BACKGROUND GUIDE

ALL- INDIA POLITICAL PARTIES

MEET (AIPPM)

AGENDA : The Educational Reforms in India with particular

deliberation upon the Competitive Examination System of the
Country, Brain Drain and the New Education Policy, 2020.
 LETTER FROM THE EXECUTIVE BOARD

Greetings Members!

It gives us immense pleasure to welcome you to this simulation of All- India

Political Parties Meet at The Majlis 2024. We look forward to an enriching
and rewarding experience.
In this background guide we have tried to cover more breadth rather than
depth. This document is supposed to be only an introduction to a few topics
that we believe could become an interesting part of the debate that carries on
for two days. This guide is by no means the end of research, we would very
much appreciate if the leaders are able to find new realms in the agenda and
bring it forth in the committee.
Such research combined with good argumentation and a solid representation
of facts is what makes much as possible, as fluency, diction or oratory skills
have very little importance as opposed to the content you deliver.
So just research and speak and you are bound to make a lot of sense. We are
certain that we will be learning from you immensely and we also hope that
you all will have an equally enriching experience. In case of any queries feel
free to contact us. We will try our best to answer the questions to the best of
our abilities.
We look forward to an exciting and interesting committee, which should
certainly be helped by the all- pervasive nature of the issue. Hopefully we, as
members of the Executive Board, do also have a chance to gain from being a
part of this committee. Please do not hesitate to contact us regarding any
doubts that you may have.

Godspeed.

Sincerely,
Executive Board.
 INTRODUCTION TO ALL- INDIA
POLITICAL PARTIES MEET
(AIPPM)

All India Political Parties Meet Committee is a non-constitutional yet powerful body
composed of different political parties & politicians representing those parties to emulate
political realities by bringing to light various layers of policy & governance in India. The
AIPPM committee, unlike the other conventional MUNs, is characterized by unrestricted
political debate, cross talks & high levels of negotiations focussing on reproducing the stages
of policy & jurisdiction with delegates representing personalities from the divergent group of
Indian political parties. Since the agenda of the committee would be specific, it is
quintessential that the delegates be thoroughly researched about all the current major political
happenings around the country along with building a thorough analysis of the portfolio’s
political aspirations, ideologies, interests etc. The AIPPM facilitates a venue to aggregate the
diverse perspectives & opinions of various political parties & leaders in order to discuss &
debate issues of national importance helping to come to a conclusion regarding the same. The
final outcome of the meeting will be in the form of a document containing recommendations
to the Government of India in order to mitigate or solve the issues at hand. For such a
document to be passed in the committee, a 2/3rd majority of the members present is needed &
voting is required.
 MARKING CRITERION OF AIPPM

The evaluation will be done on the basis of the exhibition of political craft in various facets
but not limited to the following indicators:

● Speechmaking
● Lobbying/ Bloc Formation
● Ability to strategize
● Policy portrayal
● Use of memos/chits
● Comprehensive research & contextual application of the same
 RULES OF PROCEDURE (RoPs)

The All- India Political Parties Meet would have its own independent set of rules of
procedure, subject to circumstantial changes. Such changes would be intimated to the
delegates by the Chair as & when it becomes necessary.

Procedural Construct
● Members have the liberty to speak either in Hindi or English, where there shall be no
preferential marking on the basis of the language spoken.
● All the documentation will take place in English language only so as to bring
uniformity in terms of evaluation.
● During the committee, only governmental reports such as Parliamentary committee
reports, CBI reports etc will be considered legitimate.
 VALID SOURCES OF INFORMATION
1. Government Reports (Each ministry publishes its own reports including External Affairs
Ministry)
2. PTI, PIB, PRS

3. Government Websites

4. Government run News channels i.e., SansadTV, DD News

5. Standing Committee Reports/ Commission Reports

6. RTI Proofs

7. Parliamentary Standing Committee reports

8. Questions and Answers of the parliament

NOTE: Under no circumstances will sources like Wikipedia (http://www.wikipedia.org/), or

newspapers like Times of India (http://timesofindia.indiatimes.com/), etc. be accepted as
PROOF/EVIDENCE. But they can be used for better understanding of any issue or even be
brought up in debate if the information given in such sources is in line with the beliefs of a
government.
 SUGGESTED PATTERN FOR RESEARCHING

To start researching on the agenda of the committee, participating members should do the
following:

1. Start researching your respective portfolio and his/her political affiliations. As no

definite document may be found which contains the stand of a party or an individual on a
specific agenda, the delegates must do the tedious yet rewarding work of going through past
news clippings/ magazine articles/party website/individual’s website/social media handles/
YouTube videos to find statements on the said agenda. Further, a detailed understanding can
be gained by studying the ideology and principles adopted by the party/individual.

2. After gaining knowledge about the portfolio, the delegates must start their research on
the agenda at hand. This must be done by researching further upon the agenda using the
footnotes and links given in the guide and from other sources such as academic papers,
institutional or governmental reports, national reports, news articles, blogs etc.

3. Characterize the agenda into sub-topics and prepare speeches and statements on them.
The delegates should also prepare a list of possible solutions and actions the AIPPM can
suggest/adopt on the issue.

4. Assemble proof/evidence for any important piece of information/ allegation you are
going to use in committee and keep your research updated using various news sources,
specifically government studies or data released by the same.

5. To have an edge in the committee in terms of debate, delegates must also research
about the other portfolios and try to find their contradictory statements or controversial stands
on various issues to raise allegations/ substantial questions in the committee.

6. Lastly, we would expect all the delegates to put in serious efforts in research and
preparation for the simulation and work hard to make it a fruitful learning experience for all.

A lot of members have doubts such as what they are supposed to write or how should they
should structure their speech. This is completely up to the member. The maximum we can do
is to tell you according to our experiences about how speeches are structured and content
chosen for them accordingly.
These are:

✔ Premise – Analysis – Example

✔ Problem – Solution – Benefits
✔ Past – Present – Future Scenario
✔ What – So what – Now what

NOTE: The best way to debate in any format is to clearly state your opinion and justify it
with substantive rational sources.
 EDUCATIONAL REFORMS IN INDIA

History of educational reforms in India:

The history of educational reforms in India is a saga of continuous adaptation, shaped by the
country's evolving needs and priorities.

Let's delve deeper into some key eras:

British Rule (18th-19th Century):

● Shifting Priorities: The early 1800s saw a debate between proponents of Orientalist
education, centred on classical Indian languages and literature, and those advocating
Western-Style education. The Charter Act of 1813 reflected a compromise, allocating
funds for both but lacking a clear roadmap.

● Macaulay's Disruption (1835): Lord Macaulay's English Education Act of 1835

stands as a pivotal reform. It replaced Persian, the administrative language, with
English. This aimed to create a class of Indians versed in British systems for
administrative ease. While this produced a new Indian elite, it also downplayed
traditional Indian knowledge and widened the gap between the educated and the
masses.

● Course Corrections (Later 19th Century): The limitations of Macaulay's system

became evident. Reports like Wood's Despatch (1854) and the Hunter Commission
(1882) called for a multi-tiered structure with universities at the top, feeder colleges in
between, and a wider network of primary schools. The focus shifted towards a more
balanced approach, incorporating some elements of Western knowledge alongside
traditional Indian subjects.

Nationalist Movement and Independence (Early 20th Century):

● Indian Control and Cultural Identity: As the nationalist movement gained

momentum, a key demand was wresting control over the education system from the
British Raj. There was a growing emphasis on incorporating elements of Indian
culture, languages, and history into the curriculum. Educational institutions like the
 Gurukul Kangri Vishwa Vidyalaya (founded in 1897) emerged to promote indigenous
knowledge systems.

Post-Independence (Mid-20th Century):

● Nation Building and Scientific Temper (1968): The National Policy on Education
(NPE) of 1968 aimed to achieve several goals:

o Universal elementary education: It envisioned a future where every child

would receive basic education.

o National integration: The curriculum aimed to foster a sense of national unity

amidst India's diverse population.

o Scientific temper: The policy encouraged a spirit of scientific inquiry and

critical thinking.

● Technical Education for Progress (1950s onwards): Recognizing the need for a
skilled workforce to fuel India's industrial development, the government established
premier institutions like the Indian Institutes of Technology (IITs) and Indian
Institutes of Science Education and Research (IISERs). These institutes focused on
high-quality technical education and research in science and technology.

Late 20th and Early 21st Century:

● Equity and Access (1986): The National Policy on Education (NPE) of 1986
emphasized equity and access, aiming to provide education for all, particularly
disadvantaged sections of society like Scheduled Castes, Scheduled Tribes, and Other
Backward Classes. It introduced initiatives like Operation Blackboard to improve
school infrastructure and teacher training.

● Right to Education Act (2009): This landmark act made free and compulsory
education a fundamental right for children aged 6 to 14. It mandated increased
government spending on education and aimed to improve access and quality,
especially for marginalized communities.

● National Education Policy (2020):

The National Education Policy (NEP) 2020, launched by the Indian government,
envisions a radical transformation of the education system. Let's delve deeper into its
 core principles, potential benefits, and the hurdles that need to be overcome for
successful implementation.

Foundational Pillars:

NEP 2020 rests on five foundational pillars:

1. Access: Universal access to quality education from pre-school to secondary level is a

key objective. This includes bringing out-of-school children, particularly those from
disadvantaged backgrounds, into the mainstream.

2. Equity: The policy aims to bridge the gap between social groups and ensure inclusive
education for all, with a particular focus on gender equality and inclusion for children
with disabilities.

3. Quality: Enhancing learning outcomes and ensuring students acquire not just
foundational literacy and numeracy skills but also critical thinking, problem-solving
abilities, and life skills are crucial aspects of NEP 2020's vision of quality education.

4. Affordability: Making quality education accessible and affordable for all is a priority.
NEP recognizes the financial constraints faced by some families and proposes
measures like scholarships and financial aid to bridge the gap.

5. Accountability: Establishing a robust framework for measuring learning outcomes,

evaluating institutions, and ensuring all stakeholders are accountable for educational
quality is a central theme.

Transformative Features:

● Revamping the School Structure: The traditional 10+2 system is restructured into a
5+3+3+4 format. This includes three years of pre-school education (Anganwadi/ pre-
school), followed by a more holistic elementary stage (Grades 1-5) with a focus on
foundational learning and development. The middle (Grades 6-8) and secondary
stages (Grades 9-12) will see increased flexibility, allowing students to explore a
wider range of subjects and integrate vocational training.

● Multilingualism and Emphasis on Mother Tongue: A significant shift involves

using mother tongue or regional languages as the medium of instruction at least up to
Grade 5. This aims to improve conceptual understanding and address the historical
disadvantages faced by students from non-English speaking backgrounds. English
 will still be taught as an important language, but not at the expense of the mother
tongue.

● Assessment Reforms: Moving away from rote learning and exam-centric pedagogy,
NEP 2020 proposes a more holistic approach to assessment. This includes continuous
evaluation, measuring not just cognitive abilities but also social, emotional, and life
skills.

● Strengthening Teacher Education: Recognizing the pivotal role of teachers, the

policy proposes a revamped teacher training structure with a four-year integrated
B.Ed degree program. This aims to attract talented individuals to the profession and
equip them with the pedagogical skills needed to implement NEP's vision effectively.

Challenges and the Road Ahead:

While NEP 2020 presents a blueprint for a promising future, translating its vision into
reality requires addressing significant challenges:

● Implementation Hurdles: Effectively implementing such a wide-ranging reform

across a vast and diverse country like India is a complex task. This necessitates
improvements in educational infrastructure, quality teacher training at scale, and
addressing resource gaps, particularly in rural areas.

● Financial Investment: NEP's successful execution hinges on substantial investment

in infrastructure development, teacher training programs, and creating quality learning
resources. Identifying and mobilizing the necessary funds will be crucial.

● Addressing Learning Gaps: Existing learning gaps among students from different
backgrounds pose a significant challenge. Tailored interventions and bridge courses
will be essential to ensure all students can benefit from the reformed system.

● Monitoring and Evaluation: Establishing a robust framework for monitoring

progress, evaluating the policy's effectiveness, and making necessary adjustments will
be critical for NEP 2020's long-term success.

NEP 2020 represents a watershed moment for Indian education. Its focus on holistic
development, equity, and a more engaging learning experience has the potential to
empower students and equip them with the skills needed to thrive in the 21st century.
The road ahead will require unwavering commitment, collaborative efforts from
 stakeholders at all levels, and a focus on overcoming the implementation hurdles. If
achieved, NEP 2020 has the potential to transform India's education landscape and
empower future generations.

The Major Issues Related to the Education Sector in India

▪ Inadequate Infrastructure in Schools: According to the Unified District
Information System for Education (UDISE) for 2019-20, only 12% of schools
have internet facilities and 30% have computers.
About 42% of these schools lacked furniture, 23% lacked electricity, 22% lacked
ramps for the physically disabled, and 15% lacked WASH facilities (which
include drinking water, toilets, and hand wash basins).

▪ High Dropout Rate: The dropout rate is very high in primary and secondary levels.
Most of the students in 6-14 age groups leave the school before completing their
education. It leads to wastage of financial and human resources.
According to the National Family Health Survey-5, not being interested in studies
was the reason given by 21.4% of girls and 35.7% of boys aged between 6 to 17
years for dropping out of school before the 2019-20 school year.

▪ Problem of Brain Drain: Due to cutthroat competition for getting admission in

top institutes like IITs and IIMs, a challenging academic environment is created for
a large number of students in India, so they prefer going abroad, that makes our
country deprived of good talent.
There is definitely a quantitative expansion of education in India but
the qualitative front (essential for a student to get a job) is lagging behind.

▪ Mass illiteracy: In spite of constitutional directives and efforts aimed at enhancing

education, around 25% of Indians still remain illiterate, which also leaves
them socially and digitally excluded.

▪ Lack of Adequate Attention to Indian Languages: Indian languages are still in an

underdeveloped stage, the medium of instruction particularly in science subjects is
English, resulting in unequal opportunities for rural students.
Also, standard publications are not available in the Indian language.
▪ Lack of Technical and Vocational Education: Mainly, our educational system is
of generalist nature. Development of technical and vocational education is quite
unsatisfactory, due to which the number of educated unemployed persons is
increasing day by day.

▪ Unaffordability: Meagre incomes at rural level leads to education taking a

backseat. Due to lack of awareness and financial stability, many parents tend to see
education as an expense rather than an investment. They would rather want their
children to work and earn.
When it comes to higher education, lack of good institutes in the vicinity force
students to shift in cities, which adds to their expenses. This leads to low rates of
enrolment.

▪ Gender-Inequality: Despite the government's effort to ensure equality of opportunity

for education for both men and women in our society, the literacy rate of women in
India, especially in rural areas, still remains very poor.
According to the United Nations Children's Fund (UNICEF), poverty and local
cultural practices ( female infanticide, dowry, and early marriage ) play a big role
in gender inequality in education throughout India.
Another obstacle to education is a lack of sanitation in schools across the country.
Educational reforms and Job creation:

Why Educational Reforms Are Crucial for Job Creation in India

India's demographic dividend – a young and growing population – presents a golden

opportunity for economic growth. However, to translate this potential into reality, the
education system needs a significant overhaul. Here's a detailed analysis of why educational
reforms are crucial for job creation in India, exploring the current challenges and the potential
benefits of a reformed system.

Skills Gap: A Roadblock to Employability

One of the most critical issues plaguing the Indian job market is the glaring mismatch
between the skills graduates possess and the skills employers demand. This skills gap stems
from several factors:

● Rote Learning vs. Practical Application: The traditional education system, heavily
focused on rote learning and standardized tests, often fails to equip students with the
practical skills and problem-solving abilities needed in today's workplace.

● Outdated Curriculum: The curriculum may not keep pace with the rapid
advancements in technology and the ever-evolving job market. Emerging fields like
Artificial Intelligence, Data Science, and renewable energy might be underrepresented
or entirely absent.

● Limited Industry Exposure: Students often graduate with little or no real-world

experience, making them less competitive for jobs requiring practical application of
knowledge. Internship opportunities might be scarce, and classroom learning may not
translate effectively to the complexities of the professional world.

The Consequences of Unprepared Graduates

The skills gap has a ripple effect on both graduates and the economy as a whole:

● Graduate Unemployment: A significant number of graduates end up unemployed or

underemployed. They might be qualified on paper, but lack the specific skill sets
employers seek. This leads to frustration, wasted potential, and a financial burden on
graduates and their families.
 ● Job Market Bottlenecks: Companies may struggle to find qualified candidates for
specific roles, hindering business growth and innovation. This can lead to delays in
filling crucial positions and missed opportunities for expansion.

Educational Reforms: Bridging the Gap

The recently implemented National Education Policy (NEP) 2020 acknowledges these
challenges and proposes reforms that can bridge the gap between education and
employability:

● Focus on Skill Development: NEP 2020 emphasizes vocational training, internships,

and project-based learning. This can equip students with industry-relevant skills in
areas like digital literacy, design thinking, and communication, making them more
attractive to potential employers.

● Curriculum Modernization: Regularly updating the curriculum to reflect evolving

job market needs is crucial. This could involve incorporating courses in coding, data
analysis, and emerging technologies. Additionally, fostering critical thinking and
problem-solving skills through interactive learning methods can prepare students to
adapt to a constantly changing workplace.

● Industry Collaboration: Building stronger partnerships between educational

institutions and industries can facilitate crucial industry exposure for students.
Internship programs, guest lectures by industry professionals, and curriculum
development based on industry needs can provide students with a realistic
understanding of the job market and the skills they need to succeed.

Expected Benefits: A Skilled Workforce for a Thriving Economy

By effectively implementing these reforms, India can reap significant benefits:

● Improved Employability: Equipping students with relevant skills can enhance their
employability, leading to better job prospects, higher salaries, and career growth. This
empowers graduates to contribute meaningfully to the economy and achieve financial
independence.

● Reduced Unemployment: A skilled workforce can help bridge the gap between job
seekers and available jobs, leading to a decrease in graduate unemployment. This not
 only benefits individual graduates but also reduces the social and economic burden of
unemployment on the nation.

● Economic Growth: A more skilled workforce can contribute to increased

productivity and innovation across various sectors. This fuels economic growth and
development, leading to a higher standard of living for all.

Challenges and the Road Ahead

Transforming the education system is a complex undertaking. Here are some key
considerations:

● Implementation Hurdles: Effectively implementing reforms across a vast and

diverse country like India requires significant resources, strong leadership, and a long-
term commitment from all stakeholders. Infrastructure improvements, quality teacher
training at scale, and addressing resource gaps, particularly in rural areas, are crucial
for successful implementation.

● Teacher Training: Teachers play a pivotal role in delivering skill-based education

effectively. NEP 2020 proposes revamping teacher training programs to equip
educators with the necessary pedagogical skills and industry knowledge to implement
the reforms.

● Equity Concerns: Reforms must ensure inclusivity and address the needs of
disadvantaged groups to prevent further marginalization. Providing equal access to
quality skill-based education, regardless of socioeconomic background, is critical to
ensure everyone benefits from a transformed job market.
Educational reforms that prioritize skill development and bridge the gap between education
and the job market are not just desirable, they are essential for creating sustainable job
opportunities in India. India is a country with a population of 1.3 billion and counting.
Providing basic resources to citizens is a Herculean task for any government. When it comes
to providing quality education, arduous efforts are needed to attain desired results. The
education system has to address multiple aspects to further strengthen the learning
paraphernalia.

Here is a look at some issues that plague the education system and what can be done to
redress them:

 Limited funds and redistribution: The government at the provincial and national
levels has to provide resources such as manpower, infrastructure and funds to cater to
the country’s educational needs and teaching resources.

 Autonomy for education institutions: In our country, there is a certain degree of

administrative control over the functioning of both public and private educational
institutions. High-performing Institutions should be given autonomy in their
operations. Liberty in the revision of the syllabus, and introduction of new reforms
can aid in offering quality education. Measures that relieve top-graded/ranked
educational institutions from excessive control must be introduced collectively with
the state and the central government.

 Expensive higher education: The affordability of professional and technical

education has become a crucial component due to the privatisation of higher
education and the rise of profit-driven education entrepreneurs. To make education
more affordable, the government can float a new entity that provides education loans
at cheaper interest rates or by offering longer repayment tenures. A facility to repay
the loan by auto-debit from the monthly salary after study can be made available.
Private institutions should also offer more scholarships to those from economically
and socially weaker sections.

 Obsolete curriculum: The curriculum in school and college focuses mostly on

general education, which does not adequately prepare students for life and the
challenges they will face. International standards of education must be taken into
consideration while formulating new guidelines. Multidisciplinary institutions, with a
 fully flexible credit-acquiring system, may help overcome this problem. Students
must be free to choose their courses and the number of credits acquired.

 Archaic academic structure: Assessment and evaluation of students need to be

brought on par with the latest international standards. More practical and vocational
courses are the need of the hour. The areas of education must be streamlined, and the
students must be assessed based only on that particular skill. Further, as envisioned in
the NEP 2020, institutions should follow the continuous evaluation; a formative
assessment model, and do away with the rote system of summative assessment.

 Inferior primary education infrastructure: According to a report shared by

UNICEF, due to inadequate or poor infrastructure, 29% of boys and girls leave
school before completing their elementary education. This has financial implications
for society and also leads to the wastage of capable human resources. More focus
should be on skill development and vocational education for job creation at the
middle school level. Most students who drop out of school/college are earning
members of the family, and their education cost is considered a liability. However,
with early vocation-based courses and education, their parents would know that funds
spent on their education would benefit the family and prepare the student for the
competition in the skill market.

The Way Forward

▪ Towards Experiential Learning Approach: There is a need for inclusion of

problem-solving and decision-making related subjects in the school curriculum to
offer a hands-on learning experience to students and prepare them to face the
outside world when they enter into the workforce.
Experiential Learning can reap maximum benefit from its ability to extract active
participation from every student, which in turn triggers their emotional
intelligence and sets them on a path to self-learning.
Linking Artificial Intelligence with the Educational Sector will also facilitate
experiential learning.

▪ Implementation of National Education Policy: The implementation of the NEP

can help shake the education system from its slumber.
Moving away from the current 10+2 system to a 5+3+3+4 system will bring the pre-
school age group formally into the education set-up.
▪ Education-Employment Corridor: India's educational setup needs to be enhanced
by integrating vocational learning with mainstream education and providing right
mentorship at school (especially in government schools) to ensure that students are
guided in the right direction from the start and are aware of career opportunities.
Students in rural regions have great potential and are motivated to study but lack the
right mentoring. This is required not just for the children but also for their
parents that will in a way also reduce the gender gap in education.

▪ Reducing the Language Barrier: While keeping English as a means of education

for international understanding (EIU), it is important to give other Indian
languages equal importance, and special publication agencies can be established
to translate resources into a variety of languages so that all Indian students have
the same opportunity regardless of their linguistic background.

▪ Taking a Note From Past to Future: It is important to look to the future while
keeping our long-established roots in mind.
There is much to learn from the 'Gurukul' system of ancient India, which focussed
on holistic development beyond academics, centuries before the topic became a
buzzword in modern education.
Ethics and value education remained at the core of learning in the ancient Indian
education system. Values such as self-reliance, empathy, creativity, and
integrity remain a major area in ancient India that have relevance even today.
The ancient evaluation of education was not restricted to grading thematic
knowledge. Students were assessed on the skills they learned and how well they can
apply practical knowledge to real-life situations.
The modern education system can also devise similar systems of assessment.