Introduction
Education stands as the bedrock of human development, a force capable of unlocking individual potential and driving societal transformation. The words of Swami Vivekananda “Education is the manifestation of the perfection already in man” resonate with the belief that learning is not merely an external process but an awakening of innate capabilities. Mahatma Gandhi further expanded this vision, advocating for education to nurture the holistic development of a child’s physical, emotional, and intellectual faculties. Globally, the recognition of education as a fundamental human right has been enshrined in frameworks such as UNESCO’s Education for All (1990) and the United Nations’ Sustainable Development Goals (SDG 4), which emphasize inclusive, equitable, and quality learning opportunities for all. In India, constitutional mandates like Article 21-A and the Right to Education Act (2009) reflect the nation’s commitment to translating this vision into reality. Yet, decades after independence, the chasm between enrollment and learning outcomes persists, casting a shadow over the promise of education as a tool for empowerment.
By 2022, India had achieved near-universal enrollment at the elementary level, with 98.4% of children aged 6–14 attending school. However, this quantitative success masked a qualitative crisis. The Annual Status of Education Report (ASER) revealed stark realities: only 20.5% of Grade 3 students could read Grade 2-level text, and 25.9% struggled with basic subtraction. Similarly, the National Achievement Survey (NAS) highlighted declining proficiency in language and mathematics, with learning outcomes stagnating or regressing across grades. This paradox—children attending school but not learning—has been termed the “learning crisis,” a phenomenon exacerbated by the COVID-19 pandemic. Prolonged school closures disrupted education for over 250 million Indian children, disproportionately affecting marginalized communities and widening pre-existing inequities. The World Bank’s “learning poverty” metric, which estimates that 55% of Indian children cannot read and comprehend a simple text by age 10, underscores the urgency of addressing foundational skill gaps.
Foundational Literacy and Numeracy (FLN)—the ability to read, write, and perform basic arithmetic—forms the cornerstone of all future learning. Research in cognitive development underscores that 90% of brain growth occurs by age 5, making early childhood a critical window for skill acquisition. Children who fall behind in these formative years rarely catch up, trapped in a cycle of academic underachievement termed the “Mathew Effect.” The economic implications are profound: studies estimate that each cohort’s lack of FLN proficiency costs India up to 7.39% of potential GDP growth. Recognizing this, the National Education Policy (NEP) 2020 prioritized universal FLN proficiency by Grade 3, operationalized through the National Initiative for Proficiency in Reading with Understanding and Numeracy (NIPUN Bharat) in 2021.
Against this backdrop, Project PATHA (Problem Identification, Analysis and Diagnosis, Training of Stakeholders, Handholding in Remedial Phase, and Assessment of Impact) emerged as a pioneering intervention in Gujarat’s Mahesana district. Conceptualized by the district administration, the project aimed to bridge FLN gaps through a structured, five-pillar approach. It combined diagnostic assessments to identify learning levels, capacity-building workshops for teachers, contextually designed pedagogical materials, community engagement, and continuous monitoring. Implemented across 994 government schools, Project PATHA targeted 1.38 lakh students in Grades 3–8, with a focus on marginalized groups, including Scheduled Castes (SCs), Scheduled Tribes (STs), and girls. Its success in improving FLN outcomes earned it the Prime Minister’s Award for Excellence in Public Administration in 2022, positioning it as a model for scalable educational reform.
This study delved into the design, execution, and impact of Project PATHA, exploring its role as a microcosm of India’s broader FLN challenges and solutions. By examining its strategies—such as the use of grade-specific “assessment ladders,” teacher training modules, and community-driven accountability mechanisms—the research illuminated pathways to translate policy into practice. It also interrogated the systemic barriers to sustaining such initiatives, from resource constraints to pedagogical resistance, while highlighting the potential for replication in diverse socio-educational contexts. In doing so, the study contributed to global discourse on equitable education, offering lessons for policymakers striving to transform classrooms into spaces where every child could thrive.
Background
Project PATHA was initiated in the Mahesana District of Gujarat as a targeted response to the pressing need for improving foundational literacy and numeracy skills among students in government schools. Launched in September 2021, shortly after the introduction of the NIPUN Bharat Mission, the project aimed to address the significant learning gaps that emerged during the COVID-19 pandemic, which had disrupted traditional educational practices and adversely affected students' learning outcomes.
The project was structured around a comprehensive framework that included several key components:
1. Problem Identification: The first step involved conducting diagnostic assessments to ascertain the baseline FLN skills of students in grades 3 to 8. These assessments were designed to identify specific areas of weakness in reading, writing, and numeracy, allowing for targeted interventions.
2. Capacity Building: A Foundational Literacy and Numeracy Task Force was established, comprising expert teachers who were responsible for developing instructional materials, training educators, and providing ongoing support. This task force played a crucial role in ensuring that teachers were equipped with the necessary skills and resources to effectively teach FLN skills.
3. Implementation of Learning Materials: The project developed tailored learning materials, including worksheets and guidelines, specifically designed to enhance students' FLN skills. These materials were made available in both printed and digital formats, ensuring accessibility for all students.
4. Continuous Monitoring and Assessment: To track progress, regular assessments were conducted to evaluate students' improvement in FLN skills. The use of an assessment ladder allowed teachers to monitor each student's performance and identify those who required additional support.
5. Community Engagement: Recognizing the importance of community involvement, Project PATHA emphasized collaboration among educators, parents, and local self-governing institutions (LSGIs). This engagement was crucial for fostering a supportive learning environment and ensuring that parents were informed and involved in their children's education.
The implementation of Project PATHA was marked by a commitment to innovation and collaboration, resulting in significant improvements in students' FLN skills. The project not only aimed to enhance academic performance but also sought to instill a sense of ownership and responsibility among all stakeholders involved in the educational process.
Literature Review
The discourse surrounding foundational literacy and numeracy (FLN) is deeply rooted in global commitments to education as a fundamental human right. The Universal Declaration of Human Rights, adopted by the United Nations in 1948, recognized education as essential for the "full development of the human personality." This foundational vision was further operationalized at the World Conference on Education for All held in Jomtien, Thailand, in 1990. At this conference, UNESCO emphasized the importance of learning outcomes over mere enrollment figures, asserting that education must equip learners with "useful knowledge, reasoning ability, skills, and values" (UNESCO, 1990). This shift in focus laid the groundwork for subsequent global initiatives aimed at improving educational quality and access.
The Millennium Development Goals (MDGs), established in 2000, and later the Sustainable Development Goals (SDGs), adopted in 2015, reinforced the commitment to equitable and quality education. Specifically, SDG 4 prioritizes ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. However, despite these global efforts, the World Development Report (World Bank, 2018) revealed persistent "learning poverty," with over 50% of children in low-income countries unable to read a basic text by age 10. This alarming statistic underscores the urgent need for effective educational interventions that address the foundational skills necessary for future learning.
In the Indian context, the Annual Status of Education Report (ASER), initiated by Pratham in 2005, has been instrumental in exposing systemic failures in translating enrollment into meaningful learning outcomes. The longitudinal data collected by ASER from 2007 to 2023 highlighted stagnant literacy and numeracy levels, a trend exacerbated by the COVID-19 pandemic. For instance, ASER 2022 reported that only 20.5% of Grade 3 students could read Grade 2-level text, marking a decline from pre-pandemic levels (ASER, 2023). Similarly, the National Achievement Survey (NAS) conducted by the National Council of Educational Research and Training (NCERT) revealed stagnant scores in mathematics and language, underscoring pedagogical inefficiencies and the need for targeted interventions.
A study by Kaffenberger, (2019) emphasized the significance of early childhood education, noting that 90% of brain development occurs by age five. This critical period is essential for establishing foundational skills, as early deficits in FLN create irreversible gaps in learning trajectories. The findings from various studies indicate that children who do not acquire these foundational skills are at a higher risk of falling behind, leading to long-term educational disadvantages.
In response to the educational crisis, the National Education Policy (NEP) 2020 prioritized FLN as an "urgent national mission," operationalized through the NIPUN Bharat Mission launched in 2021. The NIPUN Bharat framework drew on global evidence, such as Kenya’s Tusome programme, where Piper et al., (2018) demonstrated that scripted lessons and teacher coaching significantly improved reading outcomes. Similarly, Taylor’s, (2019) study of South Africa’s FundaWande highlighted the effectiveness of phonics-based instruction in multilingual contexts. These international examples provided valuable insights for India as it sought to enhance its educational practices.
State-led initiatives, such as Uttar Pradesh’s Mission Prerna and Haryana’s Saksham, aimed to integrate technology into teaching and learning processes. However, challenges related to scalability and sustainability were noted in the Central Square Foundation Report (2022), which identified teacher motivation and data-driven monitoring as critical success factors for these initiatives.
Project PATHA, implemented in Gujarat’s Mahesana district, emerged as a localized response to the challenges of improving FLN skills. The project was designed with a five-pillar strategy that included diagnostic assessments, teacher training, grade-specific "assessment ladders," community engagement, and continuous monitoring. This approach mirrored the Teaching at the Right Level (TaRL) methodology but innovated by integrating these elements district-wide. The FLN Task Force in Mahesana developed Gujarati-language materials and digitized training modules on the DIKSHA portal, ensuring scalability and accessibility.
By December 2022, the project reported that 73% of the district’s 1.38 lakh students showed improved FLN skills, with marginalized groups, including Scheduled Castes (SC), Scheduled Tribes (ST), and girls, registering significant gains. The success of Project PATHA was recognized through the PM Award for Excellence in Public Administration in 2022, underscoring its alignment with global best practices while addressing India’s unique socio-educational context.
Despite its achievements, challenges such as resource constraints and pedagogical resistance persisted during the implementation of Project PATHA. Studies by Hwa et al., (2020) and the Central Square Foundation, (2022) highlighted the need for ongoing support and training for educators to ensure the sustainability of the project’s impact. Nevertheless, the emphasis on inclusivity and the collaborative approach adopted by Project PATHA offer a replicable model for low-resource settings, bridging the gap between policy intent and grassroots impact.
In summary, the literature on foundational literacy and numeracy underscores the critical importance of early educational interventions in shaping children's learning trajectories. Project PATHA stands as a testament to the potential for innovative, community-driven approaches to improve educational outcomes, particularly for marginalized populations. As the study unfolded, it further explored the intricacies of Project PATHA, its implementation strategies, and the lessons learned that could inform future educational initiatives across India.
Objectives
The primary objective of this study was to evaluate the effectiveness of Project PATHA in improving foundational literacy and numeracy (FLN) skills among students in Mahesana District. The study aimed to identify the challenges faced during the implementation of Project PATHA and assess their impact on the project's outcomes. Additionally, it sought to explore the perspectives of various stakeholders, including teachers, parents, and representatives of Local Self-Governing Institutions (LSGIs), regarding the project's implementation and effectiveness.
Furthermore, the study aimed to analyze the scalability and replicability of Project PATHA in other districts across India, taking into account the unique socio-educational contexts. Finally, the research intended to provide recommendations for future educational initiatives aimed at enhancing FLN skills and promoting inclusive education.
The study sought to address the following major research questions:
• What are the principal strategies and main features of Project PATHA that contributed to its success?
• What challenges did the district administration face during the implementation of Project PATHA?
• What impact did Project PATHA have on the foundational literacy and numeracy outcomes of students in Mahesana District?
Methodology
This study employed a mixed-methods research design to evaluate the effectiveness of Project PATHA in improving foundational literacy and numeracy (FLN) skills among students in Mahesana District. Quantitative data were collected through diagnostic assessments administered to approximately 1.38 lakh students in grades 3 to 8, measuring their reading, writing, and numeracy competencies, alongside structured surveys distributed to teachers, parents, and representatives of Local Self-Governing Institutions (LSGIs) to gather perceptions on the project's effectiveness. Qualitative data were obtained through semi-structured interviews with key stakeholders, including teachers and district officials, as well as focus group discussions with parents, providing deeper insights into the implementation strategies and challenges faced. A purposive sampling technique was utilized to select participants, and data were analyzed using descriptive statistics for quantitative data and thematic analysis for qualitative data. While the study aimed for comprehensive evaluation, limitations such as potential bias in self-reported data and the specific context of Mahesana District were acknowledged.
Findings
Data collected, from the office of the District Primary Education Officer (DPEO), Mahesana, and by two surveys to ascertain the efficacy of the multi-faced approach and the satisfaction level of stakeholders, has been analyzed. The succeeding paragraphs contain the findings drawn after analyzing the data.
One of the most important findings is that there is a significant improvement in student’s learning outcomes in foundational skills and marked improvement in overall performance across all sub-districts of Mahesana. Figure 1 shows the performance of children across various sub-districts of the Mahesana district. The learning profile witnessed steepening after planned interventions on the expected line as improvement in foundational skills enhances a child’s ability to learn at subsequent times. Improvements in the last 03 months are more than in the first 09 months. The stated fact is also proved by the results of the first semester exams held in Oct 2022 in Gujarat. The results of Mahesana district in all five FLN-related subjects (Hindi, English, Sanskrit, Gujarati, and Mathematics) were better than the state average in all the standards from 3 to 8.
The second important finding is that three sub-districts viz. Mahesana, Satlasana, and Unjha witnessed an increase, contrary to expectations, in the number of students scoring less than 40% marks after Sep 2021. This worrisome trend indicates that children, FLN teachers, and FLN headteachers in these sub-districts are yet to imbibe and internalize FLN skills. The number of Average students also traced an increasing trend in the Kadi, Visnagar, and Unjha sub-districts of Mahesana district. Even the sub-district of Unjha depicted yet niggling or incommodious declining trend in the numbers of ‘Good’ students These trends demand continuity of the project with renewed energy and focus in three sub-districts, particularly in the sub-district of Unjha (Figures 2, 3, and 4).
Figure 1: Overall Performance Improvement of Students across Sub-districts of Mahesana district from 2021 to 2022
Figure 2: Change in numbers of Students scoring less than 40% across various Sub- districts of Mahesana district (Dec 2021 to Dec 2022)
Figure 3- Change in number of students scoring between 40%-80% across various sub-districts of Mahesana district between Dec 2021- Dec 2022
Figure 4-Change in number of students scoring more than 80% across various sub-districts in Mahesana district between Dec 2021- Dec 2022
Qualitative Data Analysis
1. Effective Implementation Strategies
Stakeholders emphasized the importance of several strategies that contributed to the successful implementation of Project PATHA:
• Participants noted that the use of diagnostic assessments at the beginning of the project allowed for a clear understanding of students' baseline skills. This data-driven approach enabled teachers to tailor their instruction to meet the specific needs of their students.
• Teachers reported feeling more confident and equipped to teach foundational literacy and numeracy skills after receiving targeted training. The training sessions focused on practical teaching methods and included resources that teachers could use in the classroom.
2. Community Engagement
• Parents expressed appreciation for the increased communication from schools regarding their children's education. Many parents reported feeling more engaged and informed about the educational initiatives, which fostered a sense of ownership and responsibility for their children's learning.
• Representatives from LSGIs highlighted their role in supporting the project by facilitating community meetings and encouraging parental participation. This collaboration helped to create a supportive environment for students and teachers.
3. Challenges Faced
Despite the successes, stakeholders identified several challenges that impacted the implementation of Project PATHA:
• Resource Constraints: Many teachers mentioned a lack of adequate resources, such as teaching materials and classroom supplies, which hindered their ability to implement the new teaching strategies effectively.
• Resistance to Change: Some educators expressed resistance to adopting new teaching methods, preferring traditional approaches. This resistance posed a challenge to fully realizing the potential benefits of the project.
• Need for Ongoing Support: Stakeholders emphasized the importance of continuous professional development and support for teachers. Many felt that ongoing training and resources were necessary to sustain the improvements achieved through the project.
4. Impact on Marginalized Groups
The project had a notable impact on marginalized groups, including Scheduled Castes (SC), Scheduled Tribes (ST), and girls:
• Increased Access to Education: Focus group discussions revealed that the project helped to bridge the educational gap for marginalized students. Many parents reported that their children, particularly girls, were now more motivated to attend school and engage in learning.
• Improved Learning Outcomes: Stakeholders observed significant gains in foundational literacy and numeracy skills among marginalized groups. Teachers noted that targeted interventions and inclusive practices contributed to these improvements.
Recommendations
1. Targeted Interventions for Underperforming Sub-Districts: Sub-districts such as Unjha and Mahesana should be designated as FLN Priority Zones, where intensified monitoring, additional resources, and tailored remedial programmes will be provided. Underperforming schools should be paired with high-performing ones for peer learning and on-site coaching by master trainers. Awareness campaigns should be conducted to improve parental engagement and reduce absenteeism in lagging areas.
2. Institutionalization of Automated Tracking Systems: An Automated Student Tracking and Feedback System (ASTFS) should be developed to digitize assessments, learning ladders, and progress reports. AI-driven analytics should be integrated to identify gaps and recommend interventions, while parents should be given login access to track their child’s FLN progress, fostering accountability and enhancing home-school collaboration.
3. Strengthening of Teacher Capacity and Workload Management: The DIKSHA portal should be expanded with modules offering micro-credentials for FLN mastery, combining online courses with quarterly in-person workshops. Dedicated FLN hours should be allocated within school timetables to balance foundational skill development with curriculum demands.
4. Scaling of Playful Learning Pedagogies: State-funded playbooks featuring games, storytelling, and hands-on activities aligned with FLN competencies should be developed, including phonics games for literacy and number puzzles for numeracy. Cluster-level toy libraries should be established in rural areas to promote experiential learning.
5. Enhancement of Digital Infrastructure: Funds should be allocated to equip rural schools with tablets, projectors, and offline DIKSHA content for tech-enabled FLN delivery. Mobile vans with learning kits should be deployed to remote areas for summer and winter remedial camps.
6. Introduction of Competitive Accountability Mechanisms: Biannual standardized FLN assessments should be conducted at state and district levels, with sub-districts and schools publicly ranked to foster healthy competition. Top-performing schools should be rewarded with infrastructure grants, and career advancement opportunities should be provided for teachers.
7. Policy Integration and Funding: Dedicated FLN budgets should be mandated in state education plans to ensure sustained funding for teacher training, materials, and monitoring. The framework of Project PATHA should be aligned with NIPUN Bharat’s national guidelines to ensure seamless scalability.
Conclusion
The implementation of Project PATHA in Mahesana District has demonstrated a significant impact on improving foundational literacy and numeracy (FLN) skills among students. Through a comprehensive approach that included targeted interventions, community engagement, and robust teacher training, the project has successfully addressed the critical challenges faced in the educational landscape. The quantitative data revealed substantial improvements in student performance, with notable reductions in the percentage of students scoring below 40% in both reading and mathematics across various grades. Qualitative insights from stakeholders further highlighted the effectiveness of diagnostic assessments, the importance of parental involvement, and the need for ongoing support and resources.
Despite the successes, challenges such as resource constraints and resistance to change were identified, underscoring the necessity for continued efforts to sustain and enhance the gains achieved. The recommendations provided in this study aim to build on the foundation laid by Project PATHA, advocating for targeted interventions in underperforming sub-districts, the institutionalization of automated tracking systems, and the strengthening of teacher capacity. By fostering a culture of accountability and integrating playful learning pedagogies, the potential for further improvements in FLN outcomes can be realized.
Ultimately, the findings of this study contributed to the broader discourse on educational reform in India, emphasizing the importance of inclusive and equitable access to quality education. As Project PATHA aligns with national initiatives such as NIPUN Bharat, the lessons learned from this implementation can inform future educational policies and practices, ensuring that all children, regardless of their background, have the opportunity to achieve foundational literacy and numeracy skills essential for lifelong learning and success.
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India has committed to achieving developed nation status by the centenary of its independence, leveraging cutting-edge technologies including AI tapping into its vast human capital, and implementing policies that foster high growth while addressing enduring social and economic inequalities.
This article explores the value and statehood of Mongolia by utilising Woodrow Wilson’s categorisation of “Judging by the constitutional histories of the chief nations of the modern world, there may be three periods of growth through which government has passed in all the most highly developed of existing systems, and through which it promises to pass in all the rest.
This paper examines India's economic trajectory through the lens of its demographic dividend a substantial youth population exceeding 50% under age 25 within its 1.4 billion citizens. While this demographic advantage offers unprecedented economic potential, its promise is threatened by systemic challenges including inadequate education access, limited skill development, and employment scarcity, particularly in rural areas.
Remarkable technological and scientific progress has made the modern democratic State not a mere watch-dog or a police institution but an active participant interfering in almost every sphere of individual and corporate life in society in the changed role of a service state and a welfare state
Since the reform and opening up, China’s leadership training has experienced three stages of development: the initial stage of leadership training and development in the early period of China’s reform and opening up to the world (1978-2002), the rapid growing stage of leadership training and development in the period of fast growing economy and society (2002- 2012) and the innovative…
Accountability and control are essential for efficient, ethical administration in public and private sectors. Accountability ensures officials answer for actions and resource use, while control involves mechanisms to monitor compliance with laws and goals, promoting responsibility and preventing misconduct.
Healthcare in rural India presents unique challenges and opportunities. While global health metrics emphasize indicators like life expectancy, mortality rates, and healthcare infrastructure, they often fail to capture the socio-cultural nuances of rural communities
The “Internet plus” government service reform in China has progressed through three stages, namely one-stop service, one-window service, and companion service. This reform has become a significant example of reshaping the relationship between the local government and the public.
This paper explores the evolution of Indian welfare philosophy from Gandhi's nonviolent resistance to contemporary governance. It traces how the sacrifices of Indian revolutionaries fostered Sarvodaya and Antyodaya ideals, examining the philosophical underpinnings of these concepts in Advaita and dualistic traditions.
Like most other countries around the world, after the emergence of the COVID-19 pandemic, Bangladesh's education system has undergone a radical change from the beginning of March 2020 onwards. The study attempts to analyse teachers’, students’ and parents’ perceptions and experiences about the online education in the COVID-19 pandemic at the school level.
Health is a fundamental human right and a critical indicator of development. The 2030 Agenda for Sustainable Development emphasizes the importance of ensuring health and well-being for all individuals. A key objective of this agenda is to guarantee favorable health outcomes, underscored by the endorsement of a new declaration during the Global Conference on Primary Health Care held in Astana,…
In this article, published reports have been used for analysing state-wise status of SDGs achievements and their correlations with attainments in areas of poverty-reduction and other developmental indicators. Also, progress made by GPs on various metrics related to SDGs has been corroborated with other relevant metrics
Loss of governance reform efficacy is an identified entrenched institutional problem in systems. Reform, anywhere, is a sticky material because holders of powers and their cronies have rarely shown altruistic intentions of relaxing their profiteering grips over resources.
On September 1, 2023, a committee headed by former President Ram Nath Kovind explored the possibility of something called One Nation, One Election in India and ever since this thing has come out in public, political parties all across the country have been fuming with anger.
This paper examines various initiatives taken by Government of India to promote collaborative governance in various sectors. With increasing needs and aspirations of the community for public services and the limited capacity of government to provide the same, the involvement of various stakeholders to deliver these services becomes important and necessity.
In the vast and diverse landscape of India, regional disparities in development have long posed significant challenges to achieving equitable growth and social justice. Recognizing the urgent need to address these disparities, the Government of India launched the Aspirational Districts Programme in January 2018.
A dynamic interaction between the recognition of human complexity in organizations and the pursuit of structural efficiency has shaped the evolution of administrative philosophy. The foundational works of Frederick W. Taylor, Max Weber, Mary Parker Follett, Elton Mayo, Chester Barnard, Rensis Likert, Chris Argyris, and Douglas McGregor are critically examined in this essay, which charts the shift from traditional administrative…
In India, National Training Policy was formed in 2012, replacing the old policy of 1996. This was needed two reasons, new areas of administration given in the reports of second administrative reforms commission setup in 2005 and changing environment in different spheres of governance and new challenges of administration being faced by the civil servants.
India's emergence as a global services powerhouse in the 21st century marks a profound and transformative shift. This evolution, far from a mere economic change, is a strategic leap driven by its demographic dividend, technological advancements, and the burgeoning global demand for specialized services.
Public administration, as the executive arm of the state, has tremendous responsibilities to match the needs and aspirations of the citizens of the state. The systems have evolved over the years in almost every country as the politico and socio-economic environment of the respective country have changed.
Public administration is the cornerstone of modern governance. It refers to the organization, management, and implementation of government policies and programs, carried out by public officials and institutions. As a vital mechanism of the state, public administration not only ensures the effective delivery of services to citizens but also upholds the principles of accountability, transparency, and rule of law.
Tribal Sustainable Development through Evidence-based Policy and Planning: A major issue in post-Independence India has been a misreading of demands of tribal communities. What they have been demanding pertains to choice upholding their traditions and customs and having ownership over natural resources
As the Idiom of technological advancement takes its toll. The paper highlights a few poignant and emerging factors in the International Relations theorization. It was conservatively maintained by the defense strategists and the political leadership across the Global polity that foreign policy and the Diplomacy are greatly determined by the “given” of Geography and terrain
With the deepening of democracy, increased decentralisation, increasing social and political awareness, digital penetration, shifts in demography, demand for quality services by common citizens has been accelerating at a faster pace. In such a scenario, the role of State is critical for promoting equity in access to services.
"Accelerating India's Development" holistically looks at India’s growth trajectory since gaining independence – it rounds up all where it has done well including unity, upholding the integrity of its constitution, retaining democratic values at its core. It also does not mince words to convey where all the nation has faltered such as falling short in delivery of public services including…
Income and Employment Intensive Growth Agenda for India: The paper examines income and employment status in the Indian labour force to identify policy attention and follow up. The macroeconomic policies taken during last one decade are yielding positive results leading to expansion of manufacturing and services and structural transformation in the economy.
An Analysis of India's Social Welfare Programs: In a democracy, the state's role is to promote societal welfare. According to Aristotle, the state should not only ensure its survival but also improve the quality of life for its citizens. The state has a moral responsibility to its citizens. Modern views agree that the state should provide essential services like education,…
Digital Innovations in Social Protection: Trends, Challenges, and Solutions: The integration of digital technologies into social protection systems represents a transformative shift with profound implications for the delivery of welfare services. This chapter explores the evolving landscape of digital innovations in social protection, contextualising these developments within the broader framework of universal social protection and a systemic approach to welfare.
One of the most crucial aspects of our society is law enforcement, which deals with issues of law and order nationwide. It is an essential component of the state's legal system. The British government introduced a Police Act in 1861, which is still very relevant and based on policing.
India’s Vision for 2047 aims to transform the nation into a developed country, with healthcare being pivotal for this progress. Achieving universal health coverage and modernising healthcare infrastructure are essential for fostering a healthy productive population, which in turn drives economic growth and reduces poverty.
Several challenges linger in the Indian education system, like rote learning, the non-existence of practical skills among students, and disparities in access to quality education. To deal with the criticism for excessive curriculum and unreasonable focus on rote learning, this chapter examines the strategies comprising the building blocks to reform Indian schools.
Social development is expected to promote holistic improvement of individuals, institutions and their surrounding environments. Looking at the pace of development in India, the economy of most states requires strategic prioritization to accelerate improved well-being of the people. Accessibility to health, school education and public security are critical to the edifice of social development.
India is the largest democracy in the world inhabited by about 1.36 billion people over an area of 3287 thousand square kilometers according to an estimate for 2021 based on Census 2011. The Indian economy is characterised as a middle-income emerging market economy. In the last three decades the economy has faced three major crises, i.e., balance of payment crisis…
Neoliberal policies pursued by India since 1990s have created a space for private enterprises hitherto occupied by the state entities, unshackled the existing enterprises and introduced reforms to facilitate private initiative. This chapter looks into the ecosystem of the private sector in general and the developments in three specific sectors- urban mobility, water supply and housing, to draw lessons for…
This Chapter highlights the gradual transformation from Personnel Administration to Strategic Human Resource Management over the years in Government of India. However, there is still a long way to go. In this Chapter an attempt has been made to delineate the criticality to move towards Strategic HRM in Government of India to achieve India’s developmental goals.
Robust statistical data forms the cornerstone of an informed governance system. This paper studies the statistical system and data dissemination in the Centre and State governments in India, and the measures put in action to accelerate the data dissemination process. Arguing that the availability of high-frequency statistical data is a necessary condition for good governance, the first section of the…
In the Amrit Kaal (golden period) of independent India, the ‘citizen first’ approach guides public governance by deepening the outreach of service delivery mechanism so that international standards could be achieved in India@100. The goal can only be achieved by all inclusive governance involving stronger and effective local self-governments both panchayats and municipalities.
In modern societies, with the increasing role of the state in social and economic fields, emphasis on the quality of its governance is of prime concern to all. Indian bureaucratic system of governance is founded on the principle of rule of law, as the state power is divided amongst three chief organs, each has the its own quality under a…
This paper discusses the concept of good governance and its relations with the electoral politics in Indian context. It highlights the various strategies employed by the government and related agencies for the growth and development of the country. Major reforms pertaining to the country’s infrastructure, IT, administration, economy and public services are a few areas that have been explored in…
With the Indian government’s vision to transform India into a developed nation by 2047, marking hundred years of independence, it has become of highest importance to learn from the past, tenaciously work in the present and step towards the future with complete efficiency. In its 77 years of becoming a democracy, India has soared high with continuous transformations marked by both…
The vision of Viksit Bharat can be realised through Viksit States, and that the aspiration of Viksit Bharat should reach the grassroot level i.e. to each district, block, and village. For this, each State and District should create a vision for 2047 so as to realise Viksit Bharat @ 2047.