DAILY NEWS ANALYSIS

Monthly DNA

23 Jan, 2024

24 Min Read

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Paper	Topics	Subject
GS-I	Adi Shankaracharya & Advaita	Art and Culture
GS-II	National Education Policy 2020	Governance
GS-III	Humboldt’s Enigma	Biodiversity & Environment
	Anti-Microbial Resistance Cause and Solution	S&T
	Snow Leopard	Biodiversity & Environment
PT Pointer	Krizna Jama Cave	Physical Geography
PT Pointer	Maori Haka	Art and Culture

Adi Shankaracharya & Advaita

GS-I : Art and Culture Religion

All 4 shankaracharyas will not attend Ram temple inauguration in 2024.

Birth – Kalady village on the bank of the River Periyar in Kerala.
Period – Between 788 and 820 AD.
Guru – Govinda Bhagavatpada.
Works – Visiting spiritual centres, challenging prevalent philosophical traditions, and establishing mathas, organising monastic orders and a proponent of Advaita Vedanta.
Spiritual visits – From Kanchi in Tamil Nadu to Kamrup in Assam, from Kashmir, Kedar & Badri dhams in the Himalayas to Kashi on the bank of the Ganga and Puri on the Bay of Bengal.
Contributions – He is also popularly identified as the author of 116 works, including celebrated commentaries (or bhashyas) on 10 Upanishads, the Brahmasutra, and the Bhagavad Gita.
Shankara’s legacy – His mathas are seen as keepers of Hindu faith and traditions and imagined of Hindu India transcending the political boundaries of his time.

Shankaracharyas

They are religious teachers who belong to a line of teachers going back all the way to Adi Shankara himself.

Meaning – Teacher of the way of Shankara.

A religious title used by the heads of the 4 cardinal maths believed to have been established by Adi Shankara (c 788 CE-820 CE).

Mathas – Dwarka (Gujarat), Joshimath (Uttarakhand), Puri (Odisha), and Sringeri (Karnataka)

They comprise religious shrines and temples, as well as libraries and residences.
There is little historical evidence for the existence of these mathas prior to the 14th century CE, when the Vijayanagara kingdom began to patronise the Sringeri matha.

Advaita Vedanta

A school of Hindu philosophy and spiritual discipline.
Proponent – Adi Shankara
Principles – Radical nondualism, it posits that all that we perceive is ultimately illusory (maya), and that the principle of brahman is the only true reality of all things, transcending empirical plurality.
Fundamental thrust – It lies in the unity of atman or individual consciousness, and brahman or the ultimate reality.
Spread – Through systematised theories of metaphysics, language, and epistemology.

Source:

National Education Policy 2020

GS-II : Governance Policies and Programmes

The new National Education Policy (NEP) 2020 is the first education policy of the 21st century in India, which replaces the previous National Policy on Education (NPE) 1986.

The Ministry of Education formed a committee under Dr. K Kasturirangan, which outlined this new policy.
The National Education Policy 2020 proposes various reforms in school and higher education, including technical education, that are suited to 21st-century needs.
5 foundational pillars of NEP 2020: Access, Equity, Quality, Affordability, and Accountability.
This policy is aligned with the 2030 Agenda for Sustainable Development.
It aims to transform India into a vibrant knowledge society and global knowledge superpower by making both school and college education more holistic, flexible, and multidisciplinary and aimed at bringing out the unique capabilities of each student.

How is NEP 2020 different from the earlier policies?

The National Policy on Education (NPE) was first formulated in 1968, based on the recommendations of the Kothari Commission. The NPE 1986 focussed on providing education to all sections of society, promoting primary education, and establishing open universities. Later, the Plan of Action (POA) 1992 had special emphasis on early childhood care and education and the universalization of elementary education.

The NEP 2020 stands apart and marks a departure from the earlier policies on the following grounds.

Focus on holistic development: By emphasizing on critical thinking, discussion, and analytical learning to enrich India's talent and human resource pool.
Integration of vocational education: The policy recognizes the importance of vocational education and aims to integrate it with mainstream education.
Emphasis on technology-enabled learning: The new education policy recognizes the importance of technology in education and encourages the use of digital tools and platforms to enhance the learning experience.
Promotion of multilingualism along with the right to choose: The new policy emphasizes the importance of multilingualism and encourages the teaching of regional languages alongside English and Hindi with the much-needed flexibility.
Flexible and multidisciplinary curriculum: NEP 2020 offers subject selection, software training in schools, transfer of credits, multiple entries, and exit system to allow for more internal autonomy to institutions.

What are the targets set under NEP 2020?

Universalization of education from Early Childhood Care and Education (ECCE) to Secondary Education by 2030, aligning with SDG 4.
Attaining Foundational Learning & Numeracy Skills through National Mission by 2025.
100% GER in Pre-School to Secondary Level by 2030.
50% GER in Higher Education by 2035.
Bring back 2 Crore children to the mainstream through the open schooling system.
Teachers to be prepared for assessment reforms by 2023
Inclusive & Equitable Education System by 2030.

What are the provisions of NEP 2020?

School Education

Ensuring Universal Access at all levels of school education
- NEP 2020 emphasizes ensuring universal access to school education at all levels, from preschool to secondary.
Early Childhood Care & Education with new curriculum and pedagogical structure
- With emphasis on Early Childhood Care and Education, the 10+2 structure of school curricula will be replaced by a 5+3+3+4 curricular structure.
- This will bring the hitherto uncovered age group of 3-6 years under the school curriculum, which has been recognized globally as the crucial stage for the development of the mental faculties of a child.

Existing structure

Proposed structure

Not covered

(ages 3-6)

Primary and Secondary stage

Class 1-10

(ages 6-16)

Higher Secondary stage

Class 11-12

(ages 16-18)

Foundational stage

3 years of pre-primary (ages 3-6) + 2 years of Class 1-2 (ages 6-8)

Preparatory stage

Class 3-5 (ages 8-11)

Middle stage

Class 6-8 (ages 11-14)

Secondary stage

Class 9-12 (ages 14-18)

Attaining Foundational Literacy and Numeracy
- As an urgent and necessary prerequisite to learning, NEP 2020 calls for setting up of a National Mission on Foundational Literacy and Numeracy.
Reforms in school curricula and pedagogy
- Students will have increased flexibility and choice of subjects.
- There will be no rigid separations between arts and sciences, between curricular and extracurricular activities, and between vocational and academic streams.
- Vocational education will start in schools from the 6th grade and include internships.
Teacher training and management
- The existing B.Ed. programme for teacher training will be replaced by a four-year integrated programme with high-quality content, pedagogy, and practical training.
- A national curriculum framework for teacher education will be formulated by the National Council for Teacher Education(NCTE) in consultation with NCERT.
Multilingualism and the power of language
- The policy has emphasized the mother tongue as the medium of instruction until Grade 5, but preferably till Grade 8 and beyond.
- Sanskrit to be offered at all levels of school and higher education as an option for students, including in the three-language formula.
Assessment and Accreditation
- A new National Assessment Centre-Performance Assessment, Review, and Analysis of Knowledge for Holistic Development (PARAKH) will be set up as a standard-setting body.

Higher Education

Holistic multidisciplinary education
- The policy envisages broad-based, multi-disciplinary, holistic undergraduate education with flexible curricula, creative combinations of subjects, integration of vocational education, and multiple entry and exit points with appropriate certification.
- An Academic Bank of Credit is to be established for digitally storing academic credits earned from different HEIs.
- The National Research Foundation will be created as an apex body for fostering a strong research culture and building research capacity across higher education.
Regulation
- Higher Education Commission of India (HECI) will be an overarching umbrella body for higher education, excluding medical and legal education.
Technology in education
- An autonomous body, the National Educational Technology Forum (NETF), will be created to provide a platform for the free exchange of ideas on the use of technology to enhance learning, assessment, planning, and administration.
Promotion of Indian languages
- NEP recommends setting up an Indian Institute of Translation and Interpretation (IITI), National Institute (or Institutes) for Pali, Persian, and Prakrit, strengthening of Sanskrit and all language departments in HEIs.
Internationalization of Higher Education
- High-performing Indian universities will be encouraged to set up campuses in other countries.
- Similarly, selected top global universities will be permitted to operate in India.

Other Recommendations

Financing education:
- The NEP reaffirmed the commitment of spending 6% of GDP as public investment in education.
Adult education
- The Policy aims to achieve 100% youth and adult literacy.
- A national curriculum framework for adult education will be developed to cover five broad areas:
  - Foundational literacy and numeracy
  - Critical life skills (such as financial and digital literacy)
  - Vocational skills development
  - Basic education (equivalent of middle and secondary education)
  - Continuing education (through engaging courses in arts, technology, sports, and culture)

Major Initiatives Taken Under NEP 2020?

PM Schools for Rising India (SHRI): PM-SHRI scheme aims to provide high-quality education in an equitable, inclusive, and joyful school environment.
- It is a centrally sponsored scheme launched in September 2022 for upgradation and development of more than 14500 Schools across the country.
- Rs. 630 crore has been allocated to upgrade schools under the PM SHRI initiative.
NIPUN Bharat: The vision of National Initiative for Proficiency in Reading with Understanding and Numeracy(NIPUN) Bharat Mission is to create an enabling environment to ensure the universal acquisition of foundational literacy and numeracy, so that every child achieves the desired learning competencies in reading, writing, and numeracy by the end of Grade 3, by 2026-27.
PM e-VIDYA: The initiative aimed to promote online education and digital learning by providing various e-learning platforms like DIKSHA and offering e-books and e-contents to students across the country.
NCF FS and Jadui Pitara: Launch of National Curriculum Framework for Foundational Stage (NCF FS)and Jadui Pitara for play-based learning teaching material tailored for children between the age group of 3 to 8 years
NISHTHA: The National Initiative for School Heads' and Teachers' Holistic Advancement (NISHTHA) is a capacity-building program for teachers and school principals in India.
NDEAR: National Digital Education Architecture (NDEAR), an architectural blueprint, that lays down a set of guiding principles and building blocks to enable the creation of digital technology-based applications pertaining to education.
Academic Frameworks: Introduction of National Credit Framework (NCrF) and National Higher Education Qualification Framework (NHEQF) to facilitate credit transfer and academic flexibility.
Increased Investment in Education: The policy advocates for both the Central government and State Governments to allocate a combined 6% of GDP to education.
- In alignment with this vision, the Ministry of Education has witnessed a budget of Rs. 1,12,899 crore in 2023-24, indicating a 13.68% increment from 2020-21.
International Campuses and Partnerships: NEP 2020 supports Indian universities in establishing campuses abroad and inviting foreign institutions to operate in India.
- Memoranda of Understanding (MoUs) have been signed for the establishment of IIT campuses in Zanzibar and Abu Dhabi, reflecting India's global educational outreach.
Educational Innovation in GIFT City:
- NEP 2020's innovative approach extends to Gujarat's GIFT City where world-class foreign universities and institutions are permitted to offer specialized courses.
  - This move, free from domestic regulations, aims to nurture high-end human resources for financial services and technology.

What are the Other Related Initiatives?

World-Class Institutions Scheme: The World Class Institutions Scheme, initiated in 2017, aims to create affordable, top-notch academic and research facilities.
- The scheme designates "Institutions of Eminence" (IoEs) to promote academic excellence.
- To date, 12 institutions, including eight public and four private ones, have been identified as IoEs, a testament to India's commitment to providing world-class education.
Global Initiative for Academic Network (GIAN) and SPARC: GIAN focuses on tapping the expertise of scientists and entrepreneurs, including those of Indian origin, to bolster India's academic resources.
- The Scheme for Promotion of Academic and Research Collaboration (SPARC) enhances research ecosystems by fostering collaborations between Indian and foreign institutions.
- These initiatives contribute to elevating research quality and promoting knowledge exchange.

Criticisms of NEP 2020?

The National Education Policy (NEP) 2020 has received mixed reactions and criticisms from various stakeholders. Some of the major criticisms of NEP 2020 are

Emphasis on privatization: Critics argue that NEP 2020 promotes privatization of education by encouraging public-private partnerships, which may lead to the exclusion of marginalized communities from quality education.
Centralization of power: NEP 2020 has been criticized for centralizing power in the hands of the central government, as it gives the central government the authority to set up a National Educational Technology Forum and a National Research Foundation.
Lack of clarity on implementation: NEP 2020 lacks clarity on the implementation of various reforms, and it does not provide a roadmap for the effective implementation of the policy.
Lack of consultation: Some critics have argued that NEP 2020 was developed without adequate consultation with all stakeholders, including teachers, parents, and students.
Lack of coordination: NEP 2020 has faced criticism for legal complexities arising from the coexistence of two policies, the Right to Education Act 2009 and the new policy.

Source:

Humboldt’s Enigma

GS-III : Biodiversity & Environment Biodiversity & Environment

Explorers and naturalists have been curious why some areas are more biodiverse than others.

What is Humboldt’s enigma?

It is a term used to describe the puzzle of why some mountain regions, especially in the tropics, have exceptionally high biodiversity, contrary to the expected decrease in diversity away from the equator.
It is named after Alexander von Humboldt, a 19th-century naturalist who explored the relationship between climate, geography, and species distribution.
Humboldt’s enigma challenges the conventional wisdom that the most biodiverse areas are the lowland tropical forests.
Tropical diversity- They have more energy, resources and ecological niches leading to higher biodiversity.
The diversity decreases away from the tropics, but mountains have been an important exception which is the essence of Humboldt’s enigma
Mountain diversity- Mountains play a key role in generating and maintaining diversity.
The factors that drive biodiversity on mountains such as climate, geology and evolutionary processes.

What drives the biodiversity in mountain?

Mountains can act as cradle or museum of species, depending on their history and stability.
Geological process- Uplifts result in new habitats where new species arise, so the habitats are cradles.
- Northern Andes in South America have diverse biomes and habitats supported by rich variety of species across elevation.
Climatic conditions- Species on some climatologically stable mountains persist there for long time, so these spots are museums that accumulate many such species over time.
- Shola Sky Island in India- Sholicola and the Montecincla ancient bird species have survived in isolated peaks of Western Ghats
Geological heterogeneity- A key factor in biodiversity formation as different types of rocks and soils influence plant diversity and adaptation.
Mountains with more geological diversity tend to have more biodiversity.
- Eastern Himalayas have groups of birds which evolved elsewhere and dispersed to the Himalaya, resulting in higher diversity there.

What lies ahead?

There is a need for more fine scale data on species distribution and evolution especially in under studies regions like the Eastern Ghats India to know about the rich biodiversity.
National programmes such as National Mission on Himalayan Studies, the National Mission for Sustaining the Himalayan Ecosystem, and the National Mission on Biodiversity and Human Wellbeing should be strengthened, bolstered by the will to support basic research on diversity

Steps taken to study biodiversity in India

National Mission on Himalayan Studies

Launch year- 2015-16
Aim- To provide much needed focus on the conservation and sustainable management of natural resources in the Indian Himalayan Region (IHR).
Goal- To improve quality of life and maintain ecosystem health of the region to ensure long- term ecological security to the country.

National Mission for Sustaining the Himalayan Ecosystem

Launch year- 2010
It is one of the 8 missions outlined in the National Climate Change Action Plan (NAPCC) of India.
Aim- To facilitate the development of long term policy measures for sustaining and safeguarding the Himalayan ecosystem, including Himalayan glaciers.

National Mission on Biodiversity and Human Wellbeing

Launch year- 2018
Approval- By Prime Minister’s Science, Technology and Innovation Advisory council (PM-STIAC)
Aim- To bring biodiversity and conservation to the forefront of Indian science, policy, and society’s attention.

Source:

Anti-Microbial Resistance Cause and Solution

GS-III : S&T Health

Recently the National Centre for Disease Control (NCDC) in a study found that over half of the nearly 10,000 hospital patients surveyed were given antibiotics to prevent, rather than treat, infection.

What is Antimicrobial Resistance (AMR)?

Antimicrobials - including antibiotics, antivirals, antifungals and antiparasitic - are medicines used to prevent and treat infections in humans, animals and plants.

It is defined as resistance of micro-organisms to an antimicrobial agent to which they were first sensitive.
Microorganisms that develop antimicrobial resistance are sometimes referred to as “superbugs”.
Indian context- The present serious concern is that multiple types of bacteria like E. coli, Klebsiella, Acinetobacter, Staphylococcus aureus, enterococcus have even become resistant to some of the latest generation antibiotics.

AMR causes higher mortality and morbidity due to drug resistant infections.

What are the key highlights of the report?

India carries one of the largest burdens of drug-resistant pathogens worldwide.

Surveyed patients in %	Reason for antibiotic prescription
55%	Given prophylaxis as a preventive measure
45%	It is given to treat infections
6%	To identify the specific bacteria

What are the causes of AMR?

The World Health Organization (WHO) included AMR as one of the top 10 threats to public health in 2019.

Indiscriminate use- The inappropriate use of antibioticsin non-bacterial infections both because of prescribing practices and the use of over-the-counter antibiotics.
Lack of research- Inadequate laboratory facilities to inform clinicians rapidly about what would be an appropriate antibiotic even in bacterial infections, based on cultures.
Lack of capacity building- Due to lack of adequate training in antibiotic selection, escalation and de-escalation.
Lack of regulation- Inadequate monitoring of AMR and control of antibiotic and dispensing practices by health systems in spite of repeated warnings.
Market promotion- The pharmaceutical industry is incentivizing the antibiotic prescribing practices of doctors.
Superbugs- Inappropriate use of antibiotics and other molecules used to treat or prevent infections in the human, animal and agricultural sectors generate bugs that are resistant to these drugs.
Improper sanitation- This leads to the spread of superbugs due to inadequate infection prevention in healthcare institutions.
Lack of support- AMR is a complex socio-economic and political challenge and not just a scientific issue, it needs support from the pharmaceutical industry, awareness to the patients etc.,
Speedy treatment- The course of antibiotics is cheaper than the investigation of patients, which is time consuming.
Infrastructural deficit- India lacks laboratories to speed up the patient’s investigation making it costly, which results in over prescription of antibiotics.

What is the way forward?

Promote research- The need of the hour is linking labs to all levels of clinical setups and the fast transmission of infection-related data between the lab and the clinician.
Holistic approach- The rate of AMR is directly proportional to steady and strong governance, infrastructure, sanitation, poverty, access to clean drinking water, etc.,
Patient safety measures- The factors such as sanitation in hospitals, basic access to personal hygiene and infection control, are vital.
Enhance infection prevention- The basic steps such as washing hands regularly, use of sanitizers helped a lot to keep the infection under control during COVID-19, such practices must be adopted to prevent AMR.

Steps taken to control AMR

Global initiatives

Global Action Plan on AMR- It is committed to the development and implementation of multisectoral national action plans which was launched by the World Health Assembly in 2015.
World Antibiotic Awareness Week- A global campaign that aims to raise awareness of AMR worldwide.
Global Anti-Microbial Resistance and Use Surveillance (GLASS) – Launched by WHO in 2015 to strengthen AMR surveillance.
Muscat Ministerial Manifesto- It has 3 goals - to protect the efficacy of antimicrobials and curb the development of AMR worldwide, reduce environmental pollution and lower the spread of AMR.
Access, Watch and Reserve (AWaRe) – An initiative of WHO that takes into account the impact of different antibiotics.

India’s initiatives

National Action Plan on AMR (NAP-AMR) for 2017-2021 addresses 6 critical issues.
The country is in the process of updating its NAP-AMR for the period 2022-2026 through an extensive consultative process.
One health consortium- Country’s first one health consortium that enhance medical surveillance.
Delhi Declaration on AMR- A multi-sectoral initiative to recognize the emergence and spread of AMR and to adopt a collaborative approach for preventing AMR.
Indian priority pathogen list- Implemented to guide, research, discovery and development of new antibiotics.
- Types of priority- Critical, High, Medium.
- Example of critical priority- Colistin-R.
Red Line Campaign- Aimed at discouraging unnecessary prescription and over the counter sale of antibiotics.
Chennai Declaration- To formulate recommendations to tackle AMR.

Source: aspireias

Snow Leopard

GS-III : Biodiversity & Environment Animals

The Padmaja Naidu Himalayan Zoological Park (PNHZP), also known as Darjeeling zoo was successful in breeding 77 snow leopards since the 1980s.

Darjeeling Zoo is the world’s 2^nd largest Snow Leopard breeding program next to New York’s Bronx Zoo.

Scientific Name – Panthera uncia
They are referred as the ‘ghost of the mountains’ for their camouflaging ability.
Nativity – The alpine regions of Central Asia.
Habitat – Rugged mountainous areas or non-forested areas covering an altitude between 3200m-5200m.
Growing conditions – They have thick white-gray coat spotted with large black rosettes which helps them blend with Asia’s steep and rocky, high mountains and helps them to survive harsh cold climates.
During the winter months, they are likely to descend to lower elevations.
In India – Jammu and Kashmir, Ladakh, Himachal Pradesh, Uttarakhand, Sikkim, and Arunachal Pradesh, which contributes to about 5% of the global snow leopard range.

Conservation of Snow Leopard

Protection Status
- IUCN status is Vulnerable
- Appendix I of Convention on International Trade of Endangered Species (CITES).
- Schedule I of Wildlife (Protection) Act 1972.
Project Snow Leopard – India’s centrally-supported program to conserve the species and habitats.
SECURE Himalaya – It is funded by the Global Environment Facility (GEF).

GSLEP – Global Snow Leopard and Ecosystem Protection Programme is an alliance of 12 snow leopard range countries, multi-lateral institutions, NGOs, scientists and local communities to conserve them.

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Krizna Jama Cave

GS-I : Physical Geography World Geography

Krizna Jama, also known as Cross Cave or Cold Cave under Cross Mountain, is a cave in Slovenia.
It's located in the Loz Valley, between the Loz Karst Field, Cerknica Karst Field, and Bloke Plateau.

Krizna Jama is the 4^th biggest known underground ecosystem in the world in terms of biodiversity.

Source:

Maori Haka

GS-I : Art and Culture Art Forms

New Zealand’s youngest MP, Hana-Rawhiti Maipi-Clarke, performed the ‘Maori haka’ to honour her indigenous people in Parliament recently.
Haka is a ceremonial dance in Maori culture.
It's a type of ancient war dance that's traditionally performed by both men and women for a variety of social functions.

It is a fierce display of a tribe's pride, strength, and unity. Haka is also known as a "war challenge" or "war cry" in Maori culture.

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