GS Analyst: Daily Current Affairs

Context: The mandatory implementation of Aadhaar-Based Payment Systems (ABPS) in the Mahatma Gandhi National Rural Employment Guarantee Scheme (MGNREGS) raises concerns about potential exclusions and violation of rights.

1. Exclusionary Design and Technological Glitches:

- ABPS Process: The ABPS requires the seeding of Aadhaar numbers with job cards, linking Aadhaar to bank accounts, and mapping Aadhaar through a software mapper.

-Potential Errors and Exclusion: Errors in any step can lead to denial of work, wage non-payment, or funds directed to the wrong account.

- Worker's Hardship: Workers face financial losses and spend significant time rectifying technological glitches, challenging the government's claims of efficiency gains.

2. Government Claims vs. Reality:

- Efficiency Claims: The government asserts that ABPS would eliminate duplicate job cards, reduce payment delays, and lower rejections. However, research papers question the validity of these claims.

- Deletion Issues: Job card deletions have surged by 247% in FY 2022–23, raising concerns about the accuracy and motives behind the deletions.

-Lack of Audit: No publicly available audits on the procedures followed for deleting job cards.

3. Misrepresentation of Research Findings:

- ABPS Efficiency: The Ministry misrepresents a study by LibTech, claiming endorsement of ABPS. However, the study, based on a sample of 3.2 crore transactions, finds no statistically significant difference in efficiency between ABPS and account-based payments.

- Rejection Rates: Contrary to government claims, the research paper shows no statistically significant difference in rejection rates between ABPS and account-based payments.

- Advocacy for Account-Based Payments: The difficulties in resolving problems with ABPS outweigh the challenges in account-based payments, leading to the advocacy for the latter.

Context:  The two-way relationship between nutritional deficiencies and disorders necessitates the need for effective government interventions to combat malnutrition.

1. Challenges in Malnutrition Tackling Programs:

- Anaemia Mukt Bharat (AMB): A major government initiative addressing iron deficiency through the administration of iron and folic acid (IFA) tablets faces challenges in implementation.

- Mid-day Meal Scheme: Another targeted measure for school children faces obstacles in ensuring effective execution. Utilizing community radio, videos, door-to-door outreach, and vernacular languages to enhance understanding, dispel misconceptions, and build trust.

- Challenges in Acceptance: Misgivings about the appearance and texture of fortified foods, e.g., fortified rice kernels, necessitate intensive Information, Education, and Communication (IEC) campaigns. Beneficiaries need to be informed about stringent fortification standards, addressing concerns about iron toxicity.

2. Role of Diet in Malnutrition:

- Historical Dietary Norms: Traditional diets comprised a balanced mix of cereals, pulses, vegetables, fruits, seeds, nuts, and dairy, promoting overall health.

- Shifting Dietary Patterns: Modern diets are characterized by processed and sugar-laden foods, leading to caloric density but nutritional deficiency.

- Public Responsibility: Urges individuals to reduce processed food consumption for better health outcomes.

3. Access to Balanced Diets in South Asia:

- FAO Data and Indian scenario: Approximately 46% of South Asia's population lacks access to an affordable balanced diet. Around 74% of India's population cannot afford a healthy diet, with 39% falling short of nutrient-adequate intake.

- Government Interventions: Large-Scale Food Fortification (LSFF) initiatives are timely to enhance ongoing efforts at individual and community levels.

- Importance of Food Fortification: Adoption of iodized salt under the National Iodine Deficiency Disorders Control Programme in 1992 significantly reduced goitre rates. India's food fortification program includes adding micronutrients to staples like wheat flour, rice, edible oils, and salt.

Context:  Inclusive education in India faces multiple challenges, particularly the shortage of special educators, and emphasizes the need for equipping general teachers to work with children with disabilities.

1. Special Educators:

- UNESCO Report: Children with disabilities in India reach around 79 lakh, while registered special educators are only 1.2 lakh. Lack of cross-disability training, unclear regulations, itinerant employment, inadequate support, limited job opportunities, and low pay contribute to discontent among special educators.

- Separate Bodies: The separation between National Council for Teacher Education (NCTE) and Rehabilitation Council of India (RCI) requires a reassessment of teacher training programs to bridge the gap.

- Common Foundation and Stereotypes: Both general and special educators should share a common foundation rooted in genuine care for children and a commitment to their learning. Eliminating tags that confine teachers to rigid spheres encourages a collective responsibility among all teachers, parents, and the community.

2. Responsibility of General Teachers:

   - Growing Population: The increasing number of children with disabilities places the responsibility on general teachers who lack training in special education.

   - Challenges Encountered: General teachers often lack specialized knowledge, skills, and face apprehension and fear in accommodating unique needs.

   - Beyond Technological Tools: Innovation includes actions that enable teachers to respond creatively, spontaneously, and adaptably to the challenges of inclusive education. The challenge of inclusion requires the active involvement of all stakeholders, particularly teachers, as meaningful contributors to the lives of all children.

3. Limitations and Challenges:

   - Affordability Issues: Many schools cannot afford special educators or establish inclusive infrastructure, leading to challenges in accommodating children with disabilities.

   - Excuses and Mindset: The absence of special educators is sometimes used as a convenient excuse, perpetuating the misconception that only they can support such children.

   - Existing Legislation and Schemes: Despite schemes and legislation like Samagra Shiksha Abhiyan, RTE Act, RPWD Act, and NCFTE, the primary responsibility for educating children with disabilities still falls on special educators.