation of children, the elderly, and the differently abled in participatory processes. Instruments of participation may need to be differently configured, in order to take care of the diverse nature of urban stakeholders and the fact that unlike the rural counterpart, the interest in urban services is not confined to that available near the residence of the stakeholder concerned.

Fourth, considerations of departmental turf should not become a constraint in achieving coordination. The government should not be swayed by vested interests whilst attempting the departmental redesign to streamline processes and improve coordination. Departments that are redundant or inappropriate in their current form, should be reformed or even done away with, if necessary. Institutions blaming the other for failure to achieve the common objective should be avoided.

Fifth, the concept of users paying for the services enjoyed and the polluter paying for the pollution caused, should be enforced. Wherever affordability is an issue, targeted transparent and measurable subsidies should be provided for the disadvantaged, marginalised and poor across all segments of growth.

I shall highlight what the report suggests, should be the spatial approach to local planning, in my next blog.

The previous blog in the series is here.

Unpacking the Potential of Synergy between Academia and Public Policy Execution

It can often be insightful to visualise the process of democratic governance as fine clockwork – an intricate machine whose inner workings might appear equally overwhelming to the perplexed observer trying to keep track of its several shifting gears, and to each component of the clock itself who feels like the metaphorical ‘cog in the wheel’. How then could one acquire a clearer picture of state performance in the public sector – something that directly impacts all tax-paying citizens? Seeking an answer to this question constituted the subtext of tasks I was assigned as an intern at the Accountability Initiative over the last month.

We know that public policy academics attempt to decipher these mechanisms in order to suggest ways of optimising welfare service delivery within existing institutions as well as to improve structural design. But although this research concerns us all, it is more often than not perceived to be dense and jargon-filled. In the worst-case scenario, this seeming inaccessibility can unwittingly translate into further disillusionment of the average citizen from policies that affect her or his welfare, and of the frontline bureaucrat who views himself as powerless in the grand scheme of government functioning. On the other hand, oversimplifying this knowledge for transmission purposes can also lead to a loss of the nuance obtained from rigorous academic inquiry.

Yet, scholarship on public policy and the real-world execution of these policies should not be viewed exclusively. There exists in fact potential for a dynamic synergy between the two, wherein not only does information gathered at the grassroots level feed reliable research outcomes, but that this research in turn also facilitates the training of government functionaries for more efficient last-mile service delivery. The Accountability Initiative’s Learning and Development work acts as a bridge between this gap, combining a grasp on the concepts and normative foundations of decentralised public service delivery mechanisms with a targeted dissemination of this in the form of relevant technical and administrative know-how for audiences ranging from development professionals to civil society organisations. Working on the ‘Understanding State Capabilities’ course afforded me an opportunity to catch a glimpse of both these dimensions.

Naturally, researchers at the Accountability Initiative possessed detailed information about the provisions, implementation and current state of a variety of social sector schemes in health and education which they had been closely tracking, as well as a deep understanding of the institutions of public finance and administration. The challenge was to condense this knowledge for the specific operational roles and responsibilities of the participants of the course. What intrigued me most was realising what a delicate balancing act such an endeavour proves to be!

After several insightful deliberations on the contextual appropriateness and comparative advantages of employing certain instructional tools or prioritising certain concepts relative to others, it was decided to supplement the conceptual framework of the course with case studies conducted by the Accountability Initiative on various social sector schemes such as those concerning budgetary devolution in the education sector (SSA), or on the evolution of constitutionally mandated bodies (Bureaucracy, Finance Commissions).

From this experience, I have now come to realise that though a cog or two might go awry from time to time, the clockwork-like coordinated precision of the state would be restored as long as citizens are sufficiently equipped to engage with it. Assurances of state accountability ought to be consistent and ongoing, rather than mere electoral rhetoric once every five years. In this respect, policy research and outreach go hand-in-hand.

सरकारी विद्यालयों के अस्तित्व को बचाने की बारी अब प्रतिनिधियों की

वर्तमान में देखा जाए तो आज प्रत्येक अभिभावक अपने बच्चे की बेहतर से बेहतर शिक्षा हासिल करने की दौड़ में जूझ रहा है। हिमाचल प्रदेश की बात की जाए तो अन्य राज्यों की तुलना में यहाँ पर भी सरकारी विद्यालय अपने अस्तित्व की लड़ाई लड़ रहे हैं। सोचने वाली बात है कि ऐसे हालात ही क्यों पैदा हुए, जिससे आज अधिकतर अभिभावक सरकारी विद्यालयों की तरफ अपना रूख ही नहीं करना चाहते। ऐसे में आखिर जवाबदेही किस की बनती है?

राज्य शैक्षिक अनुसंधान एवं प्रशिक्षण परिषद के सर्वेक्षण में यह बात सामने आई है कि हिमाचल में पिछले चार सालों में सरकारी विद्यालयों से लगभग 1,16,124 विद्यार्थी कम हो चुके हैं। सरकारी विद्यालयों में आठवीं कक्षा तक फेल न करने की नीति, शिक्षकों की कमी, बच्चों की शैक्षिक व गैर शैक्षिक गतिविधियों में भागीदारी तय नहीं होना, शिक्षकों के तबादले जैसे कई मसले हैं जिनसे अभिभावक खफ़ा हैं। इसी का नतीजा है कि सरकारी विद्यालयों से निजि विद्यालयों की तरफ पलायन बहुत तेजी से बढ़ रहा है।

बच्चों के शैक्षणिक स्तर की बात की जाए तो उसमें भी स्थिति संतोषजनक नहीं है। एनसीईआरटी के ताज़ा सर्वेक्षण के अनुसार हिंदी, गणित व पर्यावरण विज्ञान विषयों में राज्य के नौनिहाल पिछड़े हैं। हिमाचल प्रदेश तीसरी कक्षा में देशभर में 17वें स्थान पर है जबकि पांचवीं कक्षा में प्रदेश का 15वां तथा आठवीं कक्षा में 16वां स्थान है।

इस सबसे समझ में आता है कि समस्या केवल छात्रों की संख्या कम होना की नहीं है अपितु जो छात्र इन विद्यालयों में नामांकित हैं भी, उनके शिक्षण स्तर में भी काफी कमी है। एक समय था जब सरकारी विद्यालयों की शिक्षा को बहुत सम्मान की दृष्टि से देखा जाता था, लेकिन वर्तमान में इनके प्रति लोगों का नजरिया ही बिलकुल विपरीत होता जा रहा है। बल्कि लोग तो अब ये तक कह देने में भी गुरेज नहीं कर रहे कि ऐसी क्या माली हालत हो गयी है, जिसकी वजह से आपको अपने बच्चे का दाखिला सरकारी विद्यालय में करना पड़ रहा है।

राज्य सरकार अब पहली कक्षा से 12वीं कक्षा तक के छात्रों को स्मार्ट यूनिफॉर्म देने की तैयारी में है। पहल तो अच्छी है लेकिन सवाल यह है कि क्या केवल स्मार्ट वर्दी देने से इन विद्यालयों की मौजूदा स्थिति भी स्मार्ट हो पाएगी? राज्य सरकार ने वित्तीय वर्ष 2018-19 में शिक्षा विभाग के लिए Rs 7,044 करोड़ के बजट का प्रावधान किया है जो पिछली बार से Rs 840 करोड़ अधिक है। लेकिन बस संशय इस बात का है कि क्या शिक्षा बजट में निरंतर बढ़ोत्तरी के बावजूद अभिभावकों की मानसिकता में भी इन विद्यालयों के प्रति कुछ सकारात्मक बदलाव देखने को मिलेगा?

“हमारा पैसा हमारा स्कूल” अभियान के तहत हमने जमीनी स्तर पर विद्यालयों, स्कूल प्रबंधन समितियों एवं अभिभावकों के साथ चर्चाएं आयोजित कीं। जिसका मकसद यह था कि अभिभावक एवं अन्य लोग भी यह जान पाएं कि प्रति वर्ष सरकार द्वारा इन विद्यालयों पर कितना अधिक खर्चा किया जाता है। इस अभियान के दौरान हमने पाया कि अभिभावक अन्य चीजों के अलावा इस बात से भी बेहद नाराज़ हैं कि जब शिक्षक एवं अन्य अधिकारी ही अपने बच्चों को सरकारी विद्यालयों में नहीं भेजते, तो इसका अर्थ यही है कि उन्हें सरकार एवं स्वयं की कार्यप्रणाली पर ही विश्वास नहीं है। एक सच यह भी है कि वर्तमान में सरकारी विद्यालयों में अब अधिकतर उन्हीं परिवारों के बच्चे पढ़ते हैं, जो निजी विद्यालयों का खर्च उठाने में असमर्थ हैं या जहां निजी विद्यालय ही उपलब्ध नहीं हैं।

अजीब विडंबना है कि एक तरफ हर कोई चाहता है कि उसे सरकारी नौकरी हासिल हो, लेकिन जहाँ बात अपने बच्चों की शिक्षा की हो तो वहां केवल निजि विद्यालयों को ही तरजीह दी जा रही है।

लोग बहुमत देकर अपने प्रतिनिधियों का चयन इस विश्वास के साथ करते हैं ताकि वे उनकी समस्याओं का समाधान कर पाएं। इसलिए अब समय आ गया है कि हमारे प्रतिनिधियों को स्वयं आगे आकर अपने बच्चों को भी इन विद्यालयों में नामांकित करके एक आदर्श रूप प्रस्तुत करना चाहिए। यानी इसके लिए अब इन्हें स्वयं आगे आकर सरकारी विद्यालयों को इनकी वास्तविक पहचान दिलाने का बीड़ा उठाना चाहिए और अपने अधिकारीयों एवं जनता से भी इसमें सहयोग करने का आह्वाहन करना चाहिए। जहाँ पर इन्होने स्वयं आगे आकर पहल की है वहां पर सकारात्मक बदलाव देखने को भी मिले हैं। आप कल्पना कर सकते हो कि जिस दिन किसी सरकारी विद्यालय में मंत्री, विधायक या किसी कलेक्टर का बच्चा और मजदूर का बच्चा एक साथ पढ़ेंगे, उस विद्यालय की कायाकल्प होना निश्चित है।

शायद इसके लिए वर्ष 2015 में इलाहाबाद उच्च न्यायालय के जैसे आदेशों की भी आवश्यकता नहीं होनी चाहिए, जिसके अनुसार सरकार से जुड़े सभी प्रतिनिधियों, अधिकारियों एवं न्यायपालिका के जजों को अपने बच्चों को सरकारी विद्यालयों में नामांकित करना अनिवार्य कर दिया गया।

जिस तरह के मौजूदा हालात हैं, उसके अनुसार तो यही लगता है कि यदि समय रहते यथासंभव कदम नहीं उठाये गए तो हालात ऐसे हो जायेंगे कि इन विद्यालयों में भौतिक सुविधायें तो हो जायेंगी, अगर नहीं होंगे तो बस पढ़ने वाले बच्चे।

पूरे प्रदेश में पंचायत स्तर पर ग्राम सभाओं का आयोजन किया जाता है जहाँ पर सरकार की विभिन्न योजनाओं के बारे में जनता की मौजूदगी में चर्चाएँ होती हैं। अतः पहल के तौर पर सरकार को एक ऐसा सिस्टम तैयार करना चाहिए, जहाँ इन सभाओं में बच्चों की शिक्षा के बारे में भी चर्चा की जानी चाहिए। यह एक ऐसा भागेदारी मंच बने जहाँ शिक्षक एवं उनके उच्च अधिकारियों के अलावा पंचायत प्रतिनिधि तथा अभिभावक बच्चों के शैक्षणिक स्तर के साथ-साथ विद्यालय के अन्य मुद्दों पर भी गंभीरतापूर्वक बात करें। सिस्टम ऐसा हो कि जो भी समस्याएं इन चर्चाओं से निकलकर सामने आएं, उन पर त्वरित कार्रवाई हो।  इससे जवाबदेही और भागेदारी का एक ऐसा बेहतर माहौल बन पायेगा, जहाँ हर कोई एक दुसरे के साथ मिलकर इन विद्यालयों को इनके असल मुक़ाम तक पहुंचाने में अपनी भूमिका निभा सकेगा।

Kerala Floods: Predicted Result of Accumulated Follies

This blog is part of a series on policy decisions, the causes and consquences of the Kerala floods. The first blog can be found here

Are the changing patterns of habitations in Kerala merely a personal impression? Is the changing biodiversity and the sprawl of homes in my ancestral village, Mankurussi, a one off phenomenon? Not so; indeed they are corroborated by data contained in official reports of the state.

In 2016, as a prelude to the preparation of the state’s 13th Five Year Plan, the Kerala State Planning Board constituted a Working Group on Urban Issues. The Working Group comprised experts with rich experience on town planning, to housing, environment, energy, and participatory democracy and inclusion, and I had the privilege of co-chairing it. The opening paragraphs of the report contain insightful information on Kerala’s urbanisation, provided by a very competent Director of the Union Urban Development Ministry.

The report observes that Kerala’s settlement pattern is unique; comprising for the most part a continuous spread of habitation and increasing urbanisation. The share of urban population in total population started increasing from the 1980s (18.7% in 1981 to 26.4% in 1991) and surpassed the country’s average by 1991 (25.7%).  After a slowdown during 1991-2001, the percentage of urban population in the state grew rapidly during 2001-2011 (from 25.96% in 2001 to 47.72% in 2011).  Kerala is now the third most urbanised state in the country after Goa and Tamil Nadu and is reckoned by the 2011 census to be the fastest urbanising State in the country.

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The report notes that Census 2011 witnessed a steep increase in the number of Census towns, over the 2001 Census. This feature is near universal; only two districts, Wayanad and Idukki have no Census towns in 2011. That is an interesting bit of information, because both Wayanad and Idukki were severely affected by the recent floods. Over 50% of the Census towns are in Kannur, Thrissur and Ernakulam districts. The number of urban agglomerations progressively rose from 9 in 1981 to 19 in 2011, of which five were newly listed in Census 2011. The 19 urban agglomerations account for 91% of Kerala’s towns and 93.74% of the urban population.

Yet, Kerala’s much lauded models of democratic decentralisation may be increasingly out of step with this rapid urbanisation. Many urban areas in Kerala, particularly the areas of continuous habitation alongside most arterial roads in the state, are still Gram Panchayats in their legal status (Table 2). This is evidenced in the difference between the number of statutory towns, namely, urban areas formally declared as urban by law and therefore served by Municipalities, and Census towns, which are still governed by Panchayats but are classified as urban areas from a Census viewpoint, based upon the population, population density and working force engaged in non-agricultural activities.

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The report notes that urbanisation has not been accompanied by a formal reconfiguring of Gram Panchayats into Municipalities, or City Corporations. While on the one hand urbanised structures offer greater opportunities for economies of scale due to agglomeration, the Panchayat system offers greater opportunity for public participation as compared to the Constitutional design for urban areas. Thus, the change of status of Panchayats to Municipalities has the potential to rob citizens of platforms of participation, without replacing them with an equally potent constitutionally mandated equivalent.

The report also makes some prophetic remarks that are best reproduced in full. The report says:

“Like the rest of the world, Kerala’s cities and settlements face unprecedented threats from unsustainable consumption and production patterns, loss of biodiversity, pressure on ecosystems, pollution and increased vulnerability to natural and man-made disasters and climate change and its related risks. Kerala’s natural environment and biodiversity has been under severe stress, largely due to urbanisation. Wetlands, coastal areas, forests and hill regions have been particularly affected and these are all sensitive and delicate environments. Low density urban sprawls are devastating local micro-environments – one only has to see the high rise flats coming up next to lake shores in Kochi and the urbanisation in Munnar – as examples of such folly. Furthermore, with climate change continuing unchecked, Kerala is likely to experience more frequently, catastrophic climate related disasters. Several such have already occurred, both as intense local events or state wide ones. These will disadvantage particularly, those structures and urban sprawls that have extended into environmentally sensitive areas.”

Very prophetic words, indeed.

The next blog in the series is here.

Kerala’s Habitation Patterns and Vulnerability to Disasters

This blog is part of a series on policy decisions, the causes and consquences of the Kerala floods. The first blog can be found here

They say that what is true of Kerala is generally not true of other states. That is not only true of its long standing position in the forefront of states with higher education and health indicators, but also of its spread out habitation patterns. For decades now, barring city states like Delhi, Kerala has had the highest density of people per square kilometre. The statement that Kerala is an urban-rural continuum is now made so routinely that it is a cliché. However, that is also not a recent phenomenon; Kerala’s spread out habitation patterns have been a feature of the past too.

Take my own ancestral village in Mankurussi village, Mankara Panchayat, Palakkad district. Here, not very far from the dense jungles of the Western Ghats, are the rich rice fields of Palakkad. The soil, contrary to popular notion, is not very rich in nutrients. Much of the clay and alluvium has been washed down from the low tumbling laterite hills into shallow valleys, now long since tended and moulded into paddy fields. The homes are crouched on these laterite hills; they may be as many or as few, depending upon the availability of water. Behind each such home there is usually a small, almost natural forest, known as a Thodiga. The trees vary in a Thodiga from the Palmyra to the locally known Kazhani, a twisted thorny tree that has excellent timber, to a few teak trees and the ubiquitous Jack and wild Mango. Thodigas act as water sinks, break the fall of the heavy rain, and soak it in like a sponge. They provide plenty for the family’s needs, from an occasional tree cut down for rafters and reapers for roofs – even the fibrous Palmyra transforms to dense timber over the years – to Jack and Mango fruit, mushrooms, Chena (amorphophallus yam) and Chembu (knows as Arbi in Hindi) and plenty of vines and shrubs useful for various Ayurvedic medicines.

To visit each home in Mankurussi, is not an easy task of just walking down a main street and a few side lanes. The old houses in Mankurussi dot the laterite hills and the village roads twists and turns through the Thodigas to reach them. There are people always on the roads, but one does not necessarily see their houses, tucked away as they are behind each home’s forest. And so, Mankurussi meanders into the next village and the next.

Back in the mid 1880s, when the British built their strategically important railway line linking Madras to Mangalore, the line dipped southward to Coimbatore and then went westward through the Palghat Gap, a 30 kilometre wide breach in the Western Ghats that provided the easiest entry to the west coast. The survey of the line went directly through the low laterite mound on which my forebears had built their mud and thatch naalukettu house; one with four sides and a courtyard enveloped within. My great grandfather, displaced from his home, built his next home on a hill not far away. The laterite was chipped away and a mud foundation rammed in. The walls were made of mud too, mixed with several ingredients, an art long lost to the world now, to provide an enormously strong structure that went up two floors. The earlier thatch was replaced with the more upmarket tiles in more prosperous times.

Over time, the homes in Mankurussi have become more modern. The old homes remain, but in their compounds are built new concrete boxes, brightly painted. Worse, in violation of the law that prohibits the conversion of low lying paddy land into other uses, homes have been built in them as well. The thodigas are now converted into more ‘useful’ spaces; these jungles have been replaced by rubber and coconut plantations. They are not quite the same thing; no leaf mold carpets the jungle floor.

With each such step, of replacing old ways with the new, the people of Kerala have become more vulnerable. Floods could inundate the houses in paddy lands, but what’s more, rubber and coconut plantations have not a fraction of the water absorbing quality of the thodigas they replaced.

When the rains hit Palakkad district last month, the Malampuzha dam was opened like the rest of the dams in Kerala, and water breached the banks of the Bharatapuzha River. The rain poured for several days, and water entered many modern concrete and steel homes. Those who built their homes in paddy fields were especially hard hit, as the flood waters rose. Yet, my grandfather’s hundred and thirty year old mud house, built without as much as a kilo of steel or cement stood impassively against the rain, with no damage at all.

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Deforestation in Kerala, the colonial legacy and afterward

This blog is part of a series on policy decisions, the causes and consquences of the Kerala floods. The first blog can be found here

To continue the chronology of events in the taming and deforestation of the Western Ghats with which I ended last week’s blog, in 1864, Dr. Dietrich Brandis, a qualified forester, was appointed as the first Inspector General of forests. He fortified the thinking of those days, that forests were a nearly inexhaustible resource for several materials essential for industrial progress, and therefore, the government had the first claim on whatever forests had to offer. His thinking dominated the provisions of the first Indian Forest Act, enacted in 1865. In 1878 the act was revised to provide for the classification of forests into Reserve and Protected forests and brought into force in provinces. In 1906, the Imperial Forest Research Institute established in Dehra Dun; it continues to be the premier institution for the training and capacity development of officials recruited into the Indian Forest Service. In 1910, a Board of Forestry was created at national level and in 1921, following the enactment of the Government of India Act 1919, forests become a provincial subject due to political reforms.

The institutional reforms of the last decades of the 19th century, opened the floodgates – a grim metaphor in the light of the current devastation of Kerala – to the wholesale exploitation of India’s forests. These were destroyed extensively for timber, railway sleepers, charcoal (to manufacture producer gas that was used to run vehicles) and for food cultivation, forest conservation was basically focused on addressing colonial needs. Conservation was a monopoly; the ruthlessly guarded preserve of forest departments. They encouraged monocultures and planned afforestation, with scant regard, or even awareness of the grievous biodiversity loss that such policies would trigger. These tendencies found their peak during the First World War and then again, during the Second World War.

Kerala was not immune to these national trends. The Princely States of Cochin and Travancore followed the same path to prosperity. The Mullaperiyar dam was built on the upper reaches of the Periyar river a century back; the British needed the dam to take water over the Western Ghats to the parched rain shadow areas of Madras Presidency lying to the east of the Ghats. In the foothills of the Western Ghats to the east of Chalakudy, where much of the recent devastation by floods has happened, the Rajah of Cochin built the Chalakudy tramway, a wood fired narrow gauge railway line, which was entirely devoted to moving timber from the lush, tropical forests, to the river and the main railway line below. No trace of the line remains today, except for the embankments of the old railway line.

There was a clear conflict between the recognition of traditional rights of people and the needs of government too. And to the credit of conscientious people within the government, there were plenty of differences of opinion too, regarding the idea fostered by the Government of India that forests ought to be the government’s preserve. The Madras Presidency for instance, initially rejected the adoption of the 1876 Indian Forest Act on the ground that the traditional practices and rights of people to use forest produce were not recognised in this law. Later on, they buckled to the relentless pressure of the Government of India, and relented.

The first 25 years following independence saw a continuance of colonial forest policies. The National Forest Policy 1952, while it drew attention to evolving systems of balanced and complimentary land-use, checking denudation in mountainous regions, river bank erosion, and sea erosion and sand dune shifting, establishing tree lands for community utilisation in order to deflect pressure from forests and improving grazing grounds and fuel wood availability, also spoke the language of exploitation. It said that forests must be managed for the sustained supply of timber and other forest produce required for defence, communications and industry and maximisation of annual revenue in perpetuity consistent with the fulfilment of the needs enumerated in the policy. The integration of princely States and nationalisation led to further loss of forests. Even though the biodiversity conservation movement began to pick up, it was not strong enough to stem the progressive loss of forest habitats. The focus continued to be on revenue earning from timber and commercial forestry. The subject of ‘Forests’ was also shifted from the State list, to the Concurrent list in the Constitution.

In Kerala, after Independence, the lower reaches of the Periyar’s tributaries were dammed by the Peechi and Vazhani dams and the main river was again dammed by the Idukki hydro-electric project. An engineering achievement that involved an underground power house as well. Finally, not less than thirty five major and minor dams have been constructed in Kerala. Each one of them has considerably submerged precious forest and diminished the sponge like quality of the Western Ghats. The only success of any note by conservationists was the successful thwarting of the idea of building a dam in the Silent Valley in the northern part of the Western Ghats. This would have destroyed the habitat of several rare species of animals and plants, including that of the Lion Tailed Macaque, a shy, tree dwelling primate that is rarer than the tiger in India.

Seeing the rigor of Research firsthand

Output of research projects are very often received with a generous dose of polarisation. Those who propound the very same ideas that the research project unearths, support it vigourously in a manner that disregards even glaring deficiencies in the study, and those who hold contrary opinions refuse to see any merit in the project while giving it a fresh coat of political colour. What is most unfortunate is that, in the process no one seeks to appreciate the academic rigour that goes behind any scientific inquiry.

If anything, this is the most profound lesson I have learnt spending a whole month interning at the Accountability Initiative. I joined at a time when they were intensely involved in designing a survey that they were going to use to ask front line workers questions about how the Integrated Child Development Services (ICDS), a Centrally Sponsored Scheme, delivers services and fund flows.

After working for many months in preparing a questionnaire, they spent days with their field team, analysing each and every question in detail, examining its context, relevance and in light of the kind of data a question of such a nature would help produce. Many more hours were spent deciding the best way to proceed with the survey and in arranging the logistics of the whole business.

Sitting through these days made me realise something that is often overlooked. Academic research isn’t all about the glamour of TV appearances or armchair opinion making. It is in the tedium of the minutiae, in the granularities of detail, that the true scientific spirit lies. For example, when questionnaires had to be prepared for different front line workers who were in charge of different organisational duties and responsibilities, the same questions had to be framed in a different fashion for each of them in a manner that reflected each worker’s role in the organisational hierarchy.

In a world incessantly focused on the lowest common denominators of life, this was a startling revelation. In all matters we expect the most condensed, bite-sized summary to be presented to us for our consumption. But the problem is that such a summary very often abstracts away the many complexities one expects to encounter in any scientific inquiry which hold the key to our understanding of phenomenon.

It was a great privilege to have witnessed up close all these tireless efforts and this experience made me understand something even broader in scope: That the pursuit or quest for the truth and the discipline it demands of its seeker is as important as the truth itself. Or to put it simply, how we design the survey and how we plan it are as important, if not even more important, than the final results we collect, collate and analyse.