ihc voices of the young 2008

8/4/2019 Ihc Voices of the Young 2008

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India Habitat Centre


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Voicesof

theYoung


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Voicesof

theYoung

India Habitat Centre

Towards Habitat Young Visionary Award 2008


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Publisher: India Habitat Centre,Lodhi Road, New Delhi 110003Telephone: 24682000, 43662001Fax: 24682010Email: [email protected] Website: www.indiahabitat.org

India Habitat Centre, 2008

Designed and produced by: Silverline CommunicationsEmail: [email protected]

The essays in this publication constitute the short-listed submissions for theHabitat Young Visionary Award and have therefore been carried verbatim.The views expressed in this publication are those of the contributors and do notnecessarily reflect the views of the India Habitat Centre.

c

India Habitat Centre is involved in building care, commitment and awareness in the citizenship for issues of common concern; and strives to position the Habitat discourse in the public domain for better governance

for framers and consumers of public policy.


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Contents

G The Jury & Council of Interjectors

G Foreword

G The Cambridge Diary - Srilata Sircar, Winner, 2007 ...............................................................11

G To Hongkong via the Habitat Young Visionary Award - Vishal Pulikottil,

second Awardee, 2007 ........................................................................................................13

My Journey From The Classroom To The Parliament

G Aadarsh Chunkath - St. Stephens College, Delhi ..................................................................17

G Aditya N. Prasad - Hansraj College, Delhi .............................................................................22

G Appu E. Suresh - St. Stephens College, Delhi .......................................................................28

G Jyothsna Elizabeth Verghese - Jesus & Mary College, New Delhi .......................................... 32

G Karan Nagpal - St. Stephens College, Delhi .........................................................................36

G L. Gokulahasan - Loyola College, Chennai ..............................................................................41

G Meghna Brahmachari - St. Stephens College, Delhi .............................................................45

G Neha Chaturvedi - Lady Shriram College, New Delhi .............................................................49

G Rasaal Dwivedi - National Institute of Technology, Raipur. ......................................................53

G Rahul Saikia - St. Edmund College, Shillong ..........................................................................57

G Saahil Chauhan - Hindu College, Delhi ..................................................................................61

G Sarah Cyriac - St. Stephens College, Delhi ...........................................................................66

G Sayan Ganguli - Indian Institute of Technology, Chennai ........................................................71

G mRdkZ vferkHk - fnYyh dkWyst vkWQ bathfu;fjax .....................................................................75

G Vishes Kothari - St. Stephens College, Delhi .........................................................................81

G Xyna Elizabeth Prasad - Womens Christian College, Chennai ...............................................86


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The Jury


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The Jury

Semi-Finals

Mr. Abbas Ali BaigFormer Indian Cricketer

Mr. J. K. Dadoo Secretary (Environment),

Government of Delhi

Prof. Hari GautamFormer Chairman,

University Grants Commission

Ms. Sonia Jabbar

Well known Journalist

Mr. Sanjiv Kaura Activist and one of the Finalist

of Lead India from Delhi

Finals

Mr. Nikhil MirchandaniMD, National Geographic Channel

Mr. Lakhan MehrotraIFS (Retd), Former Ambassador to China &

Sri Lanka

Ms. Renuka NarayananRenowned Author

Mr. Rajiv MehrotraManaging Trustee, PSBT

Mr. Pankaj Pachauri Sr. Editor, NDTV

Dr. Dilip Simeon Senior Research Fellow, Nehru Memorial

Museum & Library

Council ofInterjectors

Prof. Purushottam AggarwalMember, Union Public Service Commission

of India & Former Chairperson, Centreof Indian Languages, SLL & CS, Jawaharlal Nehru University

Prof. Dinesh SinghDirector of South Campus,

Delhi University


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Name of the finalists

Rahul Saikia II Year Geography Honours St. Edmund College, Shillong

Saahil Chauhan II Year, Political Science Honours Hindu College, Delhi

Sayan Ganguli 7th Semester, Metallurgical Engineering IIT, Chennai

Utkarsh Amitabh III year, BE Mechanical Engineering Delhi College of Engineering, Delhi

Vishes Kothari I year, Physics Honours St. Stephens College, Delhi


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Foreword

Raj Liberhan

Director India Habitat Centre

The Habitat Young Visionary Award, began as India Habitat Centres initiative to connect public discourse to

the aspirations of the undergraduates in the country, who were beginning to weave their personal dreams and

what they would do for this world, or do to their world.

The award carries a fully funded summer programme at Cambridge University. This course content is flexible

and enables the winner to get perspectives on areas of his interest and feel and participate in the thinking andliving process of a University with a great academic and social profile.

In the four years of this initiative, the journey has been interesting and informative. The screening process for

selecting the award winner begins with an evaluation of the statements of vision sent by the participants. The

fifteen qualifiers then have to articulate and defend their vision before a panel of eminent judges. The five

finalists then compete for the award before another panel of judges drawn from public life.

In the last two years, the NATGEO joined us in this partnership. Their support has been invaluable in taking the

message of the Young Visionary Award to every corner of the country. They have also added an additional award

of an internship with NATGEO at Hongkong. In a sense, the Habitat Young Visionary Award has been well

received, for its opportunity as well as for the linkage with East and West for our young undergraduates competing

this year.

Through this initiative, we hope that the youth has an opportunity to connect with an experience of value for

the horizons and frontiers they would extend and reach.


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V O I C E S O F T H E Y O U N G - 2 0 0 8G G G M

y J o u r n e y F r o m t h e

C l a s s r o o m t o t h e P a r l i a m e n t

10


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V O I C E S O F T H E Y O U N G - 2 0 0 8G G G

M y

J o u r n e y F r o m t h e


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When I first saw the poster for theHabitat Young Visionary Award2007, I thought it was some kindof a practical joke or a Wodehousean prank.Summer School at Cambridge just for having a

vision? It sounded a bit other worldly. But astime has proved, this truly is an out of the worldopportunity. In the words of Montek SinghAhluwalia, the chief guest for the final round,ours is a disgruntled generation. There is a lotthat we are unhappy about and a lot more thatcan be set right, a lot that needs to be set right.

At the semi final stage, I came to realise thepower of this platform. There were people ofmy age from all over the country, each with adifferent set of concerns and a different set ofsolutions. They were all visionaries in their ownrights. To be able to air your dissatisfaction andvoice your opinion is a rare privilege, and it is

The Cambridge Diary

this, the biggest prize of all, that has beenbrought to us by India Habitat Centre. This is aunique concept that has the power to harnessthe best in todays youth. From being just anincentive for writing an essay, it has now becomethe defining moment of my college life that notonly made me think but also brought out thesocially sensitive and responsible adult in me. Mydays in Cambridge have been the best learningexperience of my life. Once again it was anopportunity to interact with people of mygeneration, this time from all over the world. I

do not know what I enjoyed more - thestimulating academic challenge of sitting in aCambridge University classroom or the sheer joyof exploring the by-lanes that Lord Byron andJames Stuart Mill have walked down. Theambience, the ethos and the heritage of a placelike Cambridge cannot be recreated in words.

I do not know what Ienjoyed more - the

stimulating academic challenge of sittingin a CambridgeUniversity classroomor the sheer joy of

exploring the by-lanes that Lord Byronand James Stuart Mill have walked down.

Srilata Sircar


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C l a s s r o o m t o t h e P a

r l i a m e n t

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With her punts, her bridges, the Shakespeareplays in the college gardens and themagnificent library (bigger than RashtrapatiBhawan), Cambridge is paradise for both thefootloose traveller and the knowledge-thirstystudent. And thanks to India Habitat Centre,all that it takes to get there is a sensitive mindand some productive imagination. Thank you

Mr. Liberhan for this wonderful opportunitythat I hope will continue to engage moreand more students. Thank you for givingme a vision. This has been the most humblingand yet the most inspiring experienceof my life.

Winner, 2007

Thanks to IndiaHabitat Centre, all that it takes to get

there is a sensitive mind and some

productiveimagination.


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M y

J o u r n e y F r o m t h e


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The prospect of being able to share

my vision with like- minded people waswhat wound me up

more. Ive always

had a vision. But now I had the

platform.

It seems like yesterday. I was about to leavefor college when I got the call and was toldthat I was among the fifteen semi-finalistsselected for the Habitat Young Visionary Award2007. To say I was elated would be anunderstatement. I wasnt only excited aboutgetting to miss college for a few days, travellingto Delhi and meeting new people. The prospectof being able to share my vision with like-mindedpeople was what wound me up more. Ive alwayshad a vision. But now I had the platform.

And thus my journey began. I was told I wouldbe defending my vision in front of a panel of

judges (very well-read and accomplished judges,by looks of last years panel). From the onset itwas clear that to be passionate about somethingwasnt enough. You needed to have a basis offacts for your vision, you needed to justify your

passions. The days went by quickly as I filled mydays with endless, heated debates and late nightsof researching and before long the day came forme to leave for Delhi. I arrived early in themorning and was received warmly and wasgraciously given comfortable accomodation,which made the unforgiving Delhi winter a littlemore bearable.

For better or for worse, I had arrived one daybefore the semi-finals. I spent some of that dayreading, thinking and going through what I was

going to say. Most of that day, however, wasfilled with intense sessions of anxiety. On theday of the semi-finals, my stomach was ragingwith butterflies. Time, they say, goes a lot fasterwhen youre nervous and right they were.Before long, I was sitting in the front row ofGulmohar Hall, the program minutes away from

Vishal PulikottilTo Hongkong

via the Habitat Young Visionary Award


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M y J o u r n e y F r o m t h e


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Award apart from other such contests is that itis one of the only mediums through whichpeople of my age can voice their opinions andactually be heard and I strongly encourage allundergraduates out there to give it a shot. Not

for the prizes (although they are very good!).Not for the recognition. But for experiencesyoull cherish your entire life.

second Awardee, 2007

...it is one of the only mediums throughwhich people of my age can voice their opinions and actually

be heard...


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16

My JourneyFrom The

ClassroomTo The

Parliament


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Introduction:

Peaceful co-existence has always beenmankinds greatest dream. Yet the presentage of globalisation and technologicaladvancement is plagued by violence of all kinds.Peace is the need of the hour. At present thereare five inter-dependent threats to the peacefulsurvival of humanity:

(1) Crisis of selfishness in problem solving,denying truth and love.

(2) Destruction of environment

(3) Violation of human rights in all levels(4) Poverty: The holocaust of hunger and

malnutrition and the lethality of thematerial deprivation of the increasingmany exacerbated by enrichment ofthe few .

(5) Violence and militarisation: An eye for

an eye, a culture of killing and gettingkilled, genocide and nuclear weapons, thegraph goes up like that.

In the past to solve these problems wefollowed the dictum of the defunct RomanEmpire, If you want peace, prepare for warthus it all ended up in violence and failure ofpeaceful co-existence. After Mahatma Gandhi,especially over the past decade the power ofessentially non-violent movement has beenmanifested in different communities and thus

non-violence has become salient in problem-solving efforts. In the light of this, my vision isto introduce a concurrent educationscheme to equip the present system ofeducation with love and commitment forserving the nation and to create a world ofpeace and satisfaction.

Aadarsh Chunkath St. Stephens College, Delhi

In the light of this, my vision is tointroduce aconcurrent education

scheme to equip the present system of education with loveand commitment for

serving the nationand to create a world of peace and

satisfaction.


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(a) Concept of Shanti Sadhana Peace Education

The concept of Peace education or Shanti Sadhana is based on the Gandhian concept ofSatyagrah. According to Gandhiji every studentis a satyagrahi and the process of educationis a journey in search of truth through the pathof non- violence. Shanti Sadhana in its broadersense consists of education for non- violence,education for tolerance, for environmentalprotection, human rights,disarmament, etc.Peace education is more than an alternative towar education or the present style ofeducation. Peace research is concerned withdevelopment and accumulation of knowledge;

Peace education is concerned withdevelopment of the process of education inand about Peace; whilst Peace studies as anarea of concern relates to the substantive issuesregarding the purpose and problems of thedissemination of Peace as a process. Peaceeducation concerns with Peace ideas, Peace

studies and Peace activities. Shanti Sadhanaenables the learners in creating a culture ofPeace, which helps in building a non-violentand just society. It deals with conditions withinsociety in which foster violence even includingelements of violence in the family andeducational system. Shanti Sadhana is also to

be considered as national security educationor an education system which will produce

Shanti Sainiks (peace brigades) to safe guardthe development of community and the nationat large.

(b) Relevance of Peace EducationPeace education program or Shanti Sadhana

can help everyone to experience life as a wholewhich enables them to become more just, non-violent and peaceful. They have the capacityto germinate peace in the family, in thecommunity, in the nation and in the world; theycan act for the welfare of humanity, and theycan develop feeling of unity among the

followers of different ideologies. It is said toreach Peace, teach Peace We may say, beforeto teach Peace, learn Peace and to learn Peace,we must be trained for justice. Because from

justice hope is created, and from hopeunderstanding comes out, and fromunderstanding Peace takes birth.

(c) Structure of Shanti Sadhana(Peace Education)

Shanti Sadhana system of education willprovide training primarily in self-discipline toacquire mental and physical power to controlones emotions and to utilise the energies for

Shanti Sadhanaenables the learnersin creating a culture

of Peace, whichhelps in building a

non-violent and just society.


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constructive work. Self purification is necessaryfor an individual to prepare himself for the

process of purification of the society.

The second aspect of Shanti Sadhana isanalytical and scientific study and understandingof the problems in the society and realisationof its holistic nature, to solve them in a non-violent way. This includes survival problems,attitudinal problems and developmentalproblems. Shanti Sainiks have to conduct aproper study dividing the society from largerunits to smaller units like district to village,village to ward etc. and analyse the problemsof food, shelter, clothing, health, education,

employment, land problems, environment andnatural resources, water problems, securityproblems, etc. in detail. Proper discussions anddialogues are to be conducted to find outsolutions locally. Proper schemes and plans areto be formulated in par with governmentalschemes and sometimes beyond that to solve

the problems in a non-violent manner, whichwill nourish healthy co-existence. Peaceeducation in school level is a necessity. Toinculcate the character of peace and justice wehave to catch them young. They should also beaware of their own living conditions, problemsand should be able to suggest solutions.

Formula for Peace Education

S4 X IR = Non-Violent WorldIts elements are as follows:

S1, Spirit- non-violent inspiration of allreligious faiths and humanistphilosophies

S2, Science- non-violent contributions of allsources of knowledge:

S3, Skills- non-violent competencies fromthe Gandhian, non-violentproblem solving experiences:

individual, organisational, andsocietal.

S4, Sanskriti- the non-violent inspiration of allarts and tradition

Spirit, Science, Skills and Sanskriti must be

combined in mutually empowering relationships.Each alone is not sufficient.

But to combine the four Ss and to amplifythem in service to the well-being of allfromindividual, family, school, workplace,community, city, state, nation, region, to

Peace education in

school level is anecessity. Toinculcate thecharacter of peaceand justice we haveto catch them

young.


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worldtwo additional elements are needed.These are:

I. Institutions- non-violent institutionsincluding departments ofGandhian Studies etc- public,private, formal and informal,that support and combinatorialand applied problem-solvingtasks

R. Resources- commitments of human andmaterial resources that ensurediscoveries, education, action,evaluations, and steady non-

violent progress from local toglobal non-violent community.

Problem-posing method, not problem-solving,strives for the emergence of conscious and criticalintervention in reality. To learn Peace throughdialogue, the teacher-of-students and students-

of-the-teachers cease to exist, and new termemerges: teacher-student with students-teachers. Thus dialogue method is useful andeffective in learning peace.

The stage of conflict resolution wholly centreson the concept of ahimsa or non-violence.

Positive meaning of non-violence is love. It rangesfrom external manifestation of love to the

building up of a new social order free fromexploitation, injustice and inequalities, throughaffection, kindness, forgiveness, sympathy,tolerance, patience, co-operation and mutual aid.Non violent direct action is to be used as thealternative to violent action to achieve the specificgoals in all the three levels: (a) individual level inprivate life (b) individual and group level in publiclife (c) collectively in public life. In Gandhis words:the essence of non-violent technique is that itseeks to liquidate antagonisms but not theantagonists themselves.

d) Outline of Academic Training Shanti Sadhana or Peace education is to beincorporated from school level to the level ofprofessional education to equip the students andprofessionals for proper service in the societybased on justice, truth and ahimsa . In universitiesthere can be full-fledged courses at graduate and

post graduate level. Along with it students invarious other disciplines should be trained inpeace education as a concurrent subject or as aconcurrent short-term course. This will help themto develop a culture of peace in their furtheractivities in the society. Thus education willprovide service to the nation rather than

Positive meaning of non-violence is love.It ranges from

external manifestation of love

to the building up of a new social order

free fromexploitation,injustice and

inequalities, ....


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becoming a tool for exploitation. In universitieswhere cafeteria system of education exists, the

students in other disciplines can come to thecenter for Peace education ( Shanti Sadhana

Ashram ) to attend the concurrent course as aconcurrent subject. In professional colleges(Engineering, Medical, Management, etc.) thestudents have to learn Shanti Sadhana as aconcurrent course for one month. Those whogot trained in Shanti Sadhana Ashram are to beemployed in schools and colleges for conductingthe training programmes. The trained expertsworking in society in various categories have toco-ordinate with the Shanti Sadhana sections ofthe near-by educational institutions and bring in

a holistic approach for social development. Thestudents in the educational institutions shouldmake the survey and analysis on various problemslike agriculture, communal rivalry, castism andso on. The energies and skills of the students areto be diverted for realising and solving the

problems in their locality for self -reliance andfor peaceful co-existence.

ConclusionThe idea of Shanti gena originated in the mind

of Mahatma Gandhi in the context of communalriots in 1938. Gandhigram Rural Universitydeveloped it further and a full time Shanti genaco-ordinator was appointed in the university forthe first time in any part of the world. MartinLuther King (Jr) during his visit to Gandhigramwas highly impressed by this idea. He requestedto develop it further since it is bound to growas it held great promise to the entire humanity.

My vision is to develop Shanti Sadhana intoa proper educational programme relevant tothe present society, which will mouldcommitted group of educated youth to servethe nation and to build a non-violent andpeaceful India.

The energies and skills of the studentsare to be diverted for realising and solvingthe problems in their locality for self -

reliance and for peaceful co-existence.


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C

l a s s r o o m t o t h e P a r l i a m e n t

22

The primary concern of a visionary shouldbe a healthy society. One should try andachieve as much as possible not only forcontemporary society but for our progeny as well.The fundamental pillar of any dynamic society, isits Education System. It is the foundation of anygood society. Nonetheless its also essential thatthe vision be planted firmly in practical reality.Numerous factors define our society and itspeople, but the prime factor is its education.

But how does one support this

fact?A person who has received a good educationwould do well not only as a good human being,but also as a responsible citizen, the two pillarsfor a civil society. Therefore it is of primeimportance that we have a credible system ofeducation. If the education imparted or the

method is faulty, they are deemed to affect us inthe future. A good and credible education systemwould produce good politicians, bureaucrats anddecision makers.

The broader prospect of education has tobe understood. A good education system is notabout rote memory but about inculcatingvalues which would not only help anindividual grow but would go on to create abetter society.

Let us take the problem of the publictransportation in Delhi. Most of the so-calledliterate drivers are often found to be drivingirresponsibly, be it personal or commercialvehicles. Recent incidents do reveal shockingfacts that majority of the people who ownprivate buses are literate, and so are the

Aditya N. Prasad

A good education system is not about

rote memory but about inculcating

values which would not only help an

individual grow but would go on tocreate a better

society.

Hansraj College, Delhi


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The University system is equally dubious. Letus take the example of Meerut University where

eighth standard students were found correctingthe answer scripts of the university examination.

This kind of education system would produceoutstanding rote learners in the country butaverage or bad citizens. There will be no moralaccountability.

At grass root level, the education system is intatters, students are taught in tents, most of thetimes there is no teaching at all, so where evenbasic necessities are not being fulfilled there theconcept of a good education seems utopian the authorities base things on statistics andstatistics are like this on the ground. It must beunderstood that the environment has to beconducive for imparting education.

I as a student have seen things happening,experienced things, there were instances where

we were forced to sit and study mathematics fortwo to three hours at a stretch, instances whereif one does not have a good memory, he isdeemed to loose out on marks. Marks havebecome the very basis to judge an individual inthis society, which is detrimental to thedevelopment of the individual. Physical training,

in such a system? Is it humanly possible for anexaminer to check twenty-five answer scripts,

which have been written in three hours each?Also the monetary concern comes into picture,as payment is made on the basis of number ofanswer scripts corrected.

Further when a student applies for rechecking,his/her marks are merely verified and not re-evaluated. So even if an examiner makes a fivemark error this makes a major difference in thelife and career graph of the student.

This is a major examination conducted by amajor Board spread all over the country and ifthe system and mechanism of such a centralboard are not credible enough, how can otherstate boards be expected to be accountable.

Four lakhs students appear in the examinationconducted by this Board each year, with morethan 30,000 verification requests received each

year and about three thousand mistakes aredetected, this trend is only increasing.

The students produced by this kind of a systemare just going to be literates and one must notforget that they are our future our politicians,our bureaucrats, etc.

This kind of education system

would produceoutstanding rote

learners in thecountry but average

or bad citizens. Therewill be no moral

accountability.


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music and other extra-curricular activities aretotally sidelined, there by affecting the overall

development of a students personality.

And because I have received a good education,I can today think about this issue and write onthis topic.

The solution, as the problem, must be practicalenough so that it can be implemented. Thereare a number of ways to improve the existingsystems, only efforts need to be made inthis field.

Today, education is not the career of choice,but a career of compromise. If you are a teacher,people sympathize while they curse the prevalentunemployment in the country. Education is oneof the highest profit making industries in theservice sector, but its workers are the least paidcompared to those working in somewhatglamorous sectors like the IT industry. There has

to be a gradual change in the mind set of thepeople and the best talents in the country mustcome into the education sector.

Students must be taught to question. Theconcept of questioning was the basis of theemergence of modern Europe from feudal

control, an era that we term as renaissance. Asimilar kind of renaissance is required in our

education sector.

When a student learns the art of questioningthe wrong, it opens up the pandora box ofproblems that exist in the system, and this wouldfurther help in keeping a tab on the system.

If a student is taught to use the Right toInformation Act, it would throw open how thingsare done and thus the awareness. Wheninformation is thrown open it automaticallyexposes the weaknesses and faults and just thebasic fact that the faults have been exposedwould result in most of them being rectified. Theknowledge of this act would inculcate a spirit ofquestioning which would be used by the studentsin their respective fields of work later.

The curriculum must be designed keeping inmind the requirements of students and also the

different environments and regional variation inthe country. There has to be better infrastructuralsupport, the experience of travelling in a metro trainis much better than suffering in the city buses. Theexperience of driving on four or six lane highwaysis much better the same way. Coherently,infrastructure has a meaning in education, world

There has to be agradual change inthe mind set of the

people and the best talents in the country

must come into theeducation sector.


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suggestions of students must also be looked intoand they must be involved in the designing of

their own future.

The youth has to be further made aware ofthe problems and motivated to play a proactiverole in resolving them. Public Interest Litigation,media awareness, online blogs are some of thenumerous methods through which awarenessmust be made.

Lastly, there has to be continuous and timelyreview of the existing mechanisms and systems,and observation of other education systemsin various nations and efforts to adopt theirpositive points.

An individual cannot take on the existing

system head on, but has to work with a sustainedzeal and efforts. Various issues and problems that

I have mentioned need urgent attention. Istrongly believe that the education I have receivedhas been enabling me to take up issues andresolving them, the education system isimportant to me as this is a system through whicheach of us has to pass and thus it effects a largeproportion of our population. Solutions to all theproblems do exist and the ways and means areall available. There is nothing in this world that isimpossible. It is just that a right will anddetermination, and a path has to be identifiedso that the problems are taken to their rightfulsolutions. Legislations like the RTI Act, can onlyhelp in providing us with the means but we haveto envision a path and bring about a new way ofeducation.

It is just that a right

will and determination, and a

path has to beidentified so that the

problems are takento their rightful

solutions.


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With all the excitement of a first yearin St.Stephens college whileattending my first post dinner talk,it was the aesthetic pleasure of being counteringa celebrity that glossed over my mind. It becamea routine exercise, other than in some rare occasionswhen, that became truly interactive. Otherwise it

just adds on to your disillusionment. As I movedinto my second year, listening, discussing anddebating contemporary issues, with the typicalStephanian snobbery, these talks became a platformto exhort my outrage towards, what I believed is

anti-people measures. At one point, somewherein second year, I posed the most difficult questionto my conscience; by organising these talks or ratherattending it, what am I changing?

It was not a question that difficult to comprehendand answer was an obvious one-NOTHING!

Surprisingly by then I realised that those talkswere not futile exercise but infused in me courageunknowingly. It equipped me with anunderstanding of issues that my countrymen aresuffering from. But the million dollar questionremained, what am I doing for that? I have noregrets in confessing that it was my fullydeveloped Stephanian snobbery that fetchedanswers. If, I being the part of an elitist institutioncannot bring change even to a persons life, whatmoral right I have to be outrageous? But Iconsoled myself that time hasnt arrived.

In an attempt to organise another talk with Yasin Malik for the society I represent, I happenedto go and meet him. There I found half deadfaces of old, women, young, even infants. Therewere here for a protest, asking for their belovedones who went missing ages ago. Again, it was

Appu Esthose Suresh St. Stephens College, Delhi

Surprisingly by then Irealised that those

talks were not futileexercise but infused

in me courage

unknowingly. It equipped me with an

understanding of issues that my

countrymen are suffering from.


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case of a physical security check it should begender sensitive as it is the case every where else.

Special care needs to be taken to minimise thehumiliation inflicted on young minds of Kashmir.In case we fail the outcome will be mostundesirable.

The hottest place in hell is reserved for thosewho keep neutral at time of crisis. It is not justa matter of concern for Kashmiris alone. It is alarger issue, if we think that Kashmir is anintegral part of India, what is happening toKashmiris might as well happen in the otherdisturbed parts of the country, just because thepolicy that we are adopting is wrong. Infact youcan see that in Chattisgarh, Jharkhand and indifferent parts of Andhra Pradesh where theyare adopting a similar repressive line be it salwa

judam or state.

It will be a gross collective National Failureif we could not bring about a change towards

the atrocities committed. As a student of political

science, what I study in theory in my classroomsis to practice it for the welfare of my country. It

is the firm belief that being the part of one ofthe most prestigious institution of the country Ihave more responsibilities than others,encouraged me to venture in this heeling effort.When I present these facts as a student of aprestigious institution there should be hardly anydoubt about my intention. I am neither an activistnor affiliated to any political organisation. Whenas a student I informed the government, officialsand wrote about this in different news papers itreceived follow up from different corners. Myeffort partly paid when defence ministry askedsecurity forces to stop using schools. But this isnot complete, there are more things to be done.As I stated above, my vision is to bring in peaceto the young minds in conflict areas especially inKashmir. My case study of Kashmir is an effectivetool to generalise the situation in similarconditions. And by discussing it with consciouscitizens of the country I am sure that We can

bring in change.

My case study of Kashmir is aneffective tool togeneralise the

situation in similar conditions. And by discussing it with

conscious citizens of the country I am surethat We can bringin change.


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Introduction

Y esterday was Childrens Day. Butmillions of Indian children who live inabsolute poverty, went to bed hungryyesterday; not just yesterday, but almosteveryday of their lives. As if hunger and povertywere not enough, death is a constantcompanion, stalking these children like ashadow. It is estimated that every year nearly11 million children die in India before their fifthbirthday. But the irony is that while children aredying of hunger, we are also faced with theproblem of obesity on the other hand. In thecase of disability, it is estimated that 5-10% ofthe countrys population are afflicted with someform of disability. While thousands of childrenare deprived of the joy of school and education,hundreds of children commit suicide due tostress over exam pressure. Is there no escape;

is there no scope for healthy living; cant ourchildren be healthy again? I think they can be,and I think I can play a role in ensuring thatchildren in India enjoy the highest level of healthpossible.

My journeyMy deepest desire is to work with children and

for children. And by working with children, I hopeto make a contribution to the development ofIndia. My journey towards this began in a verysmall manner, when as a teenager I got anopportunity in educating the children of womenwho work as domestic helps and children of otherlow earning mothers. In the year 2002, duringmy summer vacation, I was specially partneredwith a 5-year-old child who was living withAutism and now that same child is doing well inschool. Subsequently, I had the privilege of

Jyothsna Elizabeth Verghese Jesus & Mary College, New Delhi

But the irony is that while children are

dying of hunger,

we are also faced with the problemof obesity on the

other hand.


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Ienvision an India where everyone is avisionary. We are not limited by money, butby the poverty of our own dreams. 1 Mycountry today is in that position: limited by thepoverty of its dreams, or rather, by the povertyof dreams dreamt by its citizens and by the

absence of well-defined goals in their lives. Wemay declare our intention of becoming a super-power by 2020, or 2025, but have we consideredwhat being a superpower means? Have weconsidered what will be our role in the process?Have we even contemplated what we want tobe in ten years from now?

If you are an average Indian (and I trustyou are not), the answers to the questionswill be no, no, and no. This is because our

Karan Nagpal

education system does not equip us to setvalue-based goals. Earl Nightingale wrote,People with goals succeed because theyknow where they are going. Accordingly,people who do not set goals dont knowwhere they are going. If the parts do not know

where they are going, how can the wholeknow where it is going? I consider going inthis context to be synonymous withdeveloping or evolving. We aredeveloping and evolving, but how?

My vision for India is an education systemthat teaches the young citizens how to setgoals. The ultimate aim is a system thatproduces leaders, and not mere graduates.Leadership can be inculcated in many ways

1 Doug Weed, American thinker and motivational speaker.

St. Stephens College, Delhi

My vision for India isan education system

that teaches the young citizens how

to set goals. Theultimate aim is a

system that producesleaders, and not

mere graduates.


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and I will briefly describe some of thembutteaching the youth how to set goals is the most

feasible way.

The most important skill required in India isleadership. Schools are realising the importanceof extra-curricular activities and sports asprecursors to this. However, adequate access toextra-curricular and sporting opportunities does

not exist in most schools today. The pressure todeliver academic results, the scarcity ofcompetitive opportunities and the limited spacein most schools hinder the schools effortstowards this end. It is also true in many casesthat the school itself is not making these efforts.

For instance, consider the activity of ModelUnited Nations. In a year, there are barely 2 ModelUN conferences in Delhi. Only one thousandstudents get the opportunity of participating ineither of them. One thousand is a negligibleproportion of all students in public schools in

Delhi. This proportion becomes increasinglyminuscule as we broaden our classifications, toinclude all schools in Delhi, all schools in NorthIndia, and eventually, all schools in India.

To make this opportunity accessible togovernment school students, DPSMUN started

a committee in Hindi. However, all governmentschools invited declined. They simply werent

willing to prepare their students for suchan event.

Many other such activities that developleadership, such as Youth Parliament, NGOoutreach programs, other conferences forschool students are not effective because of their

transient nature. Besides, they are not ableto influence a significant proportion ofschool students.

Alternatively, in many countries, compulsorymilitary training is viewed as an ideal apparatusfor developing team-work and discipline.However, this does not necessarily lead toleadership development. Military culture, whichpromotes regimentalization and a religiousadherence to the superiors order (for a goodreason, no doubt) blunts a persons courage totake independent and unconventional decisions

and to take the road less travelled by; in short,to be a leader.

A comprehensive policy that includes goal-setting in school education is the best way tomake our adolescents leaders. This is my visionfor the Indian education system.

The pressure todeliver academic results, the scarcity of competitiveopportunities and the limited space in

most schools hinder the schools effortstowards this end.


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The goal-setting process will be part of theNCFSE2 . In my model, students of classes 6-8

will be given intensive training in the goal-setting process through 2-week long trainingcamps held during the summer vacations withinthe school. The camps would then not interferewith normal academics, and would makethe summer vacations much more productivethan they are.

This process has to be gradual. It will startfrom the public schools in the cities, then extendto the government schools in all urban areas,and gradually, over a period of time spread tothe rural areas. This pattern would thus followthe order of decreasing infrastructuralcapabilities among schools in the country. Butinfrastructure is not the only requirement forthis program. We also need a co-operativeschool management. Nobody likes change, butthe managements in urban public schools wouldbe least averse to this idea, as they have been

trying to promote leadership-development ontheir own in the recent past.

There will be no teachers in these camps; only

guides. The atmosphere would encourage thestudents to explore and learn the process by

doing, perhaps through games. Teachingthrough this medium is much more powerfulthan reading the same process in a book.

Broadly, the goal-setting process starts byclarifying the individuals core values, which thenhelp in determining a personal vision: what does

the individual want to be one, five, ten yearshence. Once we know where we want to go andwhy, all that remains is the how. This involvesevaluating the paths that can be taken towardsthe dream, and breaking up the large tasks intosmaller parts. A goal is simply a dream with adeadline. Once we attach deadlines to thesesmaller parts, we write the goals, and re-assessthis goal card everyday.

The camp would also teach visualisation:imagining the accomplishment of the goal, anddealing with setbacks through self-belief. It is

very easy to lose motivation; all it takes is onenegative word, or one missed deadline. Thecamps would teach the students how toovercome this.

2 National Curriculum Framework for School Education The HRD ministry can direct the NCERT to include Teaching of Leadership skillsand Goal-setting as a Core Concern of the NCFSE.

Broadly, the goal- setting process starts

by clarifying the

individuals corevalues, which then

help in determininga personal vision.


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would not diminish. The cost-to-student willdecrease as more and more schools are brought

under this program. However, the initialfunds would have to be provided by thegovernment, because of a lag between thestudents benefits-period (classes 6-8), and thecost-period (classes 10 and 12).

I interpret the word Parliament to mean any

place where decisions are made. When my visionbecomes reality, the classroom will become a

place where young citizens are equipped throughthe goal-setting process to make decisions for

themselves, for their communities and theircountry. Thus, the goal-setting process woulditself be the journey from the classroom to theParliament: from being a student to being aleader; from learning how to make decisions inthe Classrooms, to actually making them in theParliaments. This is the vision that we need to

make a reality.

I interpret the word Parliament to mean

any place wheredecisions are made.


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The first thing I want to do is to thank theIndia Habitat Centre and the NationalGeographic Channel for two things (I reallyhave to say this, because it is the truth), one forgiving me such a wonderful opportunity to voicemy views, the other is for bringing up this topic

at the most appropriate time, because with theglobalisation phenomenon being more vigorousthan ever before and with India being more opento the World than ever before, I feel that thetime is most ripe to discuss about Her (India)Future. Below I believe are the problems andsolutions.

I. Myth and Reality:From a superficial point of view, our Nations

leaders may appear to be the main source of allmisery in India. It may also be true that most ofthem are extremely selfish and corrupt. But I

L. Gokulahasan

personally feel that they are not the main sourceof all problems in India. India is a democracy anda very strong one too (besides being the largest)and thanks to the Election Commission of India,the elections are tried to be conducted quite fairlyin India. The people are empowered to freely

choose and elect their leaders. And in everydemocracy, the people blaming their leadersis synonymous with the people blamingthemselves.

II. Problems:According to me there are two main problems

in India, namely Illiteracy and the lack of SocialAwareness and The Apathetic Attitude of theLiterate.

(i) Illiteracy:When I speak about Illiteracy, I not only mean

Loyola College, Chennai

And in every democracy, the

people blaming their leaders is

synonymous with

the people blamingthemselves.


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the inability to read and write, but also the degreeof social awareness prevalent among the

common people of India. Most of the people lack judgement; they do not have the ability todistinguish between a real leader and a goodactor. And our politicians make full use of theirignorance and the politicians (most of them) putin their best efforts to make the people stay thisway or in some cases put in extra efforts to

increase their ignorance.

This has led to innumerable problems in India.More and more parties have cropped up andmore the number of parties, more is the negativeimpact (like a virus multiplying exponentially).Politics has become the most profitable and thesafest (with Black Cats and Z Order Security) anti-social business available in the country.

(ii) The Apathetic attitude of the literate:The more worrying thing in India is that even

those people who are in a position to changethe situation are not doing anything to changeit. I am referring to the educated and the sociallyaware class. Most of them feel that it is none oftheir business to try to change things, and eventhe microscopic minority who aspire to make adifference are mentally thwarted by themagnitude of the task.

I am not denying that it is a mammoth task totake up, but all I am saying is that a trial costs

nothing. If sufficient numbers of us try to changethe situation, the probability will increasetremendously and there is no other possibility butsuccess for at least some of us and in due course oftime, all of us. Swami Vivekananda said that Giveme a Hundred Capable Youth and I will change theFace of India. My notion is the same. I believe that,

that is all it would take to transform India into aparadise that She deserves to be.

My Vision:I am convinced that the solution to the above

problems lies with the youth of India because ofthree reasons:

1. Only they possess the energy and couragethat is required to drive India to success.

2. There is a saying in Tamil that goes like this- A person who cannot bend when he is 5years old, will not be able to bend whenhe is 50 years old. Therefore it is easier tomould the youth and focus their energiesin the right direction.

3. The population of the youth in India is veryhigh, in fact the highest in the world in

Most of the peoplelack judgement; they

do not have the

ability to distinguishbetween a real

leader and a good actor.


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channels like the National Geographic Channeland national news channels for our cause. With

every election we win, we would becomestronger and gradually we would start making asignificant impact on the Indian Administration.

Consequences of my Visionwould be:

1. On the Literate: When we have established

a foundation like the one above, manymore well qualified capable people whoearlier had a phobia of Indian politics,would come forward to contribute theirpart to the progress of the Nation.

2. On the Illiterate: We would do our levelbest to eradicate illiteracy and socialignorance, by providing access to qualityeducation to lesser privileged people.

3. What is the assurance that we will sustainthis performance?: We would have madethe majority sufficiently literate and infuture it would be their responsibility tosee that good governance is carried onthrough good leaders. Empowered by way

of education and knowledge, every voterwill be able vote judiciously to ensure that

corrupt people do not get voted to power.If the people feel that anyone else couldbetter our performance or sustain it further,then they will vote wisely to get theiraspirations realized.

I am already working on such a movement. I

am a recipient of the Goldman Sachs GlobalLeaders Award and we awardees form a Nationaland International students network. I plan toinvolve them as well in this process.

I will lead the movement which I have nowdescribed. I want to become a leader who cangain the trust of the people. I would like to standfor elections, go to the parliament and espousethe issues of the people. I would like toreproduce the kind of administrative vision thatwas seen in the Nehruvian days. Ultimately, myvision would be to re-establish the kind ofleadership and selfless nationalism that was seenin the pre-independence times. Without adoubt, this will put India back on her way toPeace and Prosperity.

My vision would beto re-establish thekind of leadership

and selflessnationalism that was

seen in the pre-independence times.

Mr. L. Gokulahasan was one of the top 15 entries but he could not be present for the Semi-Finals.

t


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As an Indian, the word parliamentarianoften evokes the thought of a hiddenagenda. After all it is quite difficult tobelieve that an individual would spend his or herlife in the service of society without a selfishmotive. The task of being a member of

parliament, of making decisions that could alterthe course of a nation, is a daunting one.

India, in particular, is a country of manycontradictions and dilemmas. A nation uniteddespite being home to more than twenty-fourdifferent languages yet deeply divided by one ofthe most rigid social systems the world has everseen, the caste system, a social stratification inwhich social classes are defined by thousands ofhereditary groups. The rights and privileges ofan individual are determined according to theirposition in a pre-defined social hierarchy.

Meghna Brahmachari

Unfortunately, the caste system is deeplyingrained in the Indian consciousness. Thismindset exists both in urban as well as rural India.Although economic progress has decreased theintensity of this discrimination in urban India, theproblem persists in rural India.

However, the caste system is not the onlyform of social discrimination that exists in India.Gender discrimination is a problem that needsto be immediately eliminated from our socialhorizon. A harsh patriarchal system exists inmany parts of the country, especially innorthern India. Women are discriminatedagainst to such an extent that having a girlchild is now seen as a burden and femaleinfanticide has almost become a norm inseveral states such as Uttar Pradesh andRajasthan. Of the women who do survive, a

St. Stephens College, Delhi

Gender discrimination is a problem that needsto be immediately eliminated from our

social horizon.


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majority of them spend their lives without therights and privileges enjoyed by their malecounterparts. These inequalities are alsoreflected in statistics.

The overall literacy rate in India of 65.38% isquite low. The rural literacy rate is even lowerat 59.21%. About one-third of Indiaspopulation is unable to read and write in any

language. Education and literacy are pressingneeds of the day.

Education to a large extent, is the answer toseveral problems afflicting Indian societytoday-poverty, unemployment, caste baseddiscrimination and gender bias. Education for

all is the first step towards sustainableinclusive growth.

Annual government expenditure oneducation as of the financial year 2000-2001 isabout 4% of the Gross Domestic Product andabout 13% of the expenditure on all sectors. Inaddition to various government schemes, severalnon-governmental organisations (NGOs) are alsotaking up the challenge of increasing literacy ratesin the country. One such organisation is Pratham,which has launched the Read India movement,an accelerated learning program to help over 60

million children read, write and do basicarithmetic.

I feel that the evolution of an educationalsystem that ensures basic education for all andsimultaneously endeavours to eradicate socialevils such as gender bias and caste baseddiscrimination from the minds of Indias youthshould be the target that India as a nation sets

for herself. Achieving this target would imply animmense amount of innovation in public policy.

In many parts of rural India, parents areunwilling to send their children to school, as theyare unable to see any quick economic benefits ofdoing so. The effective implementation of a

system of quid pro quo is the need of the hour.Parents should be given an incentive to send theirchildren to school. In addition to the Midday MealScheme, the government should evolve a schemelinked to the already existing Public DistributionSystem such that parents who send their childrento school are given higher subsidies in food grainsand other essential household needs. The fractionof subsidy given should be directly proportionalto the childs attendance in school. This schemewill not involve too much additional expenditureby the government as a portion of the funds thatare currently employed in the provision of

About one-third of Indias population is

unable to read and

write in any language. Education

and literacy are pressing needs of

the day.


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market value today. Also, the government cannotafford to pay teachers very high salaries as its

resources are limited. However, the governmentcan use public policy to its advantage and makeit compulsory for every person pursuing aBachelors of Education degree to teach ingovernment schools for at least two years.

It is evident that implementing these ideas

will be expensive and require a budgetexpansion by the government. Publicexpenditure on education in 2001-02 was Rs.84,179 Crores (at 4.02% of GDP). However,due to the nature of the governmentalframework in India, a large fraction of this

expenditure is superfluous and illegallyappropriated by government agents. Involving

the private sector in the educational systemwill increase the efficiency with which fundsare utilised.

Finally, and most importantly, the responsibilityof ensuring the efficiency and honesty in theimplementation of these policies lies with the

people of India. With laws such as the Right toInformation Act, we can ensure transparency inthe functioning of the government. It is ourresponsibility to ensure that every youth in thecountry is given an opportunity to be acontributive part of the Indian growth story.

It is our responsibility to

ensure that every youth in the country

is given anopportunity to be acontributive part of

the Indian growth story.

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These two statements are a part of myblood stream. They were reiterated whenI watched Rang De Basanti and Yuva .

But the violence made me uncomfortable. I donot think we can afford to give away the beautifulminds that can think big to the insanity ofviolence. This country is so vast and full ofinsensitivities, that the point of martyrdom ismore often than not, missed, the grand ideaoverlooked. We have all been part of some groupor the other which has tried to make changes inthe existing system. I worked in teams dealingwith projects related to energy, cleanliness, anNGO which dealt with local issues of the city,and the experience was different every time.What did not change was the belief that one

Do not complain, either change it or just shut up! One has to be a part of the system to change the system.

needs to feel alienated and uncomfortable in asituation, to feel angry and pained by what ishappening in the world, to be able to feel the

need to change it. One needs to be both a lonerand a peoples person, in order to analysesituations and then share ideas. After two yearsof pre-school, fourteen years of schooling, almosttwo years of college and twenty years as anIndian, I am what I am because of my experiencesin various spheres of life. I am, as each one ofus, just another site where forces intersect. Myaim is, therefore, to create such sensitivity in thepeople of this country, especially the youth; tocreate awareness about the fact that there arechoices at every step in life. Every step taken ornot taken makes a difference. We need to realise

Neha ChaturvediLady Shriram College, New Delhi

One needs to beboth a loner and a peoples person, inorder to analyse

situations and then

share ideas.


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a point to expose their students to their historyand problems of the world around them

through various art forms. The student initiativesto make amends in problematic areas shouldbe rewarded in order to encourage them.

I am today, a student of literature who canappreciate art, a free lance journalist who canunderstand the problems of the society, a non-

religious, rebellious girl of twenty from a lowermiddle class family of academically inclinedpeople with religious ideas. I have a vision toinitiate another step towards the making of abetter India. I want to use art as an instrumentof social welfare. By February 2008, I aim tobring together a group of people in Agra, my

hometown. The group will be called WE. Themembers will be students, young visionaries anda few senior members of the society who canguide us through this. The aim is to locateproblems and create awareness about themthrough newspapers, local news channels andtheatrical performances. We will seek support

from the government machinery and do whatwe can to sort them. This will, in time, extend

to various cities and to the underprivilegedmasses making them a part of the endeavour.At the same time, we shall continue with ourstudies, work in our respective fields so that noone seeks material and personal gains from theorganisation, since I know, from priorexperience, that commercialisation is fatal to the

growth of any welfare organisation. The idea isto encourage art, not only as a form ofexpression but also as an instrument ofrevolution. Art cannot give solutions. Everyproblem has a unique solution at a particulartime in a particular place, but what leads tothose solutions is the combined awareness of

the people. Awareness, which can be createdthrough art, can lead to a truly democraticfunctioning of the society. Bringing about suchawareness, to each and everyone around me;awareness that they can make a choice, bringabout a difference and provide a solution, is mydream, my vision, my motive of life.

Every problem has aunique solution at a particular time in a

particular place, but

what leads to those solutions is the

combined awarenessof the people.

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As newspapers bustle with the news ofIndian CEOs leading the global markets

and at the other end of the page, thenews of some of our rowdy legislator MLAs (facingcriminal charges) beating up media persons, therelevance and irony of this statement by the fatherof the nation can hardly be exaggerated. Thisstifling problem of disillusionment of committedyouth from politics and my endeavour (SWADES/

LEAD INDIA) to alleviate this systemic malice formsthe centerpiece of this essay, which is a statementof my vision for a resurgent and empowered India.I shall also discuss two other problem-solutionsubsets which deserve urgent attention-Participatory Democracy and Illiteracy.

First -While India is a predominantly young(Average age of an Indian is 24.8 years) country

with an enviable reputation for efficient,motivated and innovative workforce; ourpolitical system can justifiably be labeled as agerontocracy which doesnt seem to promotethe committed youth to join the mainstreamleadership of the nation. As we celebrate 60years of our vibrant, utterly enchanting

democracy, this experience shall always becharade unless we ensure that the mostpowerless, the most zealous, the young canhope to rise to the highest echelons of power.Unfortunately, it seems that our current politicalstructure doesnt provide a platform for the

Yes, nations are often built by great leaders; who rise from amongst the masses, capture their imagination & stimulate the people to

follow their dreams. -Mohandas K. Gandhi at Inter Asian Relations Conference at New Delhi, 1946-47

Rasaal DwivediNational Institute of Technology, Raipur.

As we celebrate 60 years of our vibrant,utterly enchantingdemocracy, thisexperience shall always be charadeunless we ensure that the most powerless,

the most zealous, the young can hope torise to the highest echelons of power.


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Iam a B. A. second year geography honoursstudent from Shillong. My course requires me

to attend more than two thousand hours ofclasses. Half of these hours are wasted; learningoutdated concepts, memorising obsoleteinformation. Compulsory general subjects willfurther distract my energies away from my coresubject. I will graduate, disconnected with, andnot skilled enough for the demands of the real

world. This lack of emphasis on practicalknowledge and on specialisation is a serious flawin our system. India is a complex web of distinctrealities, none of which adhere to foreign ideasfrom yesterday. Comparative cost advantagesand liberal reforms can only take a developing

nation so far. So Tokyo was what Shanghai istoday, what Prague will awake to tomorrow.

Sooner or later it takes structural changes forreal concrete growth to take place. Thus, a truevision must look deep into, and then, beyondthe superficial winds of change. That is to saythat our educational system must start churningout bold entrepreneurs and skilled graduates. Wemust seamlessly merge classroom work with

social and market place demands. India needsthe large private companies to operate on itsshores. In return we must provide them withskilled men. A symbiotic relationship is required.Still we cannot stop at that. Rather, we cannoteven start with that point. We need to start in

She wept in silence. Stunted beauty frozen in her eyes. Reflecting the dark-ness we left her to inherit. A world away, I fall asleep over a pile of alien

words. Only adding to the darkness that she must endure.

Rahul Saikia St. Edmund College, Shillong

This lack of emphasis on

practical knowledgeand on specialisationis a serious flaw in

our system.


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creating a picture of the districts last fifty years. and expertise from private companies so that we


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g p y yThen, suddenly the first berries appeared. Sparksof stand-out red dotted the landscape. Soon thetrucks would be here. Strawberries from the earthwould flow out of dusty Duban, and prosperitywould flow in. Then watch as this new berry feverspills into the adjoining areas. Our databasecontinues to manage this project.

The process did not end there. We haveimplemented several such successful projectssince the Strawberry Initiative. Our database isopen to colleges across the country for free.Several colleges have used our extensive onlinelibrary to start their own initiatives. In return theyfeed in their findings into the database. So that

it is no longer our database, but something thatis nation-wide in scale. It is now time for thevision to enter the next level- joining hands withcorporate India. Our proposal is simple. Funding

p p pcan find new export markets, manage ourexpanding operations and informationinfrastructure. In return they will have access toour skilled graduates, with experience in the realworld. Products from our initiatives willstrengthen their supply chains. Finally, ourprojects will bring prosperity to backward areas.More prosperity, means a larger potential market

for Corporate Indias products.

The first batch of strawberries was loaded intothe trucks. A little girl watched the mammothsleave. Her eyes shone with pride, excitement anda curiously healthy fear. Just as if to say- Shefelt no anger toward anyone on earth. The things

she had endured had now receded into someouter fog. The eyes no longer wept, they nolonger reflected any stunted beauty. Only a brightbrilliance of things to come.

A little girl watched the mammoths leave.

Her eyes shone with

pride, excitement and a curiously

healthy fear.

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While growing up in Himachal beforemoving on to Chandigarh for bettereducational prospects, knowingly orunknowingly, I had a queer linkage withpoliticking.

Many among our relatives were disguisedsycophants under the patronisation of myfathers maternal uncle, who happened to be awell known parliamentarian.

Later after his sad demise, his grandsonbecame an instant cynosure of our relatives eyes.

We soon witnessed the callous youth, with nouniversity degree, being elevated to the politicalscene of the state out of his dormancy. For hispolitical triumph was made possible not merelythrough securing plain votes but what we would

Saahil Chauhan

call sympathy votes, a noun characterizing hisgrandfathers cult of personality rather than hisown merit or contribution to the society.

It left me with three corequestions:

Is political lineage a modern daymetamorphosis of monarchy?

Do political affiliations upstage individualscredentials in politics?

The following one made me meticulously

ponder over:

Is politics a profession or a selfless service?

We seek an answer to the above questionsbut havent they been discussed before?

Hindu College, Delhi

For his political

triumph was made possible not merely through securing

plain votes but what we would call sympathy votes

Gobbledegook suggesting alternative transcending the boundaries of religion, caste,


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political recourses to mould out a new India,are found abound in black and white papers.In gravest of jargon, they bespeak adoption ofunicameral legislature and adherence tobi-party system, wittingly or unwittingly,considering multi-party system a bale, whichholds no water.

Part of the problem lies in an excessivelyhierarchical political tradition which,unsurprisingly, turns hostile to the new blood inpolitics, while it compels people like me to ponderas of what use is a political science degree if onesfather/grandfather is a non-politician?

The solution to the problem lies in ourperception of politics. In my view, politics is nota profession, it is a selfless service. It need notcatch fancy of people with an unsatisfied appetitefor wealth and leverage in the society.

Politicians are public servants, they need notbe idealized. Political life should be kept as anarduous struggle demanding great sacrifice andselflessness than a privilege.

A refurbishment of our techniques ofchoosing our representatives along with

and regionalism is the required modus operandito clean our politics.

This alone would de-establish hierarchicaltraditions with rational statesmen emerging asthe vanguard of a nation aiming at theestablishment of an egalitarian society. Ahighest degree in particular discipline, as

recognised by the state, shall be a sine qua nonfor a persons eligibility as a politician.

I propose a modus operandi where thecredibility of our representatives would bechecked at the entry level itself.

As per the new system aspiring politicians couldeither enter the political arena through CollegeLegislative Units (elucidated later) or throughcompetitive examination, which shall beconducted on the lines of UPSE examination. Thequalifying candidates would, apparently, be theones instilled with patriotic fervour and profundityof thought. They would be prudent and judicious,above the shackles of religion or regionalism.

They would be given a choice to enrollthemselves in any of the political parties withrespect to their ideological compatibility with the

The solution to the problem lies in our

perception of politics. In my view,

politics is not a profession, it is a

selfless service.

ia m e n t

agenda and manifesto of the respective instead of burnished politicians; well witness


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political party.

The enrollment wouldnt imply an instantticket to the state assembly or the parliament. Inthe years following their enrollment, theyll makethemselves well acquainted with the groundrealities. Theyll work at the grass root level,effectively voicing peoples problems and working

for the amelioration of the society.

Their devotion and quality of work woulddecide their future designation in the respectivepolitical party. During this period they couldgerminate confidence among the people andfurther enhance their goodwill, something that

would measure their success as a politician of/ for the people.

The system would also ensure only seasonedpoliticians coming up as the impropriators ofpower. At the same time, well see considerablepublic welfare being done as the strenuous task

would be in the hands of the young blood, withbounteous vigour and over-flowing dexterity andenterprise.

It would be interesting to note that the publicwork would be done by politicians-in-making

their aspirations acting as a driving force for abetter discharge of duties.

The concept of College Legislative Unitsprovides for another platform with the potentialof producing competent future legislators for ournation. If sources are to be believed, the medianage for Indians is 24.9 years. Such a dynamic

population cannot keep itself aloof from thepolitical happenings of the country. Politics goesan over-used saying is a dirty game. Well, forthat instance, which field game leaves us unsoiled?

Of late, we have been scathingly labellingParliament as the old pensioners club and with

homonymous vigour consolidating our beliefs in theadvent of young blood into our Parliament to alter itinto a delivering mechanism of enterprising polity.

To my dismay, my faith in young politicianswas shattered to ground once I saw the actualpoliticians-in-making, during my under-graduate

days in Delhi. For they were not the ones whomI wished could replace the former bunch.

Here I saw rich spoilt brats, doling out hugesums and channelizing their physical power inluring, nay, snatching votes.

Theyll work at the

grass root level,effectively voicing

peoples problemsand working for theamelioration of the

society.

They saw politics as a means to attain vantage and shaping a better India. Indias 17,189 colleges


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and popularity. I wont deny that I did see theiryoung innovative minds in full application, butsadly only in formulating gimmicks to rope inpolitical support for themselves.

Harking back, I fondly remember one of ourex-senior, re-enrolling herself in first year of under-graduation with the sole motive of being eligible

to re-contest the student union elections.

If such is the realistic picture of our politicians-in-making, on whom we rest our fervent hopes fora better India then I am better being robbed by thesame old robber than a new one because I knowwhere he flawed the last time he robbed me.

The potential lies among the ones who holdintrepidity to voice their agenda but, somehow,pecuniary exiguity renders their inception cometo naught.

Our predicament demands of us the

indispensability to elevate such youngsters tothe political scene of the country instead ofthose goondas .

Need is to instil interest among the studentsto embark on the valiant task of ameliorating

and universities give us an estimate of a strong welleducated population, undeniably, capable ofmeticulous political comprehensibility and analysis.To initiate with, political interaction is to beinculcated in the curriculum of the collegestudents. This would be accomplished with theestablishment of college legislative units.

Students already well versed with the politicalfunctioning and social conditions in the country,such as the students of politics and otherrelevant (as per the context) social sciences canshoulder the responsibility of establishingsuch units in their respective colleges acrossthe country.

The units would convene regular sessionsunder the guidance of the learned professors.

It would involve elaborate discussions onnational statute and policy implementationincluding containment of terrorism and disaster

management.

One effective step would be assigning studentscase studies. This would encompass a group ofstudents scrutinizing the functioning of aparticular department under a portfolio minister.

I am better beingrobbed by the same

old robber than anew one because I

know where heflawed the last time

he robbed me.

li a m e n t

Here, the aim among students is not procuringi i f b i i l ki

answerable to the Mini Parliament in specialll b i i h h i j li i l


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