मंगलवार, 27 मई 2014

Transgenic technology- the good, bad and the ugly

Transgenic technology- the good, bad and the ugly
Transgenic technology has emerged as one of the major bio-technological innovations of our time. Diverse clients of transgenic technology include fields of medicine to environmental management and crop science. Notwithstanding the fact that this technology has remained in eye of fierce policy and public debate, particularly with respect to its application in agriculture, there is no denial that transgenic innovations have opened new horizons of possibilities that never existed before. The various things that it can help us achieve almost seem science fictional and if not bizarre at times-, but they are not. For the first time in the whole evolutionary history of life on this earth transgenic technology has given one its millions of species- man-, the power to create new life forms. This appears like browbeating the process of evolution itself. What is it all about? Are the products of this technology all good to cheer about or are there reasons for worries too? But before we take a close look into that, perhaps we should try to understand the basic biology of the Gene and how it works.
The Gene and the Central dogma:
Cells of an organism’s body are like the bricks in a building. Inside the nucleus of a cell are the chromosomes- the thread like structures that pass on to the offspring from both parents. These chromosomes are again made of double helical threads called the DNA (Deoxy ribose nucleic acid). Genes are the short sections of DNA. DNA is a complex molecule and is made up of four types of biological bases- Adenine, Guanine, Thymine and Cytosine. Combinations of pairs of these bases constitute a gene. Genes are called the ‘functional unit because each combination of the base pairs contain information for producing a particular ‘amino acid’. Amino acids are the building units of any protein and as we all know- proteins are vital ingredients of an organisms physiology and responsible for large number of fundamental traits of an organism. Quite naturally then since genes regulate what kind of proteins would be produced they are called the functional unit of life too.
http://www.bbc.co.uk/schools/gcsebitesize/science/images/cell_chrom_dna.jpghttp://www.accessexcellence.org/RC/VL/GG/images/genes.gif
But we should also know perhaps a little bit about the mechanism of production of amino acids from genes. This mechanism of production of amino acids from gene is not a reversible process (i.e. it is not possible to make a gene from an amino acid) and follows a fixed pattern that regulates the flow of information from a gene to amino acid. This mechanism is known as the central dogma in molecular biology.
The classic view of central dogma states that the coded genetic information hard-wired into DNA is transcribed into messenger RNA (m RNA). This process is called transcription. The DNA can replicate via a process called replication. Each m RNA contains the information for the synthesis of a particular protein (or a small number of proteins) which is carried out through a process called translation. The diagram below shows an illustration of the central dogma in molecular biology.
Fig: The central dogma in molecular biology
Transgenesis:
Transgenesis is the process of transfer of genetic material (foreign) into an animal or plant genome. Thus, a transgene is a genetic material that has been transferred either naturally or by genetic engineering techniques. This transfer process is called transfection. The introduction of a transgene has the potential of changing the phenotype of an organism.
Various vectors like plasmids are used in transfection. The plasmid is a small DNA molecule that is physically separated from and can replicate independently of the chromosomal DNA within a cell. These plasmids used in transfection commonly include p RSV for fishes, p BR322 (used as shuttle plasmid vectors). Other than plasmids various other vectors which are used include BPV vectors, Retrovirus vectors, Polyoma virus vectors, Vaccinia virus vectors, P element vectors (transposable element in Drosophila) and Bacculovirus vectors.
Transgenic Products- the Good:
Genes have been transferred into animals with an objective to obtain a large scale production of the proteins encoded by these genes in the milk, urine or blood of such animals. Such animals are called bioreactors and the approach is referred to as molecular farming or gene faming. For example, cattle, goat, sheep and swine are used for large scale production of proteins from human genes (such as alpha 1 antitrypsin, tissue plasminogen activator, blood clotting factor IX, and protein C) expressed in the mammary tissues of these animals.
A special case of gene transfer aims at alleviating or even eliminating the symptoms and consequent problems of genetic diseases. In this approach, normal and functional copies of the defective gene (that produced the genetic disease) are introduced into the patient. This is called gene therapy. The most logical step that scientists have taken is trying to introduce genes directly into human cells, focusing on diseases caused by single gene defects such as cystic fibrosis, haemophilia, thallasemia and sickle cell anemia. However, this has proven more difficult than genetically modifying bacteria, primarily because of the problems involved in carrying large sections of DNA and delivering them to the correct site on the gene. Today, most gene therapy studies are aimed at cancer and hereditary diseases linked to a genetic defect.
Specific transgenic animal strains or lines are created to fulfill specialized experimental and/or biomedical needs. Often used is the “knock out” mice strain in which specific genes have been replaced or knocked out by their disrupted counterparts through a process of homologous recombination.
It is now believed, that in the next two decades 300 000 lines of transgenic mice will be generated. Of particular interest is the application of such transgeny in the medical field. The  study of the function of the human genome is now carried out using transgenes -- adapting animal organs for transplantation into humans, and the production of pharmaceutical  products such as insulin, growth hormone, and blood anti-clotting factors from the milk of transgenic cows. One of the most promising avenues of transgenesis is the possibility of the treatment of genetic diseases to which many succumb. In this regard, gene therapy will hold particular value in the years to come. Even though it is not a widely accepted remedy, the lives of the people who fall prey to genetic diseases like haemophlia and thallasemia lie in the hope of this promise.
Transgenic products: the Bizarre:
A recent transgenic plant project, known as the “glowing plant project,” incorporated a gene from a firefly into a houseplant, creating plants that display a soft illumination in the darkness. One of the proposed goals is to create trees that could illuminate streets and pathways, thereby saving energy and reducing our dependence upon limited energy resources. However, the public release of such plants has sparked a heated debate centered around potential environmental impacts of introducing highly genetically engineered plants into natural ecosystems.
BioSteel® is a high strength, resilient silk product created by inserting the genes from a silk-spinning spider into the genome of a goat’s egg prior to fertilization. When the transgenic female goats mature, they produce milk containing the protein from which spider silk is made. The fiber artificially created from this silk protein has several potentially valuable uses, such as making lightweight, strong, yet supple bulletproof vests. Other industrial and medical applications include stronger automotive and aerospace components, stronger and more biodegradable sutures, and bio-shields, which can protect military personnel and first responders from chemical threats such as sarin gas.
Transgenic Products: the Bad and the Ugly:
Alongside the applications of transgenic in medicine and bizarre attempts to produce light with glowing plants attempts are on to apply this technology in crop science. One would see a novel initiative in this as answer to existing and growing demand for food. But there are perhaps more than that meet our eyes in this initiative. In our country itself market approval has already been given to transgenic cotton (Bt Cotton). There was an attempt to market Bt Brinjal too but a moratorium was slapped on its commercial release after large sections of the society including scientists and farmers raised serious objections.
Through rest of the sections we shall have a close look at the transgenic crops or Genetically Modified (GM) crops and why are there so much of debate on this. There is a major view within the progressive movement that the GM crop technology should not be opposed as such since there is nothing wrong with the technology and opposing it would be anti-science & technology. This view suggests that progressive movement should press for freeing this technology from the hands of monopoly trans-national agencies like Monsanto and DuPont and should fight for increased indigenous engagement in GM crop research. It is hence all the more important to analyse what might not be all that right with GM crop technology after all and  we shall try to argue the position people’s science movement should adopt with regards to the issue of GM crops.
Transgenic plant was first produced in 1982 was a herbicide resistant tobacco and the field trial of this plant was carried out in  France and the USA in 1986. In 1987, a Belgian company named Plant Genetic Systems first developed genetically engineered pest resistant tobacco plants that bore toxin producing genes from a soil bacteria (Bacillus thuringensis) by expressing genes encoding for insecticidal proteins. The People’s Republic of China was the first country to allow commercialized transgenic plants, introducing a virus-resistant tobacco in 1992, but this was withdrawn from the market in in 1997. Subsequently, in 1994 a genetically modified tomato (FlavrSavr) with longer shelf life was approved for sale in USA. Approval for transgenic crop in European Union first came in 1994 for herbicide resistant Tobacoo that was the first transgenic developed in 1982. In 1995, Bt Potato was approved for marketing in USA. Subsequently marketing approval in USA also came for a rape plant variety canola with modified oil composition (Calgene), (Bt) corn/maize (Ciba-Geigy), herbicide resistant cotton (Calgene), Bt cotton (Monsanto), soybeans resistant to the herbicide glyphosate (Monsanto), virus-resistant squash (Asgrow), and additional delayed ripening tomatoes (DNAP, Zeneca/Peto, and Monsanto). As of mid-1996, a total of 35 were marketing approvals were given for 8 transgenic crops and one flower crop of carnations, with 8 different traits in 6 countries plus the EU. In 2000, a variety of rice that can synthesise Vitamin A- the prevention for blindness was developed. This was termed the ‘Golden Rice’!
Genetically modified plants and evidence of scientific uncertainties 
The main limitation of this technology is the availability of preliminary knowledge about the role of gene in determining a given trait and is, at present, only applicable for traits that are ‘determined’ by one or a relatively small number of genes. To date, most applications that have reached the field involve the use of heterologous genes (i.e. genes from other organisms) to engineer various adaptive traits as herbicide and insecticide resistance where the window of opportunity has been limited by the operation of biology / nature prevailing over the resources of farmer in practice sooner than the state of art in genetic engineering expects the problems to hit back.  
Further, it is necessary to recognise that delivery methods like the “gene gun”, or more or less scattered shot technologies, are still being used in genetic modification technology. The place of insertion of new genes into the plants’ genome is not the result of a finely targeted process yet and hence the probability that the target gene would carry along extra genetic load when it gets inserted. Furthermore, the biological activity of newly inserted gene sequences has to be enforced artificially. The plants’ own gene regulation has to be knocked out (partially) to avoid silencing the additional gene constructs. As a result, it has been observed that unintended biological interferences can also have various effects at the level of the genome, cell metabolism and or the whole organism[1].
Toxicological and health impacts can be serious. One has to take into account unintended components caused by occasional interference of the plants’ metabolism. Environmental impacts cannot be taken lightly. The relevant risks are not of a steadily fixed nature, they involve dynamic processes involving factors like the growth of the plants and various environmental influences. Exposed to external stress factors, genetically engineered plants can also exhibit unexpected effects not noticed before (Matthews et al, 2005). There is also the problem of unintended gene transfer; special cause for concern is the fact that the spread of the artificial gene constructs via and other escape routes cannot be prevented.  All in all one has to deal with a complex matter of ecological, biological and health related issues which is dependent on a broad range of additional external factors which are not fully understood in all details.
In a much talked about piece in Science, Dominigo (2000) showed that while there are many opinions on the GM crop issue, data on the potential health risks of GM food crops are rare; even though these should have been tested for and eliminated before their introduction. Our present data base is woefully inadequate. As this article pointed out then, there are hardly any scientific literature on the the GM related health risks published by the scientists working in the Biotech companies. If they have tested for the toxicity and allergenicity of GM crops, then why haven’t they been publishing it? Since Dominigo’s article is a decade older, we looked for the current status of the same using the same search procedure as Dominigo’s and found the same pattern in more contemporary published literature. Quoting Dominigo-, “Moreover, the scientific quality of what has been published is, in most instances not up to expected standards. If, as claimed, our future is dependent on the success of the promise of genetic modification delivering wholesome, plentiful, more nutritious and safe GM foods, the inescapable conclusion of this review is that the present crude method of genetic modification has so far not delivered these benefits and the promise of a superior second generation is still in the future.” Obviously then quoting Dominigo again, “We need more science, not less”.
The underlying principle of GM crop risk assessment has been a so-called “comparative approach”, which tries to draw a comparison between the genetically engineered organisms and their counterparts produced in conventional plant breeding. In this approach, conventional protocols use the concept of “familiarity” for the risk assessment of the cultivation of transgenic plants and “substantial equivalence” for the risk assessment of food and feed. The problem with such an approach is that if-due to insufficient scientific methods-no substantial differences can be found between the transgenic plant and its comparator, the product is likely to be categorised as being safe. It is important here to know that methods especially relevant in the analysis of the proteom and the metabolom have not yet been developed sufficiently to be used as standard procedures in risk assessment (EFSA, 2007 a), despite these methods having been seen as decisive tools.
‘Substantial equivalence’ (SE) between the transgenic crops and conventional crops (meaning, two varieties are so similar to one another that they can be taken to be same) are often argued by the proponents of universal value of GM crop technology. The objections to this SE argument are the following:
  1. There is no specific, statistical basis for the standard (Brunner and Mayer 1999). Substantial” is an adjective rather than a statistical parameter like an F value or a p value, which begs the obvious question: How different is acceptably different versus unacceptability different?
  2. GM and conventional crops cannot be compared for the possible consequences to food quality and composition due to unintended effects, either predictable or unpredictable ones. How can one investigate unintended effects using directed testing methods?

It can hence be argued that, instead of making the GM varieties the only subject of analysis, we require a deeper understanding of naturally occurring variations that would also represent the range of consumer acceptable variation.
A completely different concept of risk assessment would apply if the underlying hypothesis took into account the fact that transgenic plants are derived from a technical process that cannot be compared to methods used in conventional breeding. The basic difference between conventional breeding and genetic engineering is becoming more and more evident because it can be shown that the mechanism for regulation of the genome is far more complex than was estimated some years ago. Today the organization of the genome is much more defined by networks and (quantitative) synergies of gene clusters than by the function of single genes. Wentzell et al. (2007) for example indicate this development including its consequences in the case of plants when they state “Most phenotypic variation present in natural populations is under polygenic control, largely determined by genetic variation at quantitative trait loci (QTLs). These genetic loci frequently interact with the environment, development, and each other, yet the importance of these interactions on the underlying genetic architecture of quantitative traits is not well characterized”. In the light of such advances in scientific understanding, we understand that this uncertainty would be better reflected in the development of hypotheses on the risk assessment of the transfer of isolated genes in the precautionary approach.
This new insight matters also because in the case of GM crops the new genetic information and its expression in the cells is forced into the plants by such technical means that knock-out partially the normal mechanisms of gene regulation. Invasive methods like this are not used in conventional crossings or mutation technologies. New genetic information obtained in conventional breeding gets used if it fits with the existing genetic background of the plants. But for the risk assessment of genetically engineered plants it is crucial not to deny the basic distinction between methods for breeding and technical construction of genetically engineered plants. While conventional breeding uses existing biodiversity and its potentials developed by evolution over a long period of time, genetic manipulation tries to enforce a technical program without obeying the rules of normal gene regulation. The changes associated with genetically engineered plants are not restricted to specific regions in the genome. The findings of Batista et al (2008) show that the assumptions that changes in genetically engineered plants to be restricted only to the specific trait inserted, are not based on scientific facts.

Horizontal gene transfer (HGT) problem looms large
The transgenic technology is essentially a technology wherein genes are transferred across non mating species. This transfer is essentially horizontal as against vertical transfer of genes from parents to progeny through sexual reproduction within the same species. The issue is not whether such horizontal transfer is unnatural as some voices against GM crops that Purkayastha and Rath mentions, but the point precisely is that-, it is not. The point is different; HGT is known to have affected the evolutionary process in the past (Syvanen 1985, Doolittle et al. 2003, Rivera and Lake 2004, Bapteste et al. 2005, Koonin 2007, Richardson and Palmer 2007, Keese 2008). Therefore, HGT can significantly impact genetic diversity at least among phylogenetically close species and can promote novel adaptations among organisms, thereby also tinker with the natural evolutionary process. It has also been said that in the short term HGT has been a major contributory factor behind rapid spread of antibiotic resistance amongst pathogenic bacteria in the last 50 years (Mazel and Davies, 1999). There is a growing body of literature that attributes incidences of increased virulence to HGT (Derbise et al., 2007; Friesen et al., 2006; Mild et al., 2007). Following table illustrates some short term and predictable adverse impacts of HGT from GMO (after Keese 2008):
Table 1.
Impact category
Impacts
References
Adverse Environmental Effects
Enhanced pathogenicity
or virulence in people or animals
Kleter et al 2005
Unpredictable & unintended effects
Introduced genes from a GMO to multitude of other species, some of which are potential pests or pathogens, and many organisms are yet to be identified and characterized. Introduced gene might escape to indigenous bacteria and can alter its ecological niche characteristics. Difficult to predict the outcome but is a strong possibility.
Prescott et al, 2005, Heuer and Smalla, 2007
Genomic disruption
More complex genomes, e.g. that of higher organisms are more intolerant of change and may lead to genomic instability. Possible to measure.
Ho et al 2000, Woese 2004
Uncontrollable management
HGT from GMO would create new GMO. This new GMO might lead to adverse effects that are not controllable through management measures permitted in the license while releasing the original GMO
Keese 2008
HGT and Centre of Crop Genetic Origin
HGT assumes added importance when it comes to genetic modification on crops at the site of its origin. Crops at the centre of their origin are likely to have more number of phylogenetically related species. HGT has been seen to be increasing with decreasing genetic distances and vice versa (Beiko et al 2005, Majewski 2001, Fraser et al 2007, Bonnet et al 2005) meaning crops at the centre of its origin will have more chance of transferring novel genes into its related species and landraces. The most noteworthy case in support of this apprehension is that of GM maize in Mexico, where fragments of CaMV 35s promoter from genetically modified maize, commonly used as a construct to boost up gene expression of inserted gene in plant genetic modification, was found to be contaminating Maize landraces. This discovery by Quist and Chapela, two University of California, Brakeley scientists was reported in Nature (Quist and Chapela 2001). An independent study by Mexican government later corroborated this finding.
HGT and Public Health concerns
There is a growing body of evidence to suggest that the genetic material from CaMV virus (Cauliflower mosaic virus) mentioned in the Mexican incident, as a transgenic construct for plant genetic modification is potentially hazardous due to a number of reasons and has serious public health bearing. The CaMV 35s promoter is found across the living world and is even found in humans. In 1999 it was discovered that this promoter has ‘recombination hotspots’ where it tends to break and join up with other DNA (Hull et al. 2000, Ho et al. 2000). It is now understood that CaMV 35S promoter will be extra prone to spread by horizontal gene transfer and recombination and can even interact with human genome. Hence, so far the present state of technology goes; search for a safer gene expression promoter is definitely in order even if genetic modification technology in plants is to be pursued. The health risks associated with this are the following:
  1. Antibiotic resistance genes spreading to pathogenic bacteria.
  2. Disease-associated genes spreading and recombining to create new viruses and bacteria that cause diseases.
  3. Transgenic DNA inserting into human cells, triggering cancer or hitherto unforeseen and uncertain other expressions.
Genetic stability
Evidences from a number of studies indicate that transgenes are inherently unstable compared to natural DNA and are more likely to break up and rejoin. Transgenic DNAs are also designed to break species barrier through flanking them with recombination sequences which enable them to jump into genome and is hence potentially more prone to horizontal transfer. Worse, since they come from a wide variety of sources, e.g., pathogens, allergens etc., in case of these fragments sitting pretty in the host get into any homologous arrangement with the donor genome due to similarity in base sequence, the probability of HGT increases many fold, since homology enhances HGT (Primrose & Twyman 2006). The recent discovery of ‘recombination hotspots’ both in plant as well as in human genome is indicative of the risk of inserted DNA fragment around these hotspots and hence would be further prone to expressions that were not intended primarily.
Towards a Precautionary Assessment Principle:
We have a choice to make from the four different approaches to assessment; each approach being designed to gather the information necessary for making adequate and prudent governance decisions in different contexts.
  1. If a significant harm is expected with almost certainty, then, subject only to consideration of any over-riding justification, they are assigned directly to preventive measures.
  2. If the threats in question are minor and quantitative data about probabilities and magnitudes is either available or is to be produced, then they should be assigned directly to the approach of risk-based assessment.
  3. But if we are unable to allocate threats to straightforward preventive measures or to risk-based assessment, then more comprehensive assessment procedures are recommended. If any scientific uncertainty has been identified, then the subsequent approach to assessment is precautionary assessment.
  4. If socio-political ambiguity has been identified, where the problem lies not with probabilities, but in agreeing on the appropriate values, priorities, assumptions, or boundaries that apply in defining the possible outcomes, then a process of concern assessment is adopted in subsequent assessment.
Both conditions (uncertainty and ambiguity) can apply at the same time and for the same assessment candidate. We argue that in the case of Bt crops, both approaches, i.e. the precautionary assessment approach and the concern assessment approach need to be combined.       
The technocratic way of framing the assessment protocol of risks involved in the case of GM crops (wherein “objective science” is seen to directly inform policymaking), is quite inadequate and ethically inappropriate. The introduction of GM food crops cannot be handled in terms of merely the conventional risk assessment approach that refers to a situation where it is possible to confidently quantify both the magnitudes of and the probabilities for a defined range of outcomes (such as forms or degrees of harm). If the intractable circumstances include also conditions of ‘uncertainty’ (where possible outcomes are clear but difficult to quantify probabilities), ambiguity (where the problem lies not with probabilities but in agreeing on the values assumptions and boundaries that apply in defining the possible outcomes), and ignorance (where neither probabilities nor outcomes are fully or confidently characterized); then the precautionary principle based technology regulation is a must in our view. Conventional risk assessment would leave residual uncertainties unaddressed. A more comprehensive approach to assessment is preferable to unconstrained reliance on conventional risk assessment methods.
Since the precautionary assessment approach can address a set of more intractable circumstances under which various forms of incertitude render such quantification incomplete or problematic, it is far more appropriate to adopt this approach for the regulation of technology of GM crops in India. Argument that familiar safety testing protocols are sufficient to serve societal needs well because GM crops carries non-catastrophic consequences, is certainly not an appropriate objection. As far as the demand for the implementation of precautionary assessment approach based regulation is concerned, it is not pertinent that the technology of GM crops carries non-catastrophic consequences. What is important is that there are areas of uncertainties, ambiguity and elements of ignorance in the case of GM food technologies.
Although the basket of technologies to be championed by the progressive movements deserves to include certainly the technology of agro-biotech and genetic engineering (which might also involve genetic modification for the development of transgenic technology); the progressive movements should not reject or overlook the precautionary approach to commercial introduction of the GM crops. The people’s science movement need to struggle for a comphrensive framework for the assessment, management and communication of technological risks to mobilise their own basic classes in a sustainable way. This framework is essential because we are going through a neo-liberal phase when system of public-private partnerships (PPPs), the new trend in the division of the innovative labour between public and private entities is becoming all pervasive in agricultural research; and the public sector in science and technology (S&T) is being made to come under the greater influence of big business and global corporations.
The precautionary assessment approach requires to be pressed for as other choices do exist for immediate purposes and can be selected suitably from the basket of technologies being developed with the efforts of modern science and technology. Efforts going on in the field of ecological approaches to agriculture are equally modern and can even serve the basic classes better whom the people’s science movements hope to mobilize for a better future for the agriculture sector in India. It is time now for the
Further, the implementation of precautionary assessment approach based regulation means more directed research, improvement in quality of risk assessment and participation of the people in assessment, evaluation and management. There is nothing to be feared from the use of a wide variety of broad based approaches at the earliest stages in innovation or policy making process, extending beyond conventional quantitative, expert-based techniques of risk assessment. The precautionary assessment does not bar introduction of technology of GM crops per se forever. We are not asking the Government of India to stop scientific and technological research on the development of technology of GM crops. Decisions regarding the introduction of GM crops are required to be undertaken case-by-case, which is fully permitted by the precautionary assessment approach to regulation. Given the basket of technologies that are becoming available in respect of habitat management, systemic application of cultivar mixtures in integrated farm systems, agro-forestry and biological control that can potentially address even the issue of productivity; there is no reason to rush into genetically modified crops without a going through a case by case precautionary assessment protocol.
Advancement of molecular biology has allowed us to delve into a great many mysteries of life on earth and everyone sees the potential of this science breaking new frontiers in solving problems that has plagued humanity for centuries. But obviously the objective approach would be to weigh options that are less hazardous, more certain and at the same time are potential technologies that can solve problems at hand including the present crises in agriculture. We need to compare any new technology with the best available technology or practice at hand before we clutch on to it. A good example would be marker assisted plant breeding; a technology option that also makes the best use of our progressing knowledge of molecular biology but is essentially devoid of the hazards associated with GM.
Marker aided breeding and other approaches
Traditional plant breeding has essentially involved incorporation of desirable traits in a plant through phenotype based selection. Genotype based selection would involve zeroing on the gene of interest and incorporating the gene in the desired plant race through hybridization. However, this potential could not be realized due to lack of marker genes. Discovery of a wide range of genetic markers since the late 1970s has made this possible since it is now possible to detect genes of interest with the aid of their associated markers (Ruane and Sonnino 2007). Pioneering work by Peterson and his colleagues (Paterson et al 1988) in tomato led the way. For example a plant having a gene that provide resistance to a particular disease can be selected with the help of the particular disease resistant gene’s markers and can then be hybridized to bring about disease resistance in the desired plant variety. An excellent overview of this technology and its potential can be found in the FAO publication on Marker assisted selection (FAO 2007).
Learning from the experience of other countries
We can also learn from the practice of the member countries of European Union which have been made to deal with the genetically engineered maize (MON810). More than eleven countries have chosen to withdraw the permission for the commercial introduction of MON810 on the basis of the new doubts about safety that have now surfaced after allowing the cultivation of Bt toxin producing maize for a period of about ten years. It is however to be noted that so far this Bt toxin producing maize has been the only genetically engineered crop allowed to be commercially cultivated within the EU. MON810 was granted market authorization for the EU in 1998. The German government prohibited the cultivation of MON810 in April 2009. It was done on the basis of the new publications that showed negative effects on organisms such as ladybird larvae and water fleas.
An overview of recent publications shows that the effects observed on these and other non-target mechanisms in the case of MON810 indicate a general problem. Until now it was supposed that the toxins as produced in the plants can only fulfill their deadly mission under conditions as met in the gut of the larvae of certain insects (Lepidoptera). Specific receptors, described as ‘target organisms’, occurring in the gut of these pest insects (and in the case of MON810 the corn borer especially), are needed to activate the toxin. In contrast, so called ‘non target organisms’ are supposed not to be endangered because those receptors cannot be found. Recent publications show that the toxin produced in the plants is different in its structure from the natural occurring Bt toxin and thereby also changed its biological activity. Several publications show that a coherent theory for the mode of action of Bt toxin (and the role of receptors) is missing. Recent research shows that the selectivity and the efficacy of the Bt toxins can be quite substantially influenced by external factors. 
It is but to be noted that although Chinese Agriculture ministry has certificated two strains of GM rice, it would still take a considerable time before the Bt rice grains are found on the shelves (Shan Juan and Wu Jiao, 2010). As has been announced by Chen Xiwen, a member of the Chinese People's Political Consultative Conference (CPPCC) and deputy director of the Central Rural Work Leading Group of CPC, the products would need to be certified by government agencies from the health and quality inspection sector, any of which might stop the entry of the food grains into the market. As has been asserted out by Xiwen, “the certificates, based on fair safety evaluation, won't mean GM rice would be commercially planted immediately. It will require production trials and registration.” Wei revealed that the applications for the two rice strains were filed 11 and 6 years ago respectively.
Are we saying no to GM then?
The controversy over Bt brinjal brought to the fore the issue about the choice and selection of a technology in tackling serious concerns in Indian agriculture. Bt technology was pushed to tackle a biotic stress namely the pest problem. This technology was pushed at a time when the nation was also taking notice of the phenomenal success of non pesticidal management (NPM) in Andhra Pradesh. Through NPM, a package of ecological techniques of tackling pests, about 420 villages in A.P. successfully managed pest in about 23000 acres covering 10 districts. This experiment has shown that a range of biotic stresses can be overcome through ecological management of natural biological resources. But there are issues involving abiotic stresses like drought, water logging etc for which answer may still be sought within GM technology. For example, instilling the vigour of the drought tolerant C4 plants like sorghum in C3 cereal crops like paddy or wheat through genetic modification will definitely be a welcome intervention.
Keeping these in view, risk assessment of genetically engineered plants should be conducted without preconditions such as assumptions of similarity (familiarity, substantial equivalence) between transgenic plants and plants derived from conventional plant breeding. Transgenic plants have to be seen as technically derived products with specific risks and have to be subjected to comprehensive risk assessment per se.
A mandatory step-by step procedure, as it is now being evolved in EU, with screening process introduced for the purpose of framing of criteria and threshold of evidence required, should be introduced. To avoid unnecessary feeding and field trials, testing in contained systems should be given enhanced weight. Tests need to be recommended where considered necessary, for stress exposures of transgenic plants under defined conditions (crash tests), for metabolic compounds profiling under different stages of plant growth and environmental conditions, simulations of different ecological systems and interactions with different external factors. Needless to say, case by case method has to remain in vogue for the risk investigations required to be undertaken each time.   
Finally, let the mastery of technical construction program based on scientific advances that we have referred to be allowed to mature. Precautionary approach based risk assessment is consistent with the development challenge that the progressive movement faces today in India.  Risk governance includes matters of institutional design, technical methodology, administrative consultation, legislative procedure, and political accountability on the part of public bodies, and corporate responsibility. It also includes more general provision on the part of government, business and civil society groups for building and using scientific knowledge, for fostering relevant technical competences, and for promoting social and organizational learning. It is quite clear to us that the demand is growing in the country among very different kind of publics for a more effective, efficient and, at the same time, a balanced and fair regulatory process which is also characterized by more transparent and participatory decision making procedures. Let the people’s science movements champion the democratic agenda and not fall into the trap of productivist and technocratic approaches to assessment.
In conclusion, we understand that the ideological debate is not just limited to the anti- and pro-transgenic camps. It is also a debate around how the decision regarding the introduction of genetically modified (GM) transgenic food crops needs to be approached by the people’s science movements.
Notwithstanding the fact that areas under GM crops is on the rise, the scientific concerns that were raised way back at Asilomar conference on Recombinant DNA technology in 1975 are still alive and valid. As long as these concerns, categorized broadly into environment and public health, are not addressed and a consensus is not arrived at within the progressive scientific community, these issues would definitely deserve to be revisited over and again and would have to be reviewed against fresh scientific literature.




[1] The changes associated with genetically engineered plants are not restricted to specific regions in the genome. This process impacts the genome and cell regulation on several levels. See for details Batista et al., 2008, Clark et al., 2007, Wilson et al. 2006, Wentzell et al., 2008.

EDUCATION IN INDIA

                                                            EDUCATION IN INDIA
AIPSN has been functioning as the nodal network of the science movements in India for the past quarter century. Education has been at centre of its nationwide activities. The AIPSN has intervened meaningfully in the education process, particularly in school education. It has also been in forefront of the literacy campaigns and post-literacy programmes of the country, through the Bharat Gyan Vigyan Samiti attached to the framework. Through a number of innovative programmes the BGVS has extended its activities in a number of states.  The organizations associated with the People’s Science Movement such as Eklavya and Kerala Shastra Sahithya Parsihad have also initiated path breaking interventions in school education. The experience of such activities has enabled the AIPSN to acquire the resources for meaningful interventions in the education framework being developed in the nation, through a critical assessment of the policies being initiated in the school as well as higher education.
The positive features of the interventions made by the science movement with respect to the education system in India can be summed up as follows.
1.      The total literacy campaign and the activities of the BGVS has brought into being the participatory form of intervening in the education system, which brought together activists from different walks of life, primarily women into education campaigns, where major decisions were taken in direct consultation with the local people, teachers, field workers and students.
2.      A similar democratic process of developing curriculum and methodologies of teaching and learning were initiated by different organizations, and Kerala state went to the extent of developing its state curriculum framework, syllabus grid and textbooks through extensive consultations among teachers and through numerous workshops and writing sessions.
3.      Such an effort also enabled the activists and teachers to experiment with new methodologies, including Social constructivism and critical pedagogy, and introduce innovative textbooks for all subjects including languages.
4.      The experience gained from the literacy movement and innovative teaching practices came into importance in the formulation of the democratic provisions of the Right to Education Act passed by the Parliament (2009)
5.      The experience generated and disseminated by the science movement enabled the growth of teachers and education movements that began to address the challenge of developing a democratic and scientific education system in the country.

 Education system- a critique
1.             Education is the engine of the growth. It is invariably a social process. It addresses the societal perception and as a part of it individual perception also. It also allows vertical growth of the downtrodden. Hence, education is considered to promote equity and social justice. This was the general perspective of all progressive movements during the 20th century. Education then was considered essential to prepare the new generations to be good citizens and good workers and to make them cultured and take up important social tasks. Hence the idea of free and compulsory general education and higher education for those with academic merit. In other words social justice, equity and excellence are key concepts or non-negotiable elements in a progressive and democratic educational perspective.
2.             Though the constitution assured to extend free education to children up to the age of 14 years by 1960, even after the enactment of Right to Education it is still denied to a large section of them. From the 1960’s the state was more interested in expanding opportunities for higher education at the expense of general education to cater to the needs of the industry and service sector on the one hand and to fulfill the aspirations of middle and upper classes on the other. This has resulted in accentuating the inequality between haves and have-nots. With advent of globalization the government started to withdraw from education as is reflected by decreasing percentage of budgetary allocation for education. This has resulted in the launching of big struggles by students and teachers and others for more opportunities to children of the poor in education, more equity and social justice.

3.      The following Issues with respect to gender and social exclusion are not yet addressed properly;
        Access
·                           Access of girl children, children from the minority, dalit, tribal, differentially abled and other                marginalized communities
·                           Retention of these groups of children
·                           Regular attendance and abseetism
·                           Reasons behind dropping out
    Socio-economic and cultural aspects
·               Children engaged in child labour
·               Children subjected to child sexual abuse and trafficking
·               Children shifting due to seasonal migration for labour
·               Children looking after siblings and home –based work
·               Children engaged in agricultural operations
·               Children on the streets
·               Children living in the slums deprived of even basic infrastructure
·               Children engaged in prostitution
·               Children with differential abilities
·               Children addicted to drugs and various issues of Gender aspects within the school

4.        The relation ship between quantity and quality in education is to be examined. While education becomes universal, children from diverse social background get enrolled. But for children from socially background families, the academic environment in both schools and their homes are limited. The social aspirations and goals that guide these children in schools are also diverse. Hence it is practically impossible to expect the level of achievement of an ‘elite’ school to be maintained in ordinary schools also, given that the same syllabus and methods of instruction are followed in both types of schools. Free and compulsory education and adoption of a uniform syllabus in all the schools need not result in a “leveling effect” in educational standards because of the diverse social backgrounds and aspirations of the enrolled. Casual observation suggests that schools that admit second or third generation learners from middle class backgrounds have always performed better than schools that admit children from urban and rural poor. An analysis of the results of  10th std public examinations  of the past shows that schools producing poor results have admitted students from tribal areas, agricultural workers, urban poor. Ultimately education becomes a process of elimination for majority of students. These realities   raises some pertinent questions regarding
·         The content of education
·         Curriculum development
·         Text book preparation
·         Transactional strategies
·         Management of educational institutions
·         Other duties assigned to the teacher community at all levels
·         Teacher trainings both pre service and in-service
·         Involvement of community 
·         Policies of the government.
·         Budget allocation

  1. The State has to take for the main responsibility of providing education. The policy, the objectives, the norms and the spread of education are to be decided by the State. In a developing country like India, it may be necessary and feasible to involve the private sector also in this field but they must not be guided by profit motive. The capital expenditure for establishing educational institutions may make by individuals or private institutions or organizations. But the norms and standards must be set by the State. How to ensure social control – a large social debate is needed.

  1. Education is not a commodity. It is a facility to acquire knowledge, which is to be utilized for the benefit of the society. Hence, nobody should be allowed to peddle with education and make profits. Nor any body should be allowed to enter a particular course simply because one has enough money to purchase a seat in it.

  1. The content of education, the curriculum should help attain the basic goals of education in the given socio-political milieu. It should aim at all round development, promote awareness of the world and equip one to deal with it, help acquisition of knowledge and skills and promote creativity. It should result in character building, realization of ones physical and mental potentialities and inculcation of social and human values. It should provide one with a global perspective, while at the same time equipping one to pursue national and sub national goals and aspirations. It should promote awareness of ones cultural heritage as well as societal obligations. It should lead to equality and empowerment of all sections of society. It should uphold the dignity of labour and give value to both manual and mental work. Up gradation and creation of knowledge is an indispensable component of education. The content of education should be such as to interlink the educational and productive process, one enriching the other. It should also lead to gainful employment.

  1.  Education is a powerful tool for human resource development and national building. In a country like ours where a majority of students are dropped out or pushed out before completing the secondary stage, how to integrate with gainful employment is a subject that is to be discussed in detail. The number of these pushed outs vary from state to state. Hardly any ready avenue of lively hood waits for them. The educational structure is not geared to cope with their problems. As a part of their life some of them succeeded in training themselves with some vocation. This is because the present school education system is not geared to impart any skills, particularly in productive activities. Laying the firm foundations of literacy and productive skills on the one hand, and preparing students for various kinds of professional and technical education so that they can find suitable employment on the other, is the two challenges that our educational structure has to cope with the immediate future. Education has to link the means of production with the skills potential workers acquire. School education there fore aim at integrating the content of the educational curriculum with the requirements in different kinds and levels of productive activities.                                                                                                            

  1. A balanced curriculum should harmonies elements with universal applicability the national framework, sub national variations and regional and local requirements. They are elements that form part of the curriculum anywhere.  Each state is an integral part of India politically, economically, administratively, socially and culturally, the national curriculum frame work, evolved after much deliberation and discussion, and which was not intended to be rigid and immutable should define the broad contours of the educational curriculum of each state. However the mechanical application of the national framework is unnecessary. Each state has its own socio-cultural-political diversities. The curriculum therefore, should reflect the reality and concerns of the people of each state. Even with in the state the curriculum should be flexible enough to accommodate regional and local needs and concerns. The curriculum must be conceived as a social document closely linked with social needs. There need not be any permanent curriculum; it keeps on evolving to meet the challenges arising out of social transformation. However, in our society characterized by diversity of interests, it is the responsibility of the state to strive towards the formulation of a curriculum that would meet the aspirations of the people. The curriculum so formulated will aim at the social development of the majority including the entire deprived classes. Such curriculum will aim at                                                                                                                                                                                                                                                                                                                                                                                                                                                              
·         Using mother tongue as the medium of learning.
·         Starting the learning process from the immediate environment with which every child interacts and begins learning by constructing knowledge.
·         Emphasizing the importance of both mental and manual work and integrating them in the curriculum.
·         Using curricular framework as a means to realize the creative potential of the child.
·         Enabling the child to understand her role in a secular democratic society and use her ability for creative and critical intervention in social process.

  1.  In the educational process, the mode in which knowledge is imparted is as important as knowledge content. The current mode places undue emphasis on mechanical acquisition, retention, and reproduction of often unprocessed information. These need to change. The learning process should be child centered and emphasis should be on construction of knowledge and analytical abilities rather than on decontextualised information and learning by rote. Further more, learning about the process of generating knowledge is as important as acquisition of knowledge. The curriculum in teachers training should be such as to enable the teachers to understand this shift in emphasis. More over the campus as well as the classroom environment, even the transaction process, must be democratic. Our country is basically a democratic country and we couldn’t produce a democratic citizen through an autocratic classroom.

  1. Education necessarily imparts certain values. What these values should consists of needs careful consideration in a multi-religious and multi-cultural society like ours. It is important that these values are not identified with any particular religion. The ideas of democracy, secularism, gender equity, work culture, attitude towards work and social justice are some of the universal values that deserve to be integrated in the curriculum. Which is lacking today.

  1.  An important aspect of universal education is the relationship between social equity and academic excellence. The major objective of any transformative education system has to be the maximization of achievement by the maximum of the population.

  1. The importance of the State in the education system needs no emphasis. However in the context of neo liberal policies, liberalized economy the State tends to withdraw from education, allowing greater freedom to private agencies. Since the private agencies are mainly interested in investment with assured returns and profits, the cost of such education will be so prohibitive that it will be inaccessible to the common people. The withdrawal of the state will therefore amount to increasingly marginalization of common schools. In this context we must endorse that the responsibility of organizing and conducting the education system be vested with the state, with out prejudice to private initiatives and private partnership with in the parameters of the overall structure.

  1. The post –school phase at present is identified with various forms of ‘Higher Education’, a term that is so nebulas that it could mean anything from diploma/certificate courses to postgraduate studies and research. This nebulas character has allowed governments to follow policies that would transform universities and colleges in to omnibus institutions that would run courses of all kinds with out looking whether it is relevant or not. Functioning of universities and colleges in the state has already come under much criticism. The role of the universities to provide academic leadership to the society and facilitate studies and research of social relevance cannot be undermined. Nor can universities be degraded into degree distributing shops.

15.  The decentralization of educational management is essential for the promoting social participation. The decentralization is not simple devolution of powers or localization of authority but a creative participation of the neighborhood in the affairs of the institution. It would involve the debureaucratisation of educational apparatuses, promotion of teachers training and academic coordination at the local level. This will allow a great deal of diversification of pedagogic techniques on the basis of social requirements and academic initiatives in the light of local experience.
                             
16.  The government claims that the 11th Plan was the ‘Education Plan’ of the country. The government supports this claim by saying that “there has been a steady increase in public spending on education since 2004-05. Education expenditure as a percentage of GDP increased from 3.3 per cent in 2004-05 to 4 % in 2011-12. Per capita public expenditure on education increased from Rs. 888 in 2004-05 to Rs. 2,985 in 2011-12. The bulk of public spending on education is done by the State governments and this grew at 19.6% per year during Eleventh Plan. Central spending on education increased even faster at 25% per year during the same period.” It ought to be obvious that this increase is way short of the 6% of GDP target set up by the UPA I government, that should have been achieved by 2009. This is also the period when the path breaking Right to Education Act was passed, in which the PSMs played a significant role. The government therefore had a compulsion to fund the Act adequately. Though there have been increases in government spending in the 11th plan, they have not been commensurate with the needs of RtE, or the various sectors of education.

17.  Data suggests that there has been improvement in access to education at elementary level during the Eleventh Plan. The mean years of schooling of the working population (over 15 years) has increased from 4.19 years in 2000 to 5.12 years in 2010. Enrolment of children in primary schools is now claimed to be at near-universal levels; though enrolments do not imply regular attendance or improved retention levels.  The growth of enrolment in secondary education accelerated from 4.3% per year during the 1990s to 6.27% per year in the decade ending 2009-10.  Youth literacy increased from 60% in 1983 to 91% in 2009-10 and the gross enrolment ratio in higher education increased from about 12.3% to 18.1% during the Eleventh Plan.

18.   The country’s mean years of schooling at 5.12 years is however well below the other emerging market economies such as China (8.17 years) and Brazil (7.54 years) and significantly below the average for all developing countries (7.09 years).

19.  The governmental efforts have simply not been adequate to arrest steep dropout rate after the elementary level. The sharp drop-off in enrolment at the middle school level and the increasing enrolment gap from elementary to higher secondary suggests that the enrolment gains at the elementary level have not yet impacted the school sector as a whole. Disadvantaged groups are worse off with the dropout rates for SCs and STs higher than the national average.

20.  A major shortcoming for school education is the poor level of student learning. Learning outcomes for children in Indian schools are far below corresponding class levels. Under the RTE Act, the government is responsible to ensure good quality elementary education that conforms to the standards and norms specified in the Act. These norms relate to physical facilities, teacher requirements in terms of required pupil-teacher ratio (PTR), working days and other similar other inputs for an effective teaching-learning process. While, these inputs are necessary, but these are not sufficient for imparting quality education. The spirit of the RTE Act will only be realized if the schools also provide high quality education in terms of learning outcomes and skills to all students.

21.  The RTE Act had set timelines for implementation of the provisions relating to standards and norms of the Act. The first such deadline under the Act is already over on March 31, 2013. It appears that only 6% of government schools have attained these norms as yet! This means the first and important milestone of children’s fundamental right to education is missed by a big margin. Teacher vacancies are estimated at 12.58 lakh (5.64 lakh old vacancies and 6.94 lakh vacancies of positions sanctioned under SSA).  A significant majority of these teacher vacancies are accounted for by the following 6 States: Uttar Pradesh (3.12 lakh), Bihar (2.62 lakh), West Bengal (1.81 lakh), Madhya Pradesh (0.89 lakh), Chhattisgarh (0.62 lakh) and Rajasthan (0.51 lakh). Provision of adequate classrooms, girls toilets, libraries, all guaranteed under the Act remain are yet to materialise. One significant shortcoming is making appropriate arrangements for the last children – street children, migrant children and children with disabilities.

22.  In spite of government’s claim that budgets for education have increased, the money released for the RtE has remained less than what was sanctioned. The Cabinet had approved an amount of 2.31 lakh crore rupees for five years for the implementation of the Act in 2010, which works out to about rupees 34,000 crores per year as central contribution. In the crucial three year implementation period of the Act, this figure has never materialised. This indicates that the government will to implement a right also does not exist.

23.  Data on drop outs clearly indicates the lack of equity in elementary education. The dropout out rates for SC and ST children at 51.25% and 57.58% respectively are very high as compared to the all category average of 42.39%. The dropout (apparent cohort) for non-SC/ST children is much lower at 37.22% as compared to that for SCs and STs Children indicating the challenge of school retention with respect to vulnerable communities. The number of out of school children (OoSC) is placed at 8.1 million in 2009. The top 4 States of Uttar Pradesh (34%), Bihar (17%), Rajasthan (12%) and West Bengal (9%) accounted for 72% of the total OoSC in India (IMRB, 2009).

24.  The gross enrolment ratio (GER) at the combined secondary and senior secondary stages (Classes IX-XII) at less than 50% (2009-10) is woefully low. The resulting inequity in terms of participation of disadvantaged groups is simply unacceptable. Enrolment with equity would require massive expansion in the secondary sector. The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) launched in 2009-10 might not be successful until the secondary sector, along with the pre-school are brought under the Right to Education Act.
25.  A large majority of secondary schools (about 60% compared to 21% at the elementary stage) are private schools aided or unaided. For the government, this is a magnet to expand the PPP mode. This is simply unacceptable and needs to be resisted. It is the government that will have to take the prime responsibility of providing access to secondary schooling for the disadvantaged sections and bridge rural/urban, regional, gender and social group gaps. Simultaneously, investments would be needed to improve curriculum, pedagogy, teacher training, classroom technology and assessments, including examination reforms that are essential to provide good quality secondary schooling. This is why secondary schooling needs to be made a fundamental right so that there is a compulsion to increase investments to adequate levels.
26.  Gross enrolment ratios at the secondary (Class IX-X) and senior secondary (Class XI-XII) levels are 62.7% and 35.9%, respectively leading to a combined GER for Class IX-XII of a considerably low 49.3% (Table 6). The significant dip in GERs from secondary to senior secondary level for all categories is driven by a number of factors including general lack of access, paucity of public schools, high cost of private senior secondary education and poor quality of education, along with the very important factor of high opportunity cost of deferred entry into the workforce. India’s GER at the secondary level is close to that of the average for all developing Countries (63%) but substantially lower than that of emerging economies like China, Indonesia, Thailand and Brazil.

GER for Secondary Education by Social Groups (2009-10)

SCs
STs
Non-SC/STs
Overall
Secondary Level
Boys
71.19
54.24
67.02
66.65
Girls
63.50
44.22
58.97
58.45
Total
67.58
49.41
63.13
62.71
Senior Secondary Level
Boys
37.42
31.36
39.17
38.31
Girls
33.48
22.32
34.39
33.31
Total
35.60
26.91
36.88
35.92
Both Secondary and Senior Secondary Level
Boys
54.52
43.45
52.86
52.39
Girls
48.86
33.68
46.54
45.86
Total
51.88
38.70
49.82
49.26
              Source: SES, MHRD, 2011
27.  The country’s relatively low enrolment level at the Secondary level is aggravated further by huge interstate variations. Although gross enrolment in secondary education has been growing at the national level, growth across the States has been highly uneven. Among the major States, secondary level GERs are as low as 29% in Jharkhand and 35% in Bihar and as high as89% in Himachal Pradesh and 98% in Kerala, as compared to the national level of (62.7%). At the Senior Secondary level, the GER ranges between extremely low and worrying 6.5% in Jharkhand and 13% in Assam as compared to 60% in Haryana and 69% in Himachal Pradesh. In addition, in some states like Rajasthan and Madhya Pradesh, the gender gap in GER is very wide with over 20% difference in GERs between boys and girls.
28.  Vocational education is very limited in the country; in India, only 5 per cent of the population of 19–24 age groups has acquired some sort of skills through Vocational Education (VE) while the corresponding figure for Korea is as high has 96 per cent.
29.  The Central allocation for secondary education for MHRD schemes for the Eleventh Plan was Rs.54,945 crore but the Ministry could spend only Rs.17,723 crore, or 32.26% of the Eleventh Plan allocation! Which is a telling comment on the governance structure in education that is unable to spend even the meagre funds that are allotted. Extra investments must therefore go hand in hand with better delivery mechanisms in all sectors of education.
30.  Higher education has been in the news in the last few years for all the wrong reasons. Having received much attention during UPAII, the reforms in this sector were envisaged through a set of draft legislations that have been opposed by nearly all sections of progressive forces, including the PSMs. The thrust has been more towards privatization and commodification, a trend taken further in the 12th plan with the recommendation of allowing, for the first time in the country, ‘for-profit’ institutions.
31.  Less than one-fifth of the estimated 120 million potential students are enrolled in higher education institutions in India, far below the world average of about 26%.

Growth of Enrolment in the Eleventh Plan
(Enrolment in lakh)
Category
2006-07
2011-12
Increase
Growth Rate (%)
By type of institutions
Government
63.38 (45.8)
84.90 (41.1)
26.25
7.2
Central
3.10 (2.2)
5.63 (2.6)
2.53
12.7
State
60.28 (43.6)
84.00 (38.5)
23.72
6.9
Private
75.12 (54.2)
128.23 (58.9)
53.11
11.3
By degree / diploma
Degree
123.54 (89.2)
184.84 (84.8)
61.30
8.4
Diploma
14.96 (10.8)
33.02 (15.2)
18.06
10.8
Total
138.50
217.86
79.36
9.5

Source: University Grants Commission (UGC), All India Council for Technical Education (AICTE), National Council for Teacher Education (NCTE), Indian Nursing Council (NCTE).
Note: (a) Central institutions include Indian Institutes of management even though that award PG diplomas in management; (b) Figures in parentheses are percentage of total for the year.
32.  Wide disparities exist in enrolment percentages among the states and between urban and rural areas while disadvantaged sections of society and women have significantly lower enrolments than the national average. The pressure to increase access to affordable education is steadily increasing with the number of eligible students set to double by 2020. At the same time, significant problems exist in the quality of education provided. The sector is plagued by a shortage of trained faculty, poor infrastructure and outdated and irrelevant curricula. The use of technology in higher education remains limited and standards of research and teaching at Indian universities are far below international standards.
33.  A holistic approach to the issues of expansion, equity and excellence so that expansion is not just about accommodating ever larger number of students in higher education, but it is also about providing the expanded pool of students choice of subjects, levels and institutions while ensuring that all institutions maintain a minimum level of academic quality and the opportunity to pursue higher education is increasingly available to all sections of society, particularly the disadvantaged.
34.  The three segments of higher education are: central institutions, which account for 2.6% of the total enrolment; state institutions which account for 38.5% of enrolment; and, private institutions that cater to the remaining students.
35.  The government admits that Higher education expansion during the Eleventh Plan was led by the private sector which now accounts for 58.5% of enrolments. The 12th plan document therefore contends that “private sector will be encouraged to establish larger and higher quality institutions in the Twelfth Plan. Currently, for-profit entities are not permitted in higher education and the non-profit or philanthropy-driven institutions are unable scale up enough to bridge the demand-supply gap in higher education. Therefore, the “not-for-profit” status in higher education should, perhaps, be re-examined for pragmatic considerations so as to allow the entry of for-profit institutions in select areas where acute shortages persist”. This is a completely unacceptable conclusion and recommendation that needs to be vigorously opposed.
36.  India faces a huge challenge to fund its rapidly growing higher education sector. Overall, the country spent about 1.22% of its GDP on higher education in 2011-12. Household spending and investments by the private sector have grown more rapidly than government spending on higher education in recent years. Government spending and particularly state government spending has fallen far short of the funding requirement in the face of a dramatic expansion of the system and the rising expectations of the people in terms of quality, equity and access.
37.  Overall, central funding of State institutions is meagre. Together the state systems enrolled fifteen-times more students than central institutions but received only one-third of the plan grants during the Eleventh Plan. Half of the central plan funds (Rs.20,630 crore) went to Central institutions, with State universities, colleges and polytechnics receiving just about Rs.10,446 crore. In addition, Central institutions received about Rs.25,000 crore as non-plan grants during the Eleventh Plan period, while the State institutions do not receive any non-plan grants. Consequently, State universities and colleges face serious financial difficulties that often result in poor quality.
38.  According to government data, literacy rose from 52.2% in 1991 to 64.8% in 2001 and further to 74% in 2011. The number of illiterates declined in absolute terms by 31 million and the number of literates increased by 218 million.
39.  The urban-rural literacy differential was reduced during the corresponding period. Literacy rates for females increased at a faster rate (11.79%) than that for males (6.88%), thus reducing gender gap from 21.59% in 2001 to 16.68% in 2011. However, gender and regional disparities in literacy continues to remain high.
40.  The 12th plan document recognises that due to the tremendous expansion of information and communication technology, and increasing life span of individuals’ calls for a major shift in the adult education policy and programmes. India needs to move beyond the simple definition of literacy and reconceptualise it as “the ability to identify, understand, interpret, create, communicate and compute using printed and written materials associated with varying contexts.” The government has set the following targets for literacy. Literary rate from the existing 74% to 80% by the end of the plan period(2017) of which male literacy from 82% to 85% and female literacy from 65.5% to 75% and gender gap to be reduced from 16.7% to 10%.This means making over 125 million persons in the next five years, by 2017. Is this achievable? As a predominantly literacy movement, the PSM has been consistently pointing out to the MHRD and NLM that the ground strategy for the implementation of the Saakshar Bharat program is not based on people’s participation. In the view of BGVS, the ground reality of Saakshar Bharat is very different from how it is presented at the top. There are some indications that the government might be amenable to revising its implementation strategies. We will need to continue to press for such changes, without which the staggering target set for the next five years seems unattainable.

The above mentioned facts show that the scientific and democratic education system that the science movement and the various movements and organizations working in the field of education have been envisioning has not materialized. The Hoshangabad Science Teaching Programme, one of the premier efforts by education activists and teachers to develop a scientific, learner-friendly teaching device for middle schools was stopped half—way through Government and political interventions. The ambitious school curriculum framework developed in Kerala state and once considered a model for implementing new, innovative methods, is meeting the same fate. Despite the rhetoric of learner-friendly curriculum and pedagogy the actual practice in majority of the schools is fast slipping into the traditional pattern of rote learning and at best bahaviourist methodology and schools, as well as parents are happy with implementing result oriented pedagogy( ‘learning outcomes’), without being troubled by the burden of implementing a theoretical norm of whatever kind.  The Governments also do not have the ability or institutional forms to monitor the implementation of the existing curricular norms in the unaided, private schools, and many schools also move out of the National curriculum framework altogether, following some international norm. All these create complications in the implementation of the curricular framework.
The situation in higher education is hardly different. The UGC had recently taken initiatives in developing model curricula to be implemented in Universities and facilitating the establishment of curriculum development cells. Many states have also set up Higher education councils, and   some states like Kerala have taken exemplary initiatives like implementation of Choice based credit and Semester System in colleges and college clusters to facilitate dissemination of expertise and joint initiatives by colleges. National Talent Search Scheme called INSPIRE and similar schemes implemented by states have also elicited favourable response. However, other measures of improving the quality of teachers and researchers, such as the National Eligibility Test (NET), the Scholarship Examinations and the Academic Staff colleges. Recently UGC has introduced further measures of quantifying performance and quality such as the Academic Performance Index (API) and the Career Advancement Progrmme(CAP). All these measures have been controversial, as many of them do not provide reliable indices of quality, either in the process of research intake, teacher recruitment or assessment of in-service performance. Mechanical adherence to norms, rather than real quality improvement has been more conducive to admissions, recruitment and promotions, and hence students and teachers have relapsed to mechanical methods of information dissemination (‘coaching’) and equally mechanical accumulation of API scores.
Excessive importance given to various types of entrance examinations has also complicated the picture. Entrance examinations appeal to dreams and ambitions of the middle classes all over India, particularly as upper classes have other ways of achieving their goals. Schools and colleges cater to the middle classes, and the schools of the urban and rural poor languish in utter neglect. On the one hand the entrance examinations have been instrumental in the transformation of the secondary school education into rote learning and coaching exercise, which has virtually nullified the impact of the new pedagogies envisioned by the NCF at the primary level. On the other hand, it has also introduced the tendencies of individual   competitiveness and one-upmanship decided by measurable scores, which has offset the concept of quality in knowledge acquisition and production, thinking and creativity. One study conducted in Kerala (by CSES, Cochin) has pointed out that the performance in the Entrance tests is skewed in favour of the upper strata, both urban and rural, and the urban and rerural poor are left behind.  Interestingly, the study also showed that the later performances of the students in the institutions where they gained admission are comparable to their school examination scores, rather than the results of their entrance tests.  This shows that the school examinations are more reliable quality indicators than entrance tests. It is possible that the same can be established in the case of the various eligibility tests also. Tests like the NET act as eliminative rather than inclusive exercises, and the elimination is done completely arbitrarily on the basis of certain set standards, which has nothing to do with the actual academic practice anywhere in India. Such centralized procedures cannot assess the quality of the candidates or institutions with any degree of accuracy, but they enforce the acceptance of such procedures among institutions of diverse quality who are dealing with students from diverse cultural and intellectual backgrounds. Such forced homogeneity is being paraded as an index of quality, this index being one that can again be achieved through rote learning methods.
This shows that despite unprecedented advance in knowledge production and its dissemination by means of formal curricular processes, the actual teaching and learning practices have not kept pace with the changes. New pedagogic practices like constructivism and social constructivism have been much lauded in the intellectual circles, but again has not found acceptance among the ordinary teachers, who are increasingly turning to instrumental teaching methods. Various formal testing procedures have been effective only in promoting rote learning practices and recourse to ‘mental’ that is memory skills. These practices have privileged the elite students, who have the requisite access to various procedures and information sources, and their performance in such testing devices is the only available index for the assessment of quality among institutions. Here too institutions patronized by the middle class acquire comparative advantage.  That is, the entire reform acts against the interests of the poor and the needy and seeks to protect the interests of the upper classes. In a society where extra academic procedures for determination of quality are still, powerful, this means that the present procedures f quality determination works against the rights of the underprivileged.

The social meaning of these changes will have to be understood in terms of the changes taking place in the social objectives of actual pedagogic practices. It is possible to divide the growth of pedagogic practices in post-independence India into three distinct phases. The first phase is from 1947-77, which can be called the liberal educational phase. The second from 1977-2000 can be called the transitional phase or the phase of educational experiments, and the third from 2000 to the present can be called the neo-liberal phase. The features of these three phases can be briefly summarized as follows:
The liberal phase
Since Independence, India was involved in breaking itself free from the colonial legacy in education. Although Indian constitution provided for free and compulsory education for all children by 1960, the state effort was primarily concentrated on reforming higher education. Education Commission Reports and policy documents from Dr.S.Radhakrishnan to Dr.D.S.Kothari concentrated on the propagation of the liberal concept of education, that on the one hand, concentrated on knowledge production that would be conducive to the goals of National reconstruction, with emphasis on the growth of science and technology. This emphasis was accompanied by an equal concern for academic freedom, scientific  temper, democratization of education management and academic autonomy. These liberal concepts were particularly emphasized by the Kothari Commission Report, which sought to synthesize the educational experience of the Capitalist and Socialist countries. Democratization of the Universities was further emphasized by the Report submitted by Justice Gajendragadkar.
In the background of the formation of linguistic states, the school education was left for the state Governments to handle. Education through mother tongue was emphasized and the states were encouraged to develop their own school education programmes.  Even when the NCERT was formed in 1964, it remained as an agency for academic support and facilitation for school education, rather than as a monitoring device. The academic output of the NCERT came to be used by the school boards for their examinations and was specifically used by the Kendriya Vidyalaya Sanghatan.  It facilitated the formulation of the Education Policy of 1968, which attempted to introduce twelve year schooling as a standard norm for schooling. These initiatives were synthesized to produce the first national curriculum during 1975. Although the constitutional provision of free and compulsory education was never realized, educational reforms to bring the school education system under a common pattern were under way by the 70s. These efforts gathered momentum when education was brought under the concurrent list of subjects in 1976. However, common schools and a common curriculum, emphasis on education in the mother tongue, stress on educational access and equity, and development of the values of secularism, democracy and nationalism were some of the features of school education. Even the aided schools run by denominational bodies and community organizations were forced to accept these general goals, and earlier forms like religious education in denominational schools were not emphasized or treated as ‘moral education’. Although there was increase in the access to schools, the reform process that encouraged the parents to send their children to schools existed only in states like Kerala where social reform and land reform process was already underway. Evaluation strategies inspired by Behaviourism were being implemented from the late 60s, and gradually textbooks were being designed primarily from the behaviourist perspective. However, instructional strategies hardly changed, with emphasis on rote learning and coaching methods and emphasis on discipline.

Transitional phase
The second phase was characterized by self-critical assessments, both from the side of the Governments and from the academic community. The Committees appointed by the UGC as well as by NCERT produced assessments that indicated that the process of education has not been as smooth as was visualized earlier. The goals of universal access and equity were not realized, and most of the education institutions had not achieved the requisite standards. India’s achievements in the fields of literacy and elementary education have been one of the poorest in the world, and its achievements in higher education have not also been impressive. The documents also pointed to incidents of campus politics and student violence and the low quality of teaching learning process. The National Education Policy of 1987 outlined a Programme of ensuring excellence along with equity and access. The Programme of Action announced in 1990 outlined steps for the improvement of educational quality along with the implementation of the slogan of education for all. The Programme for Universal Elementary Education was one of the significant initiatives undertaken.
This was also the period in which funds began to pour from different agencies for the promotion of elementary Education, and numerous education projects were established in different states. With India accepting the General Agreement for Trade in Services (GATS) the funds began to pour in faster. During the same period, the state expenditure in education was reduced rapidly, and funding agencies and private capital began to enter the field. One of the significant efforts in the field of elementary education was the District Primary Education Programme (DPEP) established by Government of India along with funding agencies from 1994 to 2001and implemented throughout India. This was transformed into State sponsored Sarva Shiksha Abhiyan from 2001. With the Establishment of Central Board of Secondary Education in 1987 private initiatives in school education were given a real boost, and a number of private schools were set up as a parallel stream to the state boards. The withdrawal of the State from educational expenditure also meant that a number of schools also began to be set up in unaided sector under the state Boards, apart from an increase in the number of schools in other streams such as ICSE.
A similar process began to take place in higher education also. The policy emphasis of the Government of India began to shift from the basic science and social courses to technology and management courses, mostly IT, and biotechnology courses. An apex agency called AICTE was set up for sanctioning technical institutions emphasising new generation courses. Similar apex bodies were set up for Teacher education and Vocational Training also, apart from the already existing apex body for medical education. This resulted in the spate of the so-called self-financed or more accurately student financed colleges, which began to prosper feeding upon the demand among the middle classes for the so-called new generation courses and job-oriented ‘need-based’ courses. No state legislation paved the way for the growth of such institutions, and even the minimum legal requirements of providing access to meritorious students and adopting the reservation policy approved by the Government required the intervention of courts. However, the courts were also ambivalent in the legal standing of the new colleges. The only legislation to introduce some form of social accountability for self-financing colleges introduced by the Government of Kerala was systematically cut down by the High Court and its final settlement is still pending with the Supreme Court.  Although the Courts have curtailed the collection of capitation fees and other exactions on students, it is well known that the colleges systematically flout such stipulations and some of them try to keep themselves outside the law by invoking constitutional protection of minority institutions. Recourse to educational loans as advocated by the Government and the banks, has  had little effect, and the unaided colleges have by and large remained elite institutions.
This phase witnessed considerable changes in curricula and syllabi and the process of teaching and learning. A number of education activists and teachers, dissatisfied with the rote learning methods and looking for a satisfactory that would enthuse and retain the learning process of the socially excluded and deprived sections, experimented with constructivist and social constructivist methodology and the perspectives of radical educationists like Paulo Friere. Participatory models developed in Kerala regarding illiteracy in schools and primary science education (‘science corners’) and children’s science festivals(‘joy of learning’) were other experiments. Hoshangabad Science Teaching Programme was a sustained experiment conducted in middle schools in ordinary conditions for a number of years, which demonstrated the feasibility of the new methodologies. Some of these innovative methodologies were incorporated into the school curriculum and teaching learning process, particularly in primary education. Although the HSTP was closed down through political intervention in Madhya Pradesh, the Eklavya activists were active in assisting several primary education projects in several states, where their methodologies were disseminated. In Kerala, the methodologies developed by education activists and the DIETs in Kerala were consolidated into making the primary school curriculum for the State during 1997-8. These experiments influenced the teaching and learning methodologies advocated by NCERT, and also the National Curriculum Framework developed in 2000 and 2005. Although no formal methodologies were introduced into higher education the quality of teaching learning process was sought to be improved through Academic Staff Colleges for in-service training, which was made compulsory for promotions and academic and research requirements for career advancement in Colleges and Universities.  Introduction of the National Eligibility Test in as an essential requirement for recruitment as college teachers was intended to enhance the capabilities of college teachers. Higher Education Councils were established in several states to advice the state Governments on Higher education and to develop innovative programmes.
These efforts at quality improvement took place from two widely different perspectives. The interventions in school education was in a participatory mode, with democratic involvement of teachers, students, parents and the general public  and many experiments and innovative activities were conducted in the campaign mode. It proved to be effective when the state primary curriculum in Kerala was implemented, as its generated considerable enthusiasm among the teachers and parents. Perhaps because of the same reason it also elicited considerable criticism from certain sections, who also came out in the streets against it. Such popular initiatives did not find favour with a section of the politicians and Government apparatus. This is shown by the closing down of the HSTP and the withdrawal of the 8th standard textbooks in Kerala prepared under the new curriculum during 2001, on flimsy grounds. On the other hands, innovations in Higher Education were top down without a serious consultation with the academic community , there is little evidence that the methods adopted during the past two decades in higher education has improved the quality of performance in higher education. It is evident that at least in the case of the new generation ‘self-financing’ courses and institutions, there is a pronounced decline in quality. Nor can it be said that the performance of teachers in colleges and Universities has improved after the introduction of the new strategies and institutions.
Neo-liberal Phase
The neo-Liberal economic reforms in India gathered pace under the NDA and the two UPA Goevrnments from 1998.  The main feature of this period was the rapid commercialization of education. While higher education institutions and courses started during this period openly followed the ‘user pays’ slogan,  the stipulation of free and compulsory education up to 14th year was being systematically flouted by a number of new schools affiliated to the CBSE or other apex bodies. A number of institutions were dragged to the courts for corrupt practices and flouting of norms, but the courts have taken a lenient view towards them.  More important was the fact that even the state institutions have started student financed courses in their effort to raise funds. However, the Government has been allowing the setting up of private Universities, permitting the flow of FDI into education and promoting the effort s by institutions to raise money from private financiers and corporations. Thus the state is no longer withdrawing from education, but is becoming an active organizer and facilitator in the active involvement and dominance of corporate capital in education. The various legislations in higher education either passed or under active consideration by the Parliament, such as private Universities, FDI in education, patents for commercial use, Universities for Research and Innovation and the recently introduced Rashtriya Ucch Shiksha Abhiyan(RUSA). The incorporation of Industry and finance into the running of institutions and their induction into Governing Bodies, executive councils and academic councils, the slogans and practice of Industry-Academic Participation and the PPP(Public-Private Participation), setting up of Corporate Business Schools all point to the transformation of education as an enterprise which can elicit returns, both in terms of money and qualified and trained labour force that can into the plans and projects of corporate capital. All these changes are supported by the academic exercises from the corporate themselves, such as the Ambani-Birla Report (2001) and the Narayanamurthy Report (2012), as well as quasi-academic exercises from the Corporate minions such as Sam Pitroda( NKC report). Recently RUSA has openly stood for privatization of Higher Education, with the funds to be allocated for ‘innovative’ (read novel) projects and job-oriented courses .National Accreditation and Assessment Council, an autonomous body under the Government of India, is actually doing the campaigning among the colleges to implement The New generation, job oriented courses on a self-financing basis, and actually assesses ‘quality’ on the basis of the work done in the front of commercialized education. The present move to sanction autonomous colleges, also in the agenda of the RUSA, is again in the same direction. Only a few exercises, such as Yashpal Committee Report have argued for academic quality and democratic education, but such arguments have been effectively marginalized.   Corporate education system is rapidly taking over the control of higher education.
The corporate control is indirect in the case of school education, but the trends are very clear there also. Secondary is becoming clearly privatized , with a large number of unaided schools being opened everywhere, and the states refusing to invest in setting up more Government schools. The teacher recruitment to schools is declining, and their place is taken by parateachers and contract teachers. The influence of the state boards is also declining and even CBSE schools move out of the state boards, opting to teach private text books instead of the books prescribed by the state. The central initiative for dispensing with compulsory summative school examinations, and the proposal to conduct a centralized entrance test for higher education institutions indicate the mindset of the policy makers. School education is to be dovetailed to suit the new perception of education as an enterprise, to ensure the need-based , instrumental character of higher education. This means that the experiments of the earlier phase will have to be given up, and replace them with the instrumental approach primarily related to rote learning, information dissemination and acquisition of instrumental, job-oriented’ skills. From the perspective of the middle class policy maker, all such information and skills are those catering to the desire of middle class children for the so-called ‘new generation’ jobs. In the process, all the primary and secondary sectoral skills and knowledge are sidelined, and so are the knowledge and skills in basic sciences and social sciences. Even language skills are separated from their cultural values, and become linked to the requirements of middle class jobs. Education in the mother tongue is sidelined as it cannot be related to the job market.
The corporate emphasis has serious implications both for teaching learning process and curriculum development. During this phase itself, the National Curriculum Framework released by NCERT during 2000 came under severe criticism because of its clear majoritarian hindu outlook. This was corrected by the National Curriculum Framework, which made a commitment to constructivist and critical approach. Although some of the formulations of the NCF2005 were criticized as giving concessions community identities, its general democratic approach was lauded. Following the spirit of NCF2005, Kerala state formulated its own curriculum framework during 2007, which adopted the NCF approach and explicitly formulated what is called issue-related approach and critical pedagogy. However, the implementation of these methodologies, radical in their content, is far from satisfactory. Most states only made a verbal reference to NCF while carrying on with their own approaches. Kerala made advances in the implementation, but is in danger of the entire framework being completely dismantled. While teachers in the ordinary schools in most states have not reoriented their teaching process on the basis of the new initiatives, the teachers of the elite urban schools, being under the pressure of the examination oriented frenzy of the parents and managements are hard put to bring constructivist methodology into operation. However, the Right to Education Act of 2009, has accepted in principle the learner-friendly approach of NCF2005 and rights of children in schools( as propounded by UNICEF), and so there is some chance of its survival at least in the primary sector. However, such slim chances are being offset by the attitude of the Central Government, which is not interested in pushing ahead with the positive aspects of the reforms, but the uses the act as a bargaining counter to implement their centrally sponsored schemes that are imposed on the states irrespective of the needs and requirements of the states. If there is any dispute between the state and the centre, it is the central diktat that always prevails, even before the courts. This is the case with other central schemes also. This privilege enjoyed by the centre also becomes a powerful device with the Central Government to implement corporate education policy and thrust it down the states.
Although no such parallel initiatives were forthcoming from the centre in higher education, some Higher education councils tried to introduce reforms aimed at quality upgradation in colleges. The most important among them was the introduction of a comprehensive Choice Based Credit Semester System for Degree courses in Kerala which was conceived in 2007 and was formalised by 2009. The Council also initiated Cluster of colleges, Erudite scholar scheme, which brought internationally known scholars including Nobel Laureates to lecture in Universities, Teacher Exchange programme, Inter-University Centres and a scholarship scheme for students. Among these initiatives, Cluster of colleges have been accepted as part of the RUSA and CBCSS has already become the standard practice in several states. However, these innovations are in the retreat in the state of Kerala, both due to official neglect as well as inadequate dissemination of the processes envisaged under the new schemes. Another important reason was that the initiatives were introduced in the Arts and Science college. As the emphasis of the Governments shifted to the new generation courses and the entrepreneurial institutions, the changes in the ordinary colleges got little attention, and were even labeled as politically motivated. The new generation, although formally following semester system showed little interest in the curricular development. The Universities also lagged in providing the logistic support to the academic reform. Recently Universities appear to be endorsing such interventions as Autonomous colleges, Honours  programmes, add on courses, which have been imposed from above without adequate discussion among the academic community. The academic community has been reduced from the decision making status, as envisaged during the liberal phase, to the status of mere employees, who were forced to implement whatever has been told by their non-academic managers, and have to prove their credentials literally every month or day to stay in their jobs. The time honoured values of academic freedom and dignity, democratic functioning, participatory models, democratic campus culture and emphasis on knowledge production and dissemination,  socially useful research programmes are giving way to functional efficiency, career orientation and individualism, assessment on the basis of  quantity of output and their commercial use, and complete instrumentality of the teaching and learning process, which is augmented by the reliance on online services. Educational institutions are transformed into ‘knowledge factories’ rather than sites of creative endeavour, knowledge production, dissemination and active camps life.   
The Way Ahead
What can a People’s Science Movement do in the field of education under this condition? Perhaps the starting point will be the general goals of PSM itself, to which our education agenda is related:
1.      PSM is committed to the inculcation of science and technology to the people in order that they are capable of meaning fully transforming their environment to produce their existence. In this sense, science has to become the common sense of the people.
2.      PSM is also committed to environmentally sustainable and equitable modes of social development and adoption of viable forms of knowledge and technology that would further the growth of a just, equitable and egalitarian social order.
3.      Education is one of the major tools for this process, and since the growth of a just, equitable and egalitarian social order is essentially transformative process, the function of education in the process of social development will have to be transformative.
From this general perspective, it is possible to state a general perspective on the nature of education as can be visualized by the PSM:
1.      Education is not an instrumental process, but a transformative process that is conducive to social development that would be equitable and sustainable;
2.      Education is not aimed simply at the realization of an individual career but also aims at the generation of capabilities of creative endeavour, social articulation and cultural values that enables a person to become a full social being  and also is able to perform well in her selected career;
3.      Such an education process is not only aimed at the dissemination of information and skills to satisfy the requisite individual or social need, but to develop in the leaner the capabilities of acquisition , production and dissemination of the entire available knowledge in the study area chosen and  to inculcate the critical, analytical and implementation skills in the leaner, which she can use effectively in the career chosen;
4.      This means that teaching learning process is designed as a critical and creative activity enjoyable in itself, in which both the teacher and the student participates and the  growth of capabilities in the student will be transparent through adequate exposures such as  seminars, group discussions, debates, practical activities and field projects apart from the routine evaluation procedures;
5.      Education becomes a cultural process where the learner is also aware of the processes taking place outside her study area, and develops an understanding that helps her to locate her own vocation I the broader social context, an enables her to carry out her assigned tasks meaningfully, rather than as an instrument;
6.      This also implies the growth of campus culture that is democratic, secular, egalitarian, where social justice is assured and no one is discriminated on the basis of caste, class, gender or creed, and where all round  development of capabilities of humans that would also take into account their tastes and preferences are possible
7.      In such a structure primary decision making on all academic matters will be vested with the academic community that is teachers and students. However, they will have to socially accountable and will be subject to social auditing by the feeder community that the people of the area of which the institution is accountable. The Industrial participation now promoted will have to be replaced by the participation of the feeder community in which industrialist can also form a part.  Nomination to executive bodies of an institution simply on the basis he or she is an industrialist will have to be rejected. The present principle adopted for SMCs for schools in the RTE, can be used as a model for governing bodies with the provision that majority of the body will have to be from the academics, that is people who have been involved in it directly and not pretenders.
8.      Institutions will have to be provided with academic autonomy, in the conduct of their courses, with the provision that they will have to be subject to social audit and peer reviews from other academics. The principle of clustering can be experimented both within the schools and colleges, and autonomy can be provided to the clusters also.
9.      Student financing systems will have to be abolished. Instead, philanthropic forms from
Old students, feeder community and the local institutions including industrial firms can be   encouraged. The amount drawn can be converted into a public corpus fund which will be utilized only for institutional development. Philanthropy is still a powerful tool for resource mobilization and can be utilized.
10.  Education is a public good and it is the responsibility to ensure that it remains a public good. Instead of going ahead with the exercise of acting as a broker for funding agencies and corporate, including denominational bodies, the state will have to assert as an organizer for the conduct of education in both schools and colleges. In this sense the RTE act was important, but its implementation is clearly half-hearted and tardy. This means that both the centre and the states will have to take bold initiatives that will ensure education is for the public good and is transformative. This means that the present policy of surrendering to corporate and communal interests will have to be reversed. This does not mean that education has to be state enterprise, but may mean that social accountability on education will be recognized by all , including the corporate interests and education managements. The state can act as the body that could be mediate between commercial interests and social goals.
11.  Lastly, the foremost area in which the PSM can intervene meaningfully is in the area of curricular development. The PSM experience with science festivals, children’s festivals, curricular interventions in classrooms, social interventions and policy making have left the movement with rich experience that can still be tapped for meaningful intervention in the curriculum and campus educational and cultural activities.  Since knowledge production, creative endeavour, social articulation and critical processes cannot be ignored by capitalists also; there is every possibility that spaces can be created for meaningful intervention in both school and higher education at the curricular level. It is up to the PSM to conduct experiments in curricular intervention, following the earlier experiments, which will effectively counter the much paraded instrumental forms and give education a vibrant transformative character.  Some of the possibilities are listed below:
1.      Vijnanotsav: comprehensive knowledge festivals that test the capabilities of children in festive mood, where creativity, knowledge acquisition are play are combined. This is already being conducted by KSSP but can be developed and adjusted to accommodate the curricular requirements.
2.      Footpath classes: students and teachers of a particular institution conducts  mass education programmes on the basis of the knowledge produced or disseminated within the institution, with which the feeder population of the institution is benefited. This can be done with the help of the SMCs , PTAs and social networks. Online footpaths can also be conceived. ISON is an example.
3.       Children’s Science Festivals: the Joy of learning festivals can be continued, but with more variety and based on curricular requirements. The emphasis should be on peer learning, group learning and field experiments and reporting. They are effective methods of evaluation also.
4.      Parishad: Parishad is an old system practiced in Gurukuls and Pathshalas. It is in the form of seminar, where each student will be required to make a presentation on a subject of their choice in which she or he has acquired knowledge or skills. The presentation will be accompanied by the learner answering questions from the audience. Correct answering of questions will involve a change in the seat i.e. she is upgraded. No other prize or incentive is given. Parishad is also learning process as the real answer is provided there itself by the questioner and the question will not be repeated. Hence the test is not only for answers but also for questions.
5.      Workshop: The workshop is a kind of repetition of the Parishad but based on the performance of skills.  The resources available in the school/college and surrounding area will be assembled in a place. The student will be asked to demonstrate her skill by producing some article with the available resources, answering questions on how she made it. Again, no repetition is allowed. The stress is not on skills alone but on the critical self- assessment of her own skills ( if she cannot perform a skill she knows why she cannot do it). Again questioners should be able to answer the question.
6.      Vigyan Yatras:  Nature tours or historical tours of learners, which will be more in the nature of treasure hunt rather than sightseeing. Each phase of the hunt will be clearly marked and knowledge and skills for completing the phase will also be determined. Creative endeavours, innovation, imagination will also be demonstrated. The task combined knowledge, skills, creativity, Imagination and adaptation.
7.      Vigyan Melas: They are culture and kinesthetic festivals that seek to combine artistic or kinesthetic skills with science or social science knowledge and skills. The artist or the performer is not only re1quirred to perform but also to explain their performance to the questioners, using scientific explanation procedure.
8.      Preparation of creative textbooks: Preparation of educational material is a challenging task. A textbook is not only a compilation of information but a signifier, a facilitator to the world knowledge. A textbook will have to be the curriculum personified. Innovative exercises to create model textbooks will have to be given importance.
9.      Preparation of a teacher: Transformation of teacher education both pre-service and in-service is a must. A teacher should be regarded as the person of the future not of the present while preparing the teacher, one is preparing for the future and transformative education needs transformative teachers.
10.  Campus culture: for a transformative education system, there is a need to create a democratic, secular, just, egalitarian campus culture. Such a culture can be simulated in the spaces that the PSM can acquire, which becomes the model of the transformative campus culture.
Thus, the quest for a transformative curriculum that would generate the human labour to build a just, equitable, sustainable, and egalitarian social order should be the focus of the education activities of the PSM. PSM should be able to act as the collective of education activists, intellectuals, teachers and learners who would form the core of this endeavour.
scope of further actions  regarding RTE
Challenges
1.      RTE is being addressed merely from the point of view of access or enrolment. Hence, regular attendance and retention of students remains an unaddressed factor.  The issues of equity and quality are yet to be addressed or even conceived properly.ie) We largely succeeded in bringing the child to schools but not yet succeeded in making the child attend school regularly and be part of the learning process by ensuring continuity.
2.      Addressing the new avenue of community participation in RTE, especially majority of parents are not properly oriented about the law. For instance in educationally backward areas, one of the reasons for not sending children to schools could be the ignorance parents about education, hence taking it as the last priority.
3.      Thrust is given for conducting onetime events for mobilising the community but creating a sustainable environment by considering the social, economical and cultural context of each and every school is not yet thought of.
4.      All the states evolved their own media plan and materials. The scope of using that continuously by understanding the need of the society and evolving diverse strategies to address diverse situations is yet to be emerged. The importance of using various forms of local media has not been discussed.
5.      The actual sense or perspective of inclusion or inclusive education is not yet considered. And strategies for that are not yet evolved.
6.      Harmonisation of SSA with the provisions of the RTE Act needs to be immediately looked into. Budgetary constraints for complete implementation of RTE have been expressed by States.
7.      SMC – the democratic body is not yet functional in most of the schools. The system is least bothered in enhancing the capacity of this body.
8.      Quality aspects are not considered properly hence the system itself is not clear regarding   CE and the relevance of transforming the teachers to address the challenges of the modern period.

Possible actions

1.      Providing support for developing strategies and programmes for community mobilisation (not as one time event) for creating a sustainable social environment. Which includes,
·         Orientation to parents
·         Orientation to social activists for conducting bal sabhas or balmelas
·         Developing programmes for addressing illiterate parents
·         Parental meetings in schools at regular intervals
·         Conducting shiksha samvaads and institutionalise it so that it is regularly held.
·         Cultural programme for Parents
·         Developing culture specific tools relevant to the difficult areas and groups to build the confidence or faith of the communities and mobilise them for education.
·         Developing local specific and audience specific material for communication and awareness.
·         Developing  an understanding regarding equity and inclusion
·         Having dialogues with parents, teachers, local authority, educational administrators- why no corporal punishment and no detention and discrimination free learning environment and the relevance of CCE.
2.      Developing broad frame works for materials needed for the activities mentioned above and evolving modalities for preparing personals to undertake the above mentioned tasks.
3.      SMC strengthening is another major task to be addressed. Assessing the modalities of the existing interventions made by the states and developing multiple strategies for enhancing the pace, needed more exposure and technical support.
4.      For addressing the quality issues and upholding the right of the child to quality education the existing situation has to be analysed critically. It is also important to analyse the role of different factors – school factor, teacher factor, textbook factor, cultural factor, family factor- responsible for demotivating the child to attend the school regularly. Orientation has to be given regarding the role of the learning environment, learning process and learning materials to parents,teachers, curriculum developers and educational administrates.
5.      There is a need to develop an understanding regarding what, why and how of democratisation at institution level and other appropriate levels in the context of RTE.
6.      Monitoring can be a major non-project campaign for BGVS and AIPSN. After all, as a justiciable right, RtE can be effectively put into place not only through persuation of the state education machinaries, but through public pressure, proper grievance redressal mechanisms and even legal interventions. With its presence in so many villages and gram panchayats, BGVS&AIPSN must become the largest monitoring agency in the country where each violation and grievance is recorded, forwarded and acted upon. BGVS already is tied up with NCPCR, but that mechanism has its limitations. BGVS&AIPSN must now use the Panchayat Shiksha Adhikar Samitis, SHGs, literacy units etc as monitoring units for RtE, supported by district committees, where we create Legal Cells by inviting few lawyers to our organisation. We must act on this very fast and create a community based monitoring system that is not dependent on external funds. This can go hand in hand with social audits and public hearings that we conduct in partnership with NCPCR/SCPCRs.
7.      In line with the campaign for the universalization of elementary education through the RtE Act which the PSMs took up in previous years, we may consider a similar campaign for secondary education in the coming few years.

The role of the PSMs is therefore clear in this sector: demand massive increase in central funding, resist blatant privatization like the ‘for-profit’ institutions and strengthening the autonomy of institutions of higher education.