UPSC Essentials | Mains answer practice : GS 1 (Week 7)

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UPSC Essentials brings to you its new initiative for the practice of Mains answer writing. Mains Answer Writing will cover essential topics of static and dynamic parts of the UPSC Civil Services syllabus covered under various GS papers. This answer-writing practice is designed to help you as a value addition to your UPSC CSE Mains.

We will cover one new subject four days in a week. Attempt today’s answer writing on questions related to topics of GS-1 to check your progress.

QUESTION 1

What was the condition of education in pre-colonial India? Discuss the impact of the British system of education in India.

QUESTION 2

Discuss the role of women in Science, Technology, Engineering and Mathematics (STEM).

General points on the structure of the answers

Introduction

— The introduction of the answer is essential and should be restricted to 3-5 lines. Remember, a one-liner is not a standard introduction.

— It may consist of basic information by giving some definitions from the trusted source and authentic facts.

Body

— It is the central part of the answer and one should understand the demand of the question to provide rich content.

— The answer must be preferably written as a mix of points and short paragraphs rather than using long paragraphs or just points.

— Using facts from authentic government sources makes your answer more comprehensive. Analysis is important based on the demand of the question, but do not over analyse.

— Underlining keywords gives you an edge over other candidates and enhances presentation of the answer.

— Using flowcharts/tree-diagram in the answers saves much time and boosts your score. However, it should be used logically and only where it is required.

Way forward/ Conclusion

— The ending of the answer should be on a positive note and it should have a forward-looking approach. However, if you feel that an important problem must be highlighted, you may add it in your conclusion. Try not to repeat any point from body or introduction.

— You may use the findings of reports or surveys conducted at national and international levels, quotes etc. in your answers.

Self Evaluation

— It is the most important part of our Mains answer writing practice. UPSC Essentials will provide some guiding points or ideas as a thought process that will help you to evaluate your answers.

THOUGHT PROCESS

You may enrich your answers by some of the following points

QUESTION 1: What was the condition of education in pre-colonial India? Discuss the impact of the British system of education in India.

Introduction:

A simple introduction to this answer can revolve around a general statement about education system of India during pre-colonial period.

— Education in pre-colonial India was characterised by a segmentation along religious and caste lines, under what was known as the Gurukul system.

— The Gurukul system emphasised traditional knowledge and spiritual growth. Women, lower castes, and other disadvantaged persons were frequently denied access to school.

— When the Mughals came in the mid-fifteenth century, they endeavoured to promote knowledge to the entire populace, with mosques serving as the hub of this system. Pathshalas, or village schools, remained popular even then.

— According to Francois Bernier, a French traveller “There was nothing there approaching a decent university; neither colleges nor classes, just small groups of disciples under religious gurus, housed in the homes of rich merchants.”

(Source: Their own worst enemy; how Britain’s education policy cost it the Empire’s Crown Jewel by Mira Patel)

Body:

You may incorporate some of the following points in the body of your answer:

— Warren Hastings, the first Governor-General of Bengal; William Jones, a British jurist; and Jonathan Duncan, the Governor of Bombay were deeply enamoured by the study of ancient and medieval India and particularly the Sanskrit and Persian language cultures.

— In 1813, the British Parliament contributed to this development, enacting a provision of Rupees one lakh annually for the revival and improvement of literature and encouragement of the learned natives of India, and for the introduction and promotion of a knowledge of the sciences.

— There was a debate between Indians and the British about the type of education needed in India. The Orientalists believed in the promotion of traditional Indian education in vernacular languages. At the same time, their opponents, the Anglicists, thought that the government should spend money only on Western education, imparted in English.

— Macaulay drafted the legislation known as the English Education Act of 1835 to administer a large colony like India, the British needed educated professionals to work for them in numbers that would be impractical to import from abroad.

— In 1844, Lord Hasting’s administration announced that preference for office appointments would be given to people who could speak English fluently.

— The 1854 ‘Wood’s Despatch,’ called for the spread of education in both English and vernacular languages. It is s described as the Magna Carta of English Education in India.

Impact of the British System of Education

— The state funding initially went to institutions favouring traditional learning, in parallel, Christian missionaries began to open Convent Schools, which reformed and modernised educational standards.

— The East India Company expressed concern that the spread of Western education may encourage rebellion amongst Indians. However, Governor-General Lord Hastings dismissed these concerns, stating, “It would be treason to British sentiment to imagine that it could ever be the principle of this Government to perpetuate ignorance to secure paltry and dishonest advantages over the blindness of the multitude.”

— Modhumita Roy, a professor at Tufts University, describes the policy as being “specifically designed to create a certain class who would assist in the administrative functioning of the colonial state and was neither designed to be nor directed toward mass education. She says the policy did not result in a large-scale increase of literacy, dismissing the filtration theory as a “pipe dream.”

— The policy of Western education and appointments to people who could speak English fluently contributed to the rapid growth of European-style Universities in India, particularly in Bombay, Madras and Calcutta.

— Wood’s Despatch encouraged students to study in local languages at the school level and then transition to English at University.

— The rigid nature of the system, which required regular attendance, excluded many children from poor families, who had to work in the fields and could not attend school consistently.

(Source: Their own worst enemy; how Britain’s education policy cost it the Empire’s Crown Jewel by Mira Patel)

Points to Ponder

Difference between Orientalists’ and Anglicists’ systems of Education

Related Previous Year Question

How have digital initiatives in India contributed to the functioning of the education system in the country? Elaborate your answer (2019)

QUESTION 2: Discuss the role of women in Science, Technology, Engineering and Mathematics (STEM).

Introduction:

A simple introduction to this answer can revolve around a general statement about women in Science, Technology, Engineering and Mathematics.

— The Government of India has launched Women in Engineering, Science, and Technology (WEST), a new I-STEM (Indian Science Technology and Engineering facilities Map) initiative.

— The programme will cater to women with a STEM background and empower them to contribute to the science, technology, and innovation ecosystem.

— The WEST initiative  shall provide a separate platform to scientifically inclined women researchers, scientists, and technologists for pursuing research in basic or applied sciences in frontier areas of science and engineering.

(Source: pib.gov.in)

Body:

You may incorporate some of the following points in the body of your answer:

Women in Science, Technology, Engineering and Mathematics (STEM)

— The Skill Development programmes under the WEST initiative will provide training for women with S&T backgrounds to brush up on their abilities and become engaged “in the field” as lab technicians and maintenance engineers, filling crucial gaps in the R&D infrastructure of the country.

— According to the All India Survey on Higher Education (AISHE) report 2019-20, women account for over 43 per cent of all Science, Technology, Engineering and Mathematics (STEM) graduates in India, one of the highest in the world.

— The Department of Science and Technology (DST) data showed that

Women made up 28 per cent of participants in 2018-19 in extramural Research and Development (R&D) projects, up from 13 per cent in 2000-01.

The proportion of women primary investigators in R&D increased more than four times — from 232 in 2000-01 to 941 in 2016-17.

The proportion of women researchers rose from 13.9 per cent in 2015 to 18.7 per cent in 2018.

— There are various initiatives launched by the government of India to promote girls in science, technology, engineering and mathematics such as:

Women in Science and Engineering-KIRAN (WISE-KIRAN) to ensure participation of women in the field of Science and Technology (S&T) through various gender-enabling programmes.

Indo-US Fellowship for Women in STEMM (Science, Technology, Engineering, Mathematics & Medicine) encourages women scientists and technologists to undertake international collaborative research in premier institutions in the USA.

Department of Science and Technology has also started a new programme “Vigyan Jyoti” for meritorious girl students of Class 9-12 to encourage them to pursue education and a career in science and technology.

Department of Science and Technology (DST) launched the “Women Scientists Scheme (WOS)” during 2002-03 aimed at providing opportunities to women scientists and technologists between the age group of 27-57 years who had a break in their career but desired to return to the mainstream.

Gender Advancement for Transforming Institutions (GATI) aims to transform institutions for a more gender-sensitive approach and inclusiveness with the ultimate goal to improve gender equity in S&T.

Note: You may also site examples such as:

Indian mathematician and Ramanujan Prize 2021 winner Neena Gupta,

Dr N Kalaiselvi, scientists at the Council of Scientific and Industrial Research (CSIR) has helped foreground the contributions of Indian women in science,

Kadambini (Basu) Ganguly, first female physicians of South Asia to be trained in western medicine,

Dr. Indira Hinduja, the first Indian women who delivered a test tube baby,

Kalpana Chawla , the first Indian-American astronaut and first Indian woman in space. etc.

Conclusion:

Your conclusion should be short and should end on a positive note.

— We need to present women role models to the younger generation at district levels, state levels where they see and know what heights they can achieve by pursuing STEM education. Mentorship programmes should be introduced in schools, where successful alumni mentor these kids on career development. Social media can also be roped in to promote women in science that can encourage young girls to choose their careers confidently.

— As per the United Nations, “gender equality and the empowerment of women and girls will make a crucial contribution not only to the economic development of the world but to progress across all the goals and targets of the 2030 Agenda for Sustainable Development, as well.”

(Source: Why is International Day of Women and Girls in Science celebrated on February 11?, International Women’s Day: STEM-ming the gender gap by Sakshi Saroha)

Points to Ponder

Challenges for women’s under-representation in STEM in India.