ISSN 2349-0519

RNI: APENG/2014/56403
Impact Factor: 2.322

Social Vision
Volume: 7 Issue: 2 July – September 2020

Social Vision Volume: 7 Issue: 2 July - September 2020 i|Page

ISSN 2349-0519 Social Vision

Editorial
Social Vision is a peer-reviewed, indexed academic journal published
quarterly (January, April, July, October) from Visakhapatnam, Andhra
Pradesh. Social Vision Journal’s aim is “To promote coordination and
cooperation between Academic Institutions - Government Institutions -
Nongovernmental Organizations by providing adequate, research based
information on social problems, welfare schemes, best practices thereby build
a better India”. Social Vision registered with ISSN (2349-0519) and RNI
(APENG/2014/56403) and publishing uninterruptedly from 2014. It has an
impact factor 2.322 provided by General Impact Factor Agency.

Social Vision has crossed many ups and downs and completed its glorious
sixth year and entered into seventh year. Within a short period, it has
enlightened and impressed its consumers, readers of different regions of India.
Social Vision is a podium for many social sciences professionals to share and
learn about their experiences, solutions and best practices on social issues to
build the better society. This book has given a room to 19 research articles of
multi-verities in nature. The present issue of the journal covered some of the
burning social problems, challenges in the society. All the articles published in
this book are qualitative and intensively discussed about the particular issue.
We did our best to bring this issue for the period of July – September 2020 in
the lockdown time.

As we know that, now we are in COVID-19 days. Many people died and many
people infected with Coronavirus. We are in lockdown from 22nd March 2020.
Government of Andhra Pradesh and India has lockdown all the shops due to
Covid-19. In these situations we brought this issue successfully. We hope,
Social Vision Journal reaches the people, academicians, universities,
government and NGOs to promote awareness and also promote healthy and
happy life among the people in struggle. I request the individuals and
institutions to subscribe the journal; it may help us to continue the journal. In
this occasion I thank all the authors, editorial committee members, well
wishers, subscribers and printer of Social Vision Journal for their continuous
help and encouragement to bring out this issue successfully.
Editor

ii | P a g e Social Vision Volume: 7 Issue: 2 July – September 2020

Social Vision ISSN 2349-0519

CONTENTS
Socio - Economic Status and Issues of Reverse Migration in 01-12
Varanasi District of the Eastern Uttar Pradesh
- Dr. Anup Kumar Mishra

A Study of Academic Achievement in Relation to Study Habits at 13-21

Secondary Level - Dr. Neeta Sinha

A Study of Spiritual Intelligence and Anxiety as a Predictors of 22-31

Academic Achievement among Undergraduate Students
- Dr. Sangeeta and Dr. Dilip Kumar Singh

Impact of MGNREGA on Rural Lives: A Case Study in Puri 32-40

District of Odisha - Mrs. Bijayini Mishra & Prof. Asima Sahu

The Concepts of Home, Family and Traditional Gender Roles: A 41-51

Critical Study of Susan Glaspell’s Trifles
- Dr. Dipak Kumar Doley

Faceless Millions of India: An Overview of Internal Migration 52-70

- Dr. Nandini Sen

Diagnosis of Reading Problems in 2nd Language English at Upper 71-78

Primary Stage
- Dr. Bamadeba Tripathy & Dr. Kartikeswar Behera

Theory and Practice of Social Justice in India 79-92

- Dr. Himanshu Sekhar Mishra

The Obstructions in Implementation of Green Practices: A Case 93-104

Study of Greater Hyderabad Municipal Corporation of Indian
State - Dr. Arakhita Behera

A Complex Issue between Health, Economy, Politics, and 105-118

Communication – Coronavirus COVID – 19 - Aligi Srikanth

Growth and Instability of Rice Production in India 119-126

- Dr. B. Gandhimathy

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Education and Social Transformation: Reflections on the 127-136

Thoughts of a Contemporary Mystic - Dr Priyadarshi Kar

Capacity Building for Integrated Coastal Management in India 137-148

- Dr. Asir Ramesh, N. Karthi, Dr. M.V. Bindhu, Ms. Jhanavi
Gopinath and Mr. M. Jashwanth

Impact of COVID-1919 on Street Vendors 149-156

- Dr. Shivaranjani Silveru

A Study on Preschool Education Services for Children in ICDS in 157-164

Rural Gujarat - Kartik A. Panchal & Dr. Shivani Mishra

Impact of COVID-19 19 Global Pandemic on Tribal Children’s 165-175

Education: A Excerpt from Odisha - Pralap Kumar Sethy

MGNREGS and the Role of the Sarpanch 176-184

- Mr. Jeetkumar Shah & Dr. Ninad Jhala

Role of Nature in Shaping Modern People’s Nature: An 185-196

Ecocritical Reading of Ted Hughes’ Selected Animal Poems
- Mohammad Jashim Uddin & Mst. Halima Sultana

The Team
Desh Vikas Journal

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Dr. Anup Kumar Mishra Social Vision ISSN 2349-0519
RNI: APENG/2014/56403
Impact Factor: 2.322
Volume: 7 Issue: 2 July – Sept. 2020

Socio - Economic Status and Issues of Reverse

Migration in Varanasi District of the
Eastern Uttar Pradesh
Dr. Anup Kumar Mishra
Associate Professor, Department of Economics, DAV PG College, BHU,
Varanasi, Uttar Pradesh, India. Email: [email protected]

ABSTRACT
Poverty, Inequality and migration issues have always been an area
of concern and enquiry in various research areas. No one will doubt
the relevance of the various dimensions of inequality in the Indian
context and each of them independently and jointly calls for focused
attention if the agenda is one of inclusive development. However, a
relatively less researched area in economics, if not in some other
social science disciplines as sociology, is that of social inequality
based on social identity, such as caste and caste, like groups, has
been a concern of sociology, it is, in our view, in sufficiently linked,
let alone weaved, in to the domain of the economic correlates so as
to deviate the interface between economic and social dimensions of
development that has special appeal in the Indian context. With this
background and the increasing social and political \assertion of the
absolutely and relatively disadvantaged social groups underlined the
need to highlight the economic condition of the people in new
circumstances and also status of the migrants in the situation like
COVID -19. Present study is based on the secondary data and
primary data of the two villages, namely Karadhana and Newada of
Sewapuri block in Varanasi district of Eastern Uttar Pradesh.
Key words: Poverty, Social Exclusion, COVID

Background
Poverty, Inequality and migration issues have always been an area of concern
and enquiry in various research areas. No one will doubt the relevance of the
various dimensions of inequality in the Indian context and each of them

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Dr. Anup Kumar Mishra ISSN 2349-0519

independently and jointly calls for focused attention if the agenda is one of
inclusive development. However, a relatively less researched area in
economics, if not in some other social science disciplines as sociology, is that
of social inequality based on social identity, such as caste and caste, like
groups, has been a concern of sociology, it is, in our view, in sufficiently
linked, let alone weaved, in to the domain of the economic correlates so as to
deviate the interface between economic and social dimensions of development
that has special appeal in the Indian context (Kannon, 2007). However the
process of democratic politics in the country has been consistently pushing
and pulling this agenda in varying degrees in different points in time. Social
movements since the middle of the nineteenth century have been the main
inspirational source at the core of this agenda of social assertion for inequality
for a long time. This assertion was given formed recognition when
independent India gave itself a constitution in 1950 in to the form of special
treatment (in the form of affirmative action) for people who were hitherto
considered either ‘untouchable’ or excluded from the mainstream, i.e. those
classified as scheduled castes and scheduled tribes. Subsequently, political
mobilizations of those belonging to the intermediate segment of the Indian
social hierarchy, officially designated as other backward caste (OBC) deal to
certain affirmative action in public service employment and higher education
throughout the country. With the appointment of ‘Sachar committee’, in
condition of the majority Muslim population was also highlighted in the public
domain.
Under the above background and the increasing social and political \assertion
of the absolutely and relatively disadvantaged social groups underlined the
need to highlight the economic condition of the people in new circumstances
and also status of the migrants in the situation like COVID -19.
COVID – 19 and Migration Issues
COVID-19 has caused a major havoc in the economic sector, globally. The
worst-hit is the poor and developing countries. India ranks 49 in the poverty
index. As per the 2011 Census, nearly 22 per cent of India's population is
poor. As per the World Bank report of 2012, 1 in 5 Indians is poor, with 80%
of the poor residing in rural areas. India is a vast country, and every year a
substantial number of people migrate to larger cities of different states for
seeking employment opportunities to earn bread and butter for their family.

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ISSN 2349-0519 Socio- Economic Status and Issues of Reverse Migration …

Reverse migration refers to movement of people from place of employment to

their native places. Courtesy, COVID-19, the country is beholding the second
largest mass migration in its history after the Partition of India in 1947, where
more than 14 million people were displaced and migrated to India and
Pakistan respectively, depending on their religious faiths.

According to the Census of India (2011), Maharashtra State and Delhi saw the
maximum number of flow of migrants from the states of Uttar Pradesh, Bihar,
Rajasthan, Odisha, West Bengal, Madhya Pradesh, Punjab and Assam with
around 54.3 million migrating out of their origin state. With the world coming
to a standstill due to lockdown as a measure to combat COVID-19, limited
employment opportunities, impending fear of unknown future and financial
crisis, thousands of underprivileged people and labourers started to march
back to their native places and home states. According to a report by World
Bank, more than 40 million internal migrants have been affected due to
COVID-19 and around 50,000–60,000 individuals migrated from urban to
rural areas of origin in a period of few days. This internal migration of reverse
nature is reported to be two and a half times that of an international relocation.
A problem in dealing with issues relating to migrant labour after the lockdown
was announced on March 25 has been the absence of firm estimates of the
number of displaced.

The Chief Labour Commissioner put the figure at 26 lakh migrants stranded
across the country, of which 10% are said to be in relief camps, 43% on work
sites and 46% in other clusters. The Solicitor General, on the other hand,
informed the Supreme Court of 97 lakh who had been transported back home.
Among the states, UP has said 21.69 lakh workers had returned, and UP itself
had sent back 1.35 lakh. Bihar has said 10 lakh had returned; Maharashtra has
said 11 lakh have left the state. Gujarat said 20.5 lakh had gone back home.
West Bengal said 3, 97,389 migrant workers from other states were still
stranded. Karnataka said in court that the state had facilitated the return of 3
lakh migrant workers.

Objective of the study

1. To trace the socio- economic status of the rural area of Varanasi district.
2. To capture the issue of reverse migration amid COVID-19 in the study area.

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Data Methodology
Present study is based on the secondary data and primary data of the two
villages, namely Karadhana and Newada of Sewapuri block in Varanasi
district of Eastern Uttar Pradesh. Approximately 500 households have been
taken for the study of primary data for the knowledge of socio – economic
status (through local representative and personal talk) in which 50 households
was identified as reverse migrants’ household families. The survey was
conducted during May and June 2020.

Earlier Studies
One of the reasons caste has been excited sociological imagination is because
it is seen as representation of pure status, based on religion and ideological
grounds (Milner; 1994, Dumant; 1980, Weber; 1958) with class inequalities
being epiphenomenal to caste. The narrative of caste has excited tremendous
passions from diverse groups with wide-ranging critiques (Appandurai; 1986,
Gupta; 2000, Kolenda; 1973, Marriott; 1969, Berreman; 1991). Status theories
of caste hierarchies have a tendency to focus on ageless and timeless India as
represented in Vedic traditions, partly because they draw upon the religious
foundations of caste. This focus often ignores modern India, particularly urban
India, in which concepts like purity and pollution are difficult to implement in
day-to-day life. Some intriguing studies have documented declining salience
of caste over time even in rituals and food habits (Mayer; 1997, Kapur etd.
2010). Research on caste inequalities and their material basis has a long
history (Gough; 1981, Mendelsohn and Viczlary; 1998) going back to some of
the earliest research on ‘jajmani system’ (Wiser 19979). Even in modern India
SC’s continue to dominate the ranks of the sweepers. SC’s form nearby 60
percent of the sweepers in central government compared to only 18 percent of
other class D workers (GOI, 2008). An interesting analysis of the Indian
administrative services (IAS) shows that as late as 1985, about 37 percent of
the IAS officers self identified as being Brahmans (Goyal, 1989), a
disproportionately large number since Brahmins from only about 5 percent of
the total population. Consequently it is not surprising that many studies have
found a strong link between caste and economic status (Deshpande 2000,
Thorat and Newman; 2009) postulated to be a function of exclusion from
access to production resources such as land and education as well as
discrimination in the labour market. Many studies agreed that even highly

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ISSN 2349-0519 Socio- Economic Status and Issues of Reverse Migration …

qualified members of lower caste face social and economic discrimination

resulting in inequality of outcomes (Thorat and Newmann 2009). Research
shows that access to productive resources particularly education and skills
remain closely associated with caste, children from lower castes continue to be
educationally disadvantaged compared to children from the upper caste
(Desai, Sonal De & Dubey, Amaresh, 2011). Many studies have shown the
instrumental value of addressing social exclusion (Akerlof 1976, Scorille
1991). The report of World Bank studies argues that addressing social
exclusion is essential because exclusion is merely and socially unjust is reason
enough (The World Bank Studies, 2011). Some sociologists have argued that
the Indian social structure is characterized by both hierarchy and difference
(e.g. Gupta 2003: 502-531). One study characterizes the situation as one of
‘systemic and hierarchical segmentation’ from a macro-social point of view
(Sengupta, Kannan and Reveendram, 2008).

Reviews Regarding Migrants data

Chinmay Tumbe, puts India’s reverse migration since mid-March,
conservatively at 30 million or 3 crore or 15-20% of the urban workforce.
Prof Amitabh Kundu & colleagues, the economist and demographer, along
with K Verghese and Khalid Khan, has made estimates of “interstate migrants
who have been economically destabilized during March-April 2020. The
estimated number is 22 million (the break up being 16 million internal
migrants and 6 million short-duration migrants destabilized). Dr Noman
Maajid, works with the ILO Decent Work Team for South Asia , in a paper
for The India Forum, said: “The overall number… is likely to be around 5
million in the first wave - persons who find themselves without shelter and
have been mostly casually employed.”
Chief Labour Commissioner put the figure at 26 lakh migrants stranded across
the country, of whom 10 percent are said to be in relief camps, 43 percent on
work sites and 46 percent in other clusters. The Solicitor General, on the other
hand, informed the Supreme Court of 97 lakh who had been transported back
home.

Discussion on Primary Data: Examining the fact at ground level

After reviewing the economic disparities and inequality among various social
groups in India on the basis of secondary data the present paper tried to

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reexamine the fact and the status of various social groups in Uttar Pradesh and
chosen two villages of Varanasi in Uttar Pradesh by taking its 500 households.
Various data reveals that the disparities among the various social groups exist
at disaggregate level especially in the land and product market.
Table 1 enquires the differences in income among various social groups in the
two villages of Varanasi in Uttar Pradesh. SC’s are the most vulnerable group
in Uttar Pradesh.
Table :1
Income inequality among various social groups in the two villages of Varanasi in
Uttar Pradesh
Income groups Social groups
(in Rs. Monthly base) Upper caste SC OBC
less than 2500 13.0 46.0 19.2
2501 - 5000 26.1 29.0 32.9
5001-7500 21.7 11.4 16.1
7501 - 10000 13.0 4.7 8.1
10000 and above 26.2 8.9 23.7
All 100 100 100
Source: Primary data

Table also reports that 46 percent SC’s are being in the lowest income group
as against only 13 at 19.2 percent respectively for upper caste, and OBC. Thus
automatically reveals that SC’s are poorer in Utter Pradesh.
Table: 2
Agriculture and land status of various social groups in the two villages
(Karadhana & Newada) of Varanasi in Uttar Pradesh (in %)
Social groups
Items Grand Total
Upper caste SC OBC
Land ownership 47.8 33.1 60.2 50.7
Bataiya in family 0.0 4.0 11.5 8.5
Selling of agr.
13.0 0.7 11.9 8.2
Product
Debt status 56.5 7.5 61.0 65.4
Source: Primary data
Table 2 depict that upper caste and OBC have more land ownership (47.8 and
50.7 percent respectively) than SC (33.1 percent). Even SC could get least
bataiya in farming (4 percent) in comparison to OBC (11.5 percent) within the
total bataiya (8.5 percent) provided in these two villages of Varanasi district in
Uttar Pradesh. The most striking thing reveals from the table 7 that only 0.7

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percent agricultural product could be sell by SC in comparison to upper caste

(13 percent) and OBC (11.9 percent). This may be the case of discrimination
effect in the product market. Even debt status in these two villages reports
unequal status where 75 percent of the SC’s are in debt in comparison of 56.6
and 61 percent for upper caste and OBCs respectively.
Table: 3
Status of basic amenities among various social groups in the two villages of
Varanasi in Uttar Pradesh (in %)
Social groups
Amenities Grand Total
Upper caste SC OBC
Pacca house 80.9 29.7 65.0 53.1
Latrine facility 52.5 19.6 42.6 35.5
Drainage 73.9 43.3 41.9 44.0
Mobile 91.9 56.1 81.9 73.9
Source: Primary data

It is also reported in two villages in Varanasi (Karadhana and Newada) in

Uttar Pradesh that SC’s are more vulnerable in context of basic amenities also
(Table:3). Only 29.7 percent of SC’s have pacca house in comparison to 80.9
percent and 65 percent for upper caste and OBC respectively. Only 19.6
percent SC’s available latrine facility in comparison 52.5 percent and 42.6
percent respectively for the upper caste and OBC’s in these two villages. Even
mobile phones are also less access to the SC’s in Uttar Pradesh in comparison
to the upper caste and OBC’s.
The most striking feature of the study is reported in the table 4 where one can
see that in the two village of Varanasi in Uttar Pradesh 94.2 percent population
(working age) did not avail any govt. schemes to support their low income.

Table :4
Benefits of the govt. scheme among the various social groups in the two villages
of Varanasi in Uttar Pradesh
Govt. Scheme Social groups
(Annapurna, BPL,
MNREGA, Govt. Latrine, Grand Total
Upper caste SC OBC
Senior Citizen/Widow
pension
Not Availing 91.6 88.7 96.1 94.2
Source: Primary data
This situation exist in among all the social groups but the most effected group

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is SC become they are more poor among the entire social group in Uttar
Pradesh.

Reverse Migration amid COVID -19

In the survey conducted in over 50 rural households affected by reverse
migration amid COVID -19 the result was as follows:
1. Regarding Food Availability
65 percent of the population said they had reduced food items in their meals,
40 percent said they had reduced the number of times they were eating in a
day , 20 percent of them had borrowed food grain and 80 percent said they
got ration through PDS, while nearly one-sixth still remain deprived. (Table 5)

Table 5
Status of food availability in the study area
Status of food availability in the study area ( in percentage )
Food Reduced food Items Borrowed for grain Ration
Availability through PDS
65 40 20 86
Source: Primary data

2. Regarding Money Requirements

As the income has been affected the survey found that 26 percent of the
households have borrowed money from extended family, 10 percent from
money lenders. Besides, 14 percent arranged for money by selling livestock or
by mortgaging household items.
(Table 6)
Table 6
Fulfillment of Money Requirements
Fulfillment of Money Requirements ( in percentage )
Extended Family Through Money Lender Selling livestock or
Mortgaged Household
Items
26 10 14
Source: Primary data
3. Regarding Job Opportunities
The survey further asked about the availability of jobs in the area for the
reverse migrants the result shows that 40 percent reverse migrants got jobs in
MGNERGA scheme, 65 percent got cash in their JanDhan account and 12
percent got some jobs in other forms. (table 7)

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Table 7
Job Opportunities
Job Opportunities ( in percentage )
MGNERGA Cash through JanDhan Other Jobs
Account
40 65 12
Source: Primary data
4. Regarding Back to their Workplace
The survey further asked the households surveyed whether they will back to
their original workplace then the survey respond was as per table given below.
8 percent migrants were willing to go back due to lack of job opportunities and
poverty, 80 percent was willing to stay at moment and 12 percent said that
they will never back to the urban areas for the work. (Table 8)
Table 8
Regarding back to the workplace
Back to the workplace ( in percentage )
Willing to go Back Will Stay at Moment Will Never Return
8 80 12
Source: Primary data
General Observation
Rural Varanasi have been particularly vulnerable because they a large share of
population who are at higher risk for severe illness, notably the elderly and the
poor. Also there is a much less diversified economy and a high share of
workers in essential jobs (agriculture, food processing, etc.) coupled with a
limited capability to undertake these jobs from home. Lower incomes and
lower savings may have forced rural people to continue to work and/or not
visit the hospital when needed. Health centres that are typically not well suited
for dealing with COVID-19 (i.e. lack of ICUs and doctors with specialized
skills). There is also issue of the larger distance to access hospitals, testing
centres, etc. A large digital divide, with lower accessibility to internet (both in
coverage and connection speed) and fewer people with adequate devices and
the required skills to use them is also a problem. The risk of spread of the
Corona Virus in rural Varanasi is heightened in the midst of July 2020.This is
due to a number of factors, including lack of awareness, a limited supply of
clean water , low levels of nutrition and most importantly, ill-equipped
and insufficient public health centres and district hospitals. What’s more,
massive layoffs and lack of relief measures are pushing migrants to return to

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Dr. Anup Kumar Mishra ISSN 2349-0519

their villages, which would increase the risk of the spread of the virus.

Conclude
The main objective of this paper was to examine the socio- economic status in
the rural Varanasi. The primary survey found that scheduled caste (SC’s) have
traditionally been at the bottom of the development and much more deprived
in comparison to upper caste and OBC’s. They are also not able to avail the
various govt. schemes meant for them. The paper also suspects some
discriminatory nature in the land and product market which needs to be
address thoroughly. The linkages between economic disparity, poverty and
economic vulnerably could be many and this is something that would suggest
an interdisciplinary approach. Migrant labourers who have managed to return
will not be able to go back immediately. Some may not wish to go back also,
given the travails many may have endured following the lockdown. There is a
need for both relief and rehabilitation measures, to help the affected and pick
the threads again, overcome the loss sustained and rebuild their lives.

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Series/Tables_on_Migration_Census_of_India_2001.aspx, Accessed 23rd
May 2020
https://openknowledge.worldbank.org/handle/10986/33634 (2020), Accessed 23rd
May 2020

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Dr. Neeta Sinha Social Vision ISSN 2349-0519
RNI: APENG/2014/56403
Impact Factor: 2.322
Volume: 7 Issue: 2 July – Sept. 2020

A Study of Academic Achievement in Relation to

Study Habits at Secondary Level
Dr. Neeta Sinha
Associate Professor, Department of Education, CMP Degree College,
University of Allahabad (Central University), Allahabad, Uttar Pradesh, India

ABSTRACT
In today’s competitive world man has to struggle in every field to achieve
something. The struggle for success starts from the school age to be an
achiever. The word achievement is a wider term. It is a measure of
student’s performance in a particular subject or a group of subjects.
Achievement is a measure of how a student has been able to perform/
acquire or has benefited from the learning experiences given to him/her.
Achievement is the proficiency of the student assessed by his performance
in the academic subjects. There are many factors that contribute to
achievement in general and academic achievement in particular in a
student. Effective learning depends not only upon quality teaching but also
on learners. Good performance depends on the learners ability to schedule
their time, reading habits, learning techniques, writing skills learning
environment, preparation for examination etc. to keep the above
factors/considerations in mind, the present study has been conducted. In
this study, selected variables related to academic achievement and study
habit were selected. A self made test was administered and suitable
statistics were used o interpret the data.
Key words: Academic Achievement, Study Habits, Secondary Level,
Minimum Levels of Learning, Learning Burden

1. Introduction
In the modern scientific and technical world, education plays a vital role. The
educational advancement of a country shows its pace of development.
Education is the greatest source of social regeneration and revitalization. In
today’s competitive world, man has to struggle in every field to achieve
something. The struggle for the success for a child starts from the school age.
There are many factors, which contribute to the academic performance/
achievement. Some of these factors are intelligence, study habits, home

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environment and interest and school factors. Researchers have indicated that
good study habits are the gateway of knowledge and wisdom. Habits are the
behavior patterns that may be inculcated externally. Habits are the true
indicators of individuality of a person. The present research paper is an
attempt investigating the contribution of study habits as a factor/ variable in
academic achievement of secondary level students.

Thus, study habit is one of the greatest students or learning factors that hugely
influences students’ academic achievements. If undermined by students at all
levels, teachers, administrators, parents and guardians, school counselors and
the government, then, the trend and menace of students’ abysmal performance
in both internal and external examinations would continue to boom and
become more devastating and alarming (Maharaj & Qamar, 2012).

Mark and Howard (2009) are of the opinion that the most common challenge
to the success of students in all ramifications is a lack of effective or positive
(good) study habit. Study habit is fast disappearing in Nigeria educational
system, This is mostly attributed to distractions from devices like TV,GSM
and Computers, which are by-products of scientific and technological
inventions and innovations Today, many students prefer to watch movies and
other shows on television, listening to audio-CDS, watch video-CDS among
others. They further maintain that if students can develop a good study habit
and with good discipline, they are bound to perform remarkably well in their
academic pursuit.

Husain (2000) stresses that lack of effective or positive (good) study habits is
a critical study problem among students at all levels. Grace (2013) also
maintains that the process of learning is still a little mysterious but studies do
show that the most effective process for studying involves highly active
behavior over a period of time. In other words, to study effectively, one must
read, draw, compare, memorize and test himself over time.

Azikiwe (1998) describes study habits as “the adopted way and manner a
student plans his private reading, after classroom learning so as to attain
mastery of the subject”. According to her, “good study habits are good asset to
learners because habits helps students to attain mastery in areas of
specialization and ensuing excellent performance, while the opposite becomes

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constraint to learning & achievement leading to failure”. In recent years, study

skills and study habits or behaviors has been distinctly differentiated. Bliss &
Mueller (1987) were among the first to note that the difference lies in
distinguishing between potential and actual behavior. This distinction is
elaborated as: Study skills: study skills are usually steps or procedures such as
highlighting, outlining, note-taking, summarizing etc. that may be taught
through explicit instruction (Gettinger & Seibert, 2002). Study skills are the
specific techniques that make up the study plan. The concept of study habit
according to Husain (2000) is broad, as it combines nearly all other sub-
concepts such as study attitude, study methods and study skills. Attitude is a
mental and natural state of readiness, organized through experience, exerting a
direct influence on the individual’s response to all objects and situations with
which is related.

Generally, study habits can be classified into two-good study habits, and bad
study habits. Good study habits according to Katelyn (2013) are sometimes
referred to as positive or productive study habits. As the name implies, they
are those pleasant study habits which have the tendency to improve the
academic performance of students or that seem to produce good results. They
are the study habits which make students successful in their studies after
developing and applying them throughout their academic career.

2. Styles of Study Habits

Harper & Row (2009) grouped styles of study habits into:
 Group or individual study
 Class attendance
 Study in or outside the library
 Day or night study
Katelyn (2013) provided several elements that characterize effective study
techniques. These are:
 Learning to select important information
 Learning to summarize information’s
 Learning to organize information
 Learning to take affection notes in the classes
 Learning to underline appropriately
 Learning to construct question
 Learning to facilitate elaboration processing

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3. Justification of the study

Education is imparted for achieving certain ends and goals. Various subjects
of school curriculum are different means to achieve these goals. The teaching
of different subjects helps students acquiring essential knowledge, skills,
interest and attitude. All subjects have played a very important role in building
up modern civilization. In India although Mathematics, Science, Hindi,
English and Social Studies subjects occupy the status of compulsory subjects
in the school curriculum up to the secondary school level. It has been found
that yet the rate of failure in the subjects is very alarming. Without study
habits one would not able to make substantial progress. For a good student, it
is necessary that first of he/she should have good study habits. So study habits
may act as building blocks in the acquisition of expected level of achievement.
The study of this kind would highlight the relationship between the study
habits and performance of the students and would serve as a guideline to
improve their performance/ achievement.

4. Statement of the Problem

The problem is stated as “A Study of Academic Achievement in Relation to
Study Habits at Secondary Level”

5. Objectives of the Study

The present study was carried out the investigator with the following objectives:
(i) To study academic achievement of secondary level students in general and
selected parameters like gender, type of schools.
(ii) To study the study habits of secondary level students in general and
selected parameters like gender, type of schools. .
(iii) To study the relationship between academic achievement and study habits
in general and selected parameters like gender, type of schools.

5. Hypotheses of the Study

The study has the following hypotheses-
 There exists no significant relationship between academic achievement
and study habits.
 There is no significant difference between the academic achievement of
Govt. and Private School Students.
 There is no significant difference between the academic achievement of
male and female students.

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 There is no significant difference between the study habits of Govt. and

private school students.
 There is no significant difference between the study habits of male and
female students.

6. Terms Used in the Study

 Academic Achievement: Academic achievement may be called as
“competence of students shown in school subject for whom they have
taken instructions. According to Good, “Academic achievement means
accomplishment or proficiency or performance in a given skill or body
of knowledge”. In the present study academic achievement has been
considered as their performance of the students in examination.
 Study Habits: Study habits means the ways of learning/studying.
Study habit covers all related aspects such as home environment,
reading and planning for studies and preparation for examinations,
habits and attitudes towards studies...

According to Good, C. V. “Study habit is a tendency of pupil to study when

the opportunities are given, the pupil’s way of studying whether systematic
efficient or inefficient”.

7. Sample of the Study

Purposive stratified random sampling was used to collect data for the present
study. This study was conducted on 200 students of 9th class from ten (10)
secondary level schools from Allahabad, Uttar Pradesh. The sample was
classified into categories under type of schools and gender.
Table No. 1
Distribution of data-Type of School and Gender
Government Schools Private Schools
Male Female Male Female
50 50 50 50
Total N=100 N=100
8. Tools Used in the Study
In this study, the following tools were used for the purpose of collecting data:
 Academic Achievement (Examination Result of Students)
 Study Habit Inventory by Prof. M.N. Palsane and Anuradha Sharma
(Year 1990)

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9. Statistical Techniques Used

Mean, SD, SED, C-Ratio, Coefficient of Correlation were used to analyzing the data.

10. Findings
The problem worked out in this study is related with a comparative study of
academic achievement of 9th class students in relation to study habits. The
following findings have been arrived at:
Academic Achievement and study habits
Findings proved that significant relationship between academic achievement
and study habits. Correlation was found between academic achievement and
study habits. This may indicate that changes may be made in teaching so that
achievement of students can be enhanced. The following table shows the
correlation between academic achievement and study habits:

Table No.2
Correlation between Academic Achievement and Study Habits of Students
Study Habits
Achievement in

30-39 40-49 50-59 60-69 70-79 Fy

Academic

Different
Subjects

5-9 2 8 0 0 0 10
10-14 0 30 32 3 0 65
15-19 0 1 14 85 0 100
20-24 0 0 0 20 5 25
Fx 2 39 46 108 5 200
Calculated r = 0.84

Type of Schools: Relationship between Academic Achievement and study

habits
Students of private schools have performed better in both than their
counterparts. The following table shows the critical ratio between academic
achievement of government and private school students:

Table No. 3
C-Ratio between Academic Achievement of Government and Private School
Students
Group N Mean SD SED df C-Ratio Remarks
Government 100 16.90 3.5 Not
Significant
0.508 198 0.255
Private 100 17.03 3.7 at 0.05 and
0.01 level

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Gender wise Relationship between Academic Achievement and study habits

After the analysis of data, it is found that male students have high achievement
than females’ students. The following table shows the critical ratio between
academic achievement of male and female students:

Table No. 4
C-Ratio between Academic Achievement of Male and Female Students
Group N Mean SD SED df C- Remarks
Ratio
Male 100 17.60 3.7 Significant at
0.551 198 4.66 0.05 and 0.01
Female 100 15.03 4.10
level
It also found that government schools students have good study habits in
comparison to private school students. The following table shows the critical
ratio between study habits of government and private school students:
Table No. 5
C-Ratio between Study Habits of Government and Private School Students
Group N Mean SD SED df C-Ratio Remarks
Government 100 58.20 7.12 Significant
1.139 198 4.54 at 0.05 and
Private 100 53.02 8.90
0.01 level
 Female students have good study habits than males, so efforts may be made
to inculcate the study habits.

Table No. 6
C-Ratio between Study Habits of Male and Female Students
Group N Mean SD SED df C-Ratio Remarks
Male 100 57.20 7.08 Not
Significant
1.083 198 1.20
Female 100 55.90 8.21 at 0.05 and
0.01 level

Suggestions
The following recommendations are proffered for managing study habits for
improving secondary school student’s academic performance:
 That principals, teachers and school guidance counselors should
collaboratively guide students on how to develop good study habits,
thereby enhancing academic success.
 Parents should also enforce study habits right from home to
improve academic performance of secondary school students.

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 Teachers should encourage students to visit the library to read

additional materials stocked in the library.
 Teachers should engage students in assignments, presentations and
projects at all times.

11. Conclusion
In short, we conclude that study habits and academic achievement may be
positively correlated. Results showed that achievement in different subjects
(especially in mathematics and science) is not up to the expected levels. Thus
efforts must be made to make teaching-learning in the two mentioned subjects
mainly science and Mathematics more interesting by using learner
participation more and learner centered activities, so as to make these subjects
more popular among the students. From the present study it may be suggested
that activities like seminars, discussions, quiz contests, etc. on English,
Mathematics and Science subjects must be the part and parcel of teaching
learning process in all schools, so that interest of students in different subjects
may be sustained. .At the same time students may be made to realize the
importance of different subjects for their career and life. It is also suggested to
teachers to give proper guidance in academic performance as well as
inculcation of good study habits among students.

REFERENCES
Aanu, E. M. and Olatoye, R. A. (2011): Use of library resources, study habit and
science achievement of junior secondary school students. Educational
Research, 2(7), 1265-1269.
Abar, B., Carter, K. L. and Winsler, A. (2009): The effects of maternal parenting style
and adolescents. American Journal of Orthopsychiatry, 76(4), 503–511.
Abdullahi, O. F (1995): Comparative study of Kwara State secondary school
students’ study habits in English language: Its implication for counseling.
Ilorin Journal of Education, 15, 32-45.
Aggarwal, Y. P. and Saini, V. P. (1969): Patterns of study habits and its relationship
with achievement and parent economic and educational status, Journal of
Educational Research and Extension, 5(4), 158-164.
Amalaha, B. M. (1975): Academic achievement motivation of Ibo fifth formers,
Dissertational Abstracts Int. 36(1), 123-A.
Azikwe, U. (1998). Study approaches of University students. WCCI Region 11
Forum, 2,106- 114.

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Bajwa, S. and Kaur, H. (2006): Academic achievement in relation to family

environment and academic stress, Education New Horizons, IV (11).
Bakare, C. A. M. (1970): Study habits inventory manual. Ibadan, Psycho-
Educational Production.
Elaine Elliott & Carol Dweck. (1988) Developmental Psychology: Childhood and
Adulthood, Author: David R. Sheffer, 1st Ed., 1985, 4th Ed., 1996, Brooks /
Cole Publishing Company, Pacific Grove, USA. Gupta, S.A. (1987)
Statistical Methods, Vikas Publishing House, New Delhi.
Fielden, D. (2004) Educational Issue. USA: Mcgraw-Hill companies.
Fransisca, S. (2004) Administration of special schools- Prospects and Challenges,
The South India Saiva Siddhanta Works Publishing Society Tinnevely Ltd,
Chennai.
Gettinger, M., & Seibert, J.K. (2000). Contribution of study skills to academic
Competence. School Psychology Review, 31, 350-365.
Good, C.V. (ed). (1973). Dictionary of Education, (3rd ed.). McGraw Hill Book
Company, New York.
Guravaiah (2004): Study habits of residential and non-residential pupils of X class in
relation to certain psycho-sociological factors, Ph. D Thesis, S.V.U,
Tirupati.
Hargovinda Gupta (1968): A study of the relationship between some environmental
factors and academic achievement, Journal of Educational Research and
Extension, 5(1), 17-23.
Harper, T& Row, A (2009). Effective Study Habits. Retrieved from
www.arbeitsblaetter.com 12/3/2016.
Husain, A. (2000). Developing Study Habits. Wikipedia, the free encyclopedia.
Katelyn, F. (2013). College Study Habits News. Retrieved from
www.studymode.com/essays 12/3/2016.
Marc, K (2011). The importance of Good Study Habits. Retrieved from
www.answer.com 12/3/2016.
Mehraj, U.D & Qamar, J. (2012). Study habits of higher secondary school students
Working and non-working mothers. Journal of Education and Practice,
3(12), 119-128.
Singh, Y.G., 2011. Academic achievement and study habits of higher secondary
students. International Referred Research Journal, 3(27): 2.
Stella and S, Purtshothaman (1993). Study habits of the underachievers. Journal of
Educational Research and Extension, 29(4): 206-214.

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Dr. Sangeeta & Social Vision ISSN 2349-0519
Dr. Dilip Kumar Singh RNI: APENG/2014/56403
Impact Factor: 2.322
Volume: 7 Issue: 2 July – Sept. 2020

A Study of Spiritual Intelligence and Anxiety as a

Predictors of Academic Achievement among
Undergraduate Students
1
Dr. Sangeeta and 2Dr. Dilip Kumar Singh
1
Associate Professor Department of Education CMP College (University of
Allahabad) Prayagraj, Uttar Pradesh, India
2
Assistant Professor, Department of Education CMP College (University of
Allahabad) Prayagraj, Uttar Pradesh, India

ABSTRACT
The purpose of this study is to find out the extent to which Spiritual
Intelligence and Anxiety contribute to the prediction of Academic
Achievement among Undergraduate Students. Field survey method of
Descriptive research design was used in this study and by simple random
method 100 undergraduate students were selected from the Prayagraj
district. To know Spiritual Intelligence, Anxiety and Academic Achievement
of Students different standardized tools were used. In this study Regression
Analysis was applied in order to measure the predictive relationship
between the variables and finally the study revealed that there is positive
correlation between Academic Achievement and Spiritual Intelligence And
no correlation between Academic Achievement and Anxiety, no correlation
between Spiritual Intelligence and Anxiety. Spiritual Intelligence and
Anxiety contribute to the prediction of Academic Achievement among
Undergraduate Students.
Key words: Spiritual Intelligence, Anxiety, Academic Achievement.

Introduction
In our society, academic achievement is taken as a key criterion to evaluate
one’s total potentialities and capabilities. It occupies a very important place in
teaching and learning process. The technology and information based society
demands the people who are able to find out the solution of different issues, to
analyze carefully and adapt to new situations such as solving problems of
various kinds and sharing their thinking successfully. The need to make

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systematic educational efforts primarily aimed at influencing attitudes,

behaviour, values and personality of individuals to manage their growth and
development well is very important. Academic achievement of students
especially at the elementary school level is not only a pointer to the
effectiveness or otherwise of schools but a major determinant of the future of
youths in particular and the nation in general. Learning outcomes have become
a phenomenon of interest to all and this account for the reason why scholars
have been working hard to untangle factors that militate against good
academic performance. This phenomenon has been variedly referred in
literature as academic achievement, or scholastic functioning. Academic
achievement of learners has attracted attention of scholars, parents,
policymakers and planners. The major goal of the school is to work towards
attainment of academic excellence by students. According to him, the school
may have other peripheral objectives but emphasis is always placed on the
achievement of sound scholarship. Besides, virtually everybody concerned
with education places premium on academic achievement; excellent academic
achievement of children is often the expectation of parents.

The academic achievement refers to the average marks obtained by an

individual in the final examination. It has long been recognized as one of the
important goals of education. Academic achievement refers to acquired
knowledge or competencies developed in the academic subjects usually
designated by the test results or by the marks awarded by the teacher or by
both. Academic achievement represents performance outcomes that indicate
the extent to which a person has accomplished specific goals that were the
focus of activities in instructional environments, specifically in school,
college, and university. School systems mostly define cognitive goals that
either apply across multiple subject areas or include the acquisition of
knowledge and understanding in a specific intellectual domain. Therefore,
academic achievement should be considered to be a multifaceted construct that
comprises different domains of learning. Because the field of academic
achievement is very wide-ranging and covers a broad variety of educational
outcomes, the definition of academic achievement depends on the indicators
used to measure it. Among the many criteria that indicate academic
achievement, there are very general indicators such as procedural and
declarative knowledge acquired in an educational system, more curricular-

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based criteria such as grades or performance on an educational achievement

test, and cumulative indicators of academic achievement such as educational
degrees and certificates.

The term “spiritual intelligence” can be suspended into two different words,
spiritual and intelligence, where the term spiritual can again be break off to the
word spirit. The English word spirit is etymologically driven from Latin word
spirits, meaning "breath" or "soul”. The term spirit or soul has many different
meanings and connotations depending upon the philosophical backgrounds.
Spiritual intelligence is much more than being spiritual, religious and virtuous.
It is a way of thinking. It is human capacity to use meaning, vision and values
that we attain through spiritual exploration of life, world, our-self for better
adaptation and functioning in our day to day life with a broader perspective on
reality of oneness of all creations in the universe. It is a communication
between self and higher-self which give insight into way of living.

Vaughan (2002) described, “Spiritual intelligence is concerned with the inner

life of mind and spirit and its relationship to being in the world. Spiritual
intelligence implies a capacity for a deep understanding of existential
questions and insights into multiple levels of consciousness. Spiritual
intelligence also implies awareness of spirit as the ground of being or as the
creative life force of evolution. If the evolution of life from stardust to
mineral, vegetable, animal, and human existence implies some form of
intelligence rather than being a purely random process, it might be called
spiritual. Spiritual intelligence emerges as consciousness evolves into an ever-
deepening awareness of matter, life, body, mind, soul, and spirit. Spiritual
intelligence, then, is more than individual mental ability. It appears to connect
the personal to the transpersonal and the self to spirit. Spiritual intelligence
goes beyond conventional psychological development. In addition to self-
awareness, it implies awareness of our relationship to the transcendent, to each
other, to the earth and all beings. Working as a psychotherapist, my expression
is that spiritual intelligence opens the heart, illuminates the mind, and inspires
the soul, connecting the individual human psyche to the underlying ground of
being. Spiritual intelligence can be developed with practice and can help a
person distinguish reality from illusion. It may be expressed in and culture as
love, wisdom, and service.”

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Anxiety refers to a feeling of dreads, impending doom or disaster. Anxiety is

concerned with our needs for affiliation and achievement. Anxiety is an
inhibitive state of the individual which obstructs him in achieving the
objectives. By Anxiety we mean the unpleasant emotion characterized by
terms like worry apprehension, dread and fear that we all experience at times
in varying degree. Anxiety is a specific-situation that refers to anxiety
conditions that are experienced during study process and could be disturbance
of academic performance. Study anxiety has two dimensions include
physiological arousal and cognitive anxiety. Anxiety is a normal human
emotion. But in excess, anxiety destabilizes the individual. Anxiety is
considered excessive or pathological when it arises in the absence of challenge
or stress, when it is out of proportion to the challenge or stress in duration or
severity, when it results in significant distress, and when it results in
psychological, social, occupational, biological or other impairments. Anxiety
is the total response of a human being to threat or danger. Each experience of
anxiety involves a perception of danger, thoughts about harm, and a process of
physiological alarm and activation. The accompanying behaviors display an
emergency effort toward "fight or flight." The situation of threat may be mild,
for example, when a golfer perceives that others will watch his or her golf
swing, and the golfer fears that they may draw conclusions about the
individual’s athletic ability. Or the anxious situation may seem catastrophic,
such as when an already lonely adolescent student recognizes that classmates
can hear the youth stutter and the youngster fears ever having a friend.

Murthy, Krishna, (2000) indicates that there is a negative relationship between

test anxiety and achievements in history. Sharma, (2005) found male anxious
students achieve higher academic attainment scores than the male non-anxious
students of the same level and same stream and female anxious students in
general, tend to achieve higher academic attainment scores than their non-
anxious counterparts. Animasahun, (2008) indicate that there is significant
joint contribution of the independent variables to conflict resolution behaviour
i.e. spiritual intelligence and creativity are relevant predictors of conflict
resolution behaviour out of which Emotional intelligence had the greatest
contribution followed by Spiritual intelligence and Creativity while Self-
efficacy has the lowest contribution. Prima et al., (2010) showed that there
was a significant correlation of high level anxiety and low academic

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performance among engineering students, with significant correlation

(p=0.000) and the correlation coefficient is small with r=-.264. Singh, (2011)
revealed that Girls had significantly higher level of Spiritual Intelligence and
Altruism than boys and boys had significantly higher level of Academic
Achievement than girls.

Academic achievement depends on the various factors included in the

student's context, the type of home, the type of learning and teaching will play
a very important role in achievement. Heredity and social factors affect
student achievement and play an important role. A number of studies have
been conducted to study the variables which affect academic achievement.
Researchers generally have studied the influence of the variables of socio-
economic status, personality and intelligence on academic achievement of
undergraduate students. But very few studies could be found where the
researchers have studied the influence of the variables of Spiritual intelligence,
anxiety and academic motivation. Taking due consideration of these facts,
there aroused a need to conduct a study on the academic achievement of
undergraduate students in relation to their Spiritual intelligence, Anxiety.

Objectives
1. To study the relationship between Academic Achievement and
Spiritual Intelligence of Undergraduate Students.
1. To study the relationship between Academic Achievement Spiritual
Intelligence and Anxiety of Undergraduate Students.
2. To study the relationship between Spiritual Intelligence and Anxiety of
Undergraduate Students.
3. To find out the extent to which Spiritual Intelligence and Anxiety
contribute to the prediction of Academic Achievement among
Undergraduate Students.
Hypotheses
1. There is no significant relationship between Academic Achievement
and Spiritual Intelligence of Undergraduate Students.
2. There is no significant relationship between Academic Achievement
and Anxiety of Undergraduate Students.
3. There is no significant relationship between Spiritual Intelligence and
Anxiety of Undergraduate Students.

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4. Spiritual Intelligence and Anxiety do not contribute to the prediction of

Academic Achievement among Undergraduate Students.

Methodology
In this study field survey method of Descriptive research was used. The
population of the present study consists of the Students of Undergraduate class
of Prayagraj District. Simple random sampling method was used for data
collection. From the above population a sample of 100 students from different
degree colleges of Allahabad has been selected. To know Spiritual
Intelligence, Anxiety and Academic Achievement of Students different
standardized tools namely; Spiritual Intelligence test constructed by K.S.
Misra, Anxiety test by R.L. Bhardwaj and Academic Achievement test by
researcher were used. To analyze the data the method of Product Moment
Correlation and Multiple Regression Analysis were used.

Analysis of Data
Hypothesis No. 1- There is no significant relationship between Academic
Achievement and Spiritual Intelligence of Undergraduate Students.

Table No. 1
The correlation is established between Academic Achievement and
Spiritual Intelligence with the help of Product Moment Correlation.
No. of Degree of Value of Value at r Significance
Students freedom .05 level .01 level level
100 98 0.195 0.164 0.178 Significant

Hypothesis No. 2- There is no significant relationship between Academic

Achievement and Anxiety of Undergraduate Students.

Table No. 2
The correlation is established between Academic Achievement and
Spiritual Intelligence with the help of Product Moment Correlation.
No. of Degree of Value of Value at r Significance
Students freedom .05 level .01 level level
100 98 0.195 0.164 -0.127 Significant

Hypothesis No. 3- There is no significant relationship between Spiritual

Intelligence and Anxiety of Undergraduate Students.

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Table No. 3
The correlation is established Spiritual Intelligence and Anxiety with the
help of Product Moment Correlation.
No. of Degree of Value of Value at r Significance
Students freedom .05 level .01 level level
100 98 0.195 0.164 -0.132 Significant

Hypothesis No. 4- Spiritual Intelligence and Anxiety do not contribute to the

prediction of Academic Achievement among Undergraduate Students.

Table No. 4
Multiple Regression Analysis of Undergraduate Students.
Mean SD Variable Multiple Correlation
X1 X2 X3
230.02 86.67 X1 - 0.178 -0.127
164.20 38.18 X2 0.178 - -0.132
25.73 2.13 X3 -
-0.127 -0.132
X1= Academic Achievement
X2 = Spiritual Intelligence
X3 = Anxiety

Calculation of Multiple Correlation Coefficient, Beta Coefficient, B-

Coefficient and Constants
Variable Mi Si i i i i S1/ Si bi Mi* bi
X2 164.20 38.18 1.369 0.178 0.243 2.270 3.107 510.169
X3 25.73 2.13
0.104 -0.127 -0.013 40.69 4.23 21.53
Where, bi= i* (S1/ Si)

R2 = = 0.230 = 531.69
Regression coefficient R= √ R2 = 0.479 K= M1 - = 301.67
2
Predictive coefficient E= 1-√ (1-R ) = 0.123
Regression Equation,
X1 = 2 X2+ 3 X3
X1 = 2.27 X2 + 40.69X3 +301.69

Findings
1. According to the table number 1 it is clear that the value of correlation
coefficient 0.178 is insignificant at .05 and significant at .01 level. It

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shows that there is no significant correlation between Academic

Achievement and Spiritual Intelligence of Undergraduate Students at .05
level and significant positive correlation between Academic Achievement
and Spiritual Intelligence of Undergraduate Students at .01 level.
2. According to the table number 2 it is clear that the value of correlation
coefficient -0.127 is insignificant at .05 and .01 level that means the null
hypothesis is accepted. It shows that there is no correlation between
Academic Achievement and Anxiety of Undergraduate Students.
3. According to the table number 3 it is clear that the value of correlation
coefficient -0.132 is significant at .05 and .01 level that means the null
hypothesis is accepted. It shows that there is no correlation between
Spiritual Intelligence and Anxiety of Undergraduate Students.
4. According to the table number 4 it is clear that the value of Regression
coefficient 0.479 is significant at .05 (table value 0.241) and .01 level
(table value 0.297) and df (100, 2) that means the null hypothesis is
rejected. It shows that Spiritual Intelligence and Anxiety contribute to the
prediction of Academic Achievement among Undergraduate Students.

Conclusion and Discussion

Academic Achievement has been found to be positively related to Spiritual
Intelligence and Anxiety. The obtained values of the Regression Weights
calculated from the scores of Undergraduate Students in the test came to be
2.270 and 40.69 for the Spiritual Intelligence and Anxiety respectively. The
value of Predictive coefficient (E) is come to be 0.123 from the value of
multiple correlation R2 that is 0.230. Therefore, 12.3 percent of variance can
be explained on the basis of Spiritual Intelligence and Anxiety in the
contribution of Academic Achievement of Undergraduate students. The
Anxiety appears to be making maximum contribution to the success in
Academic Achievement at Undergraduate level. The Spiritual Intelligence is
also making positive contribution to the success but its amount is less in
comparison to Anxiety. Spiritual Intelligence and Anxiety emerged as
predictors of Academic Achievement of Undergraduate students in the study.
Finally, its concluded that Spiritual intelligence of undergraduate student is
significantly correlated and predicted the academic achievement of
undergraduate student. Undergraduate student with high spiritual intelligence
have an ability to reframe, and to see things in a wider context. High spiritual

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quotient in undergraduate student embraces their holistic thinking as it

engages the whole person. This in result helps in students to think critically
and become creative. Through high spiritual intelligence the effectiveness of
undergraduate student can be enhanced and seeing larger patterns and
relationships in their personal and professional life. On examining the
contribution of spiritual intelligence and Anxiety in academic achievement of
undergraduate student, it has been found that The Spiritual Intelligence is
making positive contribution to the success in academic achievement but its
amount is less in comparison to Anxiety. So, it can be said that in realization
of main aim of education i.e. the all-round harmonious development of the
undergraduate student, an education program with a focus on nurturing
spiritual intelligence and less amount of anxiety in undergraduate student is
useful. While developing of any such program, awareness of results of present
research could be very useful. This will enlarge the applicability of the
program and benefits can be extended to larger population. While designing
the program more efforts should be in direction of inclusion of activities and
components enhancing spirituality and anxiety components.

REFERENCES

Animasahun, R. A., (2008). Predictive Estimates of Emotional Intelligence, Spiritual

Intelligence, Self-Efficacy and Creativity Skills on Conflict Resolution
Behaviour among the NURTW in the South-Western Nigeria, Pakistan
Journal of Life and Social Sciences, 6(2), 68-74.
Crichton, J. C. (2008). A qualitative study of spiritual intelligence in organizational
leaders, Ph.D., Alliant International University, San Francisco Bay.
Halama, P. and Strizenec, M. (2004). Spiritual, existential or both? Theoretical
considerations on the nature of “higher intelligences”. Studia Psychologica,
46(3), 239-253.
Murthy, Krishna, (2000). A study of nature of relationship existing between test
anxiety and achievement in history, http;// Shodhganga. Inflibnet. Ac .in
/bitstream /10603/ 4498/7/07-chap % 202. Pdf
Prima Vitasaria, Muhammad Nubli Abdul Wahabb, Ahmad Othmanc, Tutut
Herawand, Suriya Kumar Sinnaduraie, (2010). The Relationship between
Study Anxiety and Academic Performance among Engineering Students,
Procedia Social and Behavioral Sciences 8 (2010) 490–497.

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Sharma, Asha, (2005). A study of extraversion and anxiety as the correlates of

scheduled caste undergraduate students. Ph.D. Education C.C.S. University,
Meerut.
Singh, A. (2011). Mental health in relation to spiritual intelligence altruism school
environment and academic achievement of senior secondary students. Ph.D.
Thesis, Guru Nanak Dev University, Amritsar.
Vaughan F. (2002). What is spiritual intelligence? Journal of Humanistic Psychology.
2002; 42(2):16-33.

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Mrs. Bijayini Mishra & Social Vision ISSN 2349-0519
Prof. Asima Sahu RNI: APENG/2014/56403
Impact Factor: 2.322
Volume: 7 Issue: 2 July – Sept. 2020

Impact of MGNREGA on Rural Lives:

A Case Study in Puri District of Odisha
1 2
Mrs. Bijayini Mishra and Prof. Asima Sahu
1
Research Scholar, Political Science Department, Ravenshaw University,
Cuttack, Odisha, India. Email: [email protected]
2
Head of the Department of Political Science, Ravenshaw University, Cuttack,
Odisha, India. Email: [email protected]

ABSTRACT
In 2005 Government of India lunched the world’s largest employment or
rural development programme named National Rural Employment
Guarantee Act (NREGA) to provide financial and social assistance to the
rural unemployed poor people. The Act came into force on 2nd February
2006 and renamed as Mahatma Gandhi National Rural Employment
Guarantee Act (MGNREGA) in 2009. Though in some districts the Act
became successful but in Puri district of Odisha it seems to be failure. This
article is based on the impact of MGNREGA on the rural lives of Puri
district. In Puri district mostly people are unaware about the benefits of the
Act and they couldn’t even get 100 days of full work. With proper
implementation and supervision the Act can be helpful to develop rural
lives and to manage rural areas in both natural and artificial disasters.
Key words: Rural Employment, Rural Lives, impact

Introduction
History says India was a very rich country before the attacks of Dutch people,
French people, Mughals and English people. In 1947 when India became a
free country, till that time foreigners looted everything from our country. That
was the biggest challenge in front of the government of free India to stand
alone on his foot. Development of the nation, maintenance of our freedom and
feeding to the poor were some of the foremost activities of the government. To
provide food as well as employment to the poor of the nation, government
developed many policies and programmes. Till now the main aim of our
government is to develop the nation in general and the rural areas of the

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country in particular. Government of India imposes many developmental

programmes to strengthen the rural poor, but the biggest one is MGNREGA.
Mahatma Gandhi National rural Employment Guarantee Act is the single most
significant social policy scheme that goes a long way in addressing the chronic
unemployment problem in rural India (Srinivasan, 2010).
Mahatma Gandhi National Rural Employment Guarantee Act aims at the
enhancement of livelihood security of the households in rural areas of the
country by providing at least one hundred days of guaranteed wage
employment in every financial year to every household whose adult members
volunteer to do unskilled manual work. The Act also mandates payment of
unemployment allowance in case the State fails to provide work to the
applicant within 15 days. The Act not only creates employment but also
protect the natural environment by creating durable assets in rural areas that
can provide sustainable livelihood. It aims at the reduction of distress
migration of rural people in search of work. It also focuses on the work
participation of the marginalized communities, especially women. This
demand driven wage employment programme covered all the districts of the
country in 2008 as the biggest opportunity for the rural poor to strengthen their
financial and social capacity (Hirway, 2012).

Since its implementation till 2020 MGNREGA has generated more than 3019
crore person-days of work at a total expenditure of over Rs 595763.77 crore. It
has provided 14.34 crore job cards with 27.92 crore workers. The assets
created under this programme are 4.93 crore. Now the number of active
workers in this programme is 13.28 crore of which 19.11 percent are SC
workers and 15.92 percent are ST workers. In 2020-21, 5.54 crore households
are given employment under the scheme of which, of which more than 50
percent are taken up by women.
Objectives
Ensuring social protection for the rural people by providing employment
opportunities and creation of durable assets in rural areas are the main
objectives of the scheme. Beside this the other objectives are:
 Empowerment of the marginalized communities, especially women,
 Strengthening flood management and drought-proofing in rural areas,
 Deepening democracy at the grass roots level and strengthening
decentralization for better implementation of the Act,

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 Participation of the people in the decision making process, and

 Transparency and accountability in governance.

This study tries to examine whether the objectives of the scheme are fulfill in
the district of Puri or not. Puri is a coastal district of Odisha famous for its
beach, for the Jagannath temple, one among four holy Dhams of India, and
Konark temple etc. The study is made to find out the impact of MGNREGA
on the economic and social lives of the beneficiaries of the district and on the
migration of rural people. It also tries to find out whether it brings
development in rural areas or not.

Methodology
There are 11 blocks, 268 panchayats and 1722 villages in Puri district. For the
field study four blocks, eight panchayats and sixteen villages are selected. One
is the headquarter block and other three distance blocks. Total 200
beneficiaries are randomly selected, 25 from each panchayat. Basic statistical
tools are used to examine the facts of the research. The details of the
respondents are given below through a table.
Description of respondents from different blocks of Puri district:
SL NO. Name of Block Name of Name of Village No of
Panchayat Interviewee
GORUAL GORUALA 12
ALIPADA 13
1 BRAHMAGIRI KAPILESWAR KAPILESWARPUR 12
PUR MATHAKANKUDA 13
BADATARA BADATARA 12
MALLAGRAMA 13
2 GOP NAGAPUR NAGAPUR 12
DALANA 13
BERABOI BERABOI 12
UDAYPUR 13
3 DELANGA DHANAKERA DHANAKERA 11 PAN 12
DHANAKERA 5 PANA 13
BIJAYA PURUNA 12
RAMACHAN KORANGA
4 PURI SADAR DRAPUR CHASAPADA 13
PARBATIPUR 12
SAMANGA PAIKASAHI 13
TOTAL 4 Blocks 8 Panchayats 16 Villages 200

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General background of the Beneficiaries

Puri, the coastal district, is located in the east of Odisha having around 4% of
the state population. In this district 84.4% of people live in rural areas. The
study reveals 27.5% of the respondents are of General category, 40 % are
OBCs and 32.5% are of SC category. Out of the total respondents 69% are
male and 31% are female. 30.5 % of the respondents live in thatched houses,
18% in asbestos houses, 20% in pucca houses and 31.5% in Indira Awas or
PMAY-G houses. If we discuss about their occupation then 40.5% of the
respondents are wage labours, 22.5% of the respondents are depends on
agriculture, 9.5% have livestock, 21% are self-employed or doing business
and 6.5% are depends on seasonal work otherwise unemployed. Majority of
families earn around 50 thousand per year. The study also revealed migration
of people to distance places in those areas.
Impact of MGNREGA on rural lives
The aim of MGNREGA is to develop the socio-economic conditions of the
rural unskilled people who volunteer to do work under the scheme. But the
study shows only 17% of the respondents said it develop their economic
status. Let’s discuss the impact briefly.

1. Impact on Annual Income

The study shows that after joining MGNREGA the annual income of the
respondents is somehow increased. The average of the annual income of the
respondents (block wise) is given below;

1.1. Average Annual Income of the Beneficiaries before and after MGNREGA
INCOME BEFORE INCOME AFTER
BLOCKS MGNREGA MGNREGA
(Mean in Rs.) (Mean in Rs.)
Brahmagiri 47640 55600
Gop 46020 54000
Delanga 47240 55200
Sadar 48460 56400
Average Income 47340 55300

The above table explains the annual income of the respondents before and
after the introduction of MGNREGA. The annual income is represented
through Mean. The average income of all 200 respondents before MGNREGA
was 47340, which increased Rs. 55300 after implementation of MGNREGA.

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In Brahmagiri block the average annual income was Rs. 47640 which is now
increased up to Rs. 55600 after the implementation of MGNREGA. The
average annual income of the Gop block was Rs. 46020 which increased to
Rs. 54000 after MGNREGA. In Delanga block the average annual income was
Rs. 47240, increased to Rs. 55200 after MGNREGA. In Sadar block the
average annual was Rs. 48460 before MGNREGA and increased to Rs. 56400
after the implementation of MGNREGA.
1.2. Description of MGNREGA as developer of Economic status of the
respondents
Sl. Develop in Blocks Percentage
No Economic Brahmagiri Gop Delanga Sadar Total (%)
Status
1 Yes 08 10 09 07 34 17%
% 16% 20% 18% 14%
2 No 42 40 41 43 166 83%
% 84% 80% 82% 86%
Total 50 50 50 50 200 100%

The above table explains whether MGNREGA is helpful to develop the economic
status of the respondents. Only 34 respondents out of 200 respondents said it is
helpful while other 83% respondents refused.

In Brahmagiri block only 8(16%) respondents answered in fever of it and

other 42(84%) refused. In Gop block 10(20%) respondents said MGNREGA
is helpful but 40(80%) refused. Out of 50 respondents of Delanga block
9(18%) accepted it as helpful but other 41(82%) refused. In Sadar block
7(14%) respondents said MGNREGA is helpful in the development of their
economic status but 43(86%) don’t agree.

Majority of the respondents earn within 50 thousand which is not sufficient to

fulfill all the needs of the families. It is also not sufficient for the higher
studies of their children. The researcher observed many children on the
respondents being intelligent students in school couldn’t do higher studies due
to lack of money. When the respondents were asked whether the scheme is
helpful to increase their savings, only 21% answered yes.

2. Impact on Migration
One of the major aims of the scheme is to reduce or eliminate migration of

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people from rural areas to urban areas to reduce over population in urban
cities. The study also tried to find out the impact of MGNREGA on migration
of these areas. The detail is given below;

2.1. Impact of MGNREGA on Migration of the selected Blocks

Migration Before MGNREGFA Migration After MGNREGA
Total Migrated % Total Migrated %
Blocks Respondents Respondents Respondents Respondents
Brahmagiri 50 22 44% 50 18 36%
Gop 50 21 42% 50 19 38%
Delanga 50 25 50% 50 20 40%
Sadar 50 23 46% 50 15 30%
Total 200 91 45.5% 200 72 36%
The above table shows the details about the migrated respondents of the
selected blocks of Puri district. This proved in every block there are migrated
people. Before introduction of MGNREGA the percentage of migrated people
of the study areas is 45.5% which reduced to 36% after the introduction of
MGNREGA. The majority of migrated people are from Delanga block.

In Brahmagiri block the number of migrated respondents before MGNREGA

is 22(44%) out of 50 respondents. It decrees to 18 (36%) after the introduction
of MGNREGA. Out of 50 respondents of Gop block 21(42%) respondents
migrated to other areas before MGNREGA, that reduced to 19(38%) after
MGNREGA. 10 percent migration rate reduced in Delanga block after
introduction of MGNREGA. Before MGNREGA it was 25(50%) respondents
reduced to 20(40%). In Sadar block the number of migrated person before
MGNREGA was 23(46%) which reduced to 15(30%) after the introduction of
MGNREGA.

After so many years of the introduction of MGNREGA still there are migrated
people. The Corona effect describes the acute problem of migration of the
country. In the state of Odisha also lakhs of migrated labours live in different
states in search of better wages. In the studied area also people migrated to
different places. 20.83% of the migrated respondents migrated to other
villages, 48.61% to towns and 30.56% to other states. Though these
respondents are back to their native places now, still there are many people of
their families or of their villages who are migrated to different places in search
of works.

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3. Impact on social lives of the Beneficiaries

As we discussed above the Act advocated for both economic and social
development of the beneficiaries. Let’s discussed how does the Act affect the
social lives of the beneficiaries?

3.1. Description about Gram Sabha decision regarding the works

under MGNREGA
The Act clearly gave power to the Gram Sabha to decide the works under
MGNREGA for the development of the rural area.
Sl. Discussion Blocks Total Percentage
No held Brahmagiri Gop Delanga Sadar (%)
1 A little 19 17 21 22 79 39.5%
% 38% 34% 42% 44%
2 Little 31 33 29 28 121 60.5%
% 62% 66% 58% 56%
Total 50 50 50 50 200 100%

The above table briefs while choosing works under MGNREGA how far
Gram Sabha discussed it. Only 79 respondents out of 200 respondents
answered Gram Sabha discussed a little.

In Brahmagiri block only 19 respondents answered that the Gram Sabha

discussed a little about MGNREGA works and 31(62%) respondents answered
there is no discussion in Gram Sabha. Out of 50 respondents of Gop block
only 17(34%) answered there is a little discussion about the works. in Delanga
block 21(42%) respondents answered there is a little discussion about works
but 29(58%) respondents refused it. In Sadar block, out of 50 respondents
22(44%) respondents told there is a little discussion about the works to be
selected under MGNREGA and 28(56%) refused it.

3.2. Description of MGNREGA as the developer of Social status of the

respondents

Sl. Change in Blocks Percentage

No Social Brahmagiri Gop Delanga Sadar Total (%)
Status
1 Yes 13 16 15 19 63 31.5%
% 26% 32% 30% 38%
2 No 37 34 35 31 137 68.5%
% 74% 68% 70% 62%
Total 50 50 50 50 200 100%
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The above table says whether MGNREGA helpful for the development of the
social status of the respondents. Out of 200 respondents only 63(31.5%)
respondents favor MGNREGA as the developer of social status, but
137(68.5%) refused.
In Brahmagiri block only 13(26%) respondents explained MGNREGA as
helpful to develop social status but 37(74%) refused. In Gop block 16(32%)
respondents support it but 34(68%) don’t support. Out of 50 respondents of
Delanga block only 15(30%) accepted it as the developer of social status but
35(70%) refused. In Sadar block 19(38%) respondents said MGNREGA is
helpful to increase the social status of them but 31(62%) said it is not.

Concluding remarks
As we discussed above MGNREGA hasn’t that much impact on the lives of
the rural people of the selected areas in particular or on the whole nation in
general. The wage rate is very low and the respondents couldn’t get 100days
of full work in a year. So beneficiaries are not interested in doing work under
the scheme. The active number of workers in comparison to the registered
workers is less than thirty percent. It couldn’t have that much impact on the
economic and social status of the respondents. There are proxy job cards used
by the authority on their convenience. At the work place there is use of
machines and also contractors. The main objective of the scheme, that to
reduce migration, also couldn’t be fulfilled. Though some assets are created in
some rural areas like, plantation, minor irrigation, water conservation, land
development and housing etc., but their number are very less. Still there are
many loopholes in its implementation. Followings are some of the suggestions
for the better implementation of the scheme;

i. Firstly every household should get full 100 days of work and the
categories of the works should increase, like agricultural work and
fishery etc. should add under the scheme,
ii. The wage rate should increase at least 300 rupees per day so that
beneficiaries will take interest to work under the scheme,
iii. Regular and daily wages must provided to the beneficiaries,
iv. Proper maintenance of the records of works,
v. People should properly aware about the Act, about the unemployment
allowance. They should raise their demands for works,

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vi. Suitable worksite facilities should be provided to the people,

vii. Proper guidelines should be made to ban the use of machines and
contractors in work sites,
viii. Awareness programmes should arrange in every village to increase the
participation of the people in Gram Sabha meeting to decide the works
under the scheme and the assets to be created in their areas,
ix. Proper supervision by the higher authorities, and
x. Transparency and accountability should maintain both at higher and
grass root levels.
With certain developments the Act could prove a blessing for the millions of
rural people of our country. Beneficiaries replied in favor of the scheme.
Total 84% of the respondents replied they need the scheme. With proper
implementation and supervision the scheme can achieve its goals. Obviously it
can’t provide full time job on which beneficiaries can depend but still if they
could get 100 days of full work with some high wages then the scheme could
prove helpful for them as well as for the nation.
REFERENCES
Dr. Pamecha Suman and Sharma Indu. (2015). Socio-Economic Impact of
MGNREGA- A Study undertaken among beneficiaries of 20 villages of
Dungarpur District of Rajasthan. International Journal of Scientific and
Research Publications, Volume 5, Issue 1, ISSN 2250-3153. Retrieved
fromhttps://www.academia.edu/11044530/Socio_Economic_Impact_of_Mg
nrega_A_Study_Undertaken_among_Beneficiaries_of_20_Villages_of_Du
ngarpur_District_of_Rajasthan
Hirway, Indira (2012). MGNREGS: A Component of Full-Employment strategy for
India. In Ashok K., Pankaj, (Ed.). Right to work and Rural India (pp. 47-
71). New Delhi, SAGE Publication.
http://www.censusindia2011.com/odisha/population.html
Mahatma Gandhi National Rural Employment Guarantee Act (official website),
http://www.mgnrega.nic.in.
Ministry of Rural Development, Government of India, MGNREGA Sameeksha.
(2012) An Anthology of Research Studies on the mahatma Gandhi National
Rural Employment Guarantee Act, 2005, 200-2012, edited and complied by
Mihir Shah, Neelakshi Mann and Varad Pande, New Delhi: Orient
BlackSwan.
http://www.puri.nic.in. Website of Puri District Administration
Srinivasan, G (2010). Reforms Agenda for NREGS. Kurukshetra: A Journal on Rural
Development, vol. 58, no. 3, pp. 31-33.

40 | P a g e Social Vision Volume: 7 Issue: 2 July – September 2020

Dr. Dipak Kumar Doley Social Vision ISSN 2349-0519
RNI: APENG/2014/56403
Impact Factor: 2.322
Volume: 7 Issue: 2 July – Sept. 2020

The Concepts of Home, Family and Traditional

Gender Roles: A Critical Study of
Susan Glaspell’s Trifles

Dr. Dipak Kumar Doley

Assistant Professor, Department of English, Dibrugarh University, Dibrugarh,
Assam, India. Email: [email protected]

ABSTRACT
The study of gender and gender roles dominated much of the scholarship in
sociology, anthropology, and psychology during the second half of the 20th
century. Although the terms, “gender” and “sex” are often used
interchangeably, these terms define different concepts and are not
interchangeable. While the term “sex” refers to the biological, hormonal,
and chromosomal differences that determine if a person is male or female,
the term “gender” refers to meanings that societies and individuals ascribe
to male and female categories. Gender is often described by traits that are
dichotomous - males take on certain characteristics and females take on
the opposite. As noted by S.A. Bascow in Gender: Stereotypes and Roles,
the term “opposite sex” characterized how these differences were
presumed. Research into gender and gender roles led to an overarching
division of the male and female roles - males were the breadwinners and
providers; they were aggressive and independent. On the other hand,
females were domestic caretakers; they were passive and dependent.
Further the term “gender roles” defines prescribed behaviors that are
deemed appropriate for women and men. Written in 1916, the one-act play
Trifles is Susan Glaspell’s most popular play, and the play has become one
of the most frequently anthologized American dramas, used both as a
model of the one-act form and as an example of women’s literature. It is a
play about the differences between male and female gender roles, and
Glaspell uses not only the setting but the plot itself to demonstrate how
men and women differ with respect to prescribed gender norms and
expectations. The purpose of this research article is to describe how
gender is portrayed, and how gender roles are depicted and defined in
Susan Glaspell’s one-act play, Trifles.

Key words: Home, Family, Tradition, Gender, Gender Roles

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Introduction
The study of gender and gender roles dominated much of the scholarship in
sociology, anthropology, and psychology during the second half of the 20th
century. Although the terms “gender” and “sex” are often used
interchangeably, these terms define different concepts and are not
interchangeable. While the term “sex” refers to the biological, hormonal, and
chromosomal differences that determine if a person is male or female
(Lindsey, 1997), the term “gender” refers to “meanings that societies and
individuals ascribe to male and female categories” (Eagly, 1987: 4). Gender is
often described by traits that are dichotomous - males take on certain
characteristics and females take on the opposite. As noted by Bascow in
Gender: Stereotypes and Roles (1992), the term “opposite sex” characterized
how these differences were presumed. Research into gender and gender roles
led to an overarching division of the male and female roles - males were the
breadwinners and providers; they were aggressive and independent. On the
other hand, females were domestic caretakers; they were passive and
dependent. Further the term “gender roles” defines prescribed behaviors that
are deemed appropriate for women and men (Lipman-Blumer, 1984). Gender
roles, differing from sex roles which are physiological differences based on
sexual genitalia, are social constructs, and they “contain self-concepts,
psychological traits, and family, occupational, and political roles assigned
dichotomously to members of each sex.” (Lipman-Blumer 2)

Written in 1916, the one-act play Trifles is Susan Glaspell’s most popular
play, and the play has become “one of the most frequently anthologized
American dramas, used both as a model of the one-act form and as an example
of women’s literature” (Smith, 1982: 172). Trifles is a play about the
differences between male and female gender roles, and Glaspell uses not only
the setting - a home - but the plot itself - a murder investigation - to
demonstrate how men and women differ with respect to prescribed gender
norms and expectations. The purpose of this research article is to describe how
gender is portrayed, and how gender roles are depicted and defined in Susan
Glaspell’s one-act play, Trifles.

The plot of the play focuses on conducting a murder investigation into the
death of John Wright, who was brutally and strangely strangled in his sleep

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with a rope. The focus of the investigation is directed toward Minnie Wright,
the deceased man’s wife. The action takes place in the Wright’s home on the
morning after the murder. George Henderson, the county attorney; Henry
Peters, the sheriff; and Lewis Hale, the neighbour who discovered the crime
have returned to the scene to gather evidence for the case against Minnie. Mrs.
Peters and Mrs. Hale have accompanied their husbands to the Wright home,
and they are assigned the task of gathering some clothes and personal items to
take to the incarcerated Minnie. While the men search the house and the barn
for clues to determine a motive for the crime, the women are left in the kitchen
where the men assume no evidence could possibly be found. Through both
careful observation of the kitchen and conversations about how Minnie Wright
had changed since her marriage to the cold-hearted John, the women solve the
crime first by uncovering evidence and then by interpreting that evidence.
Although they solve the crime by finding what the men are looking for, they
conspire to conceal the evidence from the men. Presumably, this concealing of
the evidence will allow Minnie to go free because the men, unsuccessful in
their efforts to understand the crime and the criminal, will not have enough
evidence to successfully prosecute Minnie.

The behavioral characteristics of the male and female characters in the play
follow the traditional divisions of male and female behaviours. The behavioral
characteristics of the characters are brought out as a result of their connection
to the physical environment. From the very beginning, the play separates the
male characters from the female characters in order to demonstrate the
differences in their worlds. When Henderson, Peters, and Hale enter the
Wright home, they are in a group, and they immediately go to the stove to
warm themselves. Conversely, Mrs. Peters and Mrs. Hale come “in slowly,
and stand close together near the door,” (Glaspell 206) and they only move in
closer to the heat of the fire when they are invited. The separation continues
when the men go off to walk through the house and the barn to look for clues
to clarify what the motive was for the murder. The women are left behind in
the kitchen because as Peters points out to Henderson there is nothing
important in that room – “only kitchen things” (Glaspell 207).

Henderson, Peters, and Hale are the independent thinkers who are trying to
solve the murder through logical thinking and an objective analysis of the

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crime scene. The men dictate what the women are there to do - gather clothing
and personal items, and these items will be inspected prior to leaving the crime
scene. The men go room by room looking for evidence, and Henderson has
Hale repeat, several times, his narrative about finding the body in order to
make sure that nothing has been left out or overlooked.

Henderson, in his quest for concrete evidence, dismisses two key statements.
Hale makes the first statement in reference to installing a party telephone line.
Hale thought that perhaps if he discussed it with John in his wife’s presence, it
would help to convince John to participate. However, Hale concludes, “I
didn’t know as what his wife wanted made much difference to John “ to which
Henderson replies “Let’s talk about that later” (Glaspell 206). The second
comment is made by Mrs. Hale with regard to John’s personality and the
characterization of their home: “I don’t think a place’d be any cheerfuller for
John Wright’s being in it” (Glaspell 207). Again, Henderson responds with a
similar statement as before, “I’d like to talk more of that a little later”
(Glaspell 207). Henderson never follows up on these comments. These two
remarks characterize the victim’s personality and are directly tied to the
motive for murder, but Henderson, as demonstrated by his actions, dismisses
the comments because to him they do not seem relevant.

Yet for all of their logic and objective analysis, the men cannot come to any
conclusions or unlock the motive for murder. Henderson is the most perplexed
by the morning’s unsuccessful activities:

No, Peters, it’s all perfectly clear except a reason for doing it. But you
know juries when it comes to women. If there was some definite thing
… Something to show - something to make a story about - a thing that
would connect up with this strange way of doing it. (Glaspell 210)

Unwilling to give up, Henderson remains behind when the others leave: “I’m
going to stay here a while by myself … I want to go over everything …”
(Glaspell 210).

Mrs. Hale and Mrs. Peters, functioning as domestic caretakers, view the
Wright house differently from the men. To the men, the entire house is a crime
scene, but to the women, it is a home, and they are protective of Minnie’s

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domain. For example, when Henderson begins to criticize Mrs. Wright’s

apparent lack of housekeeping skills, according to the stage directions, Mrs.
Hale “stiffly” replies, “There’s a great deal of work to be done on a farm”
(Glaspell 207). Although Mrs. Peters attempts to justify the men’s remarks as
part of their duty and having “awful important things on their mind”, Mrs.
Hale does not accept this as a plausible reason for the men’s judgmental
behavior (Glaspell 208).

In contrast to the men, the women solve the crime based first on emotional
responses and then on their ability to intuit the feelings of others. The women
notice the unfinished wiping of the table and the bread set to rise but never
finished, and they do not see a poor housekeeper but instead interpret the
incomplete activities as signs describing Minnie’s mental condition. Mrs. Hale
explains how Minnie changed after marrying John; in her youth, she was
outgoing and vivacious, but after she married she rarely went out and
socialized with others. Mrs. Peters empathizes with how lonely life can be for
women, especially those without children. When they discover the poorly
stitched quilt piece and then the canary with its broken neck, the women are
then able to piece together exactly what happened in the home. They realize
that that they have discovered the motive that the men are looking for; it is laid
out in plain view in the “woman’s room” - the kitchen.

Working in concert with how the male and female characters behave is how
the characters communicate. As with the behavioral characteristics, the
division of the characters into male and female groups contributes to how the
characters communicate with each other. Throughout the entire play, the men
discuss only facts relevant to the case. They stay focused on the task at hand in
hopes of solving the crime, and they are never at a loss for words nor do they
struggle to find the correct words to use in order to express themselves. They
never ask for the women’s opinions or thoughts on the case. Thus, the men
find not only women’s work unimportant, but they also pass the same
judgement on the women’s conversations.

Unlike the men, the women often have difficulty in expressing themselves. As
noted by Ben-Zvi (1982), Glaspell often connected language and action, and
the dialogue in Trifles was no exception. A connection between how the
women are perceived by the men, what they discover, and how they formulate

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a conclusion is evident in the play. The women struggle to voice what they are
thinking, and they “pause, stammer, and speak in half sentences” (Glaspell
25). Yet aside from the women’s lack of verbal skill, they are able to
overcome what would be considered a weakness in the masculine world - they
communicate without speaking.

The women speak volumes to each other without saying the words or finishing
their sentences. After discovering the final clue, the dead canary, the stage
directions indicate the following actions:

The two women sit there not looking at one another, but as if peering
into something and at the same time holding back. When they talk now
it is in the manner of feeling their way over strange ground, as if afraid
of what they are saying, but as if they cannot help saying it. (Glaspell 210)

Mrs. Hale and Mrs. Peters then proceed to discuss the feelings of loneliness
and isolation that often accompany being a wife, and although the women are
discussing themselves, they are also discussing Minnie. Never once do they
verbalize how the clues that they have discovered will convict Minnie, but
they each know the truth.

In the final moments of the play, when Mrs. Peters and Mrs. Hale decided to
conceal the evidence, they communicate their intentions non-verbally. As
indicated by the stage directions, the men leave the room, and:

Then Mrs. Hale rises, hands tightly together, looking intensely at Mrs.
Peters, whose eyes make a slow turn, finally meeting Mrs. Hale’s. A
moment Mrs. Hale holds her, then her own eyes point the way to
where the box is concealed … Sound of a knob turning in the other
room. Mrs. Hale snatches the box and puts it in the pocket of her big
coat. (Glaspell 210-211)
This is the pivotal moment for the women, and it is decided upon, agreed to,
and carried out without a word being spoken, thus demonstrating the ability of
these women to communicate clearly and effectively to achieve a common goal.

Because the communication patterns for the characters are different, Glaspell
is able to demonstrate how women can effectively communicate with each
other. Although the women communicate in a different manner than the men,

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the actions of the play suggest that it is just as effective, if not more so, than
the men’s modes of communication.

Glaspell was known as a playwright who examined power struggles between

characters, especially for her female characters. Trifles contain two themes
relevant to the discussion of power, and both themes are tied to gender issues.
The first type of power evident in the play is power that is vested in men who
work. Both Peters, as the Sheriff, and Henderson, as the County Attorney,
have legitimate legal power bestowed upon them by their occupations. They
are the physical embodiment of “the law”, and they have the responsibility to
enforce the law or to prosecute those who break the law. Hale, although not
employed in law enforcement or in the legal profession, is allowed to
participate in the investigation by virtue of discovering the body.

The women, although encouraged to turn over anything suspicious that they
might find in the house, are not granted the same power as the men. Although
Mrs. Hale knows the victim and the accused, she, as was noted earlier, is told
by Henderson that he will get back to her to gather that information and he
never does. Henderson, by declining to search the items the women have
gathered to take to Minnie, affords Mrs. Peters, by virtue of her marriage,
some power. He says: “No, Mrs. Peters doesn’t need supervising. For that
matter, a sheriff’s wife is married to the law” (Glaspell 210). However, her
husband “chuckles” at this analogy and does not take it seriously. Ironically,
this conversation takes place before the men exit the room one last time, which
gives the women the opportunity to hide the dead bird.
The second form of power that is seen in the play is the power of the husband
over the wife in marriage, and this theme is best demonstrated by the
relationship between John and Minnie Wright. In several places throughout
the text, John is characterized in terms of his power. For instance, he isolated
his wife in a house back off of the main road (Glaspell 209), and he refused to
install a telephone (Glaspell 206). Although he kept his word, paid his debts
on time, and did not drink, Mrs. Hale describes John as a “hard man … just to
pass the time of day with him - Like a raw wind that gets to the bone”
(Glaspell 209). Prior to her marriage, Mrs. Hale notes that Minnie wore pretty
clothes and was actively involved in church activities but that changed after
her marriage.

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The broken birdcage and the dead canary are the two most powerful pieces of
evidence that could suggest why Minnie Wright became a murderer, and they
are also the strongest symbols that characterize the marriage between John and
Minnie. The bird and its cage symbolized Minnie’s restricted life - a life of
“solitary confinement” with only John to break the silence (Smith, 1982:176).
The strength of the evidence, as well as the symbolism, is not lost on Mrs.
Hale; she muses, “I wonder how it would seem never to have had any children
around. No, Wright wouldn’t like the bird - a thing that sang. She used to sing.
He killed that too” (Glaspell 210). Taking all of these examples together, the
women are able to understand the kind of life that Minnie Wright was living.

Although Mrs. Peters and Mrs. Hale do not directly share from their own
experiences in marriage, they do come to understand what Minnie’s life must
have been like. This understanding for Mrs. Hale is expressed by her guilt for
not seeking out Minnie and visiting her. She equates this abandonment of
Minnie with a crime; a crime that she knows will go unpunished. Toward the
end of the play, Mrs. Hale summarizes the unspoken sadness for women in
marriage:
I might have known she needed help! I know how things can be - for
women. I tell you, it’s queer, Mrs. Peters. We live together and we live
apart. We all go through the same things - it’s just a different kind of
the same thing. (Glaspell 210)

This passage suggests that a unity exists among women, and all women,
regardless of their situations, share in each other’s trials.

Staging patterns in the play create a reinforcement of the theme that men
possess the power and that the women are powerless in marriage. As noted,
the play takes place in the kitchen of the Wright home, but only the women
stay in the kitchen, while the men move from room to room upstairs. This
staging underscores the trapping of women in the domestic role and suggests
the mobility and freedom that men have in a marriage. Whenever the men
leave the kitchen, their return is announced by their footsteps being heard
before they are actually seen. As the women are putting the pieces of the
murder together, the men do not enter the kitchen, but the women “look
upstairs where steps are heard” (Glaspell 210). The footsteps from above

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symbolize the men’s power and the danger that the women could be in if they
go through with their unspoken plans. By the time men make one more
entrance, the women will have jointly agreed to conceal the evidence that
would convict Minnie.

A final aspect of power and its inequitable distribution among the characters is
demonstrated by the names assigned to the characters. The male characters all
have first and last names. Mrs. Hale and Mrs. Peters only have last names, and
their last names represent their married names. They even refer to each other
by these names. Minnie Foster Wright is the only female character to have a
full name. Mrs. Hale on three different occasions refers to her as “Minnie
Foster” (Glaspell 208-210) and never once does she refer to her as “Minnie
Wright” or “Mrs. Wright”. By referring to Minnie Foster by using her given
and maiden name shows how Mrs. Hale is attempting to give her an identity
beyond her husband or her current circumstance. This subtle name
recognition, as applicable to Mrs. Hale and Mrs. Peters, according to Grose
(1999), emphasized both the women’s subordinate role to their husbands and
the loss of identity for women in marriage.

The accused, Mrs. Minnie Foster Wright, does not appear on the stage, but she
is a vital character in the play. She does not speak for herself, but Glaspell
created the dialogue of the other female characters to speak for Minnie.
Furthermore, through the attention to detail concerning action, props, and the
setting, “Glaspell made the unseen woman vividly present on the stage” (Noe,
1995:39). Mrs. Peters and Mrs. Hale have the insight, either generated from
personal experience, empathy, or intuition, to understand the conditions in the
Wright household. Therefore, the play is stronger without Minnie because it
forces the audience to consider the personal plight of the accused. As
supported by Ben-Zvi (1995), because the audience did not see the character
of Minnie, “it was not swayed by her person but, instead, by her condition, a
condition shared by other women who can be imagined in the empty subject
position” (Ben-Zvi 35).

As detailed by the gender behaviour categories, the male and female

characters in Trifles follow traditional and prescribed gender roles and
behaviors. The men are the leaders, and they control the situation. Their work
in the public sphere is assumed to be valuable and is never belittled during the

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play. The women are domestic caretakers who are responsible for household
chores such as cooking, cleaning, sewing, and canning fruit. Their work is
trivialized in several passages. Even the title of the play connotes the
diminished status of their world because as Hale comments in reference to
Minnie worrying about her preserves, “Well, women are used to worrying
over trifles” (Glaspell 207). The characters are not taking on roles outside of
their traditional gender assignments; the men do not clean up the mess in the
kitchen, and the women do not advise the men in legal matters concerning the
case at hand. The only exception is the covert act by the women to hide
important evidence from the men. This act is an act of defiance that requires
strength, courage, and independent thinking on their parts. All the characters
are in a position where their gender roles determine and limit their situations.
As a consequence, the men, looking from a logical point of view, dismiss the
very room and its activities that could have won them a conviction. For
Minnie, the consequences are the greatest; she had no outlet for her
frustrations and she suffered in silence in her marriage and now in a jail cell.

Susan Glaspell’s play does present the gender traits of the characters by using
patterns, and those patterns are opposites. Both the men and the women, from
the beginning of the play until the end, are presented as two literally separate
worlds. The gender patterns are established and maintained through the
dialogues and the actions of the characters. Glaspell’s work presented
characters who were drawn along very specific gender lines, and the
characters had respective duties based on their positions in the home. All the
female characters were the domestic caretakers while the males worked at
other occupations.

REFERENCES

Alkalay-Gut, K. “Murder and Marriage: Another Look at Trifles.” In L. Ben-Zvi

(Ed.), Susan Glaspell: Essays on her theatre and fiction. (pp. 71-81). Ann
Arbor, MI: University of Michigan Press. 1995. Print.
Bascow, S. A. Gender: Stereotypes and Roles. (3rd Ed.). Pacific Grove, CA: Brooks/
Cole. 1992. Print. Ben-Zvi, L. “Susan Glaspell and Eugene O’Neill”. The
Eugene O’Neill Newsletter, 6 (2), 1982: 21-29. Print.
---. (Ed.). Susan Glaspell: Essays on Her Theatre and Fiction. Ann Arbor, MI:
University of Michigan Press. 1995. Print.

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ISSN 2349-0519 The Concepts of Home, Family and Traditional …

Eagly, A. H. Sex Differences in Social Behaviour: A Social Role Interpretation.

Hillsdale, NJ: Lawrence Erlbaum. 1987. Print.
Glaspell, S. Trifles: A Play in One Act. In W. B. Worthen (Ed.), Modern Drama:
Plays, Criticism, Theory. (206-211). Fort Worth, TX: Harcourt Brace.
(Original work, Published 1916). 1995. Print
Grose, J. L. “Susan Glaspell’s Trifles and ‘A Jury of Her Peers’: Feminist Reading
and Communication.” Tennessee Philological Bulletin: Proceedings of the
94th Annual Meeting of the Tennessee Philological Association, 36, 1999:
37-48. Print.
Hedges, E. “Small Things Reconsidered: ‘A Jury of Her Peers.’” In L. Ben-Zvi (Ed.),
Susan Glaspell: Essays on Her Theatre and Fiction. (49-69). Ann Arbor,
MI: University of Michigan Press. 1995. Print.
Lindsey, L. Gender Roles: A Sociological Perspective. (3rd Ed.). Upper Saddle River,
NJ: Prentice Hall. 1997. Print.
Lipman-Blumer, J. Gender Roles and Power. Englewood Cliffs, NJ: Prentice Hall.
1984. Print.
Noe, M. “Reconfiguring the Subject/Recuperating Realism: Susan Glaspell’s Unseen
Women.” American Drama, 4 (2), 1995: 36-54. Print
Smith, B. A. “Women’s Work - Trifles?: The Skill and Insights of Playwright Susan
Glaspell.” International Journal of Women’s Studies, 5 (2), 1982: 172-
184. Print.

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RNI: APENG/2014/56403
Impact Factor: 2.322
Volume: 7 Issue: 2 July – Sept. 2020

Faceless Millions of India:

An Overview of Internal Migration
Dr. Nandini Sen
The author is a freelance researcher and can be reached at
[email protected]
ABSTRACT
The paper focuses only on internal migration undertaken by Indian
citizens, elaborating its dimensions, patterns and characteristics. The
recent COVID-19 pandemic has impacted every component of national life,
economic, social, political, administrative, community, family and
individuals. The issue that has taken the front seat is International and
Inter-state migration. The paper asserts that the issue covers only about
12% of total migration of Indian citizens. Analysis shows migration has
two aspects: Economic and Social. Education has also emerged as a major
cause. Migration appears to have a female face, and therefore migration
policy should have a family approach. Poverty, lack of opportunity, social
isolation, family breakup, environmental degradation catalyzed by contacts
in urban area leads to Vulnerable Migration where there is total absence
of social protection. Based on the analysis from several sources, the paper
suggests four important national directives: Ensure identification of each
citizen wherever he or she is staying; Organize appropriate education and
skill training; Decentralize the health sector to bring it under the control of
districts; and Create a migration policy that incorporates family as the unit
for migration.
Key words: internal migration, portable identity, public health policy,
social protection

Introduction
In India, there is both international migration and internal migration. However,
there is a qualitative difference. Although the number of Indian migrants
overseas accounts for less than 1% of the total workforce in India, it is a
systematic process governed by the Emigration Act of 19831. The act lays
down procedures for applying for emigration, the process of registration and
includes protective clauses for the emigrant which is in line with international
protocols ensuring the safety and the dignity of the emigrant.

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Internal migration, on the other hand involves a much larger proportion of the
Indian workforce. According to the 55th Round of the NSSO (Report No.
470)2, 99% of all migrants were internal in the year 2001. Yet, there is no
migration policy or system to regulate and govern this process. An Inter-State
Migrant Workmen Act 19793 does exist, but most people are unaware of it,
and its provisions are rampantly ignored. Not only migration is ignored as an
issue but it is always presented as an isolated problem, which is unconnected
to the other problems of development. Even academic work on the topic is
scanty, evidence is mostly anecdotal and conclusions are mostly through
micro- studies.

COVID 19 has revealed to the indifferent India the deeper and more
dangerous malaise of faceless millions. Migration and migrants, till recently
carefully kept out of the public eye, are now the headlines and only topic for
discussion of all media channels. Employed in various sectors such as
construction, petty manufacturing, domestic services, and transportation and
so on, they have lost their jobs in the wake of COVID 19. They have been left
stranded with no money to buy food or pay rent for their meager
accommodations in the very cities which were till a fortnight back their
homes, the very cities which depended on their labor for sustenance, growth
and prosperity.

Following the UN New Urban Agenda4 in 2016 where migration was

recognized internationally as one of the key areas for policy coherence, United
Nations endorsed the first Global Compact for Safe, Orderly and Regular
Migration5 in 2018 recognizing the potential of migration as a force for
development and presented a framework for comprehensive range of
actionable commitments for follow up. Yet, in India, there is no migration
policy or system to regulate and govern this process relevant for internal migration.
This paper focuses on internal migration and attempts to organize existing data
and work on the topic with a view to promote a holistic understanding of the
subject.

Forms of Vulnerable Migration

It is important to note that not all migrants are vulnerable. Those with higher
education, skills and other resource endowments seldom face problems or

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even if they do so these are temporary difficulties, mainly arising out of

change of place.

However, migration undertaken by the poorer migrants with weak networks

and very limited resources are often ignored or undercounted in large scale
surveys and Census. This is primarily because of mismatch between time of
migration and time of enumeration. These migrations are of two types6:
a) Semi-Permanent or long term Circular Migration
b) Seasonal Migration or Short Duration Migration

Semi-Permanent or long term Circular Migration

Circular migration usually refers to rural to urban migrants though it can also
include rural to rural migrants in the fields of quarrying, agriculture, rice mills,
and cold storages and so on. Nearly half of the rural to urban migrants who are
in bottom six consumption deciles and work as casual labour or are self-
employed in the unorganised sector qualify in this category. These migrants
enter the labour market through contractors, their networks or on their own.
Gradually some of them become self- employed using hired or self- owned
assets or take up employment in the organised sector. Workers in domestic
services and in petty manufacturing can be included in this category. Such
jobs are often segmented along lines of caste, kinship or religion.

Seasonal Migration
This form of migration refers to migrants who return to their place of origin
after a brief period, ranging from a few days to a few months. They do several
cycles in a year and return to resume migration though not necessarily at the
same destination or workplace. These migrants are generally poorer, belong to
SC,ST or other marginalised communities and a large proportion work in
industries like agriculture, brick- kilns, quarrying etc. They enter the market
through contractors or middlemen who often give them an advance. Generally
there are two periods when seasonal migration tends to take place: one,
between kharif and rabi season spanning the months of July to November and
two, during the pre- kharif seasons which starts from April- May every year.
Such migration streams consist of men only, women only or entire families
including children and the elderly. Sometimes, children migrate on their own
and get involved in child labour.

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Causes of Vulnerability
Both groups are especially vulnerable due to the following:
1. Circular and seasonal migrants enter the labour market at their destinations
through involvement in sub- contracting chains and other informal
networks, which results in greater isolation and fragmentation. As a result
they are subjected to poorer working conditions and other forms of labour
market discrimination. Due to poor working conditions, there is a struggle
for survival which severely restricts their ability to access social protection.
2. These workers have poor bargaining capacity due to their weaker social
networks in comparison to non- migrants.
3. The lack of a ‘movable’ identity and non- acceptance of a temporary
identity in the destination area leads to many difficulties in accessing
entitlements and exercising claims.
4. In case of seasonal migrants the variable needs of different groups and
sub- groups makes it difficult for state agencies to work out adequate
social protection programmes as per existing approved plans.

Qualitative Perspective on Migration

Qualitative studies help to fill the knowledge gap that is observed in the
national level data. Identifying features of migrants such as educational levels,
income levels, skills, profiles in terms of caste, religion, age etc are aspects
often brought out by qualitative micro studies. Another major contribution of
such studies is to provide information on seasonal and circular migration in
addition to the semi- permanent or permanent migration that is reflected in
national level data. While a comprehensive study may not be possible, this
section attempts to discuss the qualitative aspects of migration revealed by
selected studies.
1. An empirical study on 300 sanitation workers in Bhubaneswar city (Basu,
2016)7 provided the following insights regarding migration.

The policy of privatisation of sanitation functions of a rapidly expanding

modern city by the Bhubaneswar Municipal Corporation provided massive
employment opportunities to migrants from the neighbouring, relatively
impoverished district of Nayagarh, and also for the people from neighbouring
Khurda and Cuttack districts. Aged 17-58 years of age, 55% of the migrant
workforce came from Nayagarh making it the single largest contributor of

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such workers. The study showed that rural to urban migration takes place
mainly within a radius of 100-150km.

In impoverished communities, the decision to migrate resulted from a

combination of economic and social factors .On the economic front, low
agricultural productivity, decline of artisanal occupations, lack of assets and a
resulting lack of work opportunity led to low incomes and consequent food
insufficiency for the migrant families. In the study 17.54% of the respondents
were single males who migrated to Bhubaneswar in search of employment and
found sanitation services suitable to start with. On the social front, social
isolation resulting from death of the principal breadwinner, desertion, family
disharmony and physical and mental abuse including food shortage were
prime drivers of migration along with the presence of a contact in a nearby
town with information of better opportunities. In the study 25.6% of the
surveyed workers were either widows or deserted women. All migrants were
landless and belonged to the SC community.

This is depicted in Fig1.

Fig. 1
The cyclic process promoting rural- urban migration

Sanitation workers were paid below the stipulated minimum wages and which
was insufficient to meet the minimum needs of life. Workers were not
provided with any written contract or proof of employment. Wages were paid
regularly but there was no provision of weekly off day. Present BMC policy
favoured privatisation of municipal sanitation services with concomitant

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reduction of its own responsibilities and expenditure. This was in continuation

of a trend whereby BMC started reducing direct employment of sanitation
workers 15 years back. At present it was focused on withdrawing all social
protection benefits even to its own contractual staff, showing total indifference
to protecting the interests of the workers as there was a total absence of
regulatory mechanisms for ensuring their welfare. 77% of the sanitation
workers were educated only up to the primary levels which, revealed that the
lack of education and additional skills made a low- paying, manual work like
sanitation an attractive entry point for work for people from such an
impoverished background. Yet, it is interesting to note that most of these
workers, especially women were particular about seeking education and
development for their wards in the government schools in the city.

2. An ongoing IIPS8 study in migration from the middle Ganga plain covered
2270 households in 2019 across 36 villages. The study found that:
 More than half the households in Bihar were exposed to migration.
 The migration from this area involved single males with an average age of
32 years.
 The migrants came from all caste groups, especially OBCs.
 The main reason for leaving was poverty and underdevelopment in the
source area.
 Maximum migration took place from the districts of Saran, Munger,
Darbhanga while seasonal migration was highest from Kosi, Tirhut and
Purnia divisions of Bihar.
 Most of the migrants either moved to Western India or the Gulf region.
31% migrated to Punjab.
 80% of those who migrated were landless and educated up to 10th standard
and ended up working in private factories or as casual labour.
 Migration of the husband impacted and improved the economic status and
lifestyle of the family, the autonomy of the couple and improved the
education and health of children as investments were made in these areas.

3. Debnath and Nayak9made several studies on migration in West Bengal,

which revealed:
 The main outbound migration took place from undivided Burdwan, Nadia,
Hoogly and Murshidabad districts. This was mainly seasonal migration

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which took place in two cycles, between kharif and Rabi harvest season
i.e. between July and November and in the pre- kharif window of three
months after January.
 Another study in 51 blocks of North and South 24 Paraganas brought out
the fact that 64% of the people from the Deltaic region of West Bengal
migrated because the inhospitable environment in the deltaic regions
which makes agriculture economically unviable and there is a lack of
alternative employment opportunities.
 Today, West Bengal has become the 4th largest supplier of outbound
migration for employment reasons.
4. An analysis of the economic lifestyle of a South Rajasthan migrant by
Aajeevika Bureau10 in Western India brought out the inter- generational
implication of migration including the transfer of vulnerability, poor health and low
level of skills from parents to their children as depicted in the diagram below.

Fig. 2
Lifecycle of a South Rajasthan migrant

Takes local labour

opportunities,
Commuters
Lower earning capacity
Children start earning Slide
back into poverty with
weak bodies

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The Positive and Negative Aspects of Migration

It will not be an error to say that nearly all studies on migration have focused
on the socio - economic disadvantages of the migrants11,12,13. Only recently, it
has been recognised for its positive impact on urbanization and its contribution
to economic prosperity14. Some of the positive and negative aspects are shown
below. As expected the negative aspects outweigh the positive aspects.
The Positive aspects
The advantages can be clubbed into four major issues:
1.Labour Demand and Supply: Migration fills the gap in demand and supply
and allocates skilled and unskilled labour where it is required within the
economy. According to some economists, it is a mechanism for aligning cheap
labour in sectors of the economy where it is required the most.
2.Remittances: Migrants contribute to the economies of the source areas and
use remittances to insure the household against risks as a part of their
livelihood strategy. Several studies and NGO experiences also show that these
remittances are used for asset formation like house building, purchase of land
or for children’s education and health expenditure. The IIPS8 study revealed
that the average remittances per annum sent by agricultural migrants from
Bihar amounted to Rs 26,020 and it was Rs 38,061for migrants from UP.
Another study showed that migrants in the construction sector were able to
send back Rs 2000-3000 per month to their families from Delhi to tide over
cash crunches experienced by the family13.
3.Return migration: This refers to the social remittances brought in by
returning migrants in the form of knowledge, skills, innovations and so on
which impacts the local economy at the point of origin.
4.Skill Improvement: Interaction with the outside world leads to an informal
process of skill development and exchange that is learned from friends,
colleagues and acquaintances in the destination regions.
5.New Relationships: Repeated migration to the same locality changes social
perception and newer forms of trust and relationships evolve. This is most
visible among the younger generation of migrants.
The Negative Aspects
All studies have recognized the absence of legal identity that renders migrants
invisible, commonly termed faceless, as the singular cause of most
vulnerability. Some important disadvantages accrued out of being faceless are:

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a. Denial of access to legal rights, and to basic social security measures

like food, health, education etc.
b. Apathy of local politicians as non-voter, trade unions as temporary,
local community as aliens.
c. Miserable living condition: slums and ghettos, road side and work-side
shanties, without basic amenities.
d. Overall control by middlemen-criminal combines leading to physical
and sexual abuse.
e. Helplessness of administration and judiciary to take correctives and
provide justice.
f. Blatant disregard of labour laws for economic advantage of the
employers, public or private.
g. Systematic extraction even from low wages for basic ration, shelter,
doctored dues.

A second factor relates to the low level of education and skill. A vast majority,
especially seasonal migrants are devoid of key skills and do not have an
education above class X at the most. Hence they enter into the low value, low
paid, hazardous, unorganised market jobs where there is no scope for
occupational growth. Most enter as apprentices or secondary earners at a very
young age, often between 15-20 years and end up being paid less despite
performing the same amount of work.

Dimension of the Problem

It is extremely difficult to provide a data base on migration with certain degree
of confidence. Migration is a constantly varying phenomenon and
unpredictable. The data on the subject is fuzzy and merely indicative of the
dimension and trends. In this section, bits and pieces from several sources
have been put together mainly to indicate the dimension and complexity of the
phenomenon of migration.

Till date, the Census and NSSO surveys remain important sources for macro-
level data on migration. Since long, Indian Census16 records trends regarding
migrants in terms of Place of Birth: A person is considered a migrant by place
of birth if the place in which he is enumerated is different that his place of
birth.

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Table 1
Table on Volume of Migration as a proportion of Total Population, using Place
of birth criterion 1961-1991 Census
Year Urban, Rural, Total, Migrant, Migrant/Total
millions millions millions millions (in %)
1991 217.7 628.8 838.5 230.0 27.4
1981 159.4 523.8 685.2 203.5 29.69
1971 109.1 439.1 548.2 166.8 30.4
1961 78.9 360.3 439.2 144.8 32.96

This approach indicates a steady rise in actual number of migrants along with
a steady fall in the percentage of migrants’ w.r.t total population. However, the
data does not help to identify migration pattern of rural and urban areas as it
varies with time. Classification based on place of birth retains a person’s
migration status even after many years of settling in a new area. Even the very
basic classification based on 4 types of physical movement, namely,
a) Rural to Rural Migration
b) Rural to Urban Migration
c) Urban to Rural migration
d) Urban to Urban migration

remains unknown. It was realized that the earlier method also falls short of
recording the details of migrants who moved several times during his lifetime.
Hence, the second method of recording data was applied from 2001 onwards.
Termed as Migration enumeration based on Place of Last Residence, this
method considers a person as a migrant if the place he/she is enumerated
during the census is different from the usual place of his/her immediate last residence.

Table 2 and Table 3 are presented in order to understand the difference brought
about by the change of enumeration method based on census data for 2001.
Table 2
Table on number of Migrants, 2001 by Place of Birth
Category Migrant, No. Percentage
A. Total Population 1,028,610,328
B. Total Migration 307,149,736 29.85
B1 Migrants within state of enumeration 258,641,103 84.2
B11 Migrants from within the districts 181,799,637 59.2
B12 Migrants from other districts of the state 76,841,466 25
B2 Migrants from other states in India 42,341,703 13.77
B3 Migrants from other countries 6,166,930 1.99

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Table 3
Table on number of Migrants 2001, by Place of Last Residence
Category Migrant, No. Percentage
A. Total Population 1028,610,328
B. Total Migration 314,541,350 30.57
B1 Migrants within state of enumeration 268,219,260 85.27
B11 Migrants from within the districts 193,592,938 61.56
B12 Migrants from other districts of the state 74,626,322 23.72
B2 Migrants from other states in India 41,166,265 13.1
B3 Migrants from other countries 5,155,423 1.62
Table 2 and 3 depict the number of migrants calculated for the same year
(2001) using Place of Birth and Place of Last Residence. Though there are
differences in actual numbers due to different means of calculation, percentage
wise it is roughly the same.
Migration in India is a complex phenomenon which occurs between states
(inter- state migration), within states (intra- state), between districts (inter-
district), within districts (intra- district) each differs with respect to origin,
destination, reasons, and migrant characteristics. In addition there are migrants
from other countries. Both tables show that the largest stream covering nearly
84.2% of the migrant population comes from Intra- State migration. This
covers all those who migrated from one part of the state to another part of the
state i.e. from one village or town to another village or town within the state
(intra- district and inter- district migration). Around 42 million i.e. 13% of
migrants came from other states while around 1.6-1.9% had migrated from
other countries.
To focus on the more recent time, 2001 and 2011 Census data on migration as
per Place of Last Residence method is presented in Tables 4A and 4B. Table
4A shows percentage of rural and urban migration in terms of the total migrant
population. Table 4B shows rural and urban migration in terms of rural and
urban total population respectively.
Table 4A
Table on Urban and Rural distribution of Migrants 2001 and 2011
Total Total migrants, Rural migrants, Urban migrants,
Population, millions millions millions
millions (migrant: total) (rural migrant: total (urban migrant: total
migrant) migrant)
2011 1210.8 455.7(37.6%) 278.2 (61.04%) 177.5 (38.84%)
2001 1028.6 314.54 (30.58%) 210.37 (66.88%) 104.16 (33.11%)

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Table 4B
Table on Proportion of Rural and Urban migrants to Rural and Urban
population
Year Total Total rural Volume Total Volume of
Population, population, of rural Urban urban
millions millions migrants, population, migrants,
millions millions millions
2011 1210.8 833.7 278.2 377.1 177.5
(33.36%) (47.07%)
2001 1028.6 742.4 210.37 286.1 104.16
(28.37%) (36.41%)
Combining Table 1 and Table 4 we find the trend of migration is reverse in
2001 and 2011as compared to earlier years. The earlier steady fall of Total
migration / Total population from about 33% in 1961 to 27.4% in 1991
increases to 30.58% in 2001 and then to 37.6% in 2011. Parallelly the actual
number of migrants increases substantially by 84.5 million in the decade 1991-
2001, and then further by 141.2 million during the decade 2001-2011. In
comparison, the combined increase was 85.2 million during the three earlier
decades from 1961 to 1991.

From Table 4A we find that in 2011, out of the total number of migrants,
278.2 million or 61.04% of all migrants were rural, whereas 177.5 million or
38.84% were urban. The earlier division in 2001 was 67: 33 between rural and
urban areas.
Kundu and Mohanan16 (2017) in an article in the Economic Times record that
a new method adopted by the Economic Survey shows that the process of
migration within India has not only accelerated but persons as young as 20-29
years of age comprise nearly one third of the migrants. As per the rates in
2001, it is estimated that 18.5 million are youth migrants in the age- group of
20-29 years.
Table 4B reveals that the proportion of urban population in the total
population has increased from 27.81% in 2001 to 31.14% in 2011 revealing
growing urbanization. At present there are nearly 8000 towns and urban
agglomerations across the country drawing people with their enhanced
facilities and opportunities. This is reflected in increase urban migration from
37.41 to 47.07, that is by 9.54 %, as compared to increase in rural migration
by 5%.

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Census 2001 classified decadal migration streams in four ways on the rural-
urban continuum and emerged with new views. The numbers were as reported
below:

a) Rural to Rural Migration: 53.3 million

b) Rural to Urban Migration: 20.5 million
c) Urban to Rural migration: 6.2 million
d) Urban to Urban migration: 14.3 million

From economic and demographic point of view, the two most important
streams are Rural to Rural migration and Rural to Urban migration, accounting
for 78 % of total migration.

Rural to Rural migration is the most substantial migration stream which can be
attributed to seasonal migration mainly for agricultural purposes. Such
mobility acts as a ‘safety valve’ in poor regions and is critical to the
livelihoods of tribals, social deprived groups and people from resource poor
regions.

Accepting that acceleration of migration is mainly due to employment or

employment related reasons, the states which attract more migrant labour are
definitely economically better. Similarly, the states from where large numbers
of people migrate are assuredly economically weak.

In India, Delhi, Maharashtra, Haryana Tamil Nadu, Gujarat, Andhra Pradesh,

Punjab and Kerala are the top- most destination areas for migrants migrating
for employment related reasons. Amongst urban clusters the Delhi Urban
agglomeration, followed closely by Greater Mumbai Urban Agglomeration
and Bangalore Urban Agglomeration received the highest number of migrants
across the country.

The pattern of migration in the seven states which attract maximum number of
migrants from outside is shown in Table 5.

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Table 5
In and Out Migration Pattern of Selected States (2011)
Total
Total inter-
West Total,
migrants state in UP Bihar Rajasthan Odisha MP Punjab
Bengal
migrants
000s 000s 000s
Maharashtra 57,400 9,087 2,755 568 517 124 310 824 74 5172
Uttar
56,500 4,062 - 1,073 284 35.3 234 668 142 2436.3
Pradesh
West Bengal
33,400 2,381 239 1,104 57.7 142 - 15.8 18.2 1576.7
**
Gujarat 26,900 3,916 929 361 747 176 89 275 27.5 2604.5

Kerala*** 17,900 654 12.2 10 8.9 12.2 30.5 8.3 3.4 85.5

Punjab 13,700 2,488 650 353 202 11.7 47 33 - 1296.7

Assam*** 10,600 596 35.4 147 27.8 5.2 94.7 2.5 3.6 316.2

Total (A) 216,400 23,184 4,617 3,616 1,844.40 506.4 805.2 1,826.60 268.7 12,484.30

All India 455,800 54300

*Total migrants includes intra-state migration, migrants from other states, and migrants from
outside India
**West Bengal: Last residence of 20,05,945 individuals shown as outside India, 18,96,585 in
Bangladesh
**Kerala: Last residence of 1,53,454 individuals shown as outside India, mostly in Saudi
Arabia, UAE, Kenya
***last residence of 1,10,314 individuals shown as outside India, 64,117 in Bangladesh

From the table we find that taking the whole country into account, total
migrants are 455,800 thousands against total inter- state migrants, 54300
thousands, i.e. 11.91% as compared to 13% in 2001. Evidently, intra-state migration
accounts for the balance of 88.09% in 2011% as against 87% in 2001.

Within India inter-state migration varies from state to state. Maharashtra,

which is said to have the maximum share of inter- state migrants is 9087
thousands out of total 57,400 thousands i.e.15.83%. Thus, even in Maharashtra
84.17% are intra-state migrants.

Corresponding intra-state migration figures for Uttar Pradesh, West Bengal,

Gujarat, Kerala, Punjab and Assam are 92.8%, 92.9%, 85.44%, 96.85%,
81.84%, 94.4% respectively. There will be marginal error specially in Kerala
and Assam because of migration from other countries without affecting the
overall scenario.

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Referring to Row (A) we find that Uttar Pradesh and Bihar appears to provide
the largest number of inter- state migrants followed by Rajasthan and Madhya
Pradesh. The seven receiving states account for 53.85% of all inter-state
migrants and within that more than one - third is contributed by UP alone.
Bihar and UP have traditionally been the source areas for rural migration for
decades and continue to contribute the largest number of migrants. In addition,
today newer corridors such as Rajasthan, Madhya Pradesh, West Bengal,
Odisha, Punjab, Uttarakhand, Jammu and Kashmir and North-East have
become important source regions of migrant labour (Census 2011). This form
of migration is predominantly Rural to Urban migration.
Migrants are crucial to the functioning of several sectors. Aajeevika Bureau, a
national level organisation working with migrants for more than two decades
estimates that nearly 40 million are employed in construction, 20 million in
domestic work, 11 million in the textile industry and 10 million in brick kiln
work, i.e. a total of 81 million works in these 4 sectors. Other sectors
employing very large number of migrants include agriculture, transportation
and mines and quarries for which estimates are not available. Considering that
the total number of migrants is 453 million and the four sectors together employ 81
million the numbers in the remaining major sectors are likely to be much more.

Realising that migration is a multidimensional phenomenon, especially in a

fast changing economic and political situation in a poverty envelop as in India,
new dimensions add to the phenomenon. To get an insight into the various
causes that prompt migration, Table 6A depicts reasons for migration in 2001
and 2011 which are analysed on terms of issues and gender.

Table 6A
Reasons for Migration, 2001, 2011, gender wise
2001, No. in millions 2011, No. in millions
Persons Male Female Persons Male Female
Work Employment 29.9 26.23 3.67 46.3 38.9 7.38
Business 2.83 2.38 0.44 4.3 3.2 1.12
Education 3.36 2.38 0.98 8 4.7 3.23
Marriage 156.14 2.18 153.96 223.8 6.01 217.8
Moved after birth 15.78 9.28 6.5 47.9 28.5 19.43
Moved with households 43.03 18.1 24.93 69.8 31.4 38.3
Other 63.5 32.82 30.69 53.2 27.9 25.3
Total 314.54 93.37 221.17 453.6 140.9 312.6

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The table shows that the total number of migrants in India during the decade
2001 to 2011 has shown a substantial jump from 314.54 million to 453.6
million, an increase of 44.22%. This is an important decade in India’s
economic history when India entered the open market economy and there was
record growth in the annual GDP.

Migrants are classified in seven different ways according to the reasons that
lead to migration. The highest increase in migration is due to marriage, from
156.14 million to 223.8 million, i.e. 43%. Gender wise the jump for females is
from 153.96 million to 217.8 million i.e. 41.5%. This is in tune with Indian
societal norms according to which the wife moves into the husband’s area.
However, this also shows that the male members migrate first and establish
themselves before bringing in the wife. This migration is also reflected in two
sections, Moved after birth and Moved with household, these two together
show an increase from 58.81 million to 117.7 million i.e. 100%.

Another social reason for migration is Education. Here the figures changed
from 3.36 million to 8 million, i.e. 138% within a single decade. Within this
sector the shift in male population was from 2.38 to 4.7 million i.e. 97%,
whereas in the female population changed from 0.98 million to 3.23 million
i.e. 229%. These two cases indicate that migration of females is much faster
than males due to education.

In order to understand the economic character of migration, one notices that

Work/ Employment and Business have increased from 32.73 million to 50.6
million, i.e. 54.6% between 2001 and 2011. As expected, this is predominantly
a male phenomenon where contribution by males has changed from 28.61
million to 43.1 million i.e. 50.6%. Corresponding female figures are
comparatively very low, 4.11 million to 8.5 million i.e. 107%. The higher
percentage in females shows that they are getting into an earning mode at a
faster rate. This is an important social change though there is no doubt that
nearly 70% of female migration continues to be overwhelmingly for marriage.

The migration from both rural and urban areas in 2011 has been worked out in
Table 6B.

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Table 6B
Reasons for Migration, 2011, Rural- Urban wise
6B Migrants by Place of Last Residence, Sex , Reason for Migration, Rural- Urban 2011
Rural 2011 Urban 2011 Rural 2011 Urban 2011 Rural 2011 Urban 2011

No. in No. in No. in No. in No. in No. in

Reason for Migration Millions % Millions % Millions % Millions % Millions % Millions %
Persons Males Females
Work/ Employment 29.1 9.44 14.3 13.86 24.6 30.78848561 12.2 27.23 4.4 1.93 2.2 3.77
Business 2.3 0.75 1.7 1.65 1.7 30.79 1.3 2.91 0.56 0.25 0.41 0.7
Education 4.9 1.59 2.4 2.33 2.9 3.63 1.4 3.13 2 0.88 0.96 1.64
Marriage 183.9 59.63 28.1 27.23 4.6 5.76 0.92 2.05 179.3 78.47 27.1 46.4
Moved after birth 25.4 8.24 18.1 17.58 15.5 19.4 10.4 23.21 9.9 4.33 7.7 13.18
Moved with Households 39 12.65 25.1 24.32 17.6 22.03 11.1 24.78 21.4 9.37 13.9 23.8
Other 23.7 7.69 13.5 13.18 12.9 16.15 7.4 16.52 10.9 4.77 6.05 10.36
Total 308.4 100 103.2 100 79.9 100 44.8 100 228.5 100 58.4 100

It is seen that in 2011, migration from rural areas was 308.4 million against
103.2 million from urban areas in the ratio 75:25. This is as expected.
Migration from rural areas takes the form of rural to rural migration, mainly
for agriculture as well as rural to urban for service opportunities. In case of
women, this is mainly for marriage. The table clearly shows that 179.3 million
rural women as against 27.1 million from urban areas migrate for this purpose.

In case of education, rural migration is 4.9 million with a Male: Female ratio
of 2.9:2 as against 2.4 million with a ratio of 1.4 Males: 1.0 Females in urban
areas. The interesting feature is that girls migrating from villages for education
are nearly two times that from urban areas. This is also as expected as in most
of the villages; girls have to go out to complete their secondary level of education.

Migration for economic reasons is another major cause. Urban migration is

16.0 million as against 31.4 million for rural migration. This indicates that
villages have extremely poor opportunity for work beyond that of agriculture.
Since agriculture is seasonal and overcrowded, villagers, both men and women
have to migrate in search of fulltime or part-time regular seasonal work. The
picture can be better understood when one considers that 4.96 million females
migrate from villages to work as against 2.61 million females from urban
areas. The ratio is 1.9:1.

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Concluding Remarks
Migration is a complex and dynamic phenomenon which has spatial, time,
economic, socio-cultural and even political dimensions. Out of the several
strands that been highlighted, two issues stand out.

First, Intra- State migration comprises nearly 88% of internal migration. This
includes both Rural to Rural, Rural to Urban as well as Urban to Urban
migration within a state.

The principal cause of vulnerability during migration centres around the issue
of absence of a legal identity for migrants. In addition to the issues identified
earlier, this issue of the lack of identity can impact national issues like natural
disasters, pandemics, warfare and security of the nation.

Aadhar card ensures a biological identity but cannot account for the location
of the citizen. A second identity is therefore essential. Because of the large
number and regular updating needed for the purpose this responsibility may be
vested on the smallest legal institution, namely Urban Wards and Gram Panchayat. IT
based applications can be effectively utilised for ensuring this operation.

COVID has proved that in spite of medical advancements pandemics can

impact and jeopardize stable socio-economic systems. Global contamination
has been attributed to global migration. In India, 80 to 90% migration is Intra-
state in nature. Containment is possible if migration is effectively halted and
affected persons are taken care of within a limited zone. Hence containment is
possible only if the states are rendered self - sufficient in providing adequate
health services to the people within the state. This problem is to be faced
without delay and rationalised within economic limitations of India.

REFERENCES
1. The Emigration Act, 1983-EPCOM, epcom.org/Emigration-Act-1983.pdf
2. NSSO (2001) Migration in India (1999-2000), Report No.470(55/10/8), NSSO
55th Round, Ministry of Statistics and Programme Implementation, Govt. of India
3. The Inter- State Migrant Workmen (Regulation of Employment and Conditions
of Service) Act, 1979 (30 of 1979), https://labour.gov.in/whatsnew/inter-state-
migrant-workmen-regulation.
4. The New Urban Agenda: Key Commitments - United Nations
…https://www.un.org/sustainabledevelopment/blog/2016/10/newurbanagenda

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5. Global Compact for Migration, https://www.iom.int/global-compact-migration

6. Srivastava Ravi (2011) Internal Migrants and Social Protection in India: the
Missing Links in Workshop Compendium Vol 2, National Workshop on Internal
Migration and Human Development in India, ICSSR, New Delhi, December 6-7
2011, UNICEF-UNESCO
7. Basu N. (2016) Social Protection for Informal Workers: A Study of
Sanitation Workers in Bhubanswar City, Utkal University
8. Roy Archana K., Bhagat R. B., Das K. C, Sarode S., Reshmi R.S. (Ongoing)
Causes and Consequences of Out Migration from Middle Ganga Plain, IIPS,
Mumbai
9. Debnath M. and Nayak D. K. (2014-2018) Deltas, Vulnerability and Climate
Change: Mitigation and Adaptation ,IDRC
10. www.aajeevika.org/labour-and-migration.php
11. Keshri K. and Bhagat R. B. (2010) Temporary and Seasonal Migration in
India, genus 66(3) 25-45.
12. Rameez A. and Varma D. (2014) Internal Labour Migration in India raises
Integration Challenges for Migrants, March 3, Migration Policy Institute ,
https://www.migrationpolicy.org
13. Srivastava Ravi and S. K. Sasikumar (2003) An Overview of Migration in
India: Its Impacts and Key Issues, Paper prepared for Regional Conference on
Migration, Development and Pro- Poor Policy Choices in Asia, June 22-24, 2003,
Dhaka, Bangladesh
14. Bhagat Ram B. (2017) Migration and Urban Transition in India:
Implications for Development, UN/POP/EGM/2017/3, UN Expert Group
Meeting on Sustainable Cities, Human Mobility and International Migration,7-8
September 2017
15. A)Census of India (2001) Migration Tables, D Series Tables, office of the
Registrar General and Census Commissioner, India, https://censusindia.gov.in B)
Census of India (2011) Migration Tables, D Series Tables, office of the
Registrar General and Census Commissioner, India , https://censusindia.gov.in C)
Census of India 2001, Data Highlights ,Migration Tables, DI, DI Appendix,D2, D3
16. Kundu A. and Mohanan P.C. (2017) internal Migration in India: A very Moving
Story, Economic Times, April 11, 2017.
17. Yadav S. (2019) India on the Move: What Data from Census 2011 show on
Migration, Indian Express, India on the Move.

Note: The findings of this paper were presented at the International Conference on
Public Policy and Management, IIM, Bangalore 24-26 August, 2020.

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Dr. Bamadeba Tripathy & Social Vision ISSN 2349-0519
Dr. Kartikeswar Behera RNI: APENG/2014/56403
Impact Factor: 2.322
Volume: 7 Issue: 2 July – Sept. 2020

Diagnosis of Reading Problems in

nd
2 Language English at Upper Primary Stage
1 2
Dr. Bamadeba Tripathy and Dr. Kartikeswar Behera
1
Senior Teacher Educator, DIET Kandhamal, At-Tikabali, Odisha, India.
Email: [email protected]
2
Retd. Senior Teacher Educator, DIET, Odisha, India

ABSTRACT
This paper focuses a flood of light on the reading problems of student
teacher which get subsequently transformed to the students. Hence an
attempt is made to identify the reading problems with responses to specific
skills based on diagnostic test. In order to obtain feedback format
diagnosis of oral and written problems helped the researchers to design
further work plan through appropriate teaching learning materials like
CD, interesting story books, rhymes and poems. Pronunciation drill was
done by the student teachers for the benefits of the various students
subsequently during classroom transaction. On order to assess the exact
needs, a feedback analysis was done and it was found the student teachers
were deficient to a tune of 50% pertaining to correct pronunciation and
comprehension.
Key words: Education, Language, Pronunciation, students

Introduction
Now-a-days some teachers come forward to take the responsibilities of the
students who suffer some sort of learning problems. But they hardly become
successful in their efforts but their efforts go in vain. The parents get argue
with the teachers concerned and the teacher’s tension get multiplied day by
day. They change their methods and approaches, so to say the style of
transaction but to no effects. Let’s come to the root, recall for sometime about
your experience, when you go to a doctor to cure your disease through proper
treatment. What does the doctor concerned do? He first makes a diagnosis of
your disease through some questions for you. Through the answers to the

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questions he makes a diagnosis of the reasons of your disease and prescribes

medicine with adequate and appropriate instructions. Then you take medicine
on time with prescribed doses and get cured. It is applicable to the field of
education too. Teachers are handling the learners to provide them quality
instruction but without proper diagnosis, even if they go on transacting the
lesson again and time again. The teacher may be successful in his endeavor to
bring about some improvement in the performance of the learners. Here comes
the topic Diagnostic test and curative measures for the slow learners who have
learning problems due to lack of desired conceptual clarity.

Concepts of Diagnostic tests

In this context the researchers present a picture of learners spelling problems
and faulty pronunciation pertaining to second language English at Upper
Primary stages with reference to the catch word “Diagnostic Test”, the version
of the experts and researchers are worth mentioning. First of all the
researchers would like to focus on the operational definition of Diagnostic test
which is also linked with remedial programme. A diagnostic is a test that helps
the teachers to identify problems faced by the learners in any school subject.
Thus it is an activity carried out with the low performing learners on the basis
of the test a plan is drawn up to provide remediation.

Objectives
1. To diagonise the learning difficulties of the students in the 2nd language
English
2. To identifies the reasons of the low performance of the learners through a
diagnostic test on specific competencies.
3. To develop the teaching skills of the student teachers.

Delimitation of the Study

1. The study concentrated on identifying the reasons of faulty pronunciation
pertaining to reading alone.
2. Comprehension of the subject matter through guess and tell exercise.
3. Analysis of feedback format administrated to the student teachers.
4. Future work plan for remediation in the 2nd phase of the study

Sample
The sample consisted of

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 40 students of class-VI.
 25 student teachers from the DIET
Preparatory activities
A diagnostic test on pronunciation and spelling was constructed by the
researchers and student teachers and students selected purposively were called
for appearing the test. The researchers administrate the following test items in
order to know learning difficulties and reasons of learning difficulties. The
area was limited to reading problem and faulty pronunciation. The diagnostic
test was administered to the students of class-VI. Adequate steps were taken to
record the responses of the student through audio CD.

Words were choosing from the text book of class VI and text book prepare for
class IV & V. It was because the problems lie not in the current class but also
in with the classes the students have already completed and the teachers might
have not tried to identify the real problems of the classes the students have
already passed out and lack of analysis of task completion and correction
works by the teachers in previous classes. The researchers thought it wise to
have a small case study of those students to reveal the real reasons of poor
comprehension in reading comprehension. Besides, the students were
interviewed through oral questions concerning their learning problems. Their
parents were also contacted whenever required in course of the study.

Distinction between achievement test and diagnostic test while achievement

tests measure the performance in specific subject areas, diagnostic test aims at
identifying specific deficiencies in a particular skill or competencies. While
achievement test assess the general performance of the learners but diagnostic
test would indicate the specific difficulties in a particular skill or more than
two skills.

Problems in pronunciation or comprehension can be identified through

diagnostic test. Silent feature of diagnostic test:
1) Identifies the weak areas in a particular skill/ competencies.
2) Identifies the cause of difficulties
3) Prescribes remediation according to weak areas
4) Provide proper feedback to the students
5) Modify the instructional ways through desired methods and approaches.
6) Suggests for need based learning materials.

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Example of diagnostic test on pronunciation and reading

Instruction to the students you know that the total number of letters in English
Alphabet is 26. But total number of sounds is 44. Hence a letter takes more
than one sound. For example in the word ‘CYCLE’ the first ‘C’ takes the
sound ‘s’ and the second ‘C’ takes ‘k’ sound.

On the basis of the proposition now tick against the words which take more
than one sound and how:
Words Number of sounds produces by the same letter
Season _______________________
Scissors _______________________
Cricket _______________________
Cycle ________________________
Circle the letters that produces ‘z; sound.
Prison
Rise
Praise
Season

Circle the letters that remains silent in the word and then read the words aloud.
Words Write the silent letter on the line
Comb ‘b’
Climb _______
Chalk _______
Talk _______
Walk _______
Bridge _______
Judge _______
Read the following words written in plural form each
Word in singular form words in plural form
Leaf leaves
Tree trees
Goose geese
Calf calves
Thief thieves
Fly flies
Crow crows

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Read the first paragraph aloud with pause and intonation. Mark the
punctuation marks like comma (,) in the text book for class-VI page 40. Pause
means to Holt, intonation means rising and falling pitch of the word.

One evening Mitu and Situ, two sisters were studying in the room. Mitu
studies in the class VII and Situ in class-V. The two sisters were studying in a
same school. Their uncle Mr. Giri was watching them from a little distance.
He was a retired teacher. He had come to visit on a week end. One day their
uncle said to Mitu and Situ, Are you happy in your new school? Mitu replied,
yes, but Situ replied, no. Their uncle replied why? Situ said, my new friends
tease me. I don’t like that type of behavior. Her uncle said, has patient and try
to adjust with your new friends. The teacher asked to students to read the
passage aloud and observed the style of reading by the students in relation to
pause and intonation.

Circle the word written with correct spelling. For a word three alternatives are
given.
Cloud, cud, cood
Believe, belive, bilive
City, eiti, sity
Position, posision, pozision
Race, rase, ress
Difference, deference, diference
Near, neer, nier

About the letters and sounds

“These must never mix up. Letters are written, sounds are spoken. It is very
useful to have written letters to remind us of corresponding sounds, but this is
all they did, they cannot make us pronounce sounds which we don’t already
know, they simply remind us. In ordinary English spelling it is not always
easy to know what sounds the letters stand for, for example:-in the word city,
busy, women, pretty, village the letters i, y, u, o, e and a all stand for the same
vowel sound, the one which occurs sit, in banana, man, many, the letter ‘a’
stands for five different vowel sounds.” (J.D.O’ Corner)
The teacher reads out the following pair rhyming words and students listen.
Then the teacher reads out one word and students read aloud the word that
rhymes with the word. First one is done for the participants. They have to fill

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the other words. Choose the words from the box.

Know ------ grow Run

Cows Right
Begun High
Light Now
Sky Ploughs
Ago

Feedback analysis: N=25

No. of students Types of problems No. of students
teaching the responded
tests=25 Number Percentage
The trainees Problems related to silent letters (single 15 60%
(student letter)
teachers) are Double letters 10 40%
continuing Problems related to syllables 20 80%
D.El.Ed. course Problems related to utterance 18 72%
in DIETs Problems related to intonation 20 80%
Problems related to word stress 20 80%
Problems related to minimal parts (same 15 60%
spelling meaning different)
Comprehension problems 15 60%

Performance of the students in reading skills (pronunciation), N=40

Ratings Performance before Performance after
experiment experiment
Number Percentage Number Percentage
Good 7 17.5% 21 52.5%
Fair 18 45% 11 27.5%
Needs 15 37.5% 8 20%
improvement

The above tables show that substantial improvement in the pronunciation

pertaining to word recognition, pronunciation and use of information and the
student teachers were working as observer and mentor. Therefore real scenario
in relation to learning problems are based on the pronunciation,
comprehension and desirable changes in the learning behavior of the students
in the sustain interventions.

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NEP, 2020 on Language learning during foundational course and the next
stage i.e. Upper Primary stage VI, VII and VIII. It is a matter of great delight
that NPE, 2020 has focused clear cut ideas on the language learning stage wise
with relation to foundational course and upper primary stage. The researchers
think it wise to mention the exact lines on language education.P2.13: Redesign
of teacher education for foundational literacy and numeracy: “Teacher education
and development, both pre-service and in-service will have a renewed
emphasis on the teaching of foundational literacy and numeracy, including the
school preparation module, ECCE, and multilevel activity based learning; the
emphasis will be particularly relevant for teachers of Grade-1 and 2.

Teacher education and development at all levels will also include strategies
for: more interactive classrooms with less rote learning: adoptive and
formative assessment; and how best to use tutors, remedial instructors ……)”.

The middle stage will comprise 3 years of education based on the more formal
pedagogical and curricular style of the elementary stage, but will see the
introduction of subject teachers for learning and discussion of the more
abstract concepts in each subject that students will be ready for at least the
stage across the science, arts, social science and humanities.”

The researchers in this paper focus on the reading problems in 2nd language
English with reference to reading problems in pronunciation.

Conclusion
Language is key to acquiring and expanding one’s own knowledge. Reading
plays vital role in the acquisition and learning of language. Now we have
transformed from monolingual to multi linguicism approach. Information
Communication Techniques (ICT) is coming to the rescue of deficient
learners. Studies have revealed that where the learners are computer shabby
they take the advantage of expanding their knowledge through exploring and
browsing the internet. It is a problem for the rural students; here the teacher’s
role counts much. But love for reading stands paramount in this aspect. Hence
there is need to develop the habit of reading among the children and young
learners after which they can use the technology. But it is prime fascia to
remember the real problems that exists among the young learners and teachers.

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REFERENCES

Edu track,(October, 2005). Neel kamal publisher, Volum-5, No.2

J.D.O’ Corner, Better English Pronunciation, 2018, Cambridge University Press.
Mathew R.,Epan R Lalita, T. Jacob (2000).Language Curriculum Dynamic of
changes,Volum-1, published by Orient Longman, Hyderabad (AP).
NCERT, New Delhi, Teacher Education, Volum-1

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RNI: APENG/2014/56403
Impact Factor: 2.322
Volume: 7 Issue: 2 July – Sept. 2020

Theory and Practice of Social Justice in India

Dr. Himanshu Sekhar Mishra
Assistant Professor, Department of Political Science and Public
Administration, Sambalpur University, Jyoti Vihar, Burla, Odisha, India.

ABSTRACT
The ‘social’ in social justice relates to eliminating various forms of
oppressions such as inequalities, deprivation, denials and distress in
different fields. The goal of the theory of social justice is to enable people
to develop the critical analytical tools necessary to understand
inequality/oppression and their own socialization within oppressive
systems, and to develop a sense of agency and capacity to interrupt and
change oppressive patterns and behaviours in them and in the institutions
and communities of which they are a part. Giving social justice means
creating & giving opportunities to the persons with disabilities to develop
a sense of ‘self’ while contributing to greater good. However, the practice
of social justice sometimes results in opposing views, depending on the
position of those affected, whether on the giving end or the receiving end of
the policy. Providing social justice to one sector does not necessarily
benefit other sectors in a society. Therefore, seeking social justice must
include goals that are prosperous, harmonious, and inclusive for all
people, not just one group of a population. Politics of social justice is not
to be the victim of its own success. It must not dehumanise social &
political structure. In such context, this paper tries to understand the
theory & practice of social justice in India.
Key words: Social Justice, Oppressive Structure, Greater Good, Equality,
Selflessness

Introduction
Social justice is an integral part of justice in a generic sense. If justice is
genus, then social justice is one its species. If there is no ‘social justice’, then
there cannot be any ‘justice’. Broadly speaking, justice means establishing just
society. When society is unjust, there emerges a need to correct that
unjustness/injustice. Social justice is that policy which intends to deal with the
unjust consequences of an unjust history. To John Rawls, normatively

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speaking, principles for a just society require three things (Nagel, 2003):
1: That everyone be guaranteed equal basis personal liberties and equal
political status2: That there be fair equality of opportunity in the
competition for those social & economic advantages that will be
inevitably be unequally distributed in a free society. 3: That those
inequalities of advantage consistent with the first two principles.

In the terms of Rawls’ conception, the injustice that affirmative action (social
justice) should seek to combat the failure of fair equality of opportunity. To
Rawls, economic inequality is a threat to equality of opportunity. Even, liberty
without equality is abstract (Riordan, 1991). Those born poor cannot compete
as effectively as the well-off for desirable position, because their families
cannot give them the same level of education, the same network of support,
the same cultural advantage, health care, and so forth. They are also likely to
have less motivation to succeed. This means that they do not have fair equal
opportunity even if they are not formally discriminated against. Their
disadvantage is economic, political, and very importantly, psychological-due
to the psychology of the minorities as well as majority.

The discrimination and its origin can be traced to the division of labour: in
household, in community. Sometimes, it is evolution & sometimes, it is
mutation. The essential attributes of discrimination, whether contours or
consequence, are similar in their manifestation of inequality and injustice in
societies. Whether privileged-unprivileged or exploiters-exploited or victors-
vanquished or inclusion-exclusion, are all two sides of a same coin. One
cannot exist without other. Inclusion of some always necessitates the
exclusion of other. There is an interaction between exclusion from the market
in the economic sphere & the non-economic dimension of exclusion in social,
political, and cultural sphere (Nayyar, 2011). All these manifestation/
dimension of exclusions reinforces the other and the outcome is the embedded
discrimination. For those excluded, there is more and more discrimination
which creates vicious circle over time. For those included, there are more and
more privileges which creates virtuous circle over time.

Applying Rawls in Indian context, it can be said that a just society would have
no need for caste preferences, if lower castes were introduced into a just
society. A similar position was hold by Dr. Ambedkar who was of the firm

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view that unless Indian suppressed caste/class does not get political power;
they cannot get out from their measurable conditions and the real democratic
society based on political & social democracy in India becomes unfulfilled.
The concept ‘social justice’ provides this political power to them.
Theoretically, social justice is a quest that seeks to reduce, if not eliminate
discrimination. It is motivated by the concern which arises from the observed
realities that society does not provide rights and opportunities for significant
portion of people who are subjected to discrimination in one form or another.

Most conception of social justice refers to an egalitarian society that is based

on the principles of liberty, equality and solidarity (fraternity), that
understands and values human rights and that recognizes the dignity of every
human being. It, as a social policy, is the natural aspiration of all democratic
societies. It strengthens the idea of welfare state by bringing an egalitarian
society. It is a device to mitigate the suffering of the poor, weaker & deprived
section of the society and to elevate them to the level of equality to live a life
of dignity. This paper contains three parts: first part deals with theoretical
conceptualization of social justice, second part examines practice/politics of
social justice & third part is the conclusion.
I
Social justice is both a process and a goal. As goal, it is the full and equal
participation of all groups in a society that is mutually shaped to meet their
needs. It includes a vision of society in which the distribution of resources is
equitable and all members are physically and psychologically safe and secure.
It is the vision of a society in which individuals are both self-determining (able
to develop their full capacities) and interdependent (capable of interacting
democratically with others). It involves social actors who have a sense of their
own agency as well as a sense of social responsibility.

Justice by definition is ‘social’. The qualifier ‘social’ in the term ‘social

justice’ refers to something that emerges not originally and spontaneously
from the rule abiding behaviour of free individuals, but rather from an abstract
ideal imposed from above (Novak 2000). That abstract ideal which is imposed
from the above relates to eliminating various forms of inequalities,
deprivation, denials and distress in different fields like education, health,
employment, and so on. One of the key factors in achieving social justice,

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however, is the emergence of a consensus that society is working in a fair way,

where individuals are allowed as much freedom as possible given the role they
have within the society. Hence true social justice is attained only through the
harmonious cooperative efforts of the citizen who, in their own self-interest,
accept the current norms of morality as the price of membership in the community.

Social justice is largely product of modern social & economic development.

To Rousseau, Men are equal by the nature, but the institution of private
property has made them unequal and further perpetuated inequalities,
therefore, the perfection of men lies in the improvement of the society that can
be done by social justice. The objective of social justice is to organize the
society by abolishing the source of injustice in social relation. Recently, the
development of the notion of social justice may be found in the work of John
Rawl and Robert Nozick who emphasized on the distributive character of
justice. For Nozick, historical entitlement is the significant component of
distributive justice where the society is aware of its wrong and has an
increased interest in compensation. For John Rawls, “Each person possesses
an inviolability founded on justice that even the welfare of society as a whole
cannot over ride”. For this reason, justice denies that the loss of freedom for
some is made right by a greater good shared by others.

Maxine Greene (1998) while dealing with Rawls’ concept of social justice
says Rawls’ view of justice is not necessarily universal nor does it reflect
some higher order. She cautions that Rawls has in mind a self-determining
citizen as an individual, not necessarily as a participant member of society. For
this reason, she finds that Habermas has provided a more promising alternative
for educating for justice in his theory of ‘communicative democracy’, where
members of a community come together voluntarily to discuss matter of
significance and must justify their preferences through arguments, explanation
and different modes off persuasion. Greene embraces that interpretation of
social justice which concerns with basic human right that all people are
entitled to.

From this sense, social justice means availability of equal social responsibility
for the fuller development of human personality to all people in the society
without any discrimination. It is, therefore, associated with ‘social equality ‘on
one hand and ‘individual right’ on the other. The manifestation of social

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justice is the emergence of just man, just action and just state. It refers to the
overall fairness of a society in its division and distribution of rewards and
burdens. Though, it has no definite and fixed meaning, yet Supreme Court in
D.S.Nakara v/s Union of India observed, social justice is the recognition of
greater good to a large number without deprivation of legal rights of anybody.
Social justice aims at removing economic inequalities and rectifying the
justice which results from transaction of unequal societies.

A more equitable, respectful and just society is possible in an egalitarian

society. In this sense, it reflects the three values and symbols of the French
Revolution (1789–1799) – liberty, equality and fraternity. A social justice
oriented government, if it is to reflect its ideology of egalitarianism and move
beyond the policy rhetoric, has to ensure a more equitable and fair access to
resources, and socially valued commodities.

On the surface the need for social justice in the world is self-evident. But we
must explore the questions that John Rawls asked:“What makes a society just?
How is social justice connected to an individual’s pursuit of the good life?”
(Nussbaum 2001). Along with these two questions, an activist of social justice
must ask: Is social justice simply achieved through the moral acts of
autonomous citizens in a free society who will meet the ethical obligations of
their community? But what if the moral norms of the society include
reprehensible practices? What then are the responsibilities of citizens with
regard to norms of morality of their community when the norms contravene
basic human rights?

Understanding of Oppression as Social Justice

Hence, the creation of an egalitarian and just society for everyone is not
possible unless we debate more vigorously on social inequality in the global
culture. As a process, goal of social justice is to enable people to develop the
critical analytical tools necessary to understand inequality/oppression and their
own socialization within oppressive systems, and to develop a sense of agency
and capacity to interrupt and change oppressive patterns and behaviours in
them and in the institutions and communities of which they are a part. Hence,
there is a need to understand how oppression operates at individual, cultural
and institutional level.

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The term oppression encapsulates the fusion of institutional and systemic

discrimination, personal bias, bigotry, and social prejudice in a complex web
of relationships and structures that shade most aspects of life in our society. It
denotes structural and material constraints that significantly shape a person’s
life chances and sense of possibility. Oppression restricts both self-
development and self-determination (Young, 1990). Despite rhetoric that
anyone can get ahead if they work hard enough, a father’s economic status
continues to be the best predictor of the status of his offspring. Oppression
signifies a hierarchical relationship in which dominant or privileged groups
reap advantage, often in unconscious ways, from the disempowerment of
targeted groups (Frye, 1983; McIntosh, 1992; Wildman, 1996).It not only
resides in external social institutions and norms but lodges in the human
psyche as well (Fanon, 1968; Freire, 1970; Miller, 1976). Oppressive beliefs
are internalized by victims as well as perpetrators. The idea that poor people
somehow deserve and are responsible for poverty, rather than the economic
system that structures and requires it, is learned by poor and affluent alike.

Oppression cannot be understood in individual terms alone, for people are

privileged or oppressed on the basis of social group status. Group
memberships coexist within individuals and among members of a particular
social group, and their coexistence inevitably generate diverse and often
conflicting personal meanings. People may affirm their group identities as a
source of sustenance, pride, and personal meaning while also feeling
victimized by the advantaged group’s characterization of their group.

The tension between individual and group identities is complicated further by

the fact that group identity is also for many people self-consciously chosen
and affirmed as a fundamental aspect of self-definition. Self-ascription,
“belonging to a group with others who similarly identify themselves, who
affirm or are committed together to a set of values, practices and meanings,” is
an important concept to many in our society. Individuals are formed partly
through group relations and affinities that are “multiple, cross-cutting, fluid
and shifting” (Young, 1990).Power operates not simply when persons or
groups unilaterally impose their will on others, but rather through ongoing
systems mediated by well-intentioned people who, usually unconsciously, act
as agents of oppression by merely going about their daily lives. Oppression

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operates through every day practices that do not question “the assumptions
underlying institutional rules and the collective consequences of following
those rules” (ibid. 41).

Oppression in everyday life becomes normal when we internalize attitudes and

roles that support and reinforce systems of domination without question or
challenge. The true focus of revolutionary change is to see the piece of the
oppressor inside us (Audre Lorde, 1984). Members of targeted groups collude
in maintaining systems of oppression both because they internalize the false
belief that the system is correct or inevitable, and as a means of survival.
Internalized subordination includes such feelings as inferiority and self-hatred
and often results in self-concealment, resignation, isolation, powerlessness,
and gratitude for being allowed to survive (Pheterson, 1990).Internalized
acceptance of “the way things are” by members of targeted groups can also
lead them to turn on those who do challenge the status quo.
Members of dominant or advantaged groups also internalize the system of
oppression and can operate as agents of the system by perpetuating oppressive
norms, policies, and practices. Internalized domination includes feelings of
superiority and, often, self-consciousness, guilt, fear, projection, and denial
(Frankenberg, 1990; Pharr, 1988). Through internalized domination,
individuals in the advantaged group incorporate and accept prejudices against
others and assume that the status quo is normal and correct. They learn to look
at themselves and society through a distorted lens in which the structural
privileges they enjoy and the cultural practices of their group are represented
as normal and universal. The privilege of dominant groups is reinforced
through both language and material practices. Members of advantaged groups
may also engage in horizontal hostility toward
members of their own group who defy the status quo.

Freire (1970) argued that people in both targeted and advantaged groups are
dehumanized by oppression. A goal of social justice is to engage people from
all groups in recognizing the terrible costs of maintaining systems of
oppression. The impetus for change more often comes from members of
oppressed groups because those who are oppressed by a system usually have
the most incentive to change it. Their lived experiences often allow them to
see more clearly the contradictions between myths and reality and lead them to

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develop a critical perspective on the dominant society (Collins, 1990; Harding,

1991). These “subjugated knowledge” of oppressed groups, those truths and
insights about the social world that are suppressed, define the world and
possibilities for human existence differently and offer valuable alternative
visions of what is possible (Wing, 2003). Thus, listening to and learning from
the analyses and experiences of members of targeted groups can help us all get
a clearer understanding of how oppression operates and suggest more
imaginative alternatives for socially just relationships and institutional patterns.

Those advantaged by the system have an important role to play in challenging

oppression as well. Throughout our history, there have always been people
from advantaged groups who used their power to actively fight against
systems of oppression (Aptheker, 1993; Colby & Damon, 1992; Wigginton,
1992). A commitment to social justice requires a moral and ethical attitude
toward equality and possibility and a belief in the capacity of people as agents
who can act to transform their world (Freire, 1970; Weiler, 1991).In fact,
‘selflessness ’&‘moral duty’ are two bases of social justice. The approach to
social justice begins with people’s lived experience as the ground for
developing a critical perspective and actions directed toward social change
(Lewis, 1993). People in both advantaged and targeted groups have a critical
role to play in dismantling oppression and generating visions for a more
socially just future.
II
No doubt, there is progress(political representation of lower castes) in terms of
social justice in India, at the same time, the gap between rich and poor is
widening day by day. It seems this gap has strengthened oppressive structure
which has made both targeted and advantaged groups dehumanised and hence
have made the oppressive structure more oppressive. The practice of social
justice results in varying interpretations and sometimes even opposing views,
depending on the position of those affected, whether on the giving end or the
receiving end of the policy (Kwok, 2013). Majority is denying the existence of
minority and minority is perpetuating themselves. Both are not merging into
one, what social justice requires. Contrary, social justice in the sense of
affirmative action in Indian context can be labelled only a colossal failure.
While creamy-layer by default becomes beneficiary, discrimination against
lower castes continues unabated. India’s affirmative action policies have made

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caste identities more salient when the intent of social justice was to diminish
the caste. Instead of achieving social justice, India’s affirmative action policies
have resulted in a fractured polity, an increasingly morally dubious system of
‘reservation’ and the stranglehold of corrupt, divisive, identity oriented
politicians on the political process (Raman, 1999).

In order to get beyond caste, the govt. of India decided to take caste into
account in the 1950 presidential order where untouchability was abolished and
policy of reservation for lower caste was established. The adaptation of
reservation system met little resistance in the 1950s due to the optimistic spirit
towards belief that India’s long oppressed ethnic and caste minorities deserve
an opportunity to succeed. Most Indians, like B.R. Ambedkar, believed that
reservation would be necessary for few years. Complication started with the
decision of OBCs reservation to further promote social justice in colonial
India. When Indian govt. decided to extend the affirmative action to the
OBCs, many upper caste Hindus balked, regardless of the fact that majority of
OBCs were, indeed, oppressed both socially and economically. The reason of
this resistance is perhaps because of the link of affirmative action with caste
politics, certainly not with social justice. In the meanwhile, politicians
mobilized their constituents along with caste lines to secure their communities
reserved seats in the govt. bureaucracies and in university admission with little
concern for the society at large. The number of reservation in some states for
example Tamil Nadu has reached staggering proportion i.e. 69% reservation
for SCs, STs, & OBCs. The extension of India’s affirmative action policies
resulted in the strengthening BJP, a party that is perceived as threaten to the
security of national minority & its secular fabric (ibid. 32). Moreover, Indian
govt. has subjugated the educated and the hard working through policies of
affirmative action. The young see reservation of jobs on the basis of caste as a
hypocritical concern, a method to corner votes. These policies has have
encouraged mediocrity and laziness, not efficiency. Shashi Tharoor sums up
the prevailing sentiment nicely when he observes that ‘India’s unique brand of
affirmative action means you cannot go forward unless you are a backward
(ibid. 33).
Indian style of affirmative action rewards ethnic and caste particularism which
has only hastened the fragmentation of the Indian polity. It seems that India’s
affirmative action is a false sense of social advancement. It has given a new

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life to the institution of caste. Politics of identity is no doubt has brought to

power many lower caste politicians whose only interest is self-interest,
resulting in more corruption and inefficiency in Indian politics. With the lower
castes firmly in power, it is unlikely that the ‘quota Raj’ will ever come to an end.

That is why, in M.S.S. Pandian Memorial Lecture held at Madras Institute of

Development Studies, Prof.Yogendra Yadav says that Social justice has
succeeded like nothing has happened. In fact, more specifically, in his lecture,
he says that “Politics of social justice has reached its dead end”. Though social
justice has begun at the heartland of south in 1960s and by 1990s &has
showed its presence at the heartland of north, yet, it has become the victim of
its own success. The failure of politics over social justice, to Yadav, is twofold
i.e. (a) stagnation, (b) fragmentation.

Stagnation
To him, politics of social justice has positively changed the politics of
presence (representation). But, it has stopped there only. Within the transition,
it has stopped there at higher OBCs/SCs. The lower OBCs & lower SCs are
seriously under-representative. Second, reservation is limited to public sector
only which is largely shanked in proportion, if not by number because of
increasing privatization. Third reason is limited vision. If one looks at the
manifesto of those political parties which represents social justice, may be,
there is not any large vision of India, different from other parties they want to
replace. For example, the great up-rising of OBCs politics has failed to bring a
different vision of India. Fourth, parties of lower strata of the society are more
un-democratic than the rest of political parties. There is a nice saying in this
context that ‘Democratisers of Indian Politics are much less democratic within
themselves’.

Fragmentation
Most of parties of social justice are effectively fragmented on regional/social
line such as their own interest. OBCs interest is different from SCs interest,
SCs interest is different from STs Interest, STs Interest is different from
Muslim interest, and Muslim interest is different from Christian interest. This
is the division of interest socially and there is also a regional line division. For
example, Telengana SCs are not interested in Non-Telngana SCs issue. Far
from alliance, politics of OBCs, SCs, STs, or Muslims have actually diverged.

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There is a growing enmity among them. It is understandable that when a new

force enters to politics, it needs certain exclusivity in the initial period but not
for long run. Now, this exclusivity has become the burden/limitation.

In such a juncture, Prof. Yadav suggests the second wave of politics of social
justice and gives three suggestions. First, there is a need for a new integration
of these social justice parties. Coming together is important because, if not, it
will become instrument of established politics. Second is the recognition of
multi-dimension of in-equality and in-justice. There is a need to recognize four
dimensions of inequality (caste, class, rural/urban, gender), not necessarily
caste only. These four dimensions work intersection ably. The gender
inequality itself is different from urban India to rural India, from urban upper
caste family to rural lower caste family. If social justice will not work with
these complexities, in long run, it will become counter-productive. When BJP
is saying in Parliament, we should revisit reservation policies, it should not be
responded like, ‘Oh…this is an attack; we must defend the system at any cost’.
It is the time to go beyond this defensive mentality and proposing a refinement
in the affirmative action policies. The defenders of social justice should not
wait for BJP or any other political parties; rather they must purpose it from
their side. It is important to mention that the system of affirmative action in
India has two reductions. First, in-equalities are reduced to caste only and
second; all kinds of instruments of affirmative actions are reduced to
reservation only. Caste is not the only indicator of inequality and reservation is
not the only mechanism to deal with it. There is a need to think different inter-
sectional graded inequality and think about other instruments in addition to
reservations. Third, there is a need for national vision. Earlier, it is said that
parties of social justice are only limited to their regional/social community.
They want to become the prime minister of India, but they do not have
ambition to become the leader of the country. They do not see it because their
politics has no universal distribution built into it. No doubt, they come with a
sectional interest since they belong to margin. But the sign of a mature and
confident politics is to say that ‘I do not represent my section only, I represent
my country’.
III
Politics or practice of social justice is supposed to work towards what theory
of social justice prescribes. Unfortunately, the way social justice stop at higher

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SCs, STs & OBCs, it seems to hold the assumption that social justice has a
mono-cultural and liner definition. Contrary to this, theory of social justice
makes it clear that it is a multi-layered ideal construct (Troyna and Vincent,
1995) and it is embedded within the discourses that are historically constituted
and that are sites of conflicting and divergent political endeavours (Rizvi,
1998).Prof. Yadav has also rightly pointed it when he says multi-dimension of
in-equality and in-justice needs to be recognized.

Enabling people in developing critical outlook to understand

inequality/oppression and their socialization within oppressive system on one
hand and to develop a sense of agency and capacity to interrupt and change
oppressive patterns and behaviours on the other is the goal of social justice
education. Has social justice so far enabled both targeted and advantaged
groups to develop such outlook? The answer is perhaps ‘No’. It has neither
understood oppression nor acted as an agency to interrupt dehumanization.
Instead, parties of social justice especially in India is very much undemocratic
within themselves, having narrow vision and fragmented on regional & social
line. Social justice has failed to achieve both equality and solidarity what
theory of social justice asks for a just society. It is because of the
dehumanization, the craze for equality unable to go with solidarity, which
leads to increasing privatization. Increasing privatization adds to existing
oppressive structure.

REFERENCES

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Praeger.
Colby, A. & Damon, W. (1992), Some do care: Contemporary lives of moral
commitment, New York: Free Press.
Collins, P. H. (1990), Black feminist thought: Knowledge, consciousness and the
politics of empowerment, New York: Routledge.
Fanon, F. (1968), The wretched of the earth, New York: Grove Press.
Frankenberg, R. (1990), “White women, racism, and anti-racism: A women’s studies
course exploring racism and privilege”, Women’s Studies Quarterly (1–2),
145–153.
Freire, P. (1970), Pedagogy of the oppressed, New York: Continuum.

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Frye, M. (1983), The politics of reality: Essays in feminist theory, Freedom CA:
Crossing Press.
Greene, Maxine (1998), “Teaching for Social Justice”, in Ayers, William, Hunt, Jean
Ann and Quinn, Therese (eds.) Teaching for Social Justice, New York:
Teachers College Press.
Harding, S. (1991), whose science, whose knowledge? Ithaca NY: Cornell University Press.
Kwok, Joseph (2013), "Social Justice for Marginalized and Disadvantaged Groups:
Issues and Challenges for Social Policies in Asia”, in Ira C. Colby Catherine
N. Dulmus Karen M. Sowers (eds.) Social Work and Social Policy:
Advancing the Principles of Economic and Social Justice, New Jersey: John
Wiley & Sons.
Lorde, A. (1984), Sister Outsider, Trumansburg NY: Crossing Press.
Miller, J. B. (1976), Toward a new psychology of women, Boston: Beacon Press.
Nagal, Thomas (2003), “John Rawls and Affirmative Action”, The Journal of Blacks
in Higher Education, 39, 82-84.
Nayyar, Deepak (2011), “Discrimination and Justice: Beyond Affirmative Action”,
Economy & Political Weekly, Vol-xlvi, No 42.
Novak, Michael. (2000),“Defining Social Justice”, (Internet Source)
Nussbaum, Marth. (2001),“The Enduring Significance of John Rawls”, The Chronicle
Review. 20 July, 2001.
Pharr, S. (1988), Homophobia: A weapon of sexism, Inverness, CA: Chardon Press.
Pheterson, G. (1990), “Alliances between women: Overcoming internalized
oppression and internalized domination”, in L. Albrecht and R. Brewer
(eds.) Bridges of power: Women’s multicultural alliances, Philadelphia:
New Society.
Raman, Sujit M. (1999), “Caste in Stone: Consequence of India’s Affirmative Action
Policies”, Harward International Review, 21/4, 30-34.
Rizvi, Fazal. (1998), “Some Thoughts on Contemporary Theories of Social Justice”,
in Bill Atweh, Stephen Kemmis, and Patricia Weeks (eds.) Action Research
In Practice: Partnerships for Social Justice in Education, London: Routledge.

Schugurensky, Daniel. (2004), The Heteronomous University and the Question of

Social Justice: in Search of a New Social Contract, Paper presented at the
World Congress of the Comparative and International Education Society
(CIES), Havana, Cuba, 25-29 October.
Troyna, Barry, and C. Vincent. (1995), “The Discourses of Social Justice in
Education”, Discourse: Studies in the Cultural Politics of Education 16(2):
149- 166.

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Weiler, K. (1991), “Freire and a feminist pedagogy of difference”, Harvard

Educational Review, 61(4), 449–474.
White, Cameron, and Tony Talbert. (2005), “Comfortably Numb? Rethinking social
Studies for Social Justice”, in Larry Hughes (eds.) Current Issues in School
Leadership, Mahwah: Lawrence Erlbaum.
Wigginton, E. (1992), Refuse to stand silently by: An oral history of grass roots
social activism in America, 1921–1964, New York: Doubleday.
Wildman, S. (1996), Privilege revealed: How invisible preference undermines
America, New York: New York University Press.
Wing, A. K. (2003), Critical race feminism: A reader. New York: New York
University Press.
Young, I. M. (1990), Justice and the politics of difference, Princeton NJ: Princeton
University Press.

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RNI: APENG/2014/56403
Impact Factor: 2.322
Volume: 7 Issue: 2 July – Sept. 2020

The Obstructions in Implementation of Green Practices:

A Case Study of Greater Hyderabad Municipal
Corporation of Indian State
Dr. Arakhita Behera
Assistant Professor, Department of Humanities and Social Science, DIT
University, Mussoorie, Diversion Road, Makka Wala, Uttarakhand, India.

ABSTRACT
Essentially, nature is ruined because of numerous reasons affected by the
tourism industry i.e. over consumption of water, use of energy and other
environmental resources by countless tourist visit to India and abundance
progress of the tourism industry infrastructure. Following the adversarial
impact, the hotel industry is engaging in advanced steps to implement
green management. The accommodation sector particularly the lodging
industry is amazingly taking an interest in greening their hotels because of
some persuading factors. These inspiring variables are a money related
advantage, legitimation, competition, obligation towards environment and
the ascent of ecologically capable buyers. As of present time, the lodgings
are requiring exertion to implement green practices due to its unfavorable
effects. The efforts of enforcing green practices by the Indian hotel sectors
are fairly slow because of the number of obstructions. The focal point of
this paper is to identify the obstructions of green practices in star hotels of
Greater Hyderabad Municipal Corporation of Indian State. This paper
drew in subjective strategies utilizing the survey techniques for the
collection of information. The finding determined twelve key obstructions
that are ordered as important, less important and unimportant.
Keywords: Obstructions; Green Practices; Star Hotels; Greater
Hyderabad Municipal Corporation.

1. Introduction
At present, a large number of the nations have environmental issues on
account of its constant ineffectual method of utilizing resources of the nature.
As indicated by Elkington (1992), nearly all the industries are affected due to
the degradation of the environment. As a result environmental management
turns into a high-need technique which is adopted by nearly all business

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organization (Claver-Cortes, 2007). As indicated by Bonilla Priego and Aviles

Palacios (2008) and Ngai Weng (2009), the adverse effects of business activity
must be decreased when the environmental management can be attached with
the operation of these business activities. There is a strong connection between
tourism industry and the environment. Environment is important for the travel
industry (Mathieson, 1982). According to Robinot and Giannelloni (2010),
tourism industry ruined the environment at a larger level for its high number
of travelers and development of its infrastructure.
After the negative impacts, the hospitality sector is embracing some extra
strides to execute green practices. Especially the lodging sectors are genuinely
partaking in green practices because of some stimulating factors. As indicated
by Monila-Azorin and others (2009), the driving aspect is monetary
advantages. As per Bansal (2000), the other motivating factors are ecological
responsibility, competitiveness, and legitimation and growth of environment
concerned consumers. Among different factors, legislation and financial
benefit are the key motivating aspects that prompt the hotel business to decide
on environmental practices in their hotels (Rahman et al, 2012).
The Indian hotel industry is moderate in embracing green practices despite the
fact that its advantages are very much apparent. This occurs because of certain
obstructions that the hotel business deals with difficulties so as to carry out
green practices (Hart, 1995). Different literatures have affirmed that various
obstructions are there which are coming to understanding during the process
of green management. While the study by Jauhari and Rishi (2012) and
Jayawardena et al (2013) have shown the obstructions in the operation of
hotels, Chan (2008), Vikneswaran Nair et al (2012) have led the investigation
identified with the acknowledgment of green practices. Nonetheless, the study
with respects to green practices in star hotels of Greater Hyderabad Municipal
Corporation of Telangana state of Indian state is hardly addressed and
inadequate. Hence this investigation is an endeavor to find the obstructions
identified with green practices in both the twin cities of Hyderabad and
Secunderabad that constitute the Greater Hyderabad Municipal Corporation.
In this paper, the chosen study area is Greater Hyderabad Municipal
Corporation of Telangana State of India due to maximum number of domestic
visitor coming in 2012 and supplementary figure of hotels. An additional
visitor loads on more use of natural resources such as water, energy and

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production of waste. This inquiry annexes an input to the current literature on

obstructions of green practices. The result of this investigation can provide
some thought to various association of hotel industry in India and over the
nations to find the answers for the issues.
2. Literature Review
Green campaign started in 1970. During Earth Summit Conference in Brazil in
1992, nearly one seventy-two countries cooperate to start a structure to
decrease the negative impacts of manufacturing industry on the environment
(Rahman, 2012). At that time, the idea of sustainability got well known after
the symposium. As indicated by Brundtland report (1987), the meaning of
sustainability is as “development that meets the needs of the present without
compromising the ability of future generation in order to meet their own needs
". Later this term was linked into the hospitality industry. The hospitality
industry is the biggest part on the planet which devours a plentiful quantity of
water, energy and other natural resources and produces a colossal volume of
waste and contaminates to the earth (Bohdanowicz, 2003).
On the pattern of sustainability, the hotel industry incorporated green practices
to its operation. The concept of green hotels or Ecotel also emerged (Rahman,
2012). As per different hotel associations, green management in hotel business
are operations or practices to effectively use of water, energy, and minimizing
the generation of waste while protecting the environment with saving money.
Initially, green operations are limited in saving energy, water, and
minimization of waste. After that it expanded to other areas i.e. green material
and resources, carbon free transportation, control of sound, and the managing
of harmful waste. As of late, extraordinary green drives are created through
green affirmation for example BREEAM, GREEN STAR, LEEDS, GREEN
MARK, and GBI. Every country has its own affirmation framework for
ecological acts of lodgings for its day by day activity. For instance, three
overwhelming rating frameworks that exist for inns in India are Leadership in
Energy and Environmental Design (LEED), Indian Green Building Council
(IGBC), and the Green Rating for Integrated Habitat Assessment (GRIHA).

The obstructions studies can be observed from both restricted as well as

motivating factors perspective. For example, customer demand for green
management can be viewed as motivating part and furthermore can be looked
as obstructions part when there is an absence of backings or demand by

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customers. There are a few literary works identifying different driving factors.
Kasim (2004) in his study determined four driving factors i.e. community
pressure, regulation, sectorial and economic factors. Lee et al (2004)
recognized complexity, compatibility, observation as the variables of
perceived innovation features; customer demand, competition, and
government or law and relative advantage as apparent environmental features;
area, magnitude of firm, greenness of firm and changing motive as
organizational features. Where else studies related obstructions is categorized
into two sections such as operation obstructions and green operation
obstructions. With respect to operation obstructions, numerous studies are
carried out by Chan (2008); Jauhari and Rishi, (2012); Nair (2012);
Kamlulariffin et al., (2013). The maximum parts of studies on green
operations are constrained such as Jauhari and Rishi, (2012). Maximum
literatures just revealed obstructions while not having any further debate.
Therefore this investigation is an endeavor to fill the gap among the studies.

3. Research Method
The aim of this study is to find the obstructions of green practices in star
hotels (3-star, 4-star, and 5-star and 5-star deluxe hotels in Greater Hyderabad
Municipal Corporation Telangana state in India. Right now, as of 2018, there
are 43 three-star, 5 four-star, 12 five-stars and 8 five-star deluxe hotels are
working in Municipal Corporation of Telangana state in India. This study is
directed utilizing the survey method.

3.1. Reply rate of star hotels

Amid 43 three star hotels, 33 three star hotels partake in this exploration. Out
of 5 four-star, 4 four-star hotels, out of 12 five-stars, 8 five - star hotels and
out of 8 five-star deluxe, just 6 five-star deluxe hotels participated in this
analysis. The hotels are not assented to disclose their name in this study. The
response percentage of star hotels can be mentioned in table 1.
Table 1
Response Rate of Star Hotels
Category of Star Hotels Hotel approached Response Rate (%)
3 Star 43 33(76.74)
4 Star 5 4(80)
5 Star 12 8(66.66)
5 Star Deluxe 8 6(75.00)
Total 68 51(75.00)

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The reply out comes demonstrate that four-star hotels stood first with 80
percent (4 out of 5). The three star hotels reply rate was in second with about
76.74 percent (33 out of 43). The percentage level of five stars deluxe was
75.00 percent (6 out of 8) and five-star hotels was 66.66 percent (8 out of 12).
After number of attempts, 17 star hotels didn’t answer to the survey. In the
star-hotel, data was collected from the staff, chairman, manager CSR
executives accountable for the management of the green facilities.

3.2. Design of the questionnaire:

A questionnaire was framed primarily based at the 12 different obstructions
brought from different literatures. It was separated into two sections. In first
sections, a question was posed about the background of star hotels such as
room numbers, staff quantity, ISO 14001 certification, and types of
proprietorship. In second section, 12 inquiries were posed about the
obstructions of implementing of green practices. The case of the inquiry was
posed such as the cost as a barrier for the operation of green practices. The
proprietor or supervisor or staff or CSR official is mentioned to react as per a
dichotomous scale such as agree or disagree.

3.3. Technique of Data Collection:

The collection of data is in the following technique as appeared in figure 1.
The first phase of survey was gathered by studying all the journals identified
with green practices of star hotels. A large portion of the obstructions are
identified through content analysis. The second phase of study is from survey
where data was gathered through the questionnaire.

Fig.1. shows data collection procedure

List of Figure
Data Collection Method

Stage I Stage II
Content analysis to identify the barriers Field Work

Journals, books, proceeding papers Interview with green operators

Findings
The findings of the paper are separated to two parts. The first part talks mostly

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the characteristics of the star hotels. The subsequent part is about the
obstructions of environmental or green practices.

4.1. Characteristics of the star hotels:

The outcomes of characteristics of star hotels are significant as it influences
the green practices. It indicates that the number of rooms, number of staffs,
ownership, membership, occupancy, environmental written policy and
accreditation (Table 2). The number of rooms and laborers of the hotels
expanded with an expansion of classification of star hotels. There have been
almost 69 percent stars star hotels having under 200 rooms followed by way of
ten percentages of star hotels having somewhere in the range of 201 and 300
rooms. Merely four percent of star hotels are among 301-400 rooms and more
than four hundred rooms.
Table 2
Characteristics of Star Hotels
Characteristics Types N (51) percentage
Number of Rooms <200 35 68.62
201-300 5 9.80
301-400 2 3.92
>400 2 3.92
No Response 12 23.52
Number of workers <200 37 72.55
201-300 2 3.92
301-400 10 19.61
>400 2 3.92
Ownership types Independent 27 52.94
Part of chain or 24 47.05
consortium
Member of Hotel Association FHRAI 21 41.17
Others (HAI, IHRA, SIHRA)
30 58.82
Occupancy rate(2015-16) <50 3 5.88
51-60 8 15.68
61-70 24 47.05
71-80 14 27.45
>80 2 3.92
Having a written green policy No 33 64.70
Yes 18 35.29
Having committee / specific person/ manager Yes 17 33.33
in charge of green management No 34 66.66
Hotels certified with ISO 14001 No 46 90.19
Yes 5 9.80
Hotels working towards getting ISO No 42 82.35
14001 Certification Yes 7 13.72
No response 2 3.92
Source: Field Survey (2015)

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In number of workers, mostly 72 percent of star hotels had much less than
two hundred staff followed by 20 percent had 301-400 staff members while
both 3.92 percent of star hotels had only between 201-300 and over 400 staff
separately. As far as ownership, half of the star hotels (52.94 percent) are
independent which generally three star hotels. Nonetheless, 47.05 percent of
star hotels are a part of chain or consortium which is mostly four, five and
five-star deluxe hotels. About the membership of star hotels, 41.17 percent star
hotels are covered by the FHRAI (Federation of Hotel and Restaurant
Association of India). The left over 58.82 percent star hotels are covered under
Indian Hotel and Restaurant Association (IHRA), Hotel Association of India
(HAI), and South India Hotel and Restaurant Association (SIHRA).
Regarding occupancy rate, not many star hotels (3.92 percent) have more than
80 percent occupancy rate followed by 27.45 percent have 71-80 percent
occupancy rate. 47.05 percent of star lodgings have an occupancy rate of 61-
70 percent; though 15.68 percent have 51-60 rates of occupancy rates. Just
5.88 percent have fewer than 50% of occupancy rate. On having written
environmental policy, merely 35.29 percent of star hotels kept up the green
practices as indicated by its own written environmental policy and just 33.33
percent of star lodgings have kept up green practices through having a
manager/ specific person/committee accountable for green management.

With the certification of ISO 14001 which is determined for green

management framework that a business can use to boost its green
performance, just 9.80 percent of star hotels are certified what other place
13.72 of star lodgings are progressing in the direction of getting ISO14001.
The maximum star hotels (82.35 percent) are not fascinated to get this
accreditation in light of the fact that money related resourced are required to
pursue the standard guideline of ISO 14001 and particularly 3.92 percent have
no reaction on this inquiry.

4.2. Obstructions to Environmental Management practices in GHMC Star Hotels:

The sum-ups of results to obstructions of green practices are following in table
3. The first barrier indicates that the entire star hotel manager differed that
there are significant expense for implementing environmental practices in their
hotels. Where else three-star hotels mostly agreed for the same. The study
discovered that high rated star hotels which have chain affiliation, have a

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strong financial investment. Where else most of the three-star which does not
have chain affiliation have small investment and feel high cost for the
implementation of environmental practices.
Table 3
Obstructions of Green Practices
Obstructions Three Four Star Five Five Star Level of
Star Hotels Star Deluxe important
Hotels Hotels Hotels
1.High cost for Agree Disagree Disagree Disagree Less important
implementing Green
practices
2.Lack of knowledge on Disagree Disagree Disagree Disagree Unimportant
environmental practices
3.Lack of experts on Agree Agree Agree Agree Important
Green practices
4.Uncertainty about the Disagree Disagree Disagree Disagree Unimportant
outcome of
environmental practices
management on business
5 Shortage of resources Agree Agree Agree Agree Important
such as manpower and
equipment
6.Lack of support from Disagree Disagree Disagree Disagree Unimportant
top management and
owner
7.Lack of government Agree Agree Disagree Disagree Less -important
regulation and
enforcement
8.High maintenance cost Disagree Disagree Disagree Disagree Unimportant
9.Difficulty in balancing Agree Agree Agree Agree Important
the quality of service
with Green practices
10.Lack of consumer Disagree Disagree Disagree Disagree Unimportant
supports
11.Lack of networking Disagree Disagree Agree Disagree Unimportant
with green product
suppliers
12.Difficulty in Agree Agree Disagree Disagree Less -
managing and training important
hotel staffs
The second result uncovers that all the star hotels disagreed on absence of
knowledge about green practices. As indicated by them, the knowledge about

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green practices is tremendous on the internet now. The third and fourth results
specify that all the star hotels agree that there is an unavailability of
professionals on green practices and scarcity of resources i.e. green equipment
and labor. It happens in light of the fact that it is an idea which is slowly
become highlighted in Greater Hyderabad Municipal Corporation star hotels
which have less skilled and experienced persons and staff that grip the new
process, product and framework.

The fourth finding implies that all the star hotels admitted that they were
familiar with the result of environmental practices. There are large numbers of
illustrations of structural winner across the worlds which demonstrate the
gaining of implementing of environmental practices. The benefits are i.e.
saving of energy and water and reduction of waste which leads to financial
gain. The six result shows that top management and proprietors of star hotels
are very supportive of environmental practices. Generally, top management
and owner of the hotels usually choose whether to implement environmental
practices or not and the other sub-divisional unit will just follow it.

The seventh finding revealed that most of the three-star hotels conceded that
there is a short of regulations and enforcements from government side. Where
else four-star, five-star and five-star deluxe disagreed on the same. According
to them, governments are very supportive of the implementation of Green
practices and programs. The eight finding indicates that implementing of
Green practices in star hotels does not have high maintenance costs which are
agreed by many star hotels. The ninth finding reveals that there are problems
in adjusting the quality of service with green practices. All the star hotels
accepted the fact that they were confronting with troubles in harmonizing
between visitors’ desires and environmental procedures. For instance, three-
star and four-star hotels admitted that visitors do have complains of not given
newspaper and shampoo bottles in the rooms as both were part of green
initiatives by the hotels to reduce waste. However, visitors have already paid
money to get pampered in the course of their leisure time to have all their services.

Nonetheless, the tenth outcome reveals that usually visitors are very
encouraging of environmental practices. As said by Manaktola and Jauhari
(2007), visitors are ready to do vacation and care for environmental initiatives
by the hotels. The eleventh findings indicate that there are no glitches in

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making contacts with green product suppliers and vendors. Yet, very few star
hotels have struggled to catch green product suppliers because of far distance
from the location of hotels. The twelfth or last finding is except a few three-
star hotels and four-star hotels, all other star hotels do not have any difficulties
in green management and giving training to the staff for green initiatives.
Supervising and providing guidance on environmental practices to staff were
one of the obstructions in some three-star hotels. According to them, some
employees have not as much of committed towards Green systems and have a
tendency to step down simply because of additional work and preparation.
Where else five-star and five-star deluxe hotels do not face any difficulties in
training the workers because of very interesting and innovative programs
regarding green management they have rather than training. They have
refreshed their staffs to participate in various kinds of green competitions
events, art-making programs, and green outing programs. These events inspire
the hotel staff to become more active and fascinated in green management systems.
The findings of above table 4 additionally show that a few obstructions are
important; some are less important and unimportant. For example, which are
agreed by all the star hotels is important and obstructions which are disagreed
by all the star hotels are unimportant. The complete outcomes are contended in
the end part.
5. Limitation
The first drawback of the paper is less response rate from both high and low
graded star hotels. After different endeavors, seventeen star hotels didn’t
partake in the study. Another downside is the response taken from one
individual only such as head of particular sections or coordinators of CSR
wing or high level officials, or senior supervisors, or proprietors instead of
asking every departmental wing of the hotels.
6. Conclusion
To conclude, there are three groups of obstructions which are important, less
important and un important. The important obstructions are unavailability of
professionals on green practices and shortage of means regarding buying green
machinery and labor and inconvenience confronted in matching the quality of
services with green management. Where else there are three less important
obstructions. The less important obstructions are huge expense of maintenance
and absence of regulations from government side, and problems in handling

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and give training lodging staffs with respect to green practices. There are
likewise five unimportant obstructions. These are absence of information on
green management frameworks; uncertainty of result on green practices,
absence of backing from the top management and proprietor, lack of support
from visitors and weak networking with green item providers. An unimportant
barrier indicates the star hotels which didn't confront any difficulties in the
execution of green practices; where else important obstructions are those
obstructions which are confronted by all the star hotels.

Largely, the study uncovers that star hotels of Greater Hyderabad Municipal
Corporation merely face not many obstructions to carry out green practices as
a result of support from their parent association, government and customers.
This inquiry will advantage other type of hotels and cafés in the nation to
recognize the obstructions that might experience may be considered as one of
the implications of this study. They could arrange in advance. This paper will
supplement some extra awareness in the area of green hospitality management
which might be considered as additional implication. This study can be
broadened to recognize the obstructions confronted by small and budget hotels
while connecting with green practices in their everyday process of hotels.

Acknowledgement
The author is thankful to his supervisor, Dr. Prajna Paramita Mishra, Assistant
Professor, School of Economics, University of Hyderabad and Dr. Sujit Kumar
Mishra, Associate Professor, Council for Social Development (CSD), Hyderabad
frothier continuous support, guidance, meticulous comments that greatly improved
the manuscript.

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Bonilla, P, M. J., & Aviles Palacios, C., (2008), Analysis of Environmental Statements Issued
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RNI: APENG/2014/56403
Impact Factor: 2.322
Volume: 7 Issue: 2 July – Sept. 2020

A Complex Issue between Health, Economy, Politics,

and Communication – Coronavirus COVID – 19
Aligi Srikanth
Ph.D Research Scholar, Department of Law, Osmania University, Hyderabad,
Telangana, India. Email: [email protected]

ABSTRACT
The author wants to talk about a new reality surrounds us, a new
atmosphere, a new condition of life in the post-globalization era at the
pandemic time of the coronavirus COVID -19. The pandemic, it is said,
started from communist China with a centralized and at the same time
globalized economy, but today the centre of all the global problems. This
it is intended to be a first analysis where economics, politics and
communication intertwine and interact with the health problem which has
highlighted the weaknesses of a society which has been too busy for a
long time to regulate GDP.
Key words: Economy, Health, Politics, Economy, Coronavirus COVID -19.

1. Introduction
We are going to celebrate Christian Easter on April 12, 2020, a new reality
surrounds us, a new atmosphere, a new condition of life. Are we really in the
post-globalization era, are we really at the end of the capitalist system and its
hedonistic form, or are we simply at a stage of transformation of society? This
is a new pandemic that forces us to ask ourselves these questions, not the first
that humanity is forced to face, probably not even the last. The people infected
by the coronavirus COVID-19 in the world today (WHO data, March 2020)
are over one million and 300 thousand, the deaths almost 75 thousand. Europe
is the most affected continent, with over 50 thousand deaths: 85% of which in
Italy, Spain, France, and Great Britain.

The pandemic, it is said, started from communist China with a centralized and
at the same time globalized economy, but today the centre of all the problems,
that is Wuhan, removed all the barriers erected on January 23. The isolation

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has ended. The city from which the coronavirus epidemic spread has reopened
roads, the sea, rail, and air links. Europe is the most affected continent, with
over 50 thousand deaths: almost 85% in Italy, Spain, France, and Great
Britain.

A video released by the Chinese state media shows images of the removal of
the barriers from a motorway toll booth and the first cars queuing to leave the
capital of Hubei, inland China. Europe, America, even Africa, and Australia
are still or barely engaged in the hard battle to stem the spread of the virus.
Although most of the cases were originally concentrated in the Chinese city of
Wuhan, the virus left the country and spread to 209 countries, including Italy
and Spain. In particular, the virus continues exponentially with its expansion
outside of China, with major outbreaks in Europe. For the moment, it seems
that the state of alarm will last much longer, probably the economic crisis will
affect health policies very soon. Socio-economic aspects The problem is not
only sanitary but also economic, at the same time. For Italy that is already in
recession, a new catastrophe, which goes hand in hand with serious care and
clinical problem, European solutions are being asked. Nevertheless, Europe
has been absent and seems to propose only vexatious solutions. The former
Minister of Economy, says that "Eurobond and Mes have become "toxic
words", now unmanageable. It would be better to get rid of them and then start
discussing again using a new vocabulary" (Padoan, interview on the Foglio, 8
April 2020). We have to start from here! The coronavirus counts two aspects,
the socio-sanitary one and its derivatives and the second, the economic crisis;
this is already affecting the first factor, and in the long run, it will be decisive
for the management of everyday life. But how does the coronavirus affect the
economy? At the beginning of March, the OECD warned that the world
economy would grow by half compared to forecasts if the coronavirus crisis
gets longer and worse. As a worst-case scenario, the global economy is
expected to grow by 1.5% in 2020, compared to 3.2% last year (OECD data,
March 2020). Central banks have injected more liquidity into the system, with
the Fed acting more aggressive. At the beginning of March, the OECD warned
that the world economy would grow by half compared to forecasts if the
coronavirus crisis gets longer and worse. As a worst-case scenario, the global
economy is expected to grow by 1.5% in 2020, compared to 3.2% last year.
Central banks have injected more liquidity into the system, with the Fed acting

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more aggressively. Central banks have injected more liquidity into the system,
with the Fed acting more aggressively. With rates negative or close to zero in
most G9 countries, large-scale asset purchases and financial structures are the
main tools available from central bankers.

We believe that central banks have been extremely efficient in facilitating

liquidity and financing in the investment-grade universe - so far, we see a few
effects outside investment grade. Global finance is trying to stem the crisis,
coming in with funding, liquidity and fiscal stimulus. But China, with its huge
economic and monetary reserves, remains the most powerful in the world and
is willing to throw itself on the market. Already a first operation, which We
consider very aggressive and emblematic, was advanced at the beginning of
February by the Chinese Central Bank to give "reasonable and sufficient
liquidity" to the markets after the spreading of the Coronavirus COVID-19.
We are talking about a 1.2 trillion an intervention (about 154 billion euros)
with which the Chinese Central Bank, hence a socialist country, has injected
into the financial system liquidity for 400 billion (51.68 billion) to maintain an
adequate level of liquidity during the period of prevention and control of the
epidemic. China has therefore already made a 380 billion an operation by
refinancing mechanisms at a rate of 2.4% and another 120 billion at a rate of
2.55%, with 100 billion now maturing, leaving a net inflow of 400 billion.
This situation appears very dangerous, and the newspapers of the world do not
talk about it widely, being too busy talking about the pandemic crisis;
however, the injection of liquidity will lower interest rates on the money and
bond market and will help to reduce interest rates on the loan market, at which
price it will be seen in the long term. All of them, especially in Europe, are in
a bit of a rush to implement the fiscal stimulus, where there are some
challenges as far as small businesses are concerned. The missing piece to
complete the puzzle is positive news regarding the COVID-19 treatments, but
we hope it will improve in the coming months. Economists do not help in
understanding what will happen. We believe that the COVID-19 crisis will
persist longer than many investors suspect and that the economic damage will
be deeper and potentially more long-lasting. Therefore, we believe that the
best approach is to concentrate capital on companies with stronger balance
sheets and financial profiles and with the ability to maintain capital returns
better than their competitors, but on this point, we do not see how public

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finance can intervene. In other words, it is not very clear what is the support of
the states, in our case the European Union, to stem the state of crisis in
pandemic times, health crisis, economic crisis, political crisis and which
transforms the communication system, not only public but also interpersonal
communication, social networks triumph and do business. Some management
analysts (Lazard Frères, March 2020) predict that the economic impact will be
extremely violent as it combines a shock of demand and a shock of supply.
However, it seems positive that this will happen in a global economy that is
accelerating and therefore more resilient to the shock than, for instance, a year
ago. Considering the magnitude of the shock and time's dimension - as a
priority - the key lies in the measures taken by governments to support activity
and, above all, the viability of economic actors. Unlike the 2009 crisis,
governments are currently very reactive, seeking to put in place implementing
measures even before the negative impact on the economy begins.

The challenge facing governments is to support businesses and households

during the crisis, ensuring that the economy recovers as quickly and as
strongly as possible. In reality, the problem for everyone is that central banks
must guarantee the liquidity of the financial markets and ensure that financial
flows to companies are not exhausted, thus guaranteeing the liquidity of
banks. For governments, the first step will be to compensate for the loss of
income of households and businesses, as well as guaranteeing loans to
businesses. In the very short term, the priority is to avoid bankruptcies by
extending the terms or the linking of loans. The ability to do so, for all
companies concerned, in the very short term remains uncertain. China has
liquidity, and other countries do not. Nobody is surprised at this point, but the
macro data that will be known from now on already include the strong impact
of COVID-19, which we remember started to affect Europe as early as
February, but it was only in March that the economic activity-induced coma
deepened. SMEs in March were released this week, and they are the first
relevant main indicator after the spread of COVID-19 in Europe. The SME
services index in Europe stands out above all, falling to the lowest standard
(from 52.6 in February. This decline would be in line with the opinion of the
Chinese SME in February, later in the spread and containment of the virus.
Meanwhile, in the United States, weekly unemployment claims have risen to
3.2 million. Historical maximum in line with the speed of this crisis. US GDP

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could drop 30% in the second quarter of the year and unemployment has
already risen to 12-13% due to the coronavirus pandemic (Janet Yellen,
former Federal Reserve Governor, U.S. Central Bank, CNBC, March 2020).
"the economy is amid a shocking decline that is still not reflected in the data.

The market is prepared for this type of data, which will not generate optimism
but should not be a catalyst for further falls. The problem especially for
countries such as Italy, where the crisis already existed due to the near-zero
growth, is the extent to which the containment measures will be successful and
how much the monetary and fiscal measures adopted will help to regain
growth. Health aspects The coronavirus (COVID-19) has put the world on
edge from both a health and social point of view, but it is the economic crisis
that is worrying in the long term. For the coronavirus a vaccine will probably
arrive soon, but who will produce the vaccine to the new globalized crisis for
the economy? All these concerns are highlighted by international capital
markets that have oscillated between hope and fear in recent weeks. Certainly,
there is hope that the pandemic will be contained and the fear that the growing
global spread of the new coronavirus will cause a significant slowdown in
world economic growth. We will perhaps only know the truth in the coming
months. We will certainly have positive responses in the medical sector. Bill
Gates is talking about it as well, and he is also pointing the finger at
environmental issues and their derivatives. In fact, for a long time Gates has
been explaining why he cares so deeply about climate change and what makes
him optimistic that the world can avoid the direct effects of the climate crisis.
The only one who had foreseen everything seems to be the only one with clear
ideas. Microsoft's founder Bill Gates, in 2015, had predicted the threat of a
phenomenon like the one going on during a Ted talk, and now he left his
company's board of directors to devote himself full-time to the philanthropic
activities of his foundation, which donated $100 million to help fight the
coronavirus COVID-19. Bill Gates says that "the blockade of all activities in
coronavirus affected countries could last for a few weeks, but if executed well
it could stop the pandemic and allow activities to restart fairly quickly”.
Although various possibilities have been studied to advance research on a new
drug using artificial intelligence, Bill Gates is confident that a vaccine will
arrive soon, but that the tension must remain high because the pandemic
problem is a concern that countries will have to take into account in the near

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future. Today, while waiting for the vaccine, the first indications are that
existing drugs can reduce the duration of the disease. Elsewhere, it seems that
daily life is beginning to return to normal. Chinese consumers are getting back
into action, and the country's production is slowly recovering. Also, the return
to normality in Wuhan seems to be getting closer and closer. The health issue
is becoming an issue for the economy as well; this is how Bill Gates deals
with it, so perhaps the states will have to deal with it in the same way.

Labour Market Especially in Europe, the fact that the pandemic has reached
the indicators of the economy is mainly reflected in recent leading indicators
and the indexes of purchasing managers in the euro zone. In the United States
as well there are clear signs of a turnaround in the labour market with the
disruption of global value chains and the increasing limitation of social life
that are putting the entire American economic model under enormous
pressure. The impact on the economy is serious, so in the years to come
economists and analysts will have to adjust their estimates of economic
activity and profit forecasts, making them more compatible with the new
challenges highlighted by the pandemic crisis. In light of these economic
events, the likelihood of a recession in the world economy is also evident, an
unexpected new scenario. In the short term, we are looking at short-term
actions, defensive actions such as the one taken by the US Federal Reserve,
which has promised to buy unlimited US government bonds and mortgage-
backed securities, which would revive monetary easing. The Coronavirus,
reported the Federal Reserve note, "is causing enormous difficulties in the
United States and the world", it is now clear "that our economy will face
serious turmoil". For the Fed, "aggressive efforts must be made, both in the
public and private sectors, to limit job and income losses and promote a rapid
recovery once the disruptions have subsided. Against this background, the
Federal Reserve has indicated that it will "buy government bonds and MBAs
(Mortgage-backed securities) for the amounts necessary to support the smooth
functioning of the market and the effective transmission of monetary policy".
Faced with the contingencies caused by supply and demand, it is important to
ensure the functioning of the markets and improve the flexibility of financing
conditions in the financial markets. Monetary and fiscal policies are becoming
two sides of the same coin, as many governments are applying monetary and
fiscal stimulus measures in series.

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The European Union does not seem to be tackling this issue in time and cannot
stop the uncertainty that is causing serious unrest in many European
economies, first of all in Italy. Even if the end of the market collapse does not
yet seem to be in sight, there are still no concrete countermeasures to be seen,
and in any case, it is not as if China is in good shape: indeed the worst figures
in the last 50 years are emerging. On the other hand, financial markets have
fallen by almost 40% in the European case, which historically places this crisis
in one of the worst afflictions ever. It remains to be seen whether the current
situation is damaging the capacities of companies. Much has to do with the
duration of the pandemic and the irreparable damage it will affect the
economy. The response of governments will play an essential role in limiting
the effects on the economy. Take the air transport sector, for example. For the
aviation sector, estimated revenue losses are around USD 30 billion (figures
from the International Air Transport Association, ATS, March 2020).
According to ATS, virtually all losses are expected to affect airlines in the
Asia-Pacific region, which are facing a 13% drop in passenger demand during
the year. Some companies have reported the effects of the epidemic on their
business. Air France-KLM and Qantas groups in Australia felt a potential
financial blow. Qantas claimed that the coronavirus could reduce profits for
the fiscal year ending June 30 to $66 million, with losses of around $30
million. Air France-KLM estimated a profit reduction of $216 million between
February and April this year (money. it, March 2020). The all-Italian case of
the airline company Alitalia is worth to be mentioned. In the "Cura Italia"
decree, the Italian government gave a positive response concerning the rescue
of the former Italian flight company. Due to the ongoing coronavirus
emergency, it is, in fact, impossible to find buyers; this is because Alitalia, as
the other previously cited companies and as the whole system of world air
transport, is in deep crisis. In 2020, the sector could record a turnover decrease
of between 63 and 113 billion dollars, a fifth of the entire world turnover.
Saving the airline industry will cost up to $ 200 billion (IATA data, 2020). In
reality this crisis it is not so different than in the past (Arguin, Navin, Steele,
Weld, Kozarsky. SARS travel alerts and advice. Emerging Infectious
Diseases, 2004) we have a lot of elements to think it is very similar to
pandemic situation of the past years as well the SARS in 2002-2004.

The big difference is the global reaction and the consciousness by everyone,

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thanks also to widespread communication. The last interesting aspect is that

COVID-19 has manifested itself in an increasingly worrying way in some of
the most polluted areas in the world, a reason that could justify the high
number of infected in the Italian Region of Lombardy, one of the most
industrialized areas in Europe, in which critical environmental conditions have
been a prominent issue for a long time. The question to be asked is: why did
the COVID-19 explode so virulently in those areas In Lombardy, the
concentration levels of particulates (Pm10) are among the highest not only in
Europe but in the world as well; this situation has persisted for too many
years. It is certain that high levels of Pm10 also cause problems for the
respiratory system which would therefore be more sensitive to the
complications caused by this new virus. The longer we are Geopolitical,
Social Security and Freedom Journal, Volume 3 Issue 1, 2020 8 exposed to
this highly polluted environment, the more likely our respiratory systems are
to become weaker and, therefore, more fragile in fighting against the effects of
coronavirus COVID-19. It is no coincidence that a recent study by the Italian
Society of Environmental Medicine (Sima, March 2020) highlights a
relationship between the excess of the legal limits of concentrations of PM10
recorded in the period 10-29 February and the 66 cases of infections, showing
one undeniable thing: changing our lifestyle, sustainable production and
consumption resulting a reduction in pollution is certainly good. Especially
regarding the air we breathe and what we eat: it is known that our immune
system would certainly be strengthened where the use of certified organic
foods is preferred. An optimistic remark: once the virus is controlled, perhaps
the air transport sector will start again, but only with those who have managed
to resist. We will be placed in a scenario with unprecedented fiscal and
monetary stimuli that would lead to a significant market appreciation and this
could also happen in other sectors, therefore, the action of central banks
becomes fundamental. Central banks must implement a stimulus plan both in
the United States and in Europe where there is no understanding of what the
EU action such as the role of member states, often in conflict with each other,
problems due to the lack of joint European action; the EU appears to be more
and more a club under COVID 19 lays bare the misunderstandings and
divisions of the new European Union of 27, and where EU solidarity is faced
with the test of nine, will the expectation for the Euro groups from now on be

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an opportunity to unite or to divide? The United States, for example, has

launched its largest stimulus package and is already planning to continue with
another. The mere determination of monetary and fiscal organizations to
tackle an unprecedented crisis has undoubtedly improved. The pandemic has a
cost, while its value remains uncertain. We still do not know exactly how
much this pandemic will cost, and investors are now focused on knowing
when it might peak and when the vaccine will be available when everything
returns closer to normal. There are some encouraging signs in Europe, but we
must be cautious. However, a more accurate scenario is taking shape. The
stimulus plans of governments are providing great support, but they will
probably not compensate for any prolonged closure period. For example,
Italian measures could compensate for a few weeks of recession, but then
what? The problem is that the blockade cannot last long. As in China, there
will only be a gradual return to normality in the post-confinement period. And
the process could take time. The economy will certainly recover, but the
improvement could be slowed down by the extension of social distancing
measures.

Moreover, it is not known how quickly the borders will reopen and there is no
way of knowing if the virus will return in the autumn. The Schengen
agreement has also failed, as has the Erasmus program, which was the flag of
Europe. The coronavirus problem is a health problem that triggers chain
reactions involving economics and politics, the entire society in general in any
place, it is a global issue that puts people's social security at risk. Social
aspects The coronavirus epidemic has a very important social impact because
it forces us to change a series of behaviors that are quite fixed in our lives. It
involves changing habits, changing patterns of relationships, everything that
sustains our lives that is routine. It also generates fear and danger, triggers a
very strong reaction of uncertainty that leads us to sometimes adopt more
automatic reactions which are not the best behaviors to be taken. It is a very
new situation for most of our population, who have never experienced
circumstances of this kind that directly affect our daily behaviors. Added to
this situation has an impact on our daily life that requires us to adopt certain
behaviors. In addition to a medical problem, the coronavirus epidemic is a
problem of social behavior. Containing and mitigating the spread of the virus
leads to changes in behaviour, and often governments set the rules. Citizens

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must abide by the rules set by doctors and politicians We act in the name of
national security, the answer is primarily the health care system, i.e. it comes
from a specific medical approach, but there is a previous line that we must
maintain that is to change our behavior. People usually have difficulty in
changing behaviors, we find ourselves in a very special scenario where our
usual behaviors are disarmed and we must quickly introduce new behaviors to
stop the virus. On the one hand, the new behaviors are those that fall within
the recommendations of reliable health authorities. We must make a very
important effort to adhere to the recommendations and rules. Today’s
recommendations are social distancing, i.e. avoiding all situations and all
places that promote close contact with other people. To avoid possible
contagion, we need to take precautionary measures for contact with the virus,
washing hands, cleaning surfaces and all this involves adopting new habits
New routines need to be created; we need some behavioral cues to do this. For
example, hand washing, we need to start training to do hand washing in
certain repetitive cases, when we enter and leave other places, at certain times
of the day by default, we should establish hand washing as a behavior in
principle, forced to be automatic in the coming months. What it means from a
psychological point of view today is a great effort to establish new habits and
should be specifically focused on the recommendations of health authorities.
The effort also lies in not doing the other things we do when we are insecure,
restless or desperate, and our minds generate behaviors to calm us, such as
buying things like toilet paper, which is not important. Containing and
mitigating the spread of the virus leads to changes in behaviour and often
governments set the rules. Citizens must abide by the rules set by doctors and
politicians. We act in the name of national security, the answer is primarily the
health care system, i.e. it comes from a specific medical approach, but there is
a previous line that we must maintain that is to change our behavior. People
usually have difficulty in changing behaviors, we find ourselves in a very
special scenario where our usual behaviors are disarmed, and we must quickly
introduce new behaviors to stop the virus. On the one hand, the new behaviors
are those that fall within the recommendations of reliable health authorities.
We must make a very important effort to adhere to the recommendations and rules.

Today's recommendations are social distancing, i.e. avoiding all situations

and all places that promote close contact with other people. To avoid possible

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contagion, we need to take precautionary measures for contact with the virus,
washing hands, cleaning surfaces and all this involves adopting new habits
New routines need to be created; we need some behavioral cues to do this. For
example, hand washing, we need to start training to do hand washing in
certain repetitive cases, when we enter and leave other places, at certain times
of the day by default, we should establish hand washing as a behavior in
principle, forced to be automatic in the coming months. What it means from a
psychological point of view today is a great effort to establish new habits and
should be specifically focused on the recommendations of health authorities.
The effort also lies in not doing the other things we think we do, when we are
insecure, restless or desperate, and our minds generate behaviors to calm us,
such as buying things like toilet paper, is not important. We should not clutter
ourselves with products, today we should put all our attention to repeat again
and again the behaviors that are recommended by health authorities so that
they are assimilated by our brain. If we do not, it is very difficult for them to
become habits, and if they do not become habits, they tend to decline because
the most important answer today is social, not individual behavior. It is clear
that both in economics and politics, and for society as a whole, this is an
exceptional situation that affects people's lives not only from a health point of
view but also psychologically.

Global behaviors are homologated, so frequently we adopt recommended

behaviors that show us that, together with other measures in some countries,
this is how it works today. Indeed, countries that have adopted strong social
distancing and measures of this kind, such as Korea, despite being rapidly
exposed to the virus, have managed to keep the disease under control. Even
psychology and security have changed after the coronavirus, without realizing
that behaviors become global and shared. Even the trade war between China
and the United States seems to have stopped, due to a virus allegedly
originating from ancestral and unhealthy habits - the eating habits of an Asian
market, which even shifted the natural interest aroused by the presidential
elections in the United States. There is no doubt that among the elements that
characterize the crises are surprise, uniqueness (each crisis is unique),
urgency, destabilization and a downward trend in the quality of information.
these days just read the newspapers or watch television or visit, social
networks: all shared, all homologated, even the falsehoods that we now call

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"fake news" and that often through communication put society in danger. The
fake communication is a danger, there is no regulation, no valid security
system even if some systems try a self-regulation, for example face book 76%,
twitter only 41% . Communication in times of crisis is very important. Crisis
communication management seeks to limit risk and exercise the greatest
possible control over its implications, and has within its fundamental
objectives the transmission to society of peace of mind, control of the situation
and confidence in the future.

It is essential to always try to act proactively when informing citizens, paying

particular attention to those affected, responding to the media and controlling
the dynamics of the events that may occur. In order to manage a crisis
effectively, it is necessary to establish solid channels of communication with
the different sectors of society, as well as identifying which of them are most
affected by the situation in order to establish a prioritized communication.
Even with the coronavirus, the reaction time and honesty of governments will
be essential factors for a favorable resolution. Inevitably, time affects the
messages and content being communicated, so it will always be necessary to
assess at what stage of the crisis we are and which are the requests for more
information that exist at that time, not only towards citizens but also in relation
to society.

Conclusion
In conclusion, are we sure that every day that passes means one day less
crisis? There is too much uncertainty. It is true that the actions of the central
bank offer substantial protection, but everything can only be defined over
time. Time becomes an essential factor. The COVID -19 pandemic is
changing and will change the methods and techniques of communication even
more in the future. Both those of individuals and those in the external
approach of companies and organizations in general. It is easy to see a change
in the style and content of communication between economic and non-
economic institutions. To tell the truth, many advertising campaigns, designed
before the outbreak of the pandemic, are still ongoing and are focused
exclusively on promoting the quality of the product or service offered. Seen on
television, they seem to be the remains of a long-gone era and, according to
some analyses of viewer satisfaction, they even arouse a sense of irritation or

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antipathy in certain sections of the population. With negative effects. But the
most recent and up to-date messages and communications are increasingly
aimed at underlining, the social commitment of companies and organizations.
This is what citizens expect. New attitudes and new approaches are emerging
from people, especially in more developed countries that, according to Renato
Mannheimer (face book, 2020), are not limited to the mere production and sale
of products and services, but that also considers commitment and social
responsibility. Towards workers, towards the environment, towards the
country. In short, the coronavirus is changing the world, either the world
needed new models and takes advantage of the crisis. With the outbreak of the
COVID - 19 emergency, citizens change their needs and their sensitivity to,
for example, the environment or social issues. Companies understand this
interest and are preparing to meet these demands. Companies and
organizations are now being asked to make an active contribution to the fight
against the pandemic, and companies are happy to make donations,
considering social commitment as one of their objectives, and economic cost
to be evaluated also in terms of return on investment; indeed, an investment
that will also bring benefits in terms of sales. Covid- 19 will also change
corporate communication, communication also changes from this point of
view, largely transforming the communication of many institutions, economic
and not, depending on changes in the expectations of citizens, a real and
continuous evolution of public opinion is taking place and not only economy
but also politics will be overwhelmed by all this.

REFERENCES

Due to coronovirus pandemic “(Janet Yellen, former Federal Reserve Governor, U.S.
Central Bank, CNBC, March 2020).
Microsoft's founder Bill Gates, in 2015,
About Products and services “Renato Mannheimer (face book, 2020).
Figures from the International Air Transport Association, ATS, March 2020.
SARS travels Alert and Advise (Arguin, Navin, Steele, Weld, Kozarsky)].
A recent study by the Italian Society of Environmental Medicine (Sima, March 2020)
Gates B., How to Avoid a Climate Disaster: The Solutions We Have and the
Breakthroughs We Need, Kindle Edition, 2020.

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Aligi Srikanth ISSN 2349-0519

Figus A., Sistema Europa. L’organizzazione politica dell’ Unione europea, il

complesso cammino verso l’unione politica. Eurilink University Press,
Rome, 2019.
C. Wang, P.W. Horby, F.G. Hayden, and G.F. Gao, “A novel coronavirus outbreak of
global health concern,” The Lancet 395, 10223 (2020): 467-536, e28-e32.
M. Pei, “China’s Coming Upheaval: Competition, the Coronavirus, and the Weakness
of Xi Jinping,” Foreign Affairs (3 April 2020),
foreignaffairs.com/articles/united-states/2020-04-03/chinas-coming-
upheaval.
Gates B., How to Avoid a Climate Disaster: The Solutions We Have and the
Breakthroughs We Need, Kindle Edition, 2020.
According to (WHO data, March 2020)
(OECD data, March 2020). For changing Education.
(Lazard Frères, March 2020) about demand and stock of supply.
Padoan, interview on the Foglio, 8 April 2020).

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Dr. B. Gandhimathy Social Vision ISSN 2349-0519
RNI: APENG/2014/56403
Impact Factor: 2.322
Volume: 7 Issue: 2 July – Sept. 2020

Growth and Instability of Rice Production in India

Dr. B. Gandhimathy
Assistant Professor, Department of Economics, Chikkaiah Naicker College,
Erode, Chennai, India. Email: [email protected]

ABSTRACT
Cultivation practices of rice are a part of global cultural heritage and it
dates back to 10,000 years ago. It is one of the most important economic
activities on earth. India is the largest producer of rice in the World next to
China. The objectives are to study the growth rate of rice production, to
measure the instability and to analyze the relative contribution of area and
yield to total output change. The study period relates to seven decades
from 1950-2018. SPSS package and Excel is used to draw the results.
Compound growth rate, Mean values, Standard deviation, Coefficient of
variation, Cuddy Della Valley Index, and Decomposition model are used to
draw the results. Cuddy Della Valley Index and Co-efficient of variation
shows the same magnitudes and the area had relatively more stable than
yield and production. Cultivation practices should be increased due to its
intra and international increase of demand. Reduction of area cultivation
in rice grain indicates the shifting of cropping pattern, conversion of
agricultural land into household and industrial purposes. However,
increasing the yield effect from 66 percent to 89 percent by decomposition
model shows the good sign in rice cultivation.
Key words: Rice, Compound Growth rate, Instability, Cuddy Della Valley
Index, Decomposition model

I. Introduction
Cultivation practices of rice are a part of global cultural heritage and it dates
back to 10,000 years ago. It is one of the most important economic activities
on earth and Asia covers 90 per cent of the rice production (Macklean, 2002).
In order to secure the rice growing environments for future generations,
International Rice Research Institute was established in 1960 in Ford and
Rockefeller foundations in Philippines. India is the largest producer of rice in
the World next to China. Indonesia, Bangladesh, Vietnam, Thailand are the
major producer of rice grain, meets the global market and feeds the entire

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globe. West Bengal, Uttar Pradesh and Punjab are the major producing States
in India. It is one of the major staple foods particularly South India and
International year of Rice (2004) enhanced it’s the significance. After green
revolution, a spectacular change has been obtained in the production of rice
which transmits Indian economy from rice shortage to surplus and further
leads to leading exporter of rice. This revolutionary changes by using high
yielding varieties of rice helps to get rid from the massive poverty and food
shortages during sixties. More than 10000 verities of rice are available but
selected varieties are cultivated in different counterparts of the Indian field. It
needs high humidity, good sunshine, irrigation facilities and other favorable
agro-climatic conditions ensure better production. Some of the rice varieties
had medicinal properties also. Small size land holders prefer to farm rice as it
meets their demand for a year and they consume throughout the year.
According to Thanh and Baldeo (2006), farmers are faced certain constraints
in rice production like agro ecological, technological, social and economical.
Area, production and productivity of rice grain had increased from
30.81Million Hectares, 20.58 Million Tonnes and 668 Kg/Hectare in 1950-51
to 43.79 Million Hectares, 112.91 Million Tonnes and 2578 Kg/Hectare 2017-
18 respectively. In this context, the study of growth and instability of rice
grain in India has assumed importance. Against these underpinnings, this
paper is going discuss about the growth and instability of rice production in
India. The present study is divided into five sections. The first section gives
the introduction, the second section compiled the review of literature, the third
section pertains to methodological framework, the fourth section discusses the
analysis and the final section concludes the study.
II. Review of literature
Exploration of growth and Instability is an essential part in agricultural
research works. Similar Studies are undertaken by Minhas and Vaithyanathan
(1964) and (1965); Vidya sagar (1977); Mehra (1981); Ray (1983); Deshpande
(1988) ; Sharma and Joshi (1995), Prasad (1996), Prasad Eswara, Manohar
Rao and Narasimbha Reddy (1996), Radha and Prasad (1999), Deb, Bode and
Dey (1999) Singh and Asokan (2000) ; Hazara (2001) Shaheen and Shiyani
(2004), Chand and Raju (2009) ; Shivaj and others (2009); Sahu and Mishra
P (2013); Joshi Singh (2015); and Anjum Shabana (2018) for different crops
in different time periods. One more attempt is made in this paper to explore
growth and instability of rice in India.

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Objectives: To study the growth rate of rice production in India, to measure

the instability of rice production in India and to analyze the relative
contribution of area and yield to total output change.

III. Methodology
The instability in rice production in India is measured in the two time periods.
Data has collected from the Agriculture statistics at a glance 2018, published
by Directors of Economics and Statistics, Government of India. The study
period relates to seven decades from 1950-2018. Area, yield and production
are selected to diagnose. SPSS package 16th version and Excel is used to draw
the results.

Here, an attempt is made to break down the growth of production during the
34 year period from 1950-51 to 1983-84 and from 1984-85 to 2017-18.
Compound growth rate, Mean values, Standard deviation, Coefficient of
variation, Cuddy Della Valley Index, and the Decomposition models are used
to draw the results. For computing Compound Annual Growth Rate, b
coefficients are calculated using regression ‒‒› curve estimation in SPSS
Analysis. b coefficients in case sequence are multiplied by hundred and then
subtracted by hundred to get the CAGR in percentage. To compute coefficient
of variation the following formula had used.

Coefficient of variation = Standard Deviation/ Mean x 100.

The formula for Cuddy Della Valley Index (CDVI) Instability model is CDVI
= CV x where CV is coefficient of variation, is Coefficient of
determination adjusted. The following decomposition model was used to find
yield effects, area effects and interaction effects.

ΔP = A0(Yn-Y0)+Y0(An-A0)+ ΔA. ΔY
ΔP = A0ΔY+Y0ΔA+ ΔA. ΔY
1= + +
ΔP Change in production = Pn-P0
Change in Area = An-A0
Change in Yield = Yn-Y0
Where n refers to current year and 0 refers to base year.
Change in production = Yield Effect + Area Effect +Interaction Effect

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IV. Analysis and Discussion

Growth performance of rice in India is shown in the following table-1. The
movement of the series has classified into two periods from 1950-51-1984 and
1984-2018.
Table -1
Compound Growth rate of Rice Production In India (In percentage)
Period All over the period Period I Period II

Variables 1950-2018 1950-84 1984-2018

Area 0.5 0.9 0.2
Production 2.4 2.7 1.7
Yield 1.9 1.7 1.6
Source: Computed by the researcher

The above table 1 reveals that acreage of rice production had drastically
reduced from 0.9 percent to 0.2 percent and the similar situation was also seen
in the production of rice from 2.7 percent to 1.7 percent. However, yield level
have not much affected as it varies only 0.1 percent. Overall the area,
production and productivity in phase 1 is relatively good than phase II.

Instability in Rice
Both co-efficient of variation and Cuddy Della Valley Index are used to
measure the instability of rice grain in area, production and productivity. All
these are assessed in two phases – period I and Period II.

Table -2
Instability in Rice Production in India (In percentage)
All over the period Period I Period II
1950-2018 1950-84 1984-2018
Description Area Production Yield Area Production Yield Area Production Yield
CV 11.12 44.44 36.13 9.33 26.95 18.39 3.27 17.76 15.74
0.85 0.96 0.96 0.92 0.88 0.81 0.31 0.87 0.91
CDVI 4.29 8.89 6.95 2.62 9.41 8.10 2.70 6.43 4.67
Source: Computed by the researcher
The above table 2 indicates the instability in rice production in India. The
higher the coefficients of variation lower the stability and vice versa. Cuddy
Della Valley Index and Co-efficient of variation shows the same magnitudes
and the area had relatively more stable than yield and production. In overall

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period, area had 4.29 percent where as the yield and production had 6.95 and
8.89 percent respectively. In the period I, area had 2.62 percent where as yield
and production had 8.1 percent and 9.41 percent respectively. In the period II,
the synonymous results are achieved by 2.70 percent in the area but 4.67
percent and 6.43 percent in the yield and production respectively.

Decomposition model
Decomposition model has used to measure the relative contribution of change
in production for the components viz., area and yield. Area and yield are the
two components which have significant impacts on production are shown in
the following table 3.

Table 3
Decomposition of area, yield and their Interactions (In percentages)
Study period Yield Effect Area Effect Interaction effect
Period I
1950-84 65.96 19.82 14.22
Period II
1984-2018 85.90 9.31 4.79
Source: Computed by the researcher

Change in production due to area and yield are accessed by using

decomposition model. The yield effects are more in both the periods, which
had 65.96 and 85.90 percent. The area effect had reduced from 19.82 percent
to 9.31 percent which shows the reduction of acreage responses in the
production. The interaction effects drastically reduced from 14.22 percent to
4.79 percent.

Issues and Challenges

Indian agriculture is described as gamble of monsoon and it perhaps reflect the
rice production also. Albeit, better irrigation facilities and water management
improves production capacity, it does not cover various counterparts of the
country. Rice diseases and pests such as sheath, blight blast stem rot and stem
borer affects the yielding capacity. Lack of proper variation, storage
constraints, post harvested technology, fertilizer constraints, plant protection
measures, weed problems, poor infrastructure, cost of inputs, and shortage of
labour affects the rice production. Overcoming these difficulties ensures better
production of rice grains.

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Despite these difficulties, farmers expand their cultivation of rice and in 2020
it record 117.94 million tones. The government increased the price which
stimulates to buy new season rice from farmers by 2.9 percent (Jadhav, 2020).

V. Conclusion
Increasing population, lower rate of active young population in farming and
climatic resilience are the major challenges behind the rice production.
Increasing rice production helps to earn considerable earnings via export
particularly India. To disseminate the latest technologies in rice cultivation to
the farmers the National Rice Research Institute (formerly known as Central
Institute for Rice Research) in 1946 at Cuttack Odisha was established in India
which also plays a pivotal role for the success of the green revolution. Indian
Institute of rice research in Hyderabad (formerly known as Directorate of rice
research) was founded by Indian Council of Agricultural research in 1965 to
enhance the rice research. Measuring growth and instability is an essential part
in agricultural research as it pinpoints irregularities of production; its
exploration helps to increase the production. Cultivation practices should be
increased due to its intra and international increase of demand. Reduction of
area cultivation in rice grain indicates the shifting of cropping pattern,
conversion of agricultural land into household and industrial purposes.
However, increasing the yield effect from 66 percent to 89 percent by
decomposition model shows the good sign in rice cultivation. It is essential to
encourage the active age group farmers in the farming activities. Well
educated and skill oriented famers quickly grasps the advanced technology. It
will help to minimize the yield gap and achieve the potential yield in the field.

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Anjum Shabana (2018): “Growth and Instability analysis in Indian Agriculture” web
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Chand R and Raju (2009): “ Instability in Indian Agriculture during different phases
of technology and policy”, Indian Journal of Agricultural Economics, Vol
64, no(2), pp 283-88.
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Deb UK, GK Bose, and MM Dey (1999), “Growth and Variability in Sugarcane
production in Bangladesh”, The Asian Economic Review, Vol 41, No 1, pp
152-165.

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Deshpande (1988):” Growth and Instability in Maharashtra Agriculture”, Artha

Vijnana, vol 30, no 4, December.
Hazra C R (2001), Rice production Scenario in India, and Central Interaction,
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Jadhav Rajendra (2020), “India’s Rice Production could hit record this year as
farmers expand area, livemint, epaper downloaded in 24th August 2020.
Joshi D and HP Singh (2015): “An Empirical Analysis of Growth and Instability in
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No 2, pp 440-442. Issn 0975-3710. EIssn – 0975-9107.
Maclean J L and Others (2002), Rice Almanac, CABI publishing. UK.
Mehra (1981): “Instability in Indian Agriculture in the context of the new
technology”, research paper 25, National food policy Research institute,
Washington DC, USA.
Minhas B S (1964), Analysis of crop output by Component Analysis, (Mimeo).
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1958-61, Analysis of Component Elements”, Journal of Indian Society of
Agricultural Statistics, Vol 17, Issue 2, pp 230-252.
Mishra P and Others (2013): “Instability and Forecasting Using ARIMA model in
Area, Production and Productivity of Onion in India”, Journal of Crop and
Weed, Vol 9, no 2,pp 96-101.
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context of New technology”, Economic and Political Weekly, vol 25, no 52, Dec 29.

Muruganandhi et al (2008): “A study on the direction of trade in the Indian Turmeric

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Prasad Y, Eswara M Manohar Rao and Narasimbha Reddy (1996), Analysis of
growth and causes for yield disparities in Rice in Karimnagar District of
Andhra Pradesh, Agricultural situation in India, Vol LIII, no (2), pp 89-92.
Radha Y and Y Easwara Prasad (1999), Variability and instability Analysis of Area,
Production and Productivity of Rice and Maize in Northern Telangana
Zone of Andhra Pradesh, Agricultural situation in India, Vol LV, No 10, pp
623-636.
Ray SK (1983): “An Empirical investigation of the nature and causes for growth and
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Sahu P K and Mishra P (2013):” Modeling and Forecasting production behavior and
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Journal of Agricultural research, Vol 51:81-91.

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Shaheen and Shiyani (2004), Growth and Instability in Area and Production and
Yield of Fruits in Jammu and Kashmir – A Disaggregate Analysis,
Agricultural Situation In India, Vol LX, NO 10, PP 657-663.
Sharma and Joshi (1995), Performance of rice production and factors affecting
acreage under rice in coastal regions of India, Indian Journal of Agricultural
Economics, Vol 50, No 2, PP 153-67.
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Shivaji and Others (2009): “Trade Performance of Banana in India”, International
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WTO”, Artha Vijnana, Vol 42, no 3, pp 240-249.
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Vidya sagar (1977), “A component analysis of the growth of agricultural productivity
in Rajasthan 1956—61 to 1969-74, Indian Journal of agricultural
economics, Vol 32 no 1, January –March.

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Dr Priyadarshi Kar Social Vision ISSN 2349-0519
RNI: APENG/2014/56403
Impact Factor: 2.322
Volume: 7 Issue: 2 July – Sept. 2020

Education and Social Transformation: Reflections on

the Thoughts of a Contemporary Mystic
Dr Priyadarshi Kar
Assistant Professor, Department of History, Ravenshaw University, Cuttack,
Odisha, India. Email: [email protected]

ABSTRACT
This article attempts to evaluate the social vision of Osho Rajneesh, a
contemporary Indian mystic and thinker, who is regarded as a pioneer in
the globalization of spirituality in the spiritual bazaar of 1970s and 1980s
by analyzing some of his ideas and thoughts on education. Rajneesh’s
vision of education is radically different from the kind of ideology which
has dominated minds of educators of the past and present. His vision is
basically a thorough-going protest against the stifling character of
education system, its regressive approach, and its dehumanizing pattern.
Rajneesh not only critiqued the conventional educational theories and their
modes of implementations but vehemently rebelled against the ego-
centered, ambition - oriented, tradition-based pattern which has been
serving the established economic, social, and political vested interests in
society. His vision of education considers life not as a struggle for survival
but as a celebration. The main objective of education, says Osho, should be
to prepare you to be yourself and in discovering as well as acknowledging
your uniqueness, this paper argues that the socio-political, economic and
environmental challenges we are facing now require a realistic assessment
of our priorities. In this context, one of the primary tasks ahead of us is to
focus on the link between education and enhancement of quality of life. The
insights offered by Osho Rajneesh are not only revolutionizing but also
extremely relevant for our times.
Key words: Ideology, Regressive Approach, Dehumanizing, Celebration, Osho

Introduction
After more than three decades a New Education Policy (NEP - 2020) has been
approved by the Government of India recently with many structural and
foundational changes. There has been a mixed response to these changes
across the States and political parties articulated in nation-wide debates and
discussions. However, the NEP, in its stated larger objectives of inclusivity,

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multi-disciplinarity, multi-linguality, etc, seems to have glossed over some

very fundamental issues and challenges which can have far-reaching
consequences. In this context, the necessity of revisiting some of the
fundamental and philosophical objectives of education in general becomes
important. This article intends to primarily address the issue in the light of
discussing the ideas and insights of a contemporary Indian mystic and thinker
Osho Rajneesh.

Who was Osho Rajneesh?

A native of Madhya Pradesh, Osho Rajneesh (1931-1990, original name,
Chadra Mohan Jain) was a philosophy professor-turned -godman of the 1970s
and 1980s who earned the notoriety as a “Sex Guru” and the “Guru of the
Rich”. In fact, he was an extremely erudite, charismatic and outspoken
intellectual who claimed enlightenment for himself and adopted titles like
“Acharya” (a learned teacher), “Bhagwan” (god), and later “Osho”i. A pioneer
in the globalization of spirituality, Rajneesh’s religion (read philosophy) ---
Rajneeshism--is one of the first global brands in the world spiritual
supermarket. His mission was to lead his followers to higher states of
consciousness and transform the world. Freed from the distorting conditioning
of the society, families and politics would become obsolete in the new world.
Living in harmony and pursuing spiritual aims, his followers would become
the nucleus of a new race of human beings - Homo Novus. Rajneesh’s concept
of spirituality was a “religion less religiousness” without any adherence to any
creed. It demanded a deprogramming or deconditioning of the mind and a
transcendence of the personal past. His philosophy of liberation emphasized a
rejection of all conventional values, highlighted direct, ecstatic experience, a
knowing through intense feelingsii.

Rajneesh was a voracious reader and a fabulous orator who delivered

extempore lectures on almost all subjects ranging from metaphysical and
religious issues to the sociological, political, psychological, ethical and the
environmental with a poetic sensibility and a brilliant sense of humour. His
ashrams established in Poona (1974) and Oregon (in USA named
Rajneeshpuram, 1981-85) became attractive destinations both for his Western
and non-Western disciples. Here we shall only discuss some of his views and
insights on education to get a glimpse of his understanding.

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Nature of the Current Education System and its Implications

According to Rajneesh, the assumption that life is a struggle and those
economic opportunities, better living conditions, greater social mobility are
dreams never to be fulfilled. Education is seen, in such a case, as a compulsive
necessity regardless of how depressing this alternative may turn out to be in
the world of greed, competition, prejudice and diminishing responsibilities.
We equate our passion for success and how to be successful like others with
the assumption that education is just the right means for achieving it.
Persistent notions of how to be like others, and the rhetoric that goes along
with it, takes no account of the fact that continued expansion and welfare of
human society can least afford producing clones in an explicit world of socio-
economic interdependence.iii

To Rajneesh, the strategic growth of education in the twentieth century has

been the result of an agenda in which information and accumulation of
knowledge has been the paramount objective. As the 20th century comes to an
end, Rajneesh asserts in the late 1980s, we can see a peculiar combination of
forces at play, both integrating and disintegrating. Ethnic conflict, racial
intolerance, religious fundamentalism, ecological degradation, nuclear
proliferation is some of the painful realities of the late twentieth century. To
Rajneesh, throughout human history we have, unfortunately, created self-
sustaining processes of overt and covert forms of violence in the name of
religion, justice, freedom, and progress. Therefore, we stand today as a
wounded civilization.

On the other hand, incredible technological changes have made it possible for
virtually every human being on the planet to be within reach of every other
through satellites and digital technology. We are now managing the almost
instantaneous flow of information among individuals and groups who can
pursue common goals without ever having met through the Internet and digital
technology. Technology has also increased world trade significantly. Rajneesh
also deliberated on issues relating to future technological dimensions in 21st
century like Toffler. iv

Rajneesh’s existentialist analysis of education is basically in the interest of

reaffirming the essential freedom and individuality of human being. It
involves, therefore, a thorough and straightforward protest against the

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conventional ways and de-humanizing approaches in education, and against

the whole past that supports such a system. His watchword, however, is
change - to him protesting alone is not enough. He would like to see a
revolution in education so that it can become instrumental in bringing about
not just a physical or psychological but a spiritual transformation as well.
In Rajneesh’s words: “While education accepts the truth of everybody’s
unique and unparalleled individuality, that will be the beginning”. He further
states,
“If education can make every person aware that one is enough as one is, and
can enable him to experience the bliss of it, if education can make facilities
available for the full growth of what one needs - facilities for growth, not for
ambition; facilities for love, not for competition-facilities for self-awakening
and consciousness, not for conflict with others - then such education will be
able to bring about a fundamental revolution in the world. As long as
education is not able to do this, it is not in the interest of man; on the contrary
it is harmful to man, it poisons the human mind”v.

To Rajneesh, educational ideas and approaches so far has been a means to

perpetuate and extend traditional values. The central motif of traditional
approach in education is essentially to maintain the status quo. Among the
outstanding concerns reflected in such ideas are: continuing age-old views and
ways of life control of social change, and a profound dislike for new
challenges. The emphasis tends to be on permanence, dependability, and
uniformity. Much less importance is given to change, novelty, independence
and creativity. Rajneesh would attempt an active intervention through
education to dismantle the structured mind of the modern man. It is here that
many of his sayings come close to the modern educationists’ use of strategic
interference techniques but goes far beyond in terms of the use of creative
mental space. To me he goes far beyond the confines of traditional education
systems.

On Meritocracy and Power in the Hands of Intelligentsia

Rajneesh talked about his proposal for replacing the current corrupt and
ineffective political leadership by a new meritocracy. He would like his
blueprint on meritocracy to triumph so that a vast knowledge pool is created to
act as the active agents of social change. One category of people he hates and

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often speaks very critically of is the politician. He asserts “I would like all the
universities - within each State - to call a convention of all the vice -
chancellors and the eminent professors of the eminent intelligentsia who may
not be part of the university: painters, artists, poets, writers, novelists, dancers,
actors, musicians. It would include all dimensions of talents, all kinds of
people who have shown their caliber - excluding politicians completely.

Rajneesh feels utterly disgusted and frustrated with the typical politician and
advocates a system of “recall” and this is indeed surprising, more so because it
comes at a time when such a concept, so vociferously demanded today, was at
an inceptive stage. His anger knows no bounds when he declares: “And what
power do politicians have? All the power that they have we have given to
them. We can take it back. “He says again:
“Once we move the power from the mob into the hands of intelligent people,
people who know what they are doing, we can create something beautiful. I
suggest to shift completely from the mob to the chosen few.”vi

On Commune-based Education
Meritocracy for Rajneesh is a whole program of transforming the structure of
society, the structure of the government, the structure of education. Such an
educational space can be possible only in the communes. It seems Rajneesh is
obsessed with the idea of absolute freedom and therefore eliminates the need
for a state system. In such approach he approximates the position of Russian
nihilists to a great extent He says:
“A commune’s criterion of bigness should be that everybody knows
everybody else; that should be the limit. Once that limit is crossed, the
commune should divide itself into two. Just as two brothers separate, when a
commune becomes big enough it divides itself into two communes, two sister
communes. And there will be a deep interdependence, sharing ideas and skills,
without any of the attitudes that grow out of possessiveness - like nationalism
and fanaticism……there is no need for a nation.”vii

Baneful Effects of Competition

The education that has prevailed in the past is very insufficient, incomplete,
and superficial. It only creates people who can earn their livelihood but it does
not give any insight into living itself. It is not only incomplete; it is harmful
too - because it is based on competition.

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Any type of competition is violent deep down, and creates people who are
unloving. Their whole effort is to be the achievers: of name, of fame, of all
kinds of ambitions - obviously they have to struggle and be in conflict for
them. That destroys their joys and that destroys their friendliness. It seems
everybody is lighting against the whole world.

Education up to now has been goal-oriented: what you are learning is not
important; what is important is the, examination that will come a year or two
years later. It makes the future important - more important than the present. It
sacrifices the present for the future. And that becomes your very style of life;
you are always sacrificing the moment for something which is not present. It
creates a tremendous emptiness in life.viii

On School Education and Role of Teachers

To Rajneesh, schools tend to deny students an opportunity to think and act
independently. The emphasis is on continuity of tradition rather than on
spontaneity and creativity. Teachers are more or less treated as subservient
employees whose competence is judged not by what and how students learn,
but by how well they control their classes. Without a meaningful alternative,
teachers prefer doing what teachers before them have done. Rajneesh would
suggest not just an overhaul but a completely new approach the issue of
innovation tools in education. At the same time, the needed educational
change can come about only if we realize, individually and collectively, the
need for change, followed by a conviction and commitment to bring about the
change.ix

The teacher has been of immense importance in the past, because he knew he
had passed all the examinations, he had accumulated knowledge. But the
situation has changed - and this is one of the problems, that situations change
but our responses remain the old ones. Now the knowledge explosion is so
vast, so tremendous, so speedy, that you cannot write a big book on any
scientific subject because by the time your book is complete, it will be out of
date; new facts, new discoveries will have made it irrelevant. So now science
has to depend on articles, on periodicals, not on books. Commenting on the
new role teachers are supposed to play in the coming years Osho says: “The
teacher was educated thirty years earlier. In thirty years, everything has
changed, and he goes on repeating what he was taught. He is out of date, and

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he is making his students out of date. So, in my vision the teacher has no
place. Instead of teachers there will be guides, and the difference has to be
understood: the guide will tell you where, in the library, to find the latest
information on the subject.”x
Technology-driven Future Education
To Rajneesh the future belongs to technology. He reflects intuitively,” In the
future the computer is going to prove of tremendous revolutionary importance.
For example, examinations should be dissolved, because examinations
emphasize people’s memory, not their intelligence. Memory is not a great
thing; particularly in the future it is not going to be of any importance. You
can carry your small computer in your pocket that will have all the memories
that you need, and any time . . . immediately the computer will supply. There
is no need to fill your head with unnecessary rubbish”, Osho argues.
To Rajneesh, the way education is imparted to students is utterly old-
fashioned. It still depends on feeding the memory; and the more the memory is
loaded, the less is the possibility of clarity and intelligence. In the future,
education will be centralized on computer and on TV, because what can be
seen graphically is more easily remembered than what is read or heard. He
says that their minds are too cluttered with unnecessary rubbish”.xi
On Teaching of History
Rajneesh would like to change the very focus of history from socio-economic
and political orientations to intellectual species in the core area of human
thought-based actions. He emphasizes this point by saying: “about history - we
have to take a completely radical standpoint. Right now, history consists of
Genghis Khan, Tamerlane, Nadir Shah, Adolf Hitler, etc. These are not our
history, these are our nightmares…..In the future, history should consist only
of those great geniuses who have contributed something to the beauty of this
planet, to humanity - a Gautama Buddha, a Socrates, a Lao Tzu; great mystics
like Jalaluddin Rumi, J. Krishnamurti; great poets like Walt Whitman, Omar
Khayyam; great literary figures like Leo Tolstoy, Maxim Gorky, Dostoevsky,
Rabindranath Tagore, Basho”xii. Though Rajneesh’s views regarding teaching
history may seem one-dimensional and parochial, it has its own merit.

On the Examination System

The whole system of examinations is futile, Rajneesh argues. A different

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structure should be created: each student, every day, should get his marks from
the teacher to show if he is behaving intelligently, if he is answering things
intelligently - not just a repetition of the textbooks, but something original.
Rajneesh says:
“Originality should be respected and honored; not repetition - not being a
carbon copy. And there is no need to wait for one year; if a student can get
enough marks within six months, he should pass into a higher standard. There
is no question of anybody failing or anybody passing.”

It is interesting to know the fact that Rajneesh did succeed in pre-empting the
present-day developments in education, when we see even traditionally
bounded Boards in India going in for the grading system as a reaction to the
psychological problems faced by children. Critically evaluating the university
system in India, he says: “I have been a teacher in the university and I know....
There were students who were so talented that they could have passed the
whole course set for one year in two months; now ten months are wasted.
Why?”

Library as Classroom
To Rajneesh, the library can be the only classroom. The teacher can only be a
guide to help the students to find the latest, the most recent research in every
subject. In the library, the students should be there, and the teacher should be
there just to help them, because he is more acquainted with the library, he has
been longer in the library, he knows about the new discoveries and the latest
inventions which have arrived. His function should be that of a guide to lead
the students to the up-to-date knowledge.

This can be facilitated very easily with computers, with television sets. In the
twenty-first century, you need not teach people geography with a map when
television can bring you exactly to the place you are learning about - New
York or London or Beijing - you need not bother yourself looking at maps,
looking at pictures, descriptions. On the television screen you can be instantly
in New York, and what is seen is remembered more easily than what is heard,
than what is read.

Rajneesh feels that technology should be integrated with the knowledge

system. Unlike many of the guru tradition who would feel uncomfortable with

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materialist approach to technological innovation, Rajneesh feels very

comfortably at heart. He says:” The future belongs to the televisions, to the
computers”

Conclusion
This essay is definitely not an exhaustive and comprehensive exercise to
capture the wide spectrum of Osho’s insights on education. However, certain
key ideas become clear from his speeches and writings spread over a large
corpus of published literature. Education for Rajneesh is a bridge between the
potentiality and the actuality. Education is to help a human being to become
what he or she is in a seed form. Thus, it is a tool of transformation to create a
better human being. He urges that students should be encouraged to ask
questions and then get involved in researching, experimenting, and finding
answers based on their own effort and experience. There are much greater
implications of such an innovative dynamic.

Basically, tests and grades will have no place in such an educational-

environment. These tools exist today so that teachers can use the system to
control children through fear and punishment. They are used to pass value
judgments, not to look at the student and his or her potential, but only to look
at the level and quality of results produced mechanically. This to Rajneesh is
simply an unacceptable position because it leads to underperformance of the
creative faculties and are oriented so that the existing values are forcefully
implanted. Rajneesh is very clear on this issue. He says:
“There should be no grades, no competition, and no failure. Either you
succeed or you wait a little longer. There should be no dependency on
examinations”. Elaborating further on this issue and explaining the teacher’s
or the tutor’s role, Rajneesh says: “Teachers need to be alert to see the flavor
of the student’s understanding.xiii

Rajneesh sees clearly how the individual is being swallowed up in the masses
and is turning into merely a unit of pseudo-humanity - in a faceless crowd; he
points out the loss of identity, self-esteem, human values in a society
becoming increasingly violent and brutal. As a compassionate being, he
addresses the human condition in a world in which time is running out.
Inevitably, he brings a sense of urgency in making education an instrument of
solving the existential issues we are facing today.

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References and End Notes:

i
Osho is a Japanese Buddhist title which Rajneesh adopted later in life and his
followers loved addressing him as Osho which means oceanic.
ii
Kakar, Sudhir (2008), Mad and Divine, Spirit and Psyche in the Modern World,
Penguin, New Delhi, pp-7-36
iii
Ibid. p58
iv
Ibid, p 82
v
Osho Rajneesh (1995) Life’s Mysteries: An Introduction to the Teachings of Osho,
Penguine Books, New Delhi
vi
Osho (1997) The Greatest Challenge: The Golden Future, Sterling Publisher, p 31
vii
Ibid. p 83
viii
Ibid. p 85
ix
Joshi, Vasant (2000), New Vision for the New Millennium, Diamond PB, New
Delhi. p 18
x
Osho,The Greatest Challenge: The Golden Future, p 35
xi
Ibid. p 38
xii
Ibid, p 40
xiii
Ibid. p 89

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RNI: APENG/2014/56403
Impact Factor: 2.322
Volume: 7 Issue: 2 July – Sept. 2020

Capacity Building for

Integrated Coastal Management in India
1
Dr. Asir Ramesh, 2N. Karthi, 3Dr. M.V. Bindhu, 4
Ms. Jhanavi
Gopinath and 5Mr. M. Jashwanth
Integrated Social Sciences and Economics Division, National Centre for
Sustainable Coastal Management, Ministry of Environment, Forests and
Climate Change, Anna University Campus, Gandhi Mandapam Road,
Chennai, India. Email: [email protected]

ABSTRACT
India’s approach to coastal and marine area management is both sectoral
and regulatory. India’s sectoral approach is reflected in the multiplicity of
ministries and departments created to administer independent sectors. This
is compounded by limited co-ordination between the ministries and
departments. ICM requires a shift in ideology to a more decentralised
approach to management. Integrated Coastal Management (ICM) is
conceived as a holistic management tool working across sectoral,
disciplinary, and institutional boundaries. However, ICM practice in India
is recent initiative and growing slowly due to the institutional and
organisational capacity. This research paper discusses the status, process
and requirements of ICM implementation process in India.
Key words: Costal Management, Capacity Building, Empowerment

Background
Agenda 21 has identified the sustainable management of coastal and marine
areas as one of the essential components of the global life-support system
(UNCED, Agenda 21). The complex and dynamic nature of the coastal and
marine area is prompting many nations to consider the internalisation of
Integrated Coastal Management (ICM) policy as part of a deliberate strategy
for sustainable development (Manoj Gupta and Stephen Fletcher, 2001;
Beeharry etal., 2014). ICM is the central organizing concept in sustainable
coastal development (Alf Hakon Hoel, 2003; Suinyuy Derrick Ngoran etal.,
2016). ICM has been conceived as a holistic management tool working across

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sectoral, disciplinary, and institutional boundaries (Olsen, 2000; Devaraj A.

Ramesh and Senthil Vel, 2011). Primary factor limiting the progress in coastal
management is the capacity of the institutions most directly involved to
sustain integrated and adaptive forms of management (Stephen B. Olsen,
2002; Merle Sowman etal.,2018). The notion of capacity is defined as the
ability of individuals and organizations or organizational units to perform
functions effectively, efficiently, and in a sustainable manner. This implies
that capacity is not a passive state but part of a continuing process, and that
human resources are central to capacity development as is the overall context
within which organizations undertake their functions (Jesper Duer Pedersen
etal., 2005). The Co-Chair’s Report from the Global Conference on Oceans
and Coasts at Rio+10 reports that “the capacity of local and national
governments to apply effective institutional and legal frameworks for
integrated coastal and ocean management must be strengthened” (Bernal and
Cicin-Sain, 2002; Hossam Samir Ibrahim etal., 2015). UNDP has identified
four core issues in capacity development they are 1) institutional arrangements
2) leadership 3) knowledge and 4) accountability (Jennifer Colville, 2008).

However, developing countries are often hampered in their attempts to tackle

the environment issue owing to constraints in technical, organizational, and
institutional capacities, and at a more fundamental level, paucity in financial
and human resources (Ambuj D Sagar, 2000, Alves etal., 2013). Capacity on
ICM in India is gradually increasing along with various legal and political
changes. Constrains in developing the integrated coastal management in India
is mainly due to poor organizational arrangement, low resources and
inappropriate functioning of institutions towards sustainable management
(Devaraj A. Ramesh and Senthil Vel, 2011). This research paper analyse the
status, gaps and possible actions to practice ICZM approaches for sustainable
coastal management in India.
Status of ICM capacity in India
Ministry of Environment and Forests, Government of India has developed a
vision for the long-term management of the coastal and marine areas, as
articulated in the National Environment Policy (NEP), 2006, and the M.S.
Swaminathan Committee Report, 2005 and 2009. The NEP, 2006 has
emphasized that “the multi-stakeholder character of environmental issues and
continuous developments in the field of environment, make it necessary to

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have a continuing focus on capacity building in all concerned institutions:

public, private, voluntary, academic, research, and the media”. Further, NEP,
2006 has suggested the following actions; a) Review the present institutional
capacities at the Central and State levels, in respect of enforcement of
environmental laws and regulations. Prepare and implement suitable programs
for enhancement of the capacities, as required. b) Incorporate in all
environmental programmes a capacity development component, with
sufficient earmarked funds. c) Ensure continuous upgradation of knowledge
and skills of the scientific and technical personnel involved in environmental
management in public institutions at all levels: Central, State, and Local,
through dedicated capacity building programs. The M.S. Swaminathan
Committee constituted to advice on the policy and legal framework for ICM
has recommended for “introducing measures to greatly strengthen research
and regulatory capacity all levels”.

The National Coastal Management Programme (NCMP) of Ministry of

Environment and Forest is a Central Scheme started implementation from the
eleventh five-year plan. The aim of the above scheme is to support the Coastal
Regulation activities of the Ministry by application of Science and Technology
to protect the coastal environment and livelihood of coastal communities. To
support the policy decisions of Government of India, the World Bank assisted
ICZM project (Integrated Coastal Zone Management) has been implemented
to enhance the capacity on ICZM at the National level and in three pilot
States. Initial demonstration has been completed in the piloted three states,
and it is proposed to replicate in other coastal States and UTs for long-term
gains and wider impacts. Accordingly, Enhancing Coastal and Ocean
Resource Efficiency (ENCORE)” Project has been planned to implement in
the identified coastal stretches of all the 13 coastal States/UTs besides
activities under the National component. The project activities have been
consistent with the National objective to evolve decision-making to the coastal
states and local governments by supporting their ICM capacity.

Progress towards sustainable development of the coastal and marine areas will
require the concerted efforts of each jurisdictional level central, state and local
(Mintzberg H, 1991; Gabriela Cuadrado Quesada et al., 2018). An integrated
approach, where management responsibilities are invested primarily in one

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agency (lead agency) or jurisdiction, is not different from the existing ‘top-
down’ approach. Besides, in a Federal structure of government, as in the
United States and India, a single lead agency is not feasible politically, and
probably an undesirable concept (Mintzberg H, 1991). Each jurisdictional
level of government has a special interest and contribution to make to coastal
and marine area management. For example, the national effort should include
protection and management of the coastal and marine area as its primary goal.
State efforts, at a minimum, should include establishment of coastal and
marine development and planning standards. Finally, local efforts should
ensure a sustainable community plan for each coastal locality (Timothy B,
Brower DJ, Schwab AK, 1994; Shailesh Nayak etal., 2017).

The Indian approach to coastal and marine area management is both sectoral
and regulatory. India’s sectoral approach is reflected in the multiplicity of
ministries and departments created to administer independent sectors. This is
compounded by limited co-ordination between the ministries and departments.
ICM requires a shift in ideology to a more decentralised approach to
management, in which decision-making power is diffused away from a
bureaucratic centre (Manoj Gupta and Stephen Fletcher, 2001). The
Environment Protection Act, 1986 and Coastal Regulation Zone (CRZ), 2011
are directing the states and local governments to involve the coastal
communities and general public participation in planning, monitoring and
management of the coastal environment. The Environmental Protection Act,
1986 and CRZ 2011 Notification has directed the Central, State Governments
and Union Territories to perform various actions to manage the coastal areas
for the purpose of livelihood security and protection of natural resources.
However, to perform the legal stipulations and the ambitions of the rules and
regulations under the custody of other Ministries involved in coastal and
marine areas, the following actions are essential; vertical and horizontal
integration of departments, horizontal integration of various institutions,
prepare regional plans, identification of ecologically important areas,
preparation of various plans to implement the coastal protection and
development measures, linkages of various laws related to coastal and marine
areas, coordination between various stakeholder Ministries, bureaucratic
capacity, public participation in coastal management, research and
development in coastal areas etc.

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Department related Parliamentary Standing Committee on Science

&Technology, Environment and Forests of Government of India in its two
hundred and second report on Coastal Management Programmes had
presented on 20th March, 2009 in the Upper house (Rajya Sabha) of the
Parliament. The outcome report opined that the concerned State Governments
should have enough participation in formulating the ICM. The committee also
opined that development should be people and not solely economics oriented.
The Committee was of the opinion that huge population depend on natural
resources for their survival, social dimensions of livelihood security and
biodiversity conservation should be pivotal to all decision making pertaining
to development or economic considerations of revenue generation. As such the
concerns of the poor and marginalized sections of the coastal communities, the
Committee felt the ICM principles shall be reflected and addressed in State
(or) UT Policies. The committee recommended coastal stakeholders
involvement through education, social mobilization and their active
participation and involvement in decision making. Until mechanisms /
instruments-executive and legislative are put in place for inclusion and
integration of coastal communities through participative, decision making and
establishment of control instruments ICM practice is difficult.

Resource gaps to practice ICM

In coastal environment management, ICM and development management
research on public bureaucracies have identified key weaknesses such as
chronic shortage of skills, lack of capacity for planning and collaboration,
inadequate management incentives and organization structure, and inadequate
institutional environment (Imperial and Hennessey, 2000; Grindle, 1997;
Lusthaus et al., 1998; Portman etal., 2012). India’s’ approach to coastal and
marine area management is both sectoral and regulatory. India’s sectoral
approach is reflected in the multiplicity of ministries and departments created
to administer independent sectors. This is compounded by limited co-
ordination between the ministries and departments (Manoj Gupta and Stephen
Fletcher, 2001). Deep-rooted institutional deficiencies, an incompatible
administrative system, and a non-enterprising behavioral attitude of those in
government, which, historically, has hindered economic development and
social change, reinforce the sectoral and regulatory ethos. Systematic
knowledge and understanding plays a major role in guiding the wise use of

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coastal resources, resolving human-induced problems, and improving

governance systems. Development of analysis tools and descriptive and
forecasting models, knowledge of the environmental processes constitute the
scientific and technological basis for every decision procedure. This
requirement becomes more evident as the complexity of relationships among
the environment, resources, economic and social well-being of human
populations are fully recognized and as changes and long-term threats are
discovered (Jesper Duer Pedersen etal., 2005). Capacity on ICM in India is
gradually increasing along with various legal and political changes.
Constrains in developing the integrated coastal management in India is mainly
due to poor organizational arrangement, less resources and inappropriate
functioning of institutions towards sustainable management (Devaraj A.
Ramesh etal., 2012).

While analysing the man power on ICM in India by analysing educational

institutions and them researches, the expertise on ICM is very poor in India.
In general, tertiary educational institutions and research organizations are
contributing to the number of literatures, knowledge and man power support to
implement ICM. However, number of research and tertiary educational
institutions and investment are very meagre in coastal and marine areas
especially ICM. All over the world, many National governments and
international donors have assigned higher education a relatively low priority.
Further, economic analysis has contributed to the view that public investment
in universities and colleges brings meagre returns compared to investment in
primary and secondary schools (Peril & Promise, 2000).

The Indian higher education system consists of 20,677 colleges, 431

universities, 9000 nationally important institutions / organizations. India’s
current Gross Enrolment Ratio (GER) in higher education is 11% which is
very low compared to the world average of 23.2%, 36.5% for countries in
transition, 54.6% for developed countries and 22% for Asian countries. The
number of Ph.Ds’ awarded in Science and Engineering in India in 2003- 04
was 6,316 compared to 9,000 in China and 26,891 in the USA. Less than 0.4%
of Science and Engineering graduates in India obtain doctorates compared to
7% and 4% in Europe and the USA, respectively (Pawan Agarwal, 2006). In
India, number of tertiary education students 515 and 645 during 1980 and

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1995 respectively out of 1,00,000 inhabitants, which is very slow growth and
low rate comparing other developing or transitional nations.

The knowledge analysis on ICM in India conducted by Devaraj A. Ramesh

etal (2012) has found that the researches on coastal and marine areas are about
the basic sciences and very few publications are attempting to interpret socio-
economics, law and governance. This is due to the institutional and
organizational scope established for the coastal and marine institutions in India
are mostly to study basic sciences which do not attract social and related
studies for ICM or sustainable coastal management. This shows the
inadequacy of educational institutions to contribute suitable manpower to
support ICZM practice in India. While there are many reasons behind the
crisis in social science research in India; perhaps the single most important
reason is shortage of assured government funding of social science research.
With dwindling financial support from the government, it has become almost
impossible to conduct socio-economic researches.
ICM Capacity building process
The agenda for the future (Final Frontier – M.S.Swaminathan Committee
report – 2009) was recommended taking urgent steps to build institutional
capacity for the coasts. As an immediate initiative to build institutional
capacity, the World Bank assisted ICZM project has been implemented
“Capacity building activities on ICZM”. Following are the ICZM project
ENCORE project also being implemented with the financial assistance of the
World Bank. Capacity building assistance have been provided for National
Coastal Zone Management Authority (NCZMA), Society of Integrated Coastal
Management (SICOM), National Centre for Sustainable Coastal Management
(NCSCM), State Environment & Forests Departments, State Coastal Zone
Management Authorities (SCZMA), District Coastal Zone Management
Authorities (DCZMA), Consortium Institutes (CIs) of NCSCM Coastal
Stakeholders and academicians. The above institutions are at the principal
level in articulation / demonstration of CZM initiatives towards sustainable
management of the India’s’ coast. The above institutions enhance their
capacity by providing (or) participating in various capacity developmental
activities by whole organisation or at the capacity of individual staff. In
addition to the Human Resource development, there is a organisational
capacity have been supported.

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To understand the existing status of various institutional mechanisms and

organisational arrangements to manage the coastal and marine environment, a
study on the Ministries’ mandates on coastal environment (Government of
India, Allocation of Business Rules 1961 (301st Amendment - 2012) shall be
conducted. The study would identify the responsible subjects of the MoEFCC
and other Ministries in the coastal and marine territory of Government of
India. The study also should identify the suitable institutional mechanisms for
sustainable management of the coastal environment and indicate the
augmentation of various capacity building activities and organisations for a
long run, matching the international and National scenario. A study on the
legislations falling in the coastal and marine subject areas to identify the
institutional gaps to protect, conserve, monitor, manage and exploit the coastal
and marine resources further, to identify the partnership requirements and
coordination mechanism with the other Ministries / departments, stakeholders,
and NGOs to practice Integrated Coastal Zone Management towards
sustainable development of the coast and recommend for amendments (or)
new legislations in the coastal areas. One other study shall be conducted on
India - international partnership, agreements, covenants, agreements, and
commitments on coastal and marine environment to be carried out to develop
a policy for long run of the coastal and marine environment management. In
addition Human Resource (HR) Development activities of the following shall
be organised; (a) International training programmes to execute the agreements
of the international agencies and partner organisations (b) Workshops on
various roles and responsibilities of various Ministries and stakeholders (c)
Exposure visits to other countries to learn ICM experience and various issues.
In addition of the above, the Ministry shall contribute to the workshops
conducted for NCZMAs and SCZMAs to familiarise them in National policies
and international commitments of various issues on coastal areas.

The capacity of the NCZMA members may be enhanced with the following
HR Development activities such as (a) Training on planning and approval
process (b) Legal instruments related to coastal and marine environment (c)
Stakeholders and Ministries on coastal and marine environment (d) Coastal
Zone Management demonstration (e) International policies and India’s
commitment on coastal and marine area management (f) Performance analysis
of SCZMAs (g) Exposure visit to the special areas in other countries to

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oversee the performance of various measures of coastal management.

Similarly, SCZMA members shall be trained on (a) CRZ (b) ICM guidelines
and ICM Plan preparation (c) Identification of ecologically important areas
and planning (d) Identification of vulnerable coastal areas (erosion) and
prepare special area management plans (e) Identification of programmes and
research areas towards upliftment of coastal communities and (f) Identification
of economically important stretches in the CRZ and preparation of ICM Plans.
At the district level, the District level Coastal Committees (DLCCs’) shall be
trained on (a) enforcement of CRZ Notification (b) CZM plans merging other
plans (c) Exposure visits to other successful coastal districts within the State or
other States.
Existing institutes, organisations, academicians and stakeholders capacity shall
be enhanced with the following HR Development activities (a) coastal
management (b) CRZ (c) shoreline change and sediment cells (d) ecologically
important areas (e) business development activities and any other region
specific capacity building activities shall be organised. Short courses such as
(i) CZM (ii) Short term courses Remote Sensing applications on coastal
management (iii) Short term courses on livelihood development programmes
(iv) Short term courses on environmental economics (v) Short term courses on
coastal and marine biodiversity (vi) Short term courses on climate change
implications and sea-level rise (vii) Short term courses on coastal disasters and
risk mitigations (viii) Short term courses on development of research
programmes on coastal and marine environment (ix) Short term course on
coastal governance and business development models (x) On the job long term
PG courses (2years) related to coastal and marine environment shall be
organised for the officials and stakeholders involved in ICM activities. The
staff shall encouraged to participate and contribute in national and
international workshops, conference and meetings, training etc., by providing
financial assistance.
Special schemes similar to “Fishermen Children Education Assistance
Scheme” for the children of families of fishermen living in Coastal States and
Union Territories of India by providing finance support to lead secondary and
higher education. Prof. M.S.Swaminathan Committee has recommended
establishing a separate division in MoEFCC for coastal zone management to
provide technical support to NCZMA. Society of Integrated Coastal

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Management (SICOM) has been established by MoEFCC to implement the

World Bank project with the objective to assist GoI in building national
capacity for implementation of comprehensive coastal management approach
in the country. The SICOM is functioning as an independent society, and its
operational systems, are helping the project period in setting up the coastal
zone management division of MoEF. The SICOM shall act as a secretariat of
the NCZMA and develop capacity building activities on coastal zone
management. The Society is developing an institutional and coordination
mechanisms between State Departments, coastal organisations, NGOs, SWGs
and general coastal public for sustainable management of the coast in India.
The State Project Management Units established under the ICZM project and
ENCORE project shall function as a secretariat of Orissa Coastal Zone
Management Authority.
Conclusion
The ICM capacity development activities shall support the organisations and
stakeholders to understand the linkages and interdependencies of various
socio-economic and environmental parameters in the coastal areas. The
enhanced understanding of the ICM various resources, uses and stakeholders
shall enhance the growth of formal organizational relationships and abilities
for effective natural functions of the coast. The capacity development
activities shall support in developing preparation of the stipulated plans for
ICM and implementation through public participation shall support to achieve
the millennium development goals. The achievements of the above capacity
building activities on ICM would be evident through the outcomes such as
increase the productivity of coastal areas, regulated growth in coastal areas,
mobilisation of various social institutions, public participation in coastal area
development, reduction in pollution, protection of ecologically important
areas, livelihood protection and development, coastal disaster mitigations,
reduction in conflicts between various stakeholders, increase of marine /
coastal protective areas, coastal biodiversity and distribution species, etc. The
capacity building activities shall support Government of India for efficient
sustainable management of coastal and marine areas.

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ii. Alves. F. L, L. P. Sousa, M. Almodovar & M. R. Phillips (2013) Integrated

Coastal Zone Management (ICZM): a review of progress in Portuguese
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the South, A View for the North. Annu. Rev. Energy Environ, 25, 377–439.
iv. Bernal, P. and B. Cicin-Sain. (2002).Ensuring the sustainable development of
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for Coastal Sustainability. Science Direct, ICBEE 2013: September 14-15, New Delhi, India

vi. Devaraj Asir Ramesh, Arumugam Senthil Vel, Tapas Paul and Sonia Chand
Sandhu. (2012). Capacity Assessment for Integrated Coastal Management in
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vii. Devaraj Asir Ramesh and Arumugam Senthil Vel. ( 2011). Methodology of
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viii. Grindle, M. Ed. (1997). Getting good government: Capacity building in the
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(2018). Regulatory Challenges in Realizing Integrated Coastal Management—
Lessons from Germany, Costa Rica, Mexico and South Africa.
x. Hossam Samir Ibrahim, Ibrahim Rizk Hegazy. (2015) Capacity development for
integrated coastal zone management in Egypt. Coastal Management 43(5):539–
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xi. Jesper Duer Pedersen, Søren Beck, Henrik Brade Johansen, and Hanne Birgitte
Jensen. (2005). Capacity Development in Integrated Coastal Zone Management:
Some Lessons Learned from Malaysia. Coastal Management, 33, 353–372.
xii. Imperial M. and T. Hennessey. (2000). Environmental governance in watersheds:
The importance of collaboration to institutional performance. Research Paper 18,
Learning from Innovations in Environmental Protections. Washington, DC:
National Academy of Public Administration.
xiii. Lusthaus, C. M. Adrien, G. Andreson, and F. Carden. (1998). Enhancing
organizational performance: A toolbox for self-assessment. Ottawa, Canada:
International Development Research Center.
xiv. Mintzberg H. (1991). The structuring of organizations. In: Mintzberg H, Quinn
JB. Readings in the strategy process, New Jersey: Prentice Hall.

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xv. Manoj Gupta, Stephen Fletcher. (2001). The application of a proposed generic
institutional framework for integrated coastal management to India. Ocean &
Coastal Management. 44, 757–786.
xvi. Merle Sowman, Niel Malan (2018). Review of progress with integrated coastal
management in South Africa since the advent of democracy. African Journal of
Marine Science 40(2):121-136
xvii. Olsen, S.B. (2002). Assessing progress toward the goals of coastal management.
Coastal Management, 30, 325–345.
xviii. Peril and Promise. (2000). Higher education in developing countries. Published
for the task force on higher education and society by the World Bank.P-1-138.
ISBN 0-8213-4630 – X.
xix. Pawan Agarwal. (2006). Higher Education in India: Need for Change, ICRIER
Working Paper, June, 180, ICRIER.
xx. Portman .M.E, L.S. Esteves b, 1, X.Q. Le, A.Z. Khan (2012). Improving
integration for integrated coastal zone management: An eight country study.
Science of the Total Environment 439(2012) 194-201
xxi. Suinyuy Derrick Ngoran, Xiong Zhi Xueb, Anthony Banyouko Ndah (2016)
Exploring the Challenges of Implementing Integrated Coastal Management and
Achieving Sustainability within the Cameroon Coastline. Journal of Integrated
Coastal Zone Management / Revista de Gestão Costeira Integrada 16(1):45-56.
xxii. Shailesh Nayak (2017). Coastal zone management in India − present status and
future needs. Pages 174-183 | Received 05 Mar 2017
xxiii. Timothy B, Brower D. J, Schwab A.K. (1994). An introduction to Coastal Zone
Management, 1st ed. Washington, DC: Island Press.
xxiv. UNCED (United Nations Conference on Environment and Development). (1992).
Agenda 21, United Nations conference on environment and development:
outcomes of the conference. Rio de Janeiro, Brazil, 3–14 June.

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RNI: APENG/2014/56403
Impact Factor: 2.322
Volume: 7 Issue: 2 July – Sept. 2020

Impact of COVID-19 on Street Vendors

Dr. Shivaranjani Silveru

H.No: 168/A, Chandragiri Villas, Charlapally, Nalgonda, Telangana
State, India. Email:[email protected]

ABSTRACT
Street vendors are the main source of food security for many households
and are also integral to the cultural heritage and ethos of cities in India.
The street vending economy approximately has a parallel turnover of Rs.
80 crore a day and every street entrepreneur or trader supports an
average of three others as employees or partners or workers on
commission. According to the International Labour Organization, COVID-
19’s impact on the informal sector is equivalent to 195 million jobs lost.
The street vendors are facing poor working and social security conditions
which expose them to various safety and health problems. Objective of the
Study: 1. to find out the family conditions of street vendors during the
COVID-19 period. 2. to examine social, economical and health conditions
of street vendors during the lockdown period. 3. To assess the awareness of
street vendors on COVID-19. 4. To study how far government incentives
are being utilized by street vendors. Hypotheses of the Study: There is no
significant difference between before and after lockdown social,
economical and health conditions of street vendors. There is no significant
difference between before and after lockdown family conditions of street
vendors. Findings: Social, health and economical conditions of street
vendors are very bad during the COVID-19 lockdown period. Street
vendors, especially those from marginalized communities and with
disabilities, may be particularly affected by the secondary impacts of the
outbreak. Economic stress on street vendors’ families due to the outbreak
can put children, at greater risk of exploitation, child labour, and gender-
based violence. Street vendors facing severe economic shocks are more
likely to take on high-risk work for their economic survival.
Key words: COVID-19, Pandemic, Vendors Coronavirus, Lockdown

Introduction
In India, the informal sector contributes to 7% of the country’s GDP.
According to the International Labour Organization, COVID-19’s impact on

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the informal sector is equivalent to 195 million jobs lost. Street vendors
provide essential services in cities across the globe, particularly in Africa, Asia
and South America, where residents rely on them for basic needs. They are
part of a vast informal food system that keeps much of the world from going
hungry. Street vendors are the main source of food security for many
households and are also integral to the cultural heritage and ethos of cities
in India. But the pandemic has devastated the livelihoods of street vendors,
disrupting their ability to do their jobs and leaving many in a fight for
survival. Street vendors themselves will not be alone in the fight for food.
"The lockdown has had an adverse impact on the street vendors. We will
provide an Rs 5,000 crore special credit facility for these vendors. The
initial working capital of Rs 10,000 will be provided to each of them,"
Finance Minister Nirmala Sitharaman said.

The National Hawker Federation (NHF), which represents street vendors

across 28 states in the country, also notes that the liquidity support promised
to the vulnerable vendors is a good step only when the sector is back on its
feet. On the topic of street vending, the Ministry of Housing and Urban
Affairs, Government of India, had issued a letter dated 30.04.2020 to the
Principal Secretaries of all States, bearing File no. K- 13011(11)/123/2017-
UPA-II-Section (FTS-1344546). The letter had stated that urban street vendors
are facing the risk of losing their livelihoods during lockdown, and that they
play an important role in the supply of essential items to the citizens at
affordable prices. Despite these directions, street vendors have not been able
to sell their wares.

Impact of lockdown
Due to the lockdown enforced by the government because of COVID-19, the
street vending sector has been severely impacted and the women street
vendors bore the brunt of it. There are approximately 4 crore street hawkers in
India – of which 1/3rd consists of women, who support their families to
provide an extra cushion of income. About 82 per cent of the workforce of
India is working in the unorganized sector according to the National Sample
Survey Office (NSSO). The National Women’s Commission emphasizes that
94% of women are employed in the unorganized sector. The abrupt lockdown
ordered by the central government from March 24 on four hours notice was

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the final blow for street vendors. The lockdown came down harshly on
street vendors, as it did for many other workers in the city’s large informal
economy. Streets became eerily quiet, and with the absence of any foot
traffic, the city’s vendors lost their source of income, and were confronted
with hunger and deprivation. The lockdown has delivered a deadly punch to
the informal sector. The empty streets are eerily quiet, because the
extraordinary energy produced by the hustlers and hawkers, the crush of
buyers and sellers, has melted away. The National Federation of Hawkers
counts four crore people engaged in the business of selling on the streets, in
the metros, in small towns, in rural hubs across India. Another estimated 70-
80 lakh vendors who sold everything, from food to flashlights on the 20,000
long-distance and suburban trains across India have evaporated, because the
trains are no longer plying. Physical distancing will change how India eats
its chaat, kulfi, pav bhaji, golguppas, phuchkas, jhaal muri, pakoras, chillas,
peanuts, homemade chips and cooling drinks including tender coconut
water. The clogged pavements, occupied patches of empty space and the
always makeshift stalls that added to the congestion, the vibrancy of a city
at all hours of the day and night are likely to be altered.

Health conditions of street vendors

The street vendors are facing poor working and social security conditions
which expose them to various safety and health problems. Such vendors are
vulnerable to harsh weather conditions in addition to poor access to sanitation
and water. According to the International Labour Organization, around 85% of
street vendors have to face health hazards which include various diseases like
high blood pressure, increased depression, increased blood sugar, migraine,
etc. Due to the pandemic, the government focus is on preventing the spread of
the virus which resulted in the restrictions of other critical services due to
weak health infrastructures. A large number of people are likely to suffer
from starvation and malnutrition as the pandemic continues worldwide. The
main reason is due to the less availability of food, closure of markets and price
hikes and this has severely impacted women and girls as they don’t have
enough to eat to fulfil their daily basic nutritional level. There are no basic
hand washing facilities for 2 out of 5 people worldwide and more than half the
world’s population has no access to safe sanitation facilities. Apart from the
connection between the right to water and other human rights, such as the right

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to health and the right to life, COVID-19 highlights the essential threats to
human rights in the continent. Not everybody can access preventive steps
(including water, soap and sanitation products) in the same way.

Need for the Study

Street vendors provide essential services in cities across the globe. They are
part of a vast informal food system that keeps much of the world from going
hungry. Street vendors are the main source of food security for many
households and are also integral to the cultural heritage and ethos of cities
in India. The street vendors are facing poor working and social security
conditions which expose them to various safety and health problems. Due to
the lockdown enforced by the government because of COVID-19, the street
vending sector has been severely impacted.

Operational Definitions
Coronavirus / COVID-19
On 11 February the World Health Organization (WHO) announced that the
official name would be COVID-19, a shortened version of corona virus
disease 2019. Coronavirus disease (COVID-19) is an infectious disease caused
by a newly discovered coronavirus. The virus spreads primarily through
droplets of saliva or discharge from the nose when an infected person coughs
or sneezes. Most people infected with the COVID-19 virus will experience
mild to moderate respiratory illness and recover without requiring special
treatment. Older people and those with underlying medical problems like
cardiovascular disease, diabetes, chronic respiratory disease, and cancer are
more likely to develop serious illness. (Source: WHO).

Street vendor
A person who offers goods or services for sale to the public without having a
permanently built structure but with a temporary static structure.

Statement of the Problem

The lockdown has had an adverse impact on the street vendors. According to
the International Labour Organization, COVID-19’s impact on the informal
sector is equivalent to 195 million jobs lost. So the study focuses on the topic
entitled, “IMPACT OF COVID-19 ON STREET VENDORS”

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Objective of the Study

For the present study following objectives are decided.
1. To find out the family conditions of street vendors during the COVID-
19 period.
2. To examine social, economical and health conditions of street vendors
during the lockdown period.
3. To assess the awareness of street vendors on COVID-19.
4. To study how far government incentives are being utilized by street
vendors.

Hypotheses of the Study

The following hypotheses are framed for the present study:
1. There is no significant difference between before and after lockdown
social, economical and health conditions of street vendors.
2. There is no significant difference between before and after lockdown
family conditions of street vendors.

Methodology
A survey method is adopted for the present study. The researcher selected
Nalgonda town to collect the required data from street vendors for the present
study. The present study adopted both primary and secondary data, where
secondary information was gathered through various sources such as
Government reports, journals, newspapers, and websites.

Sample
A sample is defined as part of the target population, carefully selected to
represent the total population. The 50 samples were selected from Nalgonda
town.

Sampling Technique
There are various types of sampling techniques but the researcher used
random sampling technique for convenient of data analysis.

Tool
The investigator used interview schedule for the present study. The interview
schedule was designed based on the specific issues of relevance, interest and
importance for street vendors.

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Collection of the Data

For the purpose of the study, the required data are collected from both
secondary and primary sources. The interview schedule was used for primary
data collection.

Limitations of the Study

The researcher selected 50 samples covering all regions in Nalgonda town for
the present study.

Findings and Discussion

After analysis and interpretation of collected data, the following findings were drawn.
1. About 90-percent of street vendors drop in their income due to
COVID-19. With many street vendors facing near total loss of
customers, they expressed the only way to survive was to get economic
help from their municipalities. Street vendors and informal workers
have been raising their voices for their immediate needs and have
achieved a few wins.
2. About 90 per cent of workers are migrant workers who found
themselves without work or shelter in the matter of hours. Street
vendors themselves will not be alone in the fight for food.
3. In fact, street vendors do not enjoy the benefits of social security
measures of the state either, which makes it difficult for them to
sustain themselves and their families. Most vendors also stay in rented
houses, but have no income for paying rent, electricity and water bills.
4. The food relief extended by the government is also very little. Street
vendors, like other ration cardholders, get only rice through PDS
(Public Distribution System). With no income, they find it difficult to
purchase Dal. They demand that the government provide Dal and other
essential items as prescribed, along with the ration.
5. Social, health and economical conditions of street vendors are very bad
during the COVID-19 lockdown period.
6. Street vendors, especially those from marginalized communities and
with disabilities, may be particularly affected by the secondary impacts
of the outbreak.
7. Street vendors facing severe economic shocks are more likely to take
on high-risk work for their economic survival.

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8. Domestic violence has risen as a result of COVID-19.

9. Child marriage and teenage pregnancy are likely to go up.
10. Children education interrupted, protective structures disrupted, and
their families and communities placed under stress by health and
economic burdens.
11. Economic stress is also highly likely to increase negative coping
strategies, including child labour and child, early and forced marriage,
and recruitment by armed forces and armed groups, increasing risks of
sexual exploitation and adolescent pregnancy.

Suggestions
The investigator indicates the following suggestions.
1. Government should supply hand washing facilities and information on
stopping the spread of COVID-19 to marginalized communities.
2. Government should identify vulnerable street vendors and ensuring
they are safe care arrangements for them as well as access to
psychosocial support.
3. The public sector banks to help street vendors get cash assistance in
their account. Many accounts have been deactivated by banks because
the vendors were unable to meet the revised minimum balance
requirements. Public sector banks should not be strict during the pandemic.
4. Provide direct support, de-linked from existing registration
requirements: As the city returns to normalcy and vending resumes,
vendors who have been at home for months will need direct income
benefits to resume their work
5. We are raising awareness of the crisis and the street vendors’
protection risks of lockdown including sexual and gender-based
violence via different channels (TV, internet, radio, posters etc.) and
providing targeted support to vulnerable households.
6. We will ensure families have access to basic needs such as food, water
and hygiene equipment if they need to isolate.
7. We will ensure there is a clear system of referral for street vendors in
need of special support, including psychosocial counselling. We will
work to identify and support vulnerable children, e.g. children without
family, children with health problems and children living or working
on the streets.

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8. Where families have lost their income, government is supporting with

cash distributions to ensure essential needs are met during lockdown.
Where access to food is unaffordable or inaccessible we are providing
food assistance
9. Ensuring hygiene and social distancing at sites of vending: The
government needs to take steps for provision of running water and
soap/sanitizers for street vendors at their place of work. Additionally,
vendor organisations should work with food safety authorities in the
country to train vendors (especially cooked food vendors) in ways to
maintain hygiene while working.

Conclusion
From the abovementioned facts and information, we can find that street
vendors are on the receiving end of a devastating crisis. Even with the
existence of the Street Vendors (Protection of Livelihood and Regulation of
Street Vending) Act, 2014 – the act is not implemented in all the states yet.
Where the act is implemented, the number of beneficiary less and in turn,
women beneficiaries are even less. Street vendors are an integral part of the
economy and specific focus should be given to them. Funding should be
allocated by the state. They are being denied from relief so states should take
responsibility – so that every street vendor gets due certification under the
Street Vendors Act, 2014. Social and economical conditions of street vendors
are very bad. Domestic violence has risen as a result of COVID-19. Child
marriage and teenage pregnancy are likely to go up... Government should
supply hand washing facilities and information on stopping the spread of
COVID-19 to marginalised communities.

REFERENCES

World Health Organization: - https://www.who.int/emergencies/diseases/novel-

coronavirus-2019/advice-for-public
Institute of Social studies Trust: - https://cjp.org.in/wp-content/uploads/2020/06/ISST-
JANPAHAL-study-on-Lockdown-Impact-on-Women-Street-Vendors-1.pdf
The Hindu: - https://www.thehindu.com/news/cities/chennai/covid-19-leaves-street-
vendors-in-distress/article31884289.ece
The Wire: - https://thewire.in/women/women-informal-workers-lockdown

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Kartik A. Panchal & Social Vision ISSN 2349-0519
Dr. Shivani Mishra RNI: APENG/2014/56403
Impact Factor: 2.322
Volume: 7 Issue: 2 July – Sept. 2020

A Study on Preschool Education Services for

Children under ICDS in Rural Gujarat
1
Kartik A. Panchal and 2Dr. Shivani Mishra
1
Research Scholar, Department of Social Work, Sardar Patel University,
Vallabh Vidyanagar, Gujarat, India. Email: [email protected]
2
Head, Department of Social Work, Sardar Patel University,
Vallabh Vidyanagar, Anand, Gujarat, India

ABSTRACT
Integrated Child Development Services (ICDS), which has been operating
in all districts of Gujarat for decades, the present study was carried out to
Study the Role Integrated Child Development Services with a special
reference to Preschool education, (ICDS) in the Bharuch district of
Gujarat. To achieve the objectives of the present study, 20 Anganwadi
Valia Taluka of Bharuch District. Total 20 Anganwadi Workers (AWWs)
were selected from all 20 AWCs for studies. Further, Eight or Nine Parents
whose child is three to six years of age were selected randomly from each
Anganwadi Centre. So, a total of 164 parents were selected from all these
20 Anganwadi centers. The results revealed that only 57.3% percent of
respondents got results and more effective in the cognitive development of
children through pre-school education. Majority 63.4% Physical
development and well-being of the children were healthy and maintained.
The government should take necessary action to be given adequate
knowledge and training to Anganwadi Workers about pre-school education
of ICDS services to enable them to develop the required skills for
imparting pre-school education more effectively and accurately at AWCs.
Key words: Integrated Child Development Scheme (ICDS), Pre-School
Education (PSE). Anganwadi Workers (AWWs), Anganwadi Centers (AWCs).

Introduction
Pre-primary education in India provides a culturally sound environment for the
children and instills the right values to help them grow both mentally and
physically by creating a formal learning environment for children, pre-primary
school education helps them to understand the importance of learning and

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discipline. In preschool, children will learn to strengthen their social and

emotional development. Children learn how to compromise, be respectful and
problem solve. “The scheme of 'Integrated Child Development Services
(ICDS) was initiated in the year 1975. The ICDS is the largest programme
under ECCE(1)”. It has grown into one of the largest integrated family and
community welfare schemes in the world, given its effectiveness over the last
few decades, the government of India has committed to ensuring universal
availability of the program, preschool provides an environment for children to
explore, build self-confidence, play with peers, and gain a sense of self. “The
services provided include supplementary nutrition, immunization, health
check-up, health and nutrition education for 15-45 year old women and
mothers, and more recently for adolescent girls, referral services for children
and mothers and non-formal pre-school education for three to six year old
children(2)”. “In Uttarakhand state, total AWCs operational as on 31st March
2019 are 20067. All the AWCs have been assigned 11 digit unique codes for
sending Anganwadi Monthly Progress Report through Rapid Reporting
System, which is sad to say, has not been followed strictly, as the reporting
has been decreased from 18032 AWCs to 13972 AWCs in the past one
year(3)”.

“Majority study concentrated on the nutritional and health status of the

beneficiaries of ICDS but less focus has been shifted over to assess the
knowledge of Anganwadi workers regarding recommended ICDS
programmes(4)”. “As on May 2016, 52649 Anganwadi centers are operational
in 336 blocks. In total 51.79 Lakhs beneficiaries are covered in supplementary
nutrition program out of them 32.30 Lakhs children are 6 months to 6 years
(as per wcd.gujarat.gov.in.)(5)”. While arranging for activities means of the
community and school should be considered in addition to the needs and fields
of interest of children, education should impart in children self-respect, self-
confidence, and self-control, play is the best method of learning for children in
this age group. All activities must be arranged based on play game and
activities, Children should be supported in developing their imagination,
creative and critical thinking skills, communicative, and self-expressive
powers. The child’s development and progress report or preschool education
program should be regularly evaluated by Anganwadi worker and cluster
supervisor, build in self-care skills, and preparing the child for primary education.

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Literature Review
Rajesh k Chudasama et al, (June 2014) did a study on the Evaluation of the
Integrated Child Development Services Program in Gujarat, Objective of these
study to evaluate the Integrated Child Development Services (ICDS) program
in terms of infrastructure of Anganwadi centers, inputs, process, coverage and
utilization of services, and issues related to program operation in twelve
districts of Gujarat, Researcher developed a design for a research study is
Facility-based study (6). Research area of these is twelve districts of Gujarat,
which work in period April 1, 2012 to March 31, 2013, Respondent of these
studies is ICDS service providers as 60 Anganwadi workers from 46 rural and
14 urban And their beneficiaries. Pre-school education, immunization, referral
services, and Coverage of supplementary nutrition are the main outcome
measures of the study. At the end of these studies, researchers state that
Supplementary nutrition coverage was reported in 48.3% in children.
Interruption in the supply of supplementary nutrition during the last six
months was reported in 61.7% Anganwadi centers. Only 20% of centers
reported 100% pre-school education coverage among children. Immunization
of all children was recorded in only 10% Anganwadi centers, while in 76.7%
centers, no such records were available. Regular health checkup of
beneficiaries was done in 30% centers. Referral slips were available in 18.3%
Anganwadi centers and referral of sick children was done from only 8.3%
centers.

Anju ade et al, (May 2010) To find usefulness of a package of interventions to

improve preschool education through Anganwadi centers on psychosocial
development of children. Researcher was conducted case-control study to
evaluate an intervention. Eight Anganwadi centers were selected using simple
random sampling out of sixteen Anganwadi centers in Talegaon PHC area
where intervention was done. Ten children in age group of 4-6 years were
selected randomly from each of the eight Anganwadi center in intervention
arm. Analysis was done using EPI-INFO and SPSS.10 multiple linear
regression models using stepwise exclusion was used to develop model to find
out determinants of IQ and DQ(7). At the end of analysis of the study
researcher found that intervention to improve the Early Childhood Education
and Development component through Anganwadi centers results in
improvement in Developmental and Intelligence Quotient of children.

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Significance of the Study

The present study is signified about the concept of Non-formal Preschool
education services under ICDS which is launched by the Government of India
in the year 1975; this study mainly examine to know about the perception of
parents towards integrated child development services, this study reveals how
ICDS services are provided in rural Gujarat, and the study has been done on
the impact of this service on the development of the child in the backward
areas of Baruch district, as per survey identify that need to improve the
physical condition of the Anganwadi centers, developed skill and adequate
knowledgeable in Anganwadi worker for operating Anganwadi effectively,
present research can help in evaluating and understand the ICDS service in
Bharuch district of Gujrat.
Objectives of the study
1. To Study the role of Functionaries of pre-school education under ICDS
Programme
2. To Study the Physical Development of child through Pre-school education
3. To Study Cognitive Development of child through Pre-school education
4. To know about the perception of parents towards integrated child
development services

Research Methodology
The Researcher used Survey cum descriptive research design as it describes
the Physical Development and Cognitive Development of children through
Pre-school education in Valia Taluka, Researcher select 164 parents as
respondents from 20 Anganwadi centers as sample for the study. Simple
random sampling is used for the collection of the data from the Valia Taluka
of Gujarat state. The primary tool for this research study is the interview
schedule and the secondary tools include articles and internets sources,
Magazines, journals, Government records.

Result and Discussion

Table 1
Table showing respondents were aware of the Integrated Child development services.
Response Frequency Percentage (%)
Having Idea 84 51.2
No Idea 80 48.8
Total 164 100

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From Table can be inferred that out of 100, 51.2 percent (n=84) respondent
having an idea about preschool and ICDS services, half and above respondents
knowing about Integrated child development services and non-formal
preschool education services and they familiar with same, While 48.78%
(n=80) of the respondent are not familiar with Integrated Child development
services but only they aware about near Anganwadi and their infrastructure
but they did not give importance to preschool training, so thus it can be
inferred that most of the rural people are not familiar about Integrated Child
Development Scheme and their benefits which are given by Government of India.

Table 2
Showing Respondent view on the Effect of physical activities on child which
practice in AWC
Effect Frequency Percentage (%)
Less effect 45 27.4
More effect 119 72.6
Total 164 100

Out of 100% there is 72.6 percent (n=119) are child having good physical
development through the physical activities which daily practiced in
Anganwadi center, majority percent of child involve daily and regular, while
most of the children are not having good physic because of lees interest of
involvement in physical activities and irregularity in attendance, 27.4 percent
(n=45) children are lees or maybe not improved by physical activities.

Table 3
Showing the Respondent view on the effect of psychological activities on child
development
Effect Frequency Percentage (%)
Less effect 74 54.8
More effect 90 45.2
Total 164 100

From the above, it can be shown out of 100% majority 54.88 percent (n=90)
child are well developed psychologically, and they intellectually developed
through the psychological activities which daily practiced in Anganwadi
center, Most of the Parents opined that 45.12 percent (n=74) number of child
are lees or maybe not improved intellectually and lees psychological growth
after taking Anganwadi training.

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Table 4
Showing Parents perception about their decision to send their child in
Anganwadi center is fill right or not
Response Frequency Percentage (%)
Yes 96 58.5
No 68 41.5
Total 164 100

From the above Table it can be inferred that out of 100 percent majority 58.5
percent (n=96) respondent state that they fill right on their decision to send
their child in Anganwadi preschool education training because they noticed
some of the changes or development in the child life such as child become
physically fit, psychologically & intellectually improve, creative thinking,
linguistic or social and emotional and cognitive development in their child
through Anganwadi training, while most of the respondent 41.5 percent (n=68)
asks that they are not happy with Anganwadi training and services to provide
their child, as per researcher observation Anganwadi infrastructure was not
available in few arias, physical condition of Anganwadi building was very
dilapidated and bad, So thus parents are not happy with Anganwadi services
and Non-formal preschool education thus they fill take wrong decision to send
their child in Anganwadi, but still, they send their child because they can’t
effort private education to their child because of poor economic condition.

V. Conclusion
The present study investigated that 51.2 percent respondents are having basic
information and idea about Integrated child development services and non-
formal preschool education services, while 48.8 percent parents are not
familiar with the ICDS services and they haven’t any idea about non promal
preschool education of Anganwadi, majority children having good physical
development and having healthy hygiene through the physical developmental
activities which daily practiced in Anganwadi center because of daily present
and regularly attend Anganwadi training as well as a child involve daily and
regularly with all activities and task which are given by Anganwadi worker,
get a good fresh Meal & breakfast which good for the child’s physical health,
Data conclude that the majority 54.88 percent (n=90) child are well developed
intellectually and psychologically through Anganwadi non-formal preschool
education activities such as, dot and number dominoes, alphabet and number
cards, picture cards or flash cards, picture books with one or two text lines,

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story books, dhapli or small drum, picture conversation chart which daily
practiced in the Anganwadi center, 58.5% parents consider it necessary to
send the child to Anganwadi and they fill right on their decision to send their
child in Anganwadi preschool education training because they noticed the
change in behavior or development of children throughout Anganwadi non-
formal preschool education Training, While a 45.2 percent of parents opined
pre-school education is Anganwadi services was not satisfactory which
provided in their area, because of lake of sanitation facilities, Drinking water,
toilets for children and other infrastructure, so thus perception of parents
towards the Anganwadi is average but not satisfactory, finally it seems from
the present study that in many places there is need to have improve
infrastructure facility for Anganwadi building, Anganwadi worker need to be
given adequate knowledge, skill and training so that Anganwadi can run well,
effectively implement ICDS services at grass root level.

VI: Suggestions
1. Enough space should be provided to accommodate the enrolled children
for free to play and enjoy Anganwadi activities.
2. Anganwadi Centers should be placed at a well-located and cleanliness
open area of the locality.
3. Anganwadi Building should be equipped with adequate facilities such as
sanitation facilities, toilets, first aid kit, pure drinking water, electricity,
playing instruments/toys and stationery, etc.
4. The road from the main road to the AWCs is paved and good or center
should be covered and protected with boundary walls.
5. An adequate number of workers should be engaged in each AWC, and
they give their full time to Anganwadi without gape.
6. According to the circular issued by the government on non-formal
preschool education, Anganwadi workers should be studied and following
it during the year.
7. Regular training should be provided to AWC workers and their supervisors.
8. Doctors should visit AWCs regularly and guide to AWWs and
beneficiaries regarding health and hygiene.

REFERENCES
Nanda, J., & Creation, G. O. D. S. P. (n.d.). Early Childhood Care and Education 1,11.Pdf.

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Kartik A. Panchal & Dr. Shivani Mishra ISSN 2349-0519

Siraj-Blatchford, I. (2003). An evaluation of early years education and training in the

Integrated Child Development Services (ICDS) in India. International
Journal of Early Years Education, 2(1), 52–66.
https://doi.org/10.1080/09669760.2003.10807106
Bartwal, J., & Singh, A. K. (2020). An assessment of facilities available at
anganwadi centres in urban areas of An Assessment of Facilities Available
at Anganwadi Centres in Urban Area of Garhwal Region , Uttarakhand.
September 2019.
Baliga, S. S., & Walvekar, P. R. (2017). A study on knowledge of anganwadi workers
about integrated child development services at three urban health centers.
International Journal Of Community Medicine And Public Health, 4(9),
3283. https://doi.org/10.18203/2394-6040.ijcmph20173829
Desai, T. (2018). A study on the nutritional status of pre primary of children coming
to Anganwadi in rural area of Gandhinagar district. 4(1), 295–299.
Chudasama, R. K., Patel, U. V., Kadri, A. M., Mitra, A., Thakkar, D., & Oza, J.
(2016). Evaluation of integrated Child Development Services program in
Gujarat, India for the years 2012 to 2015. Indian Journal of Public Health,
60(2), 124–130. https://doi.org/10.4103/0019-557X.184544
Ade, A., Gupta, S. S., Maliye, C., Deshmukh, P. R., & Garg, B. S. (2010). Effect of
improvement of pre-school education through anganwadi center on
intelligence and development quotient of children. Indian Journal of
Pediatrics, 77(5), 541–546. https://doi.org/10.1007/s12098-010-0056-7

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Pralap Kumar Sethy Social Vision ISSN 2349-0519
RNI: APENG/2014/56403
Impact Factor: 2.322
Volume: 7 Issue: 2 July – Sept. 2020

Impact of COVID-19 Global Pandemic on

Tribal Children’s Education: A Excerpt from Odisha

Pralap Kumar Sethy

Research Scholar (Ph.D.), Rajiv Gandhi National Fellow, Department of
Sociology, Utkal University, Bhubaneswar, Odisha, India.
Email: [email protected]

ABSTRACT
The spread of pandemic Covid-19 has drastically disrupted every aspects
of human life including education. It has created an unprecedented test on
education. In many educational institutions around the world, campuses
are closed and teaching-learning has moved online. Internationalization
has slowed down considerably. In India, about 32 crore learners stopped
to move schools/colleges and all educational activities brought to an end.
Despite of all these challenges, the primary education and Higher
Education (HEs) in urban areas in general have reacted positively and
managed to ensure the continuity of teaching-learning, research and
service to the society with some tools and techniques during the pandemic.
While in non-tribal and tribal dominated rural areas in particular the
continuity of teaching-learning, research and service to the society has
continuously disrupted severely. Likewise, the recent trend of online-
learning is a night dream for the economically poor and distressed section
of the society. The epidemic has dismantled the economic backbone of
nation, state, farmer, labourer, vendors and across the low-income section
of people in the country. Infact, the education system and human resource
of a country are complementary and supplementary to each other in a
greater extent. In this connection, this secondary research excerpt has tried
to explore the prior-persisting issues related to imparting education in
tribal areas of Odisha and again its unprecedented overburden for both
stakeholders of administration and benign beneficiaries during the Covid-
19 global pandemic. However, from the administrative end many efforts
have been taken for imparting education in tribal areas like Madhu and
Disksha. But the implementation side is still under great threat due to
number of unavoidable natural causes in those geographical regions.

Key words: Covid-19, Global Pandemic, Tribal Education, Scheme,

education issues.

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1. Introduction
The ever seen crisis, the world has perceived in twenty-first century is Corona
orCOVID-19 Global Pandemic. Stemming as a health disaster and universal
pandemic for human civilisation, presently it has disordered each sphere of
global concerns beginning from supply-chain side of world economies to
running of global organization to international correlations and dependency.
As it is observed, the origination in Wuhan province of China Main land and
over a short course of time just like a global traveller now reached the doors of
each household throughout the world countries. Indeed, the veterans of
physical and life sciences are contemplating and envisioning in discovering
the solution (vaccine) and medicine for corona disease, while veterans of
social sciences are analyzing the impact of the crisis over various institutions
and social cultural milieus of society. However, on alayman account we can
employ various prism or paradigms to comprehend the influence of corona
global pandemic. The understanding expands with the exploration of impacts
caused due to Covid-19 global pandemic are also unimaginable. Since the
month of September in China and afterwards from January-February in rest of
human civilisation on earth has unaccountably experiencing this Covid-19
global pandemic. Thus, the country like India and sequentially the state like
Odisha are not free from this clutch. The global pandemic has not left any
space, corner, section of people, group, institution, organisation, social
processes and different indispensable sphere of public life from its vicious
cycle (WHO, 2020).

The covid-19 spread in India is an unavoidable part of the worldwide health

disaster i.e. pandemic of corona virus disease 2019 (i.e. Covid-19) which
caused a severe and acute malfunction of human body. The first case of
Covid-19 victim in India, originated from China, was reported on 30thJanuary,
2020 from State of Karnataka. India currently has surpassed all landmarks and
counting in the world and became the largest number of confirmed cases in
Asia are from India and has the third highest number of confirmed cases in the
world after the United States and Brazil with the number of total confirmed
cases breaching the 100,000 mark on 19 May, 200,000 on 3 June and
27,67274 confirmed cases on 20 Aug, 2020 whereas Odisha has 67,122
confirmed cases (The Hindu, 2020).

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Corona virus disease (Covid-19) is an infectious disease caused by a newly

discovered SARS virus. Most people infected with the Covid-19 virus will
experience mild to moderate respiratory illness and recover without requiring
special treatment. Similarly, older people and those with underlying other
medical problems like cardiovascular disease, diabetes, chronic respiratory
disease and cancer are more likely to develop serious illness and they are the
vulnerable sections. The best way to prevent and slow down transmission is be
well informed about the Covid-19 virus and the disease it causes and how it
spreads (World Health Organisation, 2020).

1.1 Impacts on Health Sector

The pivotal part of human society and civilisation is better health, gross
literacy of all individuals and well flow within economic supply and demand
chain. Infact, out of the above said parts the health of a community is
indispensable one. The maintenance of constant improvement of health
condition indicates to regular increase of life expectancy. Therefore, the health
sector and health institutions must be kept at that mark, keeping in view the
number of total population, where they can address all sort of health disaster
society ever met. In such a view the Covid-19 Global Pandemic has arisen as
severe health disaster in twenty-first century throughout each nook and corner
of the world.

1.2 Impacts on Economy

The trade impact of the coronavirus epidemic for India is estimated to be
about 348 million dollars and the country figures among the top 15 economies
most affected as slowdown of manufacturing in China disrupts world trade,
according to a UN report. Whereas according to Asian Development Bank
(ADB) the Covid-19 outbreak could cost the Indian economy between $387
million and $29.9 billion in personal consumption losses
(https://www.livemint.com/). For India, the trade impact is estimated to be the
most for the chemicals sector at 129 million dollars, textiles and apparel at 64
million dollars, automotive sector at 34 million dollars, electrical machinery at
12 million dollars, leather products at 13 million dollars, metals and metal
products at 27 million dollars and wood products and furniture at 15 million
dollars. China has seen a dramatic reduction in its manufacturing Purchasing
Manager’s Index (PMI) to 37.5, its lowest reading since 2004. This drop

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implies a 2 per cent reduction in output on an annual basis. This has come as a
direct consequence of the spread of corona virus (COVID-19)
(https://www.thehindu.com/news/). When we see the China’s Share in total
import to India, India’s total electronic imports account for 45% of China.
Thus, around one-third of machinery and almost two-fifths of organic
chemicals that India purchases from the world come from China.

1.3 Impacts on education

While COVID19 is primarily affecting public health, spillover effects can
already be observed in education, stemming largely from extended school
closures. The following are among the key issues to consider:

To date, COVID19-driven school closures have impacted over one billion

students. By current World Bank information gathering, at the time of writing
this note, 150 countries is reporting school closures. These numbers have
increased rapidly since late February. School closure decisions have to balance
different factors. On one hand, despite the low rates of infection among
children, school closures are a critical pillar of the social distancing tools to
mitigate the spread of the disease and avoid an acceleration of cases that will
put a strain on health services. Its effectiveness as a measure to slowdown the
spread of contagion will depend on the exact timing of the closures, the age
structure of the population and the length of the closure (World Bank, 2020).

2. Objectives of the Paper

The exclusively deals with education scenario of rural tribal pockets of Odisha
keeping in view:
 To observe the educational infrastructure facilities available for tribal
children’s during the Covid-19 pandemic in Odisha.
 To examine the accessibility of new mode of learning i.e. e-learning by
tribal children’s during the Covid-19 pandemic.

3. Methodology of the Study

The observances on global covid-19 pandemic and its impact on education
process with a special view from Odisha entails the mixed methodological
execution. Infact, both qualitative and quantitative methodology will be
employed to explore the underlying problems related to online and e-learning
methods parallel for every geographic milieu. The secondary contents may be

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brought into consideration for detail analysis of the conditions. The data
sources have been visited like various published articles, journals, magazines
and several noteworthy internet sites. Thus, the descriptive design will process
the entire analysis of the paper. The significant consequence of the study
comprises the policy diversification to ensure the inclusiveness of pan-section
of people as a result the last man of the line become aware of the real
opportunity for the society.
4. Context of Discussion
Recent guidance from the United States Center for Disease Control (US-CDC)
suggests that school closures do serve a purpose, in particular if COVID-19
cases are school-based, to allow for decontamination and contact tracing. It
also recognizes its importance as a tool to increase social distance. The reports
note that a closure of 4 to 8 weeks might be required in case of substantial
community spread. On the other hand, extended interrupted education that
disengages students from the learning process has the potential cost of
reversing gains in learning results. An even higher cost comes from the
disengagement of students with learning challenges (academic, socio-
economic, students with special/diverse educational needs or persons with
disabilities) who may not effectively cope with remote learning strategies or
cannot access the information (see next section). Where school feeding is the
norm, closed schools might preclude students getting school meals unless
alternative arrangements are in place. In secondary schools, longer school
closures could result in an increased risk of dropout for youth, particularly
from lower income groups. School closings also impact labor supply as they
increase the burden on parents, who need to stay home or find new
arrangements if children have to stay at home (even worse if playground and
children centers are closed).
Differences in the weights are given to these aspects which influence authority
choices that if and when to close the schools. While some countries closed
schools out of abundant caution (many in Africa), a select few (the UK, New
Zealand, Mexico, Switzerland) delayed closing until recently. It remains to be
seen what effects the various policies will have on the virus spread (Singapore
has kept schools open.)
In countries where the breakout is isolated, some governments have opted to
close schools in the immediate location or region or schools have self-

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selected themselves to close as a precautionary measure or to sanitize before

returning kids to the classroom. Portugal, Spain, and India are examples of
countries that used regional closures as an attempt to contain or slow the
spread. The figure below provides a decision tree that governments may find
useful in consider various policy decisions.

Decision Process for Closing Schools in Global Scenario

Source: Center for Disease Control: Considerations for School Closure

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Apart from its direct impact on schooling, the pandemic impacts include the
possible use of school facilities as make-shift hospitals, as in some low-
infrastructure rural areas the school may be the only public building available.
That may cause lengthier disruption of education services making the building
unavailable for education purposes. Also, as part of the coping mechanisms
(discussed below)the practice of offering alternative services of remote
learning may work better for those students in households with better
connectivity and with higher initial digital skills. This leaves those already
disadvantaged further behind, so school closures with the inappropriate system
coping mechanisms, might imply an exacerbation in inequality in education.

5. E-learning and education in Tribal regions of Odisha

The state of Odisha has 62 scheduled tribes which constitute about 23 percent
of the total state population. Majority of them are concentrated in 17 districts
of the state. The tribal people of Odisha can be divided ethno-linguistically
into (a) the Austric Lanuage Group, (b) the Dravidian language group and (c)
the Indo-Aryan language group. Their distinct language and culture, customs
and worldviews are different from the mainstream culture (Government of
India, 2003-04). The state of Odisha in eastern India is predominantly rural.
The majority 85% of its 36.8 million people live in rural areas and nearly half
of the population live below the poverty line (Ota and et. al., 2010).

The state has experienced a phenomenal expansion of its elementary education

system. While the literacy rate has improved by 14%, female literacy has
increased by 16% between 1991 and 2001, higher than the average 15 percent
increase across India. Alongside, 96% of school children in Odisha have
access to a primary school within a walking distance of 1k.m. and 92% of
school children in Odisha have access to an upper primary school within a
distance of 3 kms. But in spite of these physical facilities the literacy rate of
the tribal in Odisha is challenging. More over quality of education in schools
is a major challenge (SCSTRTI, 2015).
However, with this scenario the tribal dominated regions are out of reach still
today. There are some rural tribal pockets where forget about online and e-
learning facilities, one cannot find a road accessible round the season. Infact,
people are still miles and miles away from the glittering life urban locality,
minimum communication, whole day electricity, computer, internet and miles

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away from primary, upper primary and high school. In such a precarious
nightmare how the e-learning and online education can see the light of the day.
And this condition is naturally well versed in rural tribal pockets throughout
the state of Odisha. Let us have a detail analysis below (WHO, 2020).

6. Impact of Covid-19 Global Pandemic on Tribal Education

Tribal students from remote hamlets in the Odisha face the prospect of missing
out on classes as they do not have a glimpse of access to the modern electronic
gadgets and technology that will be used to teach them in the coming months.
School teachers and headmasters from private schools across the Odisha
where tribal students are currently studying said that there was great concern
about the impact of the pandemic on tribal children and will have further
impact on the education of tribal students.

Nevertheless, the geographical dislocation of some community like tribal

students need special attention in school due to the structural problems they
face in getting an education as many are from impoverished families. As the
government announcing that classes will be broadcast on television for
government school students and some private schools insisting on using smart
phone technology to reach students at home, those who are most at risk of
being left out of the system are tribal students and their education practice. A
hamlet which is only accessible by walking over 6 km through a reserve forest
under the given pictures:

Figure-1
Students are
searching online
connection in a
tribal dominated
block under
Khandamal
District of Odisha
2020.
Source: Daily
Odia, Samaj
News Paper, 2nd
June, 2020.

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Figure-02
No internet facility in 9 Panchayats, in one of the tribal dominated
blocks of Gajapati District of Odisha.

Source: Daily Odia, Samaj News Paper, 23rd May, 2020.

Figure-03
Students are climbing up the hill for online learning in tribal dominated
blocks of Rayagada district in Odisha, 2020.

Source: Daily Samaj, Odia News Paper, 2020.

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It is here worried that the children in our villages will have to miss the entire
academic year. Teacher at a government school attended by tribal students
said that children from Adivasi villages required special individual attention. It
is true that many families do not have access to smart phones, laptops or even
basic internet, so we are still trying to figure out that students from many
families are under pressure to buy a smart phone and internet packs by selling
their goats and cows at cheaper price than usual.

7. Mission E-Suvidya for Odisha tribal students amid corona virus lockdown
The programme will bring together Madhu and Diksha mobile applications
and integrate it with the present system of learning. Social distancing
becoming the new norm during the corona virus pandemic that shattered the
traditional settings throwing up opportunities for online systems, tribal
students in Odisha are open to a new world of education. As decided by the
state government, more than six lakh students in 1,731 schools, including
Ekalavya model residential schools (EMRS), will be taught with the help of
technology until things are normalized for opening of educational institutions.
The ST/SC Development, Minorities and Backward Classes Welfare
Department have come up with an innovative alternate learning and mentorship
programme to tide over the crisis erupted due to corona virus scare.

8. Steps Taken
Study materials, lectures and video lessons developed by selected teachers will
be uploaded in the new app. The government has planned to engage mentor
teachers to impact education to tribal students at their doorstep if any of them
does not have smart phone or out of internet coverage area. The teachers will
visit their villages and teach students in small groups with proper social
distancing norms.

Principal Secretary of the department Ranjana Chopra said the programme

will be launched as Mission e-Suvidya. Odisha is the first state to have such
online mode of education system for tribal students. Online classes through
Whatsapp groups have also been planned. The materials developed by the
state Resource group (SRG) will be channelized to district groups and
headmasters’ resource group besides the teacher-student groups. The
worksheets and other study materials are being developed at ST/SC Research
Training Institute for ease of learning and remediation exercise.

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9. Conclusion
The state government should augment all the existing schools with modern
facilities in the tribal area as well. All the schools in the Scheduled tribe areas
should be provided all basic facilities like electricity, sanitation, drinking
water, computer and internet connection and compound walls etc. The
teachers must be trained to handle the modern gadgets and the students
learning capacities must be taken into account seriously or otherwise efforts
would be vain. Economic assistance must be given to economic poor families.
Sanitation and social distancing norms followed strictly to keep Corona away
from school campus. Students must be taught to be an individual warrior in the
Covid-19 war.

7. REFERENCES

Ota, A.B., et. al.(2010),(ed.) Dimensions of Tribal Education in Orissa, Scheduled

castes and Scheduled tribes Research and Training Institute, Government of
Odisha.
GoI, (2003-04), Census Report, Government of India.
SCSTRTI, (2015), Tribes in Odisha: At A Glance, Scheduled Castes and Scheduled
Tribes Research and Training Institute, Bhubaneswar, Odisha.
Daily Samaj Odia News Paper, 27 July, 2020 and o4, 05, 09,10,11,13 August, 2020.
World Health Organisation, 2020.
World Bank Report, 2020.

7.1 internet Sites

http://www.thehindu.com/news/national/other-states/covid-19-pandemic-delays-
scheme-for-tribal-students/article31727074.ece
http://www.who.int/health-topics/coronavirus
http://www.unicef.org/india/where-we-work/odisha
http://www.newindianexpress.com/education/2020/may/18/mission-e-suvidya-for-
odisha-tribal-students-amid-coronavirus-lockdown-2144806.html
http://en.wikipedia.org/wiki/covid-19-pandemic-in-india
https://www.thehindu.com/news/citities/coimbatore/tribal-students
https://www.livemint.com/

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Dr. Ninad Jhala RNI: APENG/2014/56403
Impact Factor: 2.322
Volume: 7 Issue: 2 July – Sept. 2020

MGNREGS and the Role of the Sarpanch

1 2
Mr. Jeetkumar Shah and Dr. Ninad Jhala
1
Research Scholar, Anand Institute of Social Work, Anand, Gujarat, India.
Email: [email protected]
2
Principal, Anand Institute of Social Work, Anand, Gujarat, India.
Email: [email protected]

ABSTRACT
Rural development plays a vital role in national development of all
countries and India is no exception to it. The developing countries have
initiated development programmes, which have led to the creation of a
number of institutions in rural areas. Rural development has long been
attracting special attention of the planners with a view of paradigm shift in
its design and implementation. Even though the interpretation of rural
development is an elastic concept, the fact as rightly articulated by
Gandhiji, “India lives in its villages” still holds true. Rural development
strategies by force of circumstances have been dynamic in nature and these
strategies when come to implementation level, are strongly influenced by
the implementers.
Panchayats have been in existence in India from very early times. While
empires rose and fell village panchayats continued to survive giving
continuity to Indian village traditions and the sarpanchas the leader of this
institution, has always played a vital role in village development. The
Mahatma Gandhi National Rural Employment Guarantee Act
(MGNREGA), 2005, notified on 7th September 2005; mandates supply of
100 days guaranteed wage employment during a financial year to each
rural household whose adult members volunteer to do unskilled manual
work. Mahatma Gandhi National Rural Employment Guarantee Act
(MGNREGA) has become an influential instrument for inclusive growth in
rural development in India through its impact on social protection,
livelihood security and democratic governance.

Key words: Rural development, Agriculture, People’s participation,

Panchayats, MGNREGA, Economic development.

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Introduction
Rural development is the main pillar of nation’s development. The reasons for
this are obvious. In spite of rapid urbanization, a large section of our
population still lives in the villages. Secondly, rural India has lagged behind in
development because of many historical factors. In order to correct the
development imbalances and to accord due priority to development in rural
areas Ministry of Rural Development is implementing a number of
programmes aimed at sustainable holistic development in rural areas. The
thrust of these programmes is on all-round economic and social transformation
in rural areas, through a multi pronged strategy aiming at the process to reach
out to most disadvantaged sections of the society. In order to catalyse
development in rural areas, during the last three years, top priority has been
accorded to rural development, not only in terms of allocations of additional
funds and resources but also through introduction of new programmes and
restructuring of existing ones (Prasad B. K., 2003).
The term rural development is a division of the broader term “development”.
Howsoever development is a universally enchanting goal of individuals,
families, communities and nations all over the world. Development is also
natural in the sense that all forms of life on planet earth have an inherent urge
to survive and develop. Over the years, the national and international
experiences suggest that the rural development interventions have not yielded
expected results. Indian experience is not exception to it as rural areas, in
general still remain largely underdeveloped with clear regional or interstate
disparities. At the aggregate level Punjab, Haryana and Kerala, comparatively
developed states, achieved much in the rural front than that of least developed
states like Bihar, Uttar Pradesh, Orissa and Rajasthan. (Singh D. M. , 2011)
Review of literature
M. M. Mistry (2010) conducted a study on “Alleviation Programmes for
Poverty- Reviews of Various Schemes and its Strategies”. The study was
conducted with a view to look at poverty alleviation programmes in Gujarat
and find out the major constraints in it is implementation. The sample size was
220. The design adopted for this study was exploratory-cum-descriptive in
nature. The findings of the study revealed that 32 percent of respondents in
Anand district and 77.5percent respondents in Kheda district had neither land
nor any milching cattle. They had no source of income. 12 percent respondents
in Kheda district lived on one milching cattle. 15 percent respondents in

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Anand district and 8.5 percent respondents in Kheda district had no literate
family members and illiteracy was found to be the main reason for poverty in
the research subjects. The study concluded that if the educational level of
respondents in both the district is increased, it might help in poverty
alleviation.

B. A. Kumar (2018) conducted a study on “Role of gram panchayats in the

implementation of the National Rural Employment Guarantee Act”. The study
was conducted with a view to study the role of panchayats in the
implementation of National Rural Employment Guarantee Act. The universe
included two blocks namely Sri Hargobindpur and Ajnala of Gurdaspur and
Amritsar districts respectively. The sample size was 20 beneficiaries from
Chone and Granthgarh villages of these blocks respectively. The data was
collected personally with the help of structured and pretested interview
schedule. The study was exploratory in nature. The findings indicated that all
the respondents from Chone village and one from Granthgarh village belonged
to the scheduled caste. These respondents had to persuade the sarpanch more
than two times to obtain their job cards. It must be noted here that 19
respondents of Granthgarh village were from backward class category. The
suggestions for improvisation and effective implementation given by both the
sarpanches of these villages were also similar because of their geographical
proximity as well as socio-economic homogeneity. It was suggested that if the
work under this Act is provided nearby the village itself, then more women
will get engaged in the work which in turn will bring in their empowerment. It
was opined by them that vigilance, transparency and accountability were the
most striking features of this scheme.

A bird’s eye view of the major objectives of rural development programmes

till date across India, reveal its major objectives to be removal of poverty,
raising the standard of living, addressing the problem of unemployment and
under-employment, educational development, provision of facilities including
drinking water supply, sanitation, transport and communication and checking
of migration from villages to urban areas.

Objectives
 To study the role of sarpanch in the implementation of MGNREGA.
 To study the role of sarpanch in providing employment opportunities
under MGNREGA in rural areas.

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Materials and methods

The researcher has adopted descriptive research design for the current study,
as it describes the various roles to be performed by the sarpanches with
reference to rural development and guided by 22 areas of rural development as
enshrined in 11th Schedule of the Constitution of India. Anand is considered as
one of the most prosperous districts of Gujarat and the most developed and
richest village of Asia – Dharmaj is from this district. Moreover, the district is
home to the internationally acclaimed developmental diamond – The Amul, a
success story of the cooperative movement and the home-ground for the White
Revolution. Institute of Rural Management, a primer institute providing
education and training for rural management is also located in Anand district
and so is the acclaimed Anand Agriculture University. Even, the Gujarat’s
baccalaureate pioneering social work education school – Anand Institute of
Social Work is in Anand district. These indicate Anand as a developed district
and the role of sarpanches in this context of development is important to be
understood, hence the universe of study includes all the sarpanches of Anand
district.

Results and discussion

Table No. 01
MGNREGA as a rural poverty alleviation programme (n= 185)
1.1. To provide supportive supervision for identification of beneficiaries under
Mahatma Gandhi National Rural Employment Guarantee Act (MGNREGA)
and other individual beneficiary oriented poverty alleviation schemes, with the
approval of gram sabha.
Particulars Frequency Percentage (%)
Strongly Agree 166 89.7 (%)
Agree 11 5.9 (%)
Neutral 4 2.2 (%)
Disagree 3 1.6 (%)
Strongly Disagree 1 0.5 (%)
1.2 To provide supportive supervision for identification of beneficiaries under
Mahatma Gandhi National Rural Employment Guarantee Act (MGNREGA)
and other individual beneficiary oriented poverty alleviation schemes, with the
approval of gram sabha.
Strongly Agree 107 57.8 (%)
Agree 68 36.8 (%)
Neutral 8 4.3 (%)
Disagree 2 1.1 (%)

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1.3 To provide supportive supervision by assisting in identification of labours in

the village requiring wage employment through gram sabha.
Strongly Agree 98 53.0 (%)
Agree 73 39.5 (%)
Neutral 13 7.0 (%)
Disagree 1 0.5 (%)
1.4 To provide supportive supervision in formulating projects, get approval
through gram sabha and seek technical approval from block panchayat.
Strongly Agree 102 55.1(%)
Agree 57 30.8(%)
Neutral 25 13.5(%)
Disagree 1 0.5(%)
1.5 To provide supportive supervision constituting works committee for
execution of work and projects
Strongly Agree 95 51.4(%)
Agree 70 37.8(%)
Neutral 18 9.7(%)
Disagree 1 0.5(%)
Strongly Disagree 1 0.5(%)
1.6 To provide supportive supervision for monitoring and supervision of
quality of works, assets created and man days generated.
Strongly Agree 87 47.0(%)
Agree 61 33.0(%)
Neutral 29 15.7(%)
Disagree 7 3.8(%)
Strongly Disagree 1 0.5(%)
From table 1.1 it can be seen that most of respondents i.e. 89.7 percent
(n=166) have strongly agreed to provide supportive supervision for
identification of beneficiaries under Mahatma Gandhi National Rural
Employment Guarantee Act (MGNREGA) and other individual beneficiary
oriented poverty alleviation schemes, with the approval of gram sabha, 5.9
percent (n=11) have agreed to provide supportive supervision for
identification of beneficiaries under Mahatma Gandhi National Rural
Employment Guarantee Act (MGNREGA) and other individual beneficiary
oriented poverty alleviation schemes, with the approval of gram sabha, 2.2
percent (n=4) are neutral regarding provision of supportive supervision for
identification of beneficiaries under Mahatma Gandhi National Rural
Employment Guarantee Act (MGNREGA) and other individual beneficiary
oriented poverty alleviation schemes, with the approval of gram sabha, 1.6
percent (n=3) respondents have disagreed to provide supportive supervision

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for identification of beneficiaries under Mahatma Gandhi National Rural

Employment Guarantee Act (MGNREGA) and other individual beneficiary
oriented poverty alleviation schemes, with the approval of gram sabha, 0.5
percent (n=1) respondent have strongly disagreed for providing supportive
supervision for identification of beneficiaries under Mahatma Gandhi National
Rural Employment Guarantee Act (MGNREGA) and other individual
beneficiary oriented poverty alleviation schemes, with the approval of gram
sabha. Thus, it can be concluded that most of the respondents agree to their
role of providing supportive supervision for identification of beneficiaries
under Mahatma Gandhi National Rural Employment Guarantee Act
(MGNREGA) and other individual beneficiary oriented poverty alleviation
schemes, with the approval of gram sabha i.e. 89.7 percent (n=166).

With reference to role of providing supportive supervision, preparation and

approval of annual action plan under the Mahatma Gandhi National Rural
Employment Guarantee Act, 57.8 percent (n=107) respondents strongly agreed
to the role, 36.88 percent (n=6) agreed to it; while 4.3 percent (n=8) are
neutral to the said role. A meagre 1.1 percent (n=2) respondents disagreed to
their role in the above mentioned aspect. Hence, we conclude from table 1.2,
that most of the respondents agree to their supportive supervisory role in
preparation and approval of the annual plans under the given Act.

The table 1.3 concludes with a majority of the research subjects i.e. 53 percent
(n=98) strongly agreeing to their supportive supervisory role in assisting the
gram sabha for identification of labours in village who are in need of wage
employment. As against this vast majority, 0.5 percent (n=1) respondent
disagrees to this role performance, which the researchers believe may act as a
barrier in the effective implementation of the Act.

In table 1.4, there is found to be a striking 13.5 percent (n=25) neutrality of

agreement on the role of sarpanch regarding provision of supportive
supervision in formulating projects, obtaining approval through gram sabha
and seeking technical approval from block panchayat. It is an area of concern
as the projects can provide with employment to the labourers seeking wage
employment, only if they are implemented; and remaining neutral may not
allow the projects to be formulated and implemented. Even though more than
55.1 percent (n=102) respondents are in strong agreement and 30.8 percent

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(n=57) respondents are in agreement to the said role, in the opinion of the
researchers even a mild disagreement to the role under consideration, would
prove to be a barrier in effective implementation of the Act.

The data as shown in table 1.5 is vital to be considered when one is

researching the role of sarpanches in implementation of MGNREGA. The Act
is a guarantee of employment for those in need and in this context it is about
right to livelihood as a basic human right. Therefore the 0.5 percent
disagreement found among two respondents is indicative of the right to
livelihood at stake. It must also be noted here that 51.4 percent (n=95)
respondents who strongly agree to the said role of providing supportive
supervision constituting works committee for execution of work and projects,
are just a bit above the majority who either agree (37.8 percent, n=70) and
those who are neutral (9.7 percent, n=18).

From table 1.6 it can be seen that most of respondents i.e. 47.0 percent (n=87)
have strongly agreed to provide supportive supervision for monitoring and
supervising quality of work, assets created and man days generated, 33.0
percent (n=61) have agreed to provide supportive supervision for monitoring
and supervising quality of work, assets created and man days generated, 15.7
percent (n=29) are neutral to provision of supportive supervision for
monitoring and supervising quality of work, assets created and man days
generated, 3.8 percent (n=7) respondents disagreed to provide supportive
monitoring and supervising quality of work, assets created and man days
generated, 0.5 percent (n=1) respondent has strongly disagreed to provide
supportive supervision for monitoring and supervision of quality of work,
assets created and man days generated. Thus, it can be concluded that most of
the respondents agree to their role of providing supportive supervision for
monitoring and supervising quality of work, assets created and man days
generated.

Recommendations and suggestions

After performing an overview of the various documents prepared by The
Working Group on Planning and Execution (Central Employment Guarantee
Council, GOI, 2010) and analysing those in the light of the research data at
hand, we recommend the following:

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The assets created with the implementation of the MGNREGA need to be

regularly maintained. A convergence of MGNREGA with other ongoing rural
development programmes may also be helpful in avoiding duplicity of efforts.
Also, the involvement of villagers on a regular basis (not just limited to
approvals in gram sabha) for the work design, plan and implementation can
bring in ownership and better quality of the assets that are being created.

To bring in effective implementation, deployment of full time social work

professionals exclusively dedicated to MNREGA is strongly recommended.
Moreover, if the MGNREGA has to function as an instrument to uphold the
right to livelihood and as the name itself indicates – a guarantee to
employment, then we strongly recommend increasing the 100 days
employment limit per household.

It is strongly suggested that the job card holders are provided with the
guaranteed employment within 5 kilo meter radius of the village and not
farther than that. This can increase the participation and enrolment of all the
eligible households under the MGNREGA.

Conclusion
The implementation of Mahatma Gandhi National Rural Employment
Guarantee Act (MGNREGA) in Anand district might lead to increase in the
livelihood of the rural population. But to effectively implement the same, the
proactive role of sarpanch in its implementation, supportive supervision and
monitoring becomes imperative. Unless, the sarpanch takes care of the same,
100 days employment for the rural population may not occur at all. Moreover,
the identification of labourers as beneficiaries under the said scheme is also at
stake, in cases where there is disagreement to the role by the sarpanch. As the
implementation of the MGNREGA is carried out directly by the panchayats at
the village level, which leads to the fulfilment of the 73rd Amendment of the
Constitution in spirit, it has the potential to transform the villages of India.
This responsibility of this dynamic transformation therefore rests with the
sarpanch.

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REFERENCES

Kumar, D. B. (2018). Role of Gram Panchayats in the implementation of the National

Rural Employment Guarantee Act a sample survey. Journal of Rural
Development Review,1-12.
Prasad, B. K. (2003). Rural Dvelopment : Concept, Approach and Strategy. New
Delhi: Sarup and Sons.
Raul, R. K. (2003). Rural Development in India : Approaches and Applications. New
Delhi: Serials Publishers.
Singh, D. M. (2011). Institutional Finance in Rural Developmnet. Jaipur: Ritu
Publications.
Tanuria, B. G. (2012). Rural Developmnet. Jaipur: Ritu Publications.
Mistry, M.M. (2010).Alleviation Programmes for Poverty Reviews of Various
Schemes and its Strategies for the future, with Reference to Rural Gujarat.
(Unpublished manuscript). Bhavnagar University, Department of
commerce.
Kumar, D. B. (2018). Role of Gram Panchayats in the implementation of the National
Rural Employment Guarantee Act a sample survey. Journal of Rural
Development Review,1-12.

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Mohammad Jashim Uddin & Social Vision ISSN 2349-0519
Mst. Halima Sultana RNI: APENG/2014/56403
Impact Factor: 2.322
Volume: 7 Issue: 2 July – Sept. 2020

Role of Nature in Shaping Modern People’s Nature:

An Ecocritical Reading of Ted Hughes’
Selected Animal Poems
1
Mohammad Jashim Uddin & 2Mst. Halima Sultana
1
Assistant Professor and Head, Department of English, Northern University
Bangladesh. Email: [email protected].
2
MA in English from the Department of English at Northern University
Bangladesh. Email:[email protected].

ABSTRACT
The term Ecocriticsm is a newly developed literary theory and criticism in
environmental dimensions of literature and philosophy. It develops the
interrelationship between literature and nature. Literature and Nature
studies have evolved significantly over time as from the time of immemorial
down to the present decade, poets, dramatists, and fictionists have
presented nature in different ways. Human beings for improving their
standard of living have brought in irreclaimable damages to the
environment. Because of human nature’s degradation and destruction of
human belief and relationship, around the world, and the impact of human
activities on nature affect the behavior and identity. Ted Hughes is one of
the writers who have portrayed the fact. This paper aims to highlight how
Ted Hughes in his animal poems has evolved his concern for nature which
has been exploited by human being in the name of civilization and
modernization. It also aims at digging deep into Ted Hughes’ selected
animal poems from ecocritical point of view.
Key words: Ecocriticism, animalism, humanity, cruelty, and aggressiveness

Introduction
Since the 19th century the scientific and technological revolutions have
brought more changes the convenience to human being and it has caused a
deteriorating environment which is now endangered the welfare of all
creatures on earth. The increasing serious ecological crisis has made us feel to
study the imbalanced relationship between human being and nature of

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environment. And the Ecocritical writing is the piece of writing which

portrays the relationship between literature and nature. Undoubtedly, Ted
Hughes is one of the most striking figures in this section as his major poetic
preoccupation is nature. He is obsessed with animals, animal energies, natures,
and activities that are latently embodied in natural world. Animals in his
poems represent the dark forces inside the human subconscious. He deeply
concerns in exploring the primal energies of the animal and natural world. He
attempts to express “a sense of sterility and nihilism in modern man’s response
to life” (Khatana 115). Every step taken by humans to develop and the
sophistication of human being has eventually damaged one or the other
component of nature. The imagery of Hughes animal poems develops the
relation of man and animal. Hughes’ animals with their distinctive features,
their movements, shapes, energies and colours have been of utmost
importance in their relationship with man. “Hughes realized the cause of
man’s fascination for animals in terms of a longing for the vast and untamed
energies which the animals still possessed” (Sharma & Sharma 7075). By the
deeper analysis of the relationship between animals and human beings, we can
find what actually he expresses the modern people’s nature through the
activities and nature of animals and why nature changes the human’s inside
and outside thoughts.

Literature Review
Ted Hughes shows great interest in the animal world and the animals of his
poems symbolize the intrinsic exorcism of modern human being. Hughes’
“twenty eight animal poems which present his indirect attempt to describe the
animal identity in human beings” (Istiak 1). Hughes’ animal poems hint at
modern man’s self-division and the aim of his poems is to integrate man and
nature. He is concerned with the “question of human existence, man’s relation
with the universe, with the natural world and with his own inner self”
(Khatana 115). In Hughes’ animal poems, we find his attempt to glorify the
instinctive and impulsive nature of human being through the nature of animals.
He has presented animals as dominating and fearless. In some cases, he
describes the cruelty of animals positively. He is a poet who through his
animal poems “has developed – from an early reliance on external Nature to a
greater metaphysical assurance and the creation of a distinctive imaginative
world” (Bai 3). Hughes is above all a poet of nature and the “ecological

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disasters have awakened the poet to a suffering nature” (Punyani 353). His
animal poems depict the cruelty and violence which are inseparable from the
world of nature. Perhaps Hughes’ animal poems mature with the poet himself.
His vision of life, man, animal and the world can be clearly traced if we read
his poems one by one. The poetic conception of Ted Hughes is that “modern
man’s spiritual and cultural failure is brought about by the schism or the
duality between his outer rational conscious self and the inner irrational
subconscious self” (Bai 3). The creatures such as animals, birds, and other
non-human figures enable him to form his attitude to nature and man’s
relationship with the Nature. Hughes’ animals- hawks, jaguars and macaws
represent the fierce nature while the fox symbolizes the cunning and cut-throat
competition in modern men.

Ecocriticism and Its Impact on Human Being

The term “Ecocriticism” is derived from the Greek word Oikos and Kritis
(Howarth 70), where Oikos means ‘household’ and Kritis means ‘judge’. The
term is newly developed as a literary theory and for that reason scholars are
still engaged to define the scope as well as the aims of the study. In Beginning
Theory, Peter Barry (240) discusses the term as the emergence of this literary
theory that, “Ecocriticism as a concept first arose in the late 1970s, at meeting
of WLA (the Western Literature Association, a body whose field of interest is
the literature of the American West)”. Though William Ruckert first coined
the term in his article “Literature and Ecology: an Experiment in
Ecocriticism”, Cheryll Glotfelty is considered the acknowledgement of
Ecocriticism in the USA. According to her, “Ecocriticism is the study of the
relationship between literature and the physical environment” (cited in Barry
239). In this respect, Ecocriticism is the interrelationship among the literature,
environment, society and also the individual. One of the common thoughts of
this term is the study of the relationship between the human and the non-
human. Regarding this, Francis and Thangaraj (77) asserts, “Ecocritical theory
investigates the relationship between human activities and the natural world,
particularly in terms of the influence of each upon the other. It pleads for a
better understanding of nature, and it interprets and represents the natural world”.

The theory of Ecocriticism is comprehensive. While using the theory for

analyzing and interpreting any literary work builds a relationship between

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human nature and imagery of a text. It also examines the relations among the
writer, text and the world.

As the “nature has been the most important term and inspiration force in the
realm of literature from private age till the modern times” (Reddy 36), and
“pastoral and wilderness are two of the few important concepts related to
Ecocriticism” (Francis and Thangaraj 77). Ecocritics explore human
perception of the wilderness in which the word ‘wilderness’ refers to the
absence of humanity. In Contemporary Literary and Cultural Theory, Nayar
(2011) analyses the term where he suggests that Ecocriticism “looks closely at
the human culture-nature interaction in texts. It assumes that nature and human
culture are mutually influential. Texts that explore this mutual influence is
supposed to embody an ecological consciousness” (Nayar 252).

So, the relationship between man and nature is one of the key concepts of
‘Ecocriticism’. Glotfelly and from pen it as “the earth is a whole; land is only
a part of it. But these two terms are all times used interchangeably” (Reddy
38). Perhaps, Ecocriticism sees human cultures that show the wild or rural
setting. Ecocritics reject the idea that in our world everything is socially or
linguistically constructed. To them, nature really exists and there is a link
between nature and culture. Glotfelty views Ecocriticism as:

Despite the broad scope of inquiry and disparate levels of

sophistication, an ecological criticism shares the fundamental premise
that human culture is connected to the physical world, affecting it and
affected by it. Ecocriticism takes as its subject the interconnections
between nature and culture. Understanding how nature and culture
constantly influence and construct each other is essential to an
informed ecocriticism. As a critical stance, it has one foot in literature
and the other on land. As a theoretical discourse, it negotiates between
the human and the nonhuman (cited in Howarth 69-70).

The ecological function of a literary text is to connect the human being with
the biosphere and ecocritics are trying to read literature with a fresh sensitivity
to the emergent voice of nature. It has been said that if any piece of literature
“portrays nature as an instrument with intent of delivering a message to the
reader may fall into the category of an Ecocritical piece of writing”. (Miah

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1793). In this sense, Ted Hughes might be entitled as an environmentally

conscious literary preacher whose animal poems reflect the nature and the
relationship between nature and man and in the poems of Ted Hughes, he
conveys messages to his readers which are needed more in our today’s life in
the earth.

Hughes’ Perception of Nature

From the primitive age nature becomes the part of literature as catalyst, but in
Romantic literature nature gets more importance than that of any other literary
age. For example, the romantic poet William Wordsworth has shown nature as
an adorable object. William Black has seen the nature through the eyes of
innocence. Reddy (41) says
William Wordsworth stood tall for his devout hermit sort of
worshiping of nature. He was a pantheist. He found nature as a means
ensuring man’s unity with his Creator. William Blake was the poet
who looked at nature through the wonderstruck eyes and innocence-
filled heart of a child.

Lord Byron loves nature as it is society and culture that drives man to nature.
P.B. Shelley like the other contemporary writers adores nature for its strength
and positive inspiration, but Nature reflects different thing in the poems of Ted
Hughes. Hughes unlike Wordsworth and others considers Nature as an
opponent force and that’s why, he looks nature with varying thoughts. Though
Hughes is “sharply aware of the tranquil aspect of nature, he dwells chiefly on
her wild, fierce, tamales and violent aspect” (Khatana 116). In the poem
“Wind”, we see the ferocity of the wind. The poem is full of physical images
which are the objects of wonder.
This house has been far out at see all night.
The woods crashing through darkness, the booming hills,
Winds stampeding the fields under the window
Floundering black astride and blinding wet…(Hughes 28)

The particular attention of Hughes is to represent the natural world where

humans and animals live in harmony. Hughes considers the role of man and
animals and realizes that “man would better respect and preserve the nature
rather than fight against it” (Yudi 97). Hughes in most of his poems shows that

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“Animals are closer to the elementary forces of Nature and human beings shun
coming in contact of nature” (Bandyopadhyay 5).
Eco-scientific Outlook in Hughes Animal Poems
The vision of life, man, animal and the world has clearly traced in Ted
Hughes’ animal poems. The intangible mystery of nature and human identity
are also noted in Hughes’ animal poems. Hughes world is full of
“unfathomable mystery and he always wants to explore the tremendous energy
manifested in the world of nature and animal, bird and plants” (Bandyopadhay
1). In the poems like “Hawk Roosting”, “The Jaguar”, “Crow”, and “Pike”, he
finds out the power, violence and also the predatoriness of the Nature.
Analyzing the animal poems of Hughes, Binda Sah (2) claims
Ted Hughes has written elegantly and fervently about the natural
world. Animals in the poems of Hughes are metaphor for his views on
life. The animals whom Ted Hughes arrests in his poems reflect the
conflict between violence and tenderness the manner in which humans
endeavour for ascendancy and success.

In “The Hawk in the Rain”, the animals are happy and free and the world in
which they live in his room enough for them:
The apes yawn and adore their fleas in the sun.
The parrots shriek as if they were on fire, or strut
Like cheap tarts to attract the stroller with the nut.
Fatigued with indolence, tiger and lion
Lie still as the sun.(Hughes 15)

In The Hawk in the Rain, the animals are instinctive, violent, in defense of
their freedom and their individuality. In “The Jaguar”, despite being caged, the
jaguar is free and it is the crowd who “stands, stares, mesmerized” at him is
imprisoned. Like the hawk, the speaker is lonely, free and genuinely violent:
More than to the visionary his cell:
His stride is wildernesses of freedom:
The world rolls under the long thrust of his heel.
Over the cage floor the horizons come.(Hughes 15)
The hawk, the jaguar, the macaw, the horses in The Hawk in the Rain imposes
their presence as strong, violent, self-confident animals that are separate from

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man. The two distinct levels of this book are man and animal. In the collection
of “Crow”, the crow has been described as a trickster, greedy, over-sexed,
selfish, aggressive, and capable of wiliness and cleverness. Perhaps through
this creature Hughes’ portrays the picture of modern man who is very proud of
“his achievements but totally alienated from communication with his race and
from the world he seems to dominate” (Sharma and Sharma 7080). The colour
of the crow symbolizes the darkness of the human word in Hughes’ poems.

Moreover, there are a greater variety of animals in “Lupercal”, though they are
not so big and strong. They begin to miss their natural wilderness living in a
civilized and over-humanized world. Some of them are victimized, like the
goat, the dog and the rat. The disappearance of line division between man and
animal is noted in Lupercal, and it is very clear in the poem “Thrushes”. In the
poem, Ted Hughes opposes the thrushes’ straight forwardness to man’s
dissimulation.

Terrifying are the attempt sleek thrushes on the lawn,

More coiled steel than living - a poised
Dark deadly eye, those delicate legs
Triggered to stirrings beyond sense - with a start, a bounce, a stab
Overtake the instant and drag out some writhing thing.
No indolent procrastinations and no yawning states,
No sighs or head-scratching. Nothing but bounce and stab
And a ravening second. (Hughes 57)

Man’s attitudes are premeditated and aiming at prestige while the thrushes
behave naturally following their own wishes and needs. In “Thrushes”, Ted
Hughes wants to say that man has lost his capacity to act instinctively because
of his habit of metalizing everything: thinking either delays or prevents actions
and decisions.

In the poem “Pike”, the relationship between human and the natural world is
found. The pikes look demonic and possessed in their sensuous movement
colour and life. They grow bigger and bigger and they decrease in number as
one eats the other in a kind of competition. They search for a place in this
world unscrupulously which is the symbol for man’s desire to survive and to
dominate and desire seems instable.

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Three we kept behind glass,

Jungled in weed: three inches, four,
And four and a half: fed fry to them –
Suddenly there were two. Finally one (Hughes 59).

Like the pike, human beings also have the “killer instinct” from their birth.
According to Prof. Apuma Shekhawat, “The human being also has this
killer/survival instinct right after his birth. This instinct is inborn, but the
sophistication that he develops is acquired. Nevertheless, this aggressive
behavior remains in the subconscious” (cited in Istiak 5).

Hughes interest in animal is quite the central part of his poetic vision, as the
beasts, like the crow, the hawk, the jaguar, the skylark, the tomcat, the horses,
thrushes and the pike, all are so close to nature as well as the part of nature
from where man has removed himself so far away. Once, Nature belonged to
man but now it lies deep-buried in the human consciousness.

Animalism in the Modern World’s Human Beings

Hughes’ animal poems present the picture of modern man, who is proud for
his achievements. Hughes in his animal poems seems to be suggesting that it
has become a serious weakness in modern man because he is allowed a large
gap between his consciousness and his instinctual reaction to his condition.
Modern man “has cultivated his rational, cognitive powers to exclusively,
neglecting his own inner world of feelings, imagination and instinct, and has,
therefore divided his own nature, cutting himself off from the natural energies
of the universe” (Khatana 115).

The poet’s purpose behind the use of animal imagery as subject is to identify
and reconcile what is within and without us. Perhaps we see the reflection of
modern man in Hughes animal poems. Animals in Hughes’ poems are brutal,
violent and primitive. The poem entitled “The Hawk in the Rain” presents “the
contrast between steadiness, the stability and strength of a hawk and the
unsteadiness and sense of danger of a human being” (Punyani354). In “Pike”,
the pike is a predatory fish which is greedy and brutal and whenever they get
hungry, they attack each other until there is only one left. They are killers from
their egg and it is their innate quality to be cruel and brutal.

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Pike, three inches long, perfect

Pike in all parts, green tigering the gold.
Killers from the egg: the malevolent aged grin.
The dance on the surface among the flies,(Hughes 59).
“Pikes world is a microcosm of the human society that is full of extreme
individualism and brutality” (Yudi 96). Under the control qualities which are
depicted in the poem “Pike”, man will be conceited and excluded outsiders by
every conceivable means. Those who belong to higher social status or stronger
power always try to obtain more and more power and throughout this process,
the stronger grows stronger and the weaker becomes feebler and finally die.

Modern men, who are hollow spiritually, lacking religious belief, faced a
meaningless existence in this industrializing world. As a result of this
industrial world, the traditional center status of the religious has lost which we
can see in the poem “Crow” where the authority of God is challenged and
shaken by the crow.
God tried to teach Crow how to talk.
“Love,” said God. “Say, Love.”
Crow gaped, and the white shark crashed into the sea
And went rolling downwards, discovering its own depth (Hughes 117)

Moreover,
“A final try,” said God, “Now, LOVE.”
Crow convulsed, gaped, retched and
Man’s bodiless prodigious head
Bulbed out onto the earth, with swiveling eyes,
Jabbering protest-(Hughes 117)
The crow sings the song of modern man’s feelings of alienation, disillusion
and fragmentation. According to Anthony Thwaite, “Crow has two characters-
Crow himself and the God. Crow is resilient, resourceful, evasive, built to
survive every kind of disaster (these are his irreducible characters). God is
sometimes his partner, sometimes his adversary or rival, often a passive
presence” (cited in Yudi 97).

Hughes’ focus on animals is his effort expresses his own feelings on the
human circumstances. The animal world in his poems leaves the reader a

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sense of primitive impulse, which also reflects modern man and his works
recognize the modern men in their own identity as both human and animals.
Perhaps the image of animals in his poems is a mirror which reflects modern
man’s inner turbulence and we can say that it is more than an ordinary image
rather it is magical which broadcasts Hughes’ profound concerns about
modern man’s way of living. Hughes poetry is nothing but manifestations of
violence, cruelty and brutality which are inherent in the nature of both man
and animal. The only one difference is that the “natural world accepts violence
as a part of the dark forces of the cosmos. Man, on the other hand, represents
all violence and in the process, intellectualize it by embellishing it with reason
and logic” (Punyani 356).

Dennis Walder in Ted Hughes remarks,

Ted Hughes is still too often labeled an ‘animal poet’, although more
often than not, by his detractors. But for all the sympathetic clarity
with which his animals, birds or fishes are imagined, the poems have
ultimately to do with human suffering, creativity and survival. If
Hughes explores ‘extreme’ emotions in his poetry, he does so under
the pressure of a vision which is constantly aware of the massive ebb
and flow of natural forces underlying all life. With some important
exceptions, he expresses the vision most successfully when dealing
with the non-human world, at least on the surface, allowing the human
implications to trickle in secretly, of their accord (cited in Madhukumar
399).

Research Findings
This paper finds some reasons how Ted Hughes shows the modern people’s
tendency and nature through animal activities in his animal poems. It is
undoubted that Hughes has affluent imagination and originality of expression.
The animal world of his poems helps modern men to recognize their own
identity as human and animal. Every animal in Hughes poems exemplifies
distinctive human personalities and he also points out the disharmony and
imbalance in nature.

Conclusion
Ted Hughes, being a socially aware intellect with deep concern for the
environment, elicits his thoughts that human beings need to concern for the

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environment in order to make it livable. He has not vividly portrayed an

animal world in his animal poems, but also expressed his philosophical
thoughts. In his animal poems, we find several complex and profound
relationships between human beings and animals. Therefore, reading Hughes’
animal poems the readers can get “a way into an alternative world of animals,
where the readers can experience the instinctive, impulsive and care-free
attitude of human life” (Istiak 14).

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