The Hindu Editorial Analysis- 19 February 2024

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The Hindu Editorial Analysis- 19 February 2024

1. A decision that starts teaching in elementary schools from scratch.

Topic: GS2 – Social Justice – Education
Important for UPSC since it represents aspects of legal and educational policy that affect teacher qualifications, inequalities, and government programs in India.

– The Supreme Court of India’s ruling, which affirmed the significance of specialized training for primary school teachers and the necessity of government assistance in resolving inequalities, is discussed in the article.

Supreme Court Ruling on Teacher Qualifications:

  • The Rajasthan High Court’s ruling that the Bachelor of Education (B.Ed) degree is unfit for teaching in primary schools was affirmed by the Supreme Court of India in August 2023.
  • The significance of specialized credentials, such as a Bachelor of Elementary Education (BElEd), Diploma in Education (DEd), or Diploma in Elementary Education (DElEd), for primary school teachers was underscored by the court.

Divergence in Qualifications:

  • Essential Qualifications for Primary Teachers: Teaching young children necessitates knowledge of Foundational Literacy and Numeracy (FLN) and specialized teacher preparation, which is not offered by B.Ed. and concentrates on middle school and above.
  • The Right to Education Act of 2009 places a strong emphasis on the necessity of professional certification and suitable credentials for educators.

Current Scenario:

  • Overall Qualified Teachers: Ninety percent of teachers hold professional qualifications, according to the State of Teachers, Teaching and Teacher Education Report 2023 (SoTTTER-23).
  • Discrepancies in Primary Grades: Just 46% of elementary school teachers hold a DElEd or a comparable degree; 30% have a B.Ed, and 10% do not have any professional training.
  • Private Sector Disparities: 22% of teachers in private, unaided schools hold a DElEd, 43% a B.Ed, and 17% do not hold a professional qualification for teaching primary school.

Problems with Programs for Teacher Training:

  • Quality Disparities: Government-funded institutions outperform independently funded institutions in terms of quality, according to an analysis of Teachers Eligibility Test (TET) data.
  • Mathematics Competence Concerns: The necessity for teacher training programs to give consideration to pedagogical content knowledge is highlighted by the low mean scores (46%) in mathematics.

Need for Government Support:

  • Strengthening DElEd Programs: To enhance the availability of high-quality DEd/DElEd/BElEd programs, immediate attention is required.
  • ITEP Programs: In order to address the current emphasis on B.Ed., the Integrated Teacher Education Programme (ITEP) should place more of an emphasis on foundational and preparatory stages.

Creative Routes and Government Programs:

  • Flexible Pathways: Without enrolling in full degree or diploma programs, investigate cutting edge programs that offer B.Ed holders certification for primary teaching and professional development.
  • Recognition of Different Pathways: Since most developed nations recognize that people make their decision to become teachers at different times, they provide a variety of entry points into the field.
  • Budgetary Considerations: A comprehensive allocation for primary/preparatory stage teacher education as well as incentives for innovation are required to meet the Union Budget 2023 commitment to strengthen teacher education.

Ministry of Education Initiatives:

  • DIET Strengthening: We applaud recent efforts to enhance District Institutes of Education and Training (DIETs).
  • Comprehensive Government Response: Anticipate a thorough response from the government in the next complete budget, addressing teacher education at the primary and preparatory levels with more incentives for creativity and support.


  • It is imperative that gaps in teacher preparation be addressed, as evidenced by the Supreme Court of India’s decision to emphasize specialized credentials for primary school teachers in the country.
  • As the article discusses, government support and creative career paths for teachers are essential to raising the standard of primary education.

Lack of Qualified Teachers in India

– compromised student learning outcomes as a result of insufficient instructional strategies and expertise.
– Inequitable access to high-quality education, which exacerbates the divide between rural and urban communities.
– Students’ frustration and lack of motivation as a result of poor instruction.
– The effectiveness of teaching is further compromised by the frequently unbalanced teacher-student ratio.

Way Forward:

– bolstering programs for teacher preparation and making sure that all teachers must hold the necessary credentials.
– providing incentives for educators to work in high-need subjects and rural areas.
– encouraging opportunities for ongoing professional development for currently employed teachers.
– enhancing hiring procedures to draw in and keep competent candidates.
– putting money into supplies and facilities to assist in efficient teaching methods.

PYQ: Consider the following statements: [2018] 

1. According to the Right to Education (RTE) Act, an individual must meet the minimum requirements set forth by the relevant State Council of Teacher Education in order to be eligible for appointment as a teacher in a state.
2. According to the RTE Act, a candidate must pass a teacher eligibility test that is administered in compliance with the National Council of Teacher Education’s guidelines in order to teach primary classes.
3. Over 90% of teacher education establishments in India are directly governed by state governments.

Which of the statements given above is/are correct? 

a) 1 and 2
b) 2 only
c) 1 and 3
d) 3 only 

Ans: b)
Practice Question: Talk about the effects of the Supreme Court’s decision on the requirements for primary school teachers in India, taking into account the need for creative solutions, government initiatives, and disparities. (15 m/250 words)

2. The benefits of the free movement regime between India and Myanmar outweighed the costs.

Topic: GS2 – International Relations – Bilateral Relations
GS3 – Internal Security – Security challenges and their management in border areas
The problem highlights India’s regional diplomacy, state sentiments, and the UPSC-critical balance between security requirements and humanitarian considerations.

– The story concerns India’s decision to revoke the Free Movement Regime along the border with Myanmar, which has sparked discussions about security, humanitarian issues, and divergent state opinions.


  • The article examines the many facets of the controversial decision to end the Free Movement Regime along the border between India and Myanmar, including security issues, humanitarian concerns, and differing opinions among Indian states.

Reasons behind Fencing:

  • The decision by Home Minister Amit Shah to fence the border between India and Myanmar and abandon FMR.
  • citing worries about drug trafficking and the region’s support for rebel groups.
  • Considering the need for more law enforcement and the decline of insurgent groups, one might wonder if these justifications are sufficient.

Contrasting Sentiments:

  • Diverse responses from the various states; Mizoram and Nagaland are against the elimination of FMR, while Manipur supports it.
  • Humanitarian aid is sought by refugees fleeing Myanmar’s civil war in Mizoram and Manipur.
  • solidarity between the Mizo and Kuki-Zo communities in Manipur and the Chin community, giving the problem a humanitarian dimension.

Local Opposition and Concerns:

  • Meitei majoritarian forces’ resistance in the Imphal Valley, which sparked worries about Chin refugees being undocumented immigrants.
  • FMR is an expression of the regional populace’s will and a component of India’s Act East policy.
  • FMR reversal and border fencing are viewed as cases of misaligned priorities, particularly in light of the difficult terrain.


  • Rethinking the decision to fence the border between India and Myanmar and do away with FMR is necessary.
  • The humanitarian element and the historical connections between the local population should be highlighted.
  • Demand a more sophisticated strategy that takes into account regional feelings as well as the larger goal of nation-building.

PYQ: Insurgents’ cross-border movement is just one of the many security issues that North-East India’s border police must deal with. Analyze the different issues that are currently arising between Myanmar and India. Talk about the measures to overcome the obstacles as well. (15 minutes, 250 words) (2019 UPSSC CSE (M) GS-3)
Practice Question: In light of the conflicting interests of security and humanitarian concerns, how does India’s regional policies relate to the recent decision to abandon the Free Movement Regime along the border with Myanmar? Talk about it. (10 m / 150 words)

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