Questions for the Day:

Try these Mains Questions :

Q: Discuss the major extra constitutional factors influencing the federal polity in India. (10)

Q: Kesavananda Bharati case holds a very important place in making Indian Constitution a “living document”. Elaborate. In this context, also examine the significance of Basic Structure Doctrine in Indian Constitution. (15)

Try these Prelims Questions :

Q1. Consider the following statements

1. An amendment to the Constitution of India can be initiated by an introduction of a bill in the Lok Sabha only.

2. If such an amendment seeks to make changes in the federal character of the Constitution, the amendment also requires to be ratified by the legislature of all the States of India.

3. An amendment to the Constitution of India cannot be called into question by the Supreme Court of India.

Which of the statements given above is/are correct?

(a) 1 and 3only

(b) 2 and 3 only

(c) 1 and 2 only 

(d) None of them

Q2. Consider the following statements related to Article 368 of the Constitution:

1. A Constitutional Amendment Bill can be passed at a joint session of Parliament in case of deadlock between the two Houses.

2. It is obligatory for the President of India to give his assent to a Constitutional Amendment Bill passed under Article 368.

3. To amend 7th Schedule of the Constitution, ratification of more than half of the State legislature is essential.

4. To Take away any the fundamental rights

Which of these are correct ?

(a) 1 and 2

(b) 1 and 3

(c) 2 and 3 and 4

(d) 1, 2 and 3

Q3. Consider the following statements about the basic Structure doctrine: 

1. A Constitutional amendment inserting a regulation in the Ninth Schedule cannot be challenged on the ground of violation of basic structure of the Constitution.

2. Any Constitutional amendment by Parliament cannot be successfully challenged unless it affects the basic structure of the Constitution.

3. All fundamental Rights form the basic  structure, hence can’t be taken away. 

Which of the statements given above is/are correct?

(a) Only 1 and 2

(b) Only 2 and 3

(c) Both 1 and 3

(d) None of them 

Q4. Which of the following given below are the features of the parliamentary government in India?
1. Presence of nominal and real executives
2. Leadership of the prime minister or the chief minister
3. Dissolution of the upper and lower Houses 

4. Separation of powers between executive and legislature

Select the correct answer using the codes given below
A. 1 ,2 and 3only

B. 2 ,3 and 4 only

C. 1 and 2 only

D. All of them.

 Q5. In the context of India, which of the following principles is/are implied institutionally in the parliamentary  Government?

1. Members of the Cabinet are Members of the Parliament.
2. Ministers hold the office till they enjoy confidence in the Parliament.
3. The Cabinet is headed by the Head of the State.

Select the correct answer using the codes given below.

(a) 1 and 2 only

(b) 3 only

(c) 2 and 3 only

(d) 1, 2 and 3

Q6. The presidential system operates on the principle of

(a) Division of powers

(b) Separation of powers

(c) Fusion of powers

(d) Balance of powers

Q7. Which of the following are true of presidential system of

Government?

(1) President is both Head of the State and Head of the

Government.

(2) It is based on separation of powers.

(3) President’s term of office is fixed.

(4) Secretaries are responsible to the President as well as to the Senate.

Select the correct answer from the codes given below:

(a) (1), (2) and (3)

(b) All of them

(c) (1), (2), and (4)

(d) (1), (3), and (4)

Q8. Which of the following given below explain the differences between Federal Government and Unitary Government?
1. In federal government, the constitution is written while it may be written or unwritten in unitary government.
2. There is supremacy of the Constitution in federal government while in unitary government Constitution may or may not be supreme. 

3. In federalism, there is horizontal division of powers, while in Unitary system, all powers are concentrated at center.
Select the correct answer using the codes given below
A. 1 and 2only

B. 2 and 3 only

C. All of them

D. 1 and 3 only

Sukanya madam’s video would be out at 7:00 PM and Santosh sir would provide the video at 9:00 PM.

Watch this space for more updates exclusively for you.

07th Aug, 2021

Important facts to remember about leaders of the session

• Womesh Chandra Bonnerjee was the president of the first session of the Indian National Congress.
• Annie Beasant was the first female President of the Indian National Congress.
• Sarojini Naidu was the first Indian woman president of the Indian National Congress.
• Badruddin Tyabji was the first Muslim President of the Indian National Congress.
• Rahimtulla Sayani was the second Muslim President of the Indian National Congress.
• George Yule was the first European President of the Indian National Congress.
• Dadhabhai Naoroji was the first Parsi President of the Indian National Congress.
• Sankaran Narayan was the first & the only Keralite President of the Indian National Congress Session.
• Hakim Ajmal Khan was the only person to be appointed as the President of INC, All India Muslim League & All India Khilafat Committee.

Important Sessions of Indian National Congress

Year and Place	President	Details
Bombay, 1885	W C Bonnerjee	This was the first session. 72 delegates attended it. Formation of Indian National Congress.
Calcutta, 1886	Dadabhai Naoroji	National Congress and National Conference were merged.
Madras, 1887	Syed Badruddin Tyabji	An appeal was made to Muslims to join hands with other national leaders. Syed Badruddin Tyabji, first Muslim President.
Calcutta, 1896	Rahimtullah M. Sayani	National song ‘Vande Mataram’ was sung for the first time
Benares, 1905	Gopal Krishna Gokhale	Resentment was shown against the partition of Bengal
Calcutta, 1906	Dadabhai Naoroji	The word ‘swaraj’ was mentioned for the first time.
Surat, 1907	Rash Behari Ghosh	The ‘Surat Split’- Party splits into extremists and moderates
Lahore, 1909	Madan Mohan Malaviya	Disapproval was expressed over the separate electorates on basis of religion as given in Indian Councils Act, 1909.
Calcutta, 1911	Bishan Narayan Dar	The national anthem ‘Jana Gana Mana’ was sung for the first time
Lucknow, 1916	Ambica Charan Mazumdar	Lucknow Pact was signed. The extremists and moderates reunited.
Calcutta, 1917	Annie Besant	She was the first woman president of the INC
Amritsar, 1919	Motilal Nehru	The Jallianwalla Bagh massacre was condemned. Khilafat Movement was boosted
Belgaum, 1924	M K Gandhi	Only Session presided over by Mahatma Gandhi
Kanpur, 1925	Sarojini Naidu	Sarojini Naidu, First Indian Woman President
Lahore, 1929	Jawaharlal Nehru	This was an iconic session. Resolution for ‘Poorna Swaraj’ was passed. The Civil Disobedience movement was launched. Gandhi- Irwin pact was endorsed.
Karachi, 1931	Vallabhbhai Patel	The Congress adopted a resolution on Fundamental Rights and Economic Policy
Haripura, 1938	Subhas Chandra Bose	National Planning Committed set-up under Nehru
Tripuri, 1939	Subhas Chandra Bose	Bose had to resign due to differences with Gandhi
Meerut, 1946	Acharya Kripalani	Last session before independence

Important Satyagraha and freedom struggle movements of Mahatma Gandhi

The Rise of Gandhi in the Indian Freedom Struggle

M K Gandhi returned from South Africa to India in 1915.

There he had led a peaceful agitation against the discrimination meted out to Indians and had emerged as a respected leader.

It was in South Africa that he developed his brand of Satyagraha. In India, he first used this tool against the British government at Champaran in Bihar.

Champaran Satyagraha (1917)

• The first civil disobedience movement by Gandhi in the freedom struggle. He is requested by Rajkumar Shukla, an indigo cultivator in Bihar to inspire the peasants to struggle against the oppressive plantation system.
• The farmers were suffering under heavy taxes and an exploitative system. They were forced to grow indigo by the British planters under the tinkathia system.
• Gandhi arrived in Champaran to investigate the matter but was not permitted by the British authorities to do so. He was asked to leave the place but he refused.
• He was able to gather support from the farmers and masses. The case against him was dropped and he was allowed to conduct the inquiry.
• After peaceful protests against the planters and landlords led by Gandhi, the government agreed to abolish the exploitative tinkathia system.
• The peasants also received a part of the money extracted from them as compensation.
• Champaran struggle is called the first experiment on Satyagraha by Gandhi. It was during this time that Gandhi was given the names ‘Bapu’ and ‘Mahatma’ by the people.

Kheda Satyagraha (1918)

• 1918 was a year of failed crops in the Kheda district of Gujarat due to droughts.
• As per law, the farmers were entitled to remission if the produce was less than a quarter of the normal output. But the government refused any remission from paying land revenue.
• Sardar Vallabhbhai Patel, under Gandhi’s guidance, led the farmers in protest against the collection of taxes in the wake of the famine.
• People from all castes and ethnicities of the district lend their support to the movement.
• The protest was peaceful and people showed remarkable courage even in the face of adversities like confiscation of personal property and arrest.
• Finally, the authorities gave in and gave some concessions to the farmers.

Ahmedabad Mill Strike (1918)

• Gandhi used Satyagraha and hunger strike for the first time during an industrial dispute between the owners and workers of a cotton mill in Ahmedabad.
• The owners wanted to withdraw the plague bonus to the workers while the workers were demanding a hike of 35% in their wages. Gandhi underwent a hunger strike for the workers..
• The Ahmedabad Mill strike was successful and the workers were granted the wage hike they wanted.

Satyagraha against the proposed Rowlatt Act (1919)

• Rowlatt Act gave the government enormous powers to repress political activities, and allowed detention of political prisoners without trial for two years.
• On 13th April, 1919 the infamous Jallianwalla Bagh incident took place. Seeing violence spread, Mahatma Gandhi called off the movement (18th April, 1919).

Non-Cooperation Movement (1920-22)

• At the Calcutta session of the Congress in September 1920, he convinced other leaders of the need to start a non-cooperation movement in support of Khilafat as well as for swaraj.
• At the Congress session at Nagpur in December 1920, the Non-Cooperation programme was adopted.
• In February 1922, Mahatma Gandhi decided to withdraw the Non-Cooperation Movement after the Chauri-Chaura incident.

The Salt March and the Civil Disobedience Movement

• For several years after the Non-cooperation Movement ended, Mahatma Gandhi focused on his social reform work.
• In 1930, Gandhiji declared that he would lead a march to break the salt law. According to this law, the state had a monopoly on the manufacture and sale of salt.
• The march was over 240 miles, from Gandhi’s ashram in Sabarmati to the Gujarati coastal town of Dandi, where they broke the government law by gathering natural salt found on the seashore, and boiling sea water to produce salt.
• This marked the beginning of the Civil Disobedience Movement.
• In 1931, Gandhi accepted a truce (the Gandhi-Irwin Pact), called off civil disobedience, and agreed to attend the Second Round Table Conference in London as the sole representative of the Indian National Congress.
• After returning from London, Mahatma Gandhi relaunched the Civil Disobedience Movement. For over a year, the movement continued, but by 1934 it lost its momentum.

Quit India Movement

• With the outbreak of World War II (1939-45), the nationalist struggle in India entered its last crucial phase.
• The failure of the mission of Sir Stafford Cripps, a British cabinet minister who went to India in March 1942 with an offer that Gandhi found unacceptable.
• The British equivocation on the transfer of power to Indian hands, and the encouragement given by high British officials to conservative and communal forces promoting discord between Muslims and Hindus impelled Gandhi to demand in the summer of 1942 an immediate British withdrawal from India—what became known as the Quit India Movement.

---

Samanvaya: Free 1-to-1 mentorship for UPSC IAS

Fill up this form to schedule a free on-call discussion with senior mentor from Civilsdaily. Once submitted we will call you within 24 hours.

06th Aug, 2021

Educational Commissions

(1) Charles Wood Despatch – 1854

• Objective: Wood’s despatch proposed several recommendations in order to improve the system of education.
• According to the recommendations, it was declared that the aim of the Government’s policy was the promotion of western education. In his despatch, he emphasized on the education of art, science, philosophy and literature of Europe.
• In short, the propagation of European knowledge was the motto of the Wood’s Despatch.
• According to the despatch, for higher education, the chief medium of instruction would be English.
• However, the significance of the vernacular language was no less emphasized as Wood believed that through the mediums of vernacular language, European knowledge could reach to the masses.
• Wood’s Despatch also proposed the setting up of several vernacular primary schools in the villages at the lowest stage.
• Moreover, there should be Anglo-Vernacular high schools and an affiliated college in the district level.
• Wood’s Despatch recommended a system of grants-in-aid to encourage and foster the private enterprise in the field of education.
• The grants-in-aid were conditional on the institution employing qualified teachers and maintaining proper standards of teaching.

(2) Hunter Commission – 1882

• Appointed by: Viceroy Lord Ripon
• Objective: Hunter Education Commission was a landmark commission with objectives to look into the complaints of the non-implementation of the Wood’s Despatch of 1854; the contemporary status of elementary education in the British territories; and suggests means by which this can be extended and improved.
• Headed by: Sir William Wilson Hunter
• He submitted its report in 1882.

Commission suggestions:

1. There should be two types of education arrangements at the high school level, in which emphasis should be given on giving a vocational and business education and other such literary education should be given, which will help in admission to the university.
2. Arrangement for emphasis on the importance of education at the primary level and education in local language and useful subjects.
3. Private efforts should be welcomed in the field of education, but primary education should be given without him.
4. Control of education at the primary level should be handed over to the district and city boards.

(3) Hunter Commission of 1882 on Primary Education:

• Primary education should be regarded as the education of the masses. Education should be able to train the people for self-dependence.
• The medium of instruction in primary education should be the mother tongue. Normal Schools should be established for the training of teachers.
• The curriculum should include useful subjects like agriculture, elements of natural and physical science and the native method of arithmetic and measurement, etc.
• The spread of primary education for the tribal and backward people should be the responsibility of the Government.
• Fees should be an example to students on the basis of their financial difficulties.

(4) Raleigh Commission – 1902

• Appointed under: Raleigh Commission was appointed under the presidency of Sir Thomas Raleigh on 27 January 1902.
• Objective: To inquire into the condition and prospects of universities in India and to recommend proposals for improving their constitution and working.
• Evidently, the Commission was precluded from reporting on primary or secondary education.
• As a result of the report of the recommendations of the Commission the Indian Universities Act was passed in 1904.
• The main objective of the Act: to improve the condition of education in India and upgrade the system to a better level

Important changes introduced for the upliftment of University Education:

1. Universities were empowered to appoint their own staff including the teaching staff.
2. The number of Fellows of a University was limited within 50 to 100.
3. The number of elected Fellows was fixed at 20 for the Bombay, Madras and Calcutta Universities and 15 for others.
4. The Governor-General was now empowered to decide a University’s territorial limits and also affiliation between the universities and colleges.
5. After the implementation of the provisions of the University Act, though the number of colleges declined, yet the number of students increased considerably.

Government Resolution on Education Policy (1913)

• In 1906, the progressive state of Baroda introduced compulsory primary education throughout its territories. In its 1913
• Resolution on Education Policy, the government refused to take up the responsibility of compulsory education, but accepted the policy of removal of illiteracy and urged provincial governments to take early steps to provide free elementary education to the poorer and more backward sections.

(5) Sadler Commission – 1917

• In 1917, the Calcutta University Commission (Sadler Commission) was appointed by the Government of India under the Chairmanship of Mr. Michel Sadler, the Vice-Chancellor of the University of Leeds.

Recommendations:

1. All the teaching resources in the city of Calcutta should be organized so that the Calcutta University may become entirely a teaching university.
2. A separate teaching and residential university should be established at Dacca.
3. There was a need for a coordinating agency. Hence an inter-University Board should be set up.
4. Honors courses should be instituted and they should be distinctly different from the Pass courses.
5. Full time and salaried Vice-Chancellor should be appointed to be the administrative head of the university.
6. The Senate and the syndicate should be replaced by the Court and the Executive Council respectively.
7. Universities should be freed from excessive official control.
8. Government interference in the academic matters of universities should stop.

(6) Hartog Commission – 1929

• Sir Philip Joseph Hartog committee was appointed by the British Indian government to survey on the growth of education in India.
• The Hartog committee (1929), had devoted more attention to mass education than the secondary and University education.
• The Hartog committee highlighted the problem of wastage and stagnation in education at the primary level.
• It recommended the policy of consolidation instead of multiplication of schools. The duration of the primary course was to be fixed to four years.
• It recommended for the improvements in quality, pay, and service conditions of teachers and relating the syllabus and teaching methods to the local environment of villages and locality
• The Hartog committee on education recommended for the promotion of technical and commercial education by universities to control the problem of unemployment.
• The recommendation of the Hartog committee of 1929 was an attempt for consolidation and stabilization of education. The Hartog committee of 1929 was seen as a torchbearer of the government’s effort to improve the quality of education.
• However, these recommendations of Hartog committee of 1929 remained only on paper and could not be implemented due to the great economic depression of 1930-31.

(7) Sargent Plan – 1944

• The Sargent plan of education came after Sir John Sargent was given the task to prepare a comprehensive scheme of education for India in 1944.

Recommendations:

1. Pre-primary education for children between 3 to 6 years of age. Universal, compulsory and free primary or basic education for all children between the ages 6—11 (junior basic) and 11—14 (senior basic).
2. High school education for six years for selected children between the years 11—17.
3. Degree course for three years beginning after the higher secondary examination for selected students
4. Technical, commercial, agricultural and art education for full time and part-time students, girls schools are to teach domestic science.
5. The liquidation of adult illiteracy and the development of a public library system in about 20 years.
6. Full provision for the proper training of teachers.
7. Educational provision is made for the physically and mentally handicapped children.
8. The organization of compulsory physical education.
9. Provision to be made for social and recreational activities.
10. The creation of employment bureaus.
11. The creation of the Department of Education in the centre and in the states.
12. The use of mother tongue is to be used as the medium of instruction in all high schools.

Famine Commissions during British Rule in India

(1) Campbell Commission

• In 1865-66, a famine engulfed Orissa, Bengal, Bihar, and Madras and took a toll of nearly 20 lakhs of lives with Orissa alone loosing 10 lakh lives, since the famine was most severe in Orissa; it is called the Orissa famine.
• The Government officers though forewarned took no steps to meet the calamity.
• The Government adhered to the principles of free trade and the law of demand and supply, the Government did provide employment to the table booked men leaving the work of charitable relief to the voluntary agency.
• But the famine proved a turning point in the history of Indian famines for it was followed by the appointment of a committee under the chairmanship of Sir George Campbell.

(2) Stratchy Commission

• It was set up in 1878 under the Chairmanship of Sir Richard Strachey.
• The commission recommended state interference in food trade in the event of famine. India witnessed another major famine in 1896-97.

(3) Lyall Commission

• It was constituted in 1897 under the Chairmanship of Sir James Lyall. This commission recommended the development of irrigation facilities.

(4) MacDonnell Commission

• It was set up in 1900 under the Chairmanship of Sir Anthony (Later Lord) McDonnel to re-evaluate and recommend changes in report of the previous commission, based on the findings of the recent famine.
• This Commission recommended that the official machinery dealing with a famine must work around the year so that the scarcity of food grains could be controlled well in time.

Law Commission

• Law Commissions in India have a pre-independence origin. The first Law Commission was formed in 1834 as a result of the Charter Act, 1833 under the chairmanship of TB Macaulay.
• The first commission’s recommendations resulted in the codification of the penal code and the Criminal Procedure Code.
• Three other law commissions were constituted before independence by the British government.
• All four pre-independent law commissions have contributed to the statute books immensely.
• After independence, the first Law Commission was constituted in 1955 in a continuance of the tradition of bringing law reforms in the country through the medium of law commissions.
• Second Pre-Independence Law Commission,1853 – Sir John Romilly.
• Third Pre-Independence Law Commission, 1862- Sir John Romilly.
• Fourth Pre-Independence Law Commission, 1879 – Dr Whitley Stokes.

Currency Commission

(1) Mansfield Commission by Dufferin in 1886

• The Indian Currency Committee or Fowler Committee was a government committee appointed by the British-run Government of India on 29 April 1898 to examine the current situation in India.
• Until 1892, silver was the metal on which Indian currency and coinage had largely been based. In 1892, the Government of India announced its intent to “close Indian mints to silver” and, in 1893, it brought this policy into force.

Other Commissions on Currency:

1. Fowler Commission by Elgin II in 1898
2. Babington Smith Commission by Chelmsford in 1919
3. Hilton Young Commission by Linlithgow in 1926

Other Important Commissions

1. Scott-Moncrieff Commission (Irrigation) by Curzon in 1901
2. Fraser Commission (Police Reforms) by Curzon in 1902
3. Hunter Commission (Punjab Disturbances) by Chelmsford 1919
4. Butler Commission (Indian States relation with British Crown) by Irwin in 1927
5. Whiteley Commission (Labour) by Irwin in 1929
6. Sapru Commission (Unemployment) by Linlithgow in 1935
7. Chalfield Commission (Army) by Linlighgow 1939
8. Floud Commission (Tenancy in Bengal) by Linlighgow in 1940

---

Questions for the Day:

Try these Mains Questions :

Q: Discuss the constitutional provisions relating to the non justiciable directives binding upon the states. (10)

Q: ‘Essentially all that is contained in Part IV A of the constitution is just a codification of tasks integral to the Indian way of life.’ Critically discuss. (15 Marks)

Try these Prelims Questions :

Q1. Which of the following statements given below is/are correct?
1. While Fundamental Rights aim at establishing political democracy in the country, the DPSPs aim at establishing social and economic democracy in the country. 

2. While Fundamental Rights have legal sanctions, the DPSPs have moral and political sanctions. 

3. DPSPs can get priority over Fundamental rights if it is in interest of economic rights of people.

Select the correct answer using the codes given below

A. 1 and 2only

B. 2 and 3 only

C. 1 and 3 only

D. All of them

Q2. Consider the following statements:

With reference to the Constitution of India, the Directive Principles of State Policy constitute limitations upon

1. legislative function.

2. executive function.

Which of the above statements is/are correct?

(a) 1 only

(b) 2 only

(c) Both 1 and 2

(d) Neither 1 nor 2

Q3. Which of the following DPSPs given below were not originally present in the constitution and were added subsequently?
1. Provide free Legal aid to poor
2. To take steps to secure the participation of workers in the management of industries
3. To protect and improve the environment and to safeguard forests and wild life 

4. Provision for early childhood care and education to children below the age of six years

Select the correct answer using the codes given below

A. 1, 2 and 2 only

B. 2 ,3 and 4 only

C. 1, 3  and 4 only

D. All of them

Q4. Which of the following is/are among Directive Principles of State Policy?

1. The State shall strive to promote science and technology for development.

2. The State shall endeavor to secure for citizens a Uniform Civil Code throughout India.

3. The State shall try to develop population policy and family

planning programmes.

4. The State shall take steps to promote tourism.

Select the correct answer using the codes given below:

(a) 1 and 3

(b) 2 and 4

(c) 2 only

(d) 1, 2, 3 and 4

Q5. Consider the following statements about Fundamental duties:

1. Have always been a part of the Constitution of India

2. Have been added through an amendment

3. Sawaran Singh committee recommended fundamental duties to be mandatory on all citizens of India

4. Enjoyment of rights under Part-iv is dependent on obedience to fundamental duties

Which of these statements is/are correct?

(a) Only 1 and 3

(b) Only 3 and 4

(c) Only 2

(d) Only 2 and 4

Q6. Consider the following statements:

The fundamental duties provided in the constitution are:

1. To protect the sovereignty, unity and integrity of India

2. To safeguard private property

3. To protect and improve the natural environment 

Of these statements:

(a) 1, 2 and 3 are correct

(b) 1 and 2 are correct

(c) 2 and 3 are correct

(d) 1 and 3 are correct

Sukanya madam’s video would be out at 7:00 PM and Santosh sir would provide the video at 9:00 PM.

Watch this space for more updates exclusively for you.

India has assumed the presidency of the United Nations Security Council for the month of August and is set to organise key events in three major areas of maritime security, peacekeeping and counter-terrorism. In this article we will discuss and analyse all aspects of this issue.

Key agendas on the table

During its Presidency, India will be organizing high-level signature events in three major areas:

• Maritime security
• Peacekeeping and
• Counterterrorism

However, in the closed meeting, Afghanistan is the first item on the agenda of the Security Council.

About United Nations Security Council

• The UNSC is one of the six principal organs of the United Nations and is charged with the maintenance of international peace and security.
• Its powers include the establishment of peacekeeping operations, the establishment of international sanctions, and the authorization of military action through Security Council resolutions.
• It is the only UN body with the authority to issue binding resolutions to member states.
• The Security Council consists of fifteen members. Russia, the United Kingdom, France, China, and the United States—serve as the body’s five permanent members (P5).
• These permanent members can veto any substantive Security Council resolution, including those on the admission of new member states or candidates for Secretary-General.
• The Security Council also has 10 non-permanent members, elected on a regional basis to serve two-year terms. The body’s presidency rotates monthly among its members.

India and UNSC Presidentship

• This is India’s eighth tenure as a non-permanent member in UNSC.
• India had been elected as a non-permanent member of the UNSC for 1950-51, 1967-68, 1972-73, 1977-78, 1984-85, 1991-92 and 2011-12.
• Each non-permanent member gets the opportunity to operate as president of the UN Security Council during the two years it is part of the grouping.
• The presidency of UNSC changes hands every month between its members in the English alphabetical order of the member states’ names.
• India will be in line for the presidency again in December 2022.

Powers of the UNSC President

• The presidency derives responsibility from the Provisional Rules of Procedure of the UNSC’s practice.
• The holder of the presidency is considered to be the ‘face’ and spokesperson of the UNSC.
• The UNSC president is also authorized to issue both presidential statements (subject to consensus among Council members) and notes, which are used to make declarations of intent that the full Security Council can then pursue.

Responsibilities of the UNSC president include:

• Calling meetings of the UN Security Council
• Appealing to parties in a conflict to “exercise restraint”
• Reading statements of the UN Security Council to the press
• Approving provisional agenda (proposed by the secretary-general)
• Presiding at UNSC meetings and deciding questions relating to policy and overseeing any crisis

Issues with UNSC

(1) Non-representative

• UNSC in its current form is not representative of the developing world and global needs — with the primacy of policy being a political tool in hands of P5.
• By 1992, India, Brazil, Germany, and Japan (referred as G4) had put up their claims and logic for demanding inclusion as permanent members.
• India has been part of UN since its inception and has contributed maximum peacekeepers to UN so far, has a strong case.
• Brazil is the largest country in Latin America (unrepresented continent) and fifth-largest in the world. Japan and Germany are one of the largest financial donors to UN.

(2) Rivalry with G4

• The pitch for reforms of G4 was lowered by their regional rivals like Italy, Pakistan, Mexico and Egypt.
• They started formulation of another interest group, known to be “Uniting for Consensus” opposing G4 becoming permanent members with veto power.

(3) Rigid framework

• Reforms in the UNSC also require an amendment to the UN charter, in accordance with Article 108.
• This highlights that any reform of the Security Council not only requires the support of at least two-thirds of UN member states but also all the permanent members.

(4) Veto power

• The stance of P5 members to expansion has been varying as per their national interest, like most P5 members agree to Indian inclusion, except China.
• It becomes obvious that even if one member of P5 doesn’t agree to any reform, the UNSC cannot be reformed.
• There have been many proposals since its inception from totally abolishing veto power to selectively using it for vital national security issues.

(5) No consensus

• It has been seen in past that the UNSC, in some of the major global security issues, could not arrive at a consensus and interventions that happened by countries mainly from P5 without UNSC resolution.
• US entry in Iraq war or Warsaw Pact war in Afghanistan are few cases in point.
• The UNSC has thus become an organization, which can pass strong resolutions against weak countries, weak resolutions against strong countries and no resolution against P5 countries.

Suggested reforms

• Expansion: Besides the existing P5 members, an expansion of UNSC from five to 10 permanent members, with the addition of G4 and South Africa. This will provide equitable regional representation besides balancing the developing and developed world to meet the aspirations of humanity.
• Abolition of veto: The expansion of P5 without veto power makes very little impact on the problems, because of which the reforms are required. Ideally the veto power should be abolished.

Conclusion

• Under the given charter, articles and structures, there is very little hope for UNSC reforms in near future.
• The lack of reforms can push the credibility crisis of UN to a degree that it becomes unsustainable for it to function, or incidences of side-lining the UN increase manifold.
• If the UNSC does not appoint new permanent members then its primacy may be challenged by some of the new emerging countries.
• There is also a possibility that if UN doesn’t reform itself, it may lose relevance and alternate global and regional groupings may assume greater importance.
• No P5 member is likely to compromise this power in its own national interest, which is generally prioritized before global interest, thus making the reformation process a mirage.

Dear aspirants, 

The essay is one of the most important papers in the UPSC exam and you can easily score over 150 if you master the art of writing perfect essays. Join Anand Sir for a 10-Day club to cover complete essay writing and start practicing the right way!

What will be covered in the course?

1. How to choose the right topics.
2. How to manage your time.
3. How to write the perfect introduction.
4. How to frame the body of the essay.
5. How to conclude.
6. The Dos and Don’ts of an essay.
7. Common mistakes and how to avoid them.
8. Storytelling techniques for great essay-writing.

Learn the art of essay writing from scratch! 

Session Starts – 11th August

Duration – 10 Days (Mon-Fri)

Course Fee – Rs. 500 + GST = Rs. 590

Slots Available – 50 Only!

This is available for absolutely FREE but we request you not to miss it!

What do you have to do?

1. Join Habitat For Absolutely Free Sessions!
2. Read The Discussions Happening On The General Page.
3. Click On The Blue Box To Join The Discussion.
4. Participate, Ask Questions, Engage, And Learn!

Don’t Miss Out On The Questions That May Help You Succeed!

Here is a list of topics and discussions you can join immediately:

Revise Economics for IAS Prelims	Ravi Ranjan	11:00 am
Essay Writing	Anand Prakash	12:30 pm
Science and Tech	Dr. Keerti	1:00 pm
Samadhan CSAT	Ravi Ranjan	2:00 pm
Answer Writing	Garima	3:00 pm
Chat pe News: Current Affairs	Anjum Sharma	4:30 pm
Polity Laxmikant	Amoghavarsha	5:30 pm
Indian society and Social Issues	Siddharth	6:00 pm
Abhyaas: Answer Writing	Garima	7:00 pm
Samvad: Indian Agriculture	Radhika Didwania	7:30 pm
Prelims Heist	Parth Verma	8:30 pm
Marathon EPFO/IAS	Rohit Yadav	9:00 pm
UPSC MCQs	Ishika	9:30 pm

And many more…

Whatever you need, we have it here.

How to join a discussion?

After you have joined/registered on Habitat for free, go to the General club. Click on the blue box of the session you want to attend.

Questions for the Day:

Try these Mains Questions :

Q: ‘‘As we live in a pluralistic society we need the greatest freedom to express our opinion even if others find it offensive.’ Do you agree? (15)

Q: Article 15(1) of the Constitution of India prohibits the state from discriminating against individuals on the basis of certain protected characteristics. But it does not bar private individuals or institutions from doing what the state is not permitted to. In light of this, discuss the need for anti-discrimination law in India and its provisions. (10 Marks)

Try these Prelims Questions :

Q1. Which of the following fundamental rights are available only to the citizens of India?

1. Article 14
2. Article 16 
3. Article 24
4. Article 25 

Select the correct answer using the codes given below

A. 1, 2 and 3 only

B. 1, 3 and 4 only

C. 2 only 

D. All of the above

Q2. Which of the statements given below about the Fundamental Rights is/are correct?

1. They are meant for promoting the ideal of political democracy.
2. They protect the liberties and freedoms of the people against the invasion by the State.
3. They aim at establishing a government of men and not of laws.

Select the correct answer from the codes given below:

A. 1 and 2 only

B. 2 and 3 only

C. 1 and 3 only

D. 1, 2 and 3

Q3. What do you understand by ‘Equality before Law’?

1. The absence of special privileges to any person.
2. The like should be treated alike without any discrimination.
3. No person is above the law.

4. It is component of Rule of Law

Select the correct answer using the code given below.

A. 1 and 4 only

B. 2 and 3 only

C. 1 and 3 only

D. 1, 3 and 4 only

Q 4. Consider the following statements about the Preamble of the Constitution and state which of them are correct with the help of given codes

1. State legislatures shall have the power to modify the application of the fundamental rights to the members of Police Forces so as to ensure the proper discharge of their duties.

2. The state legislature may enact a law stating that certain jobs can only be filled by applicants who are domiciled in the area.

Which of the above statements state the limitations upon the enforcement of the Fundamental Rights?

A. 1 only

B. 2 only

C. Both 1 and 2

D. Neither 1 nor 2

Q 5. Which of the following statements are correct about the Indian Constitution?

1. Ninth schedule was added by the 1st Constitutional Amendment Act.

2. In I.R. Coelho case (2007), the Supreme Court removed immunity of Ninth Schedule from Judicial Review.

Select the correct answer from the codes given below:

A. 1 only

B. 2 only

C. Both 1 and 2

D. Neither 1 nor 2

Sukanya madam’s video would be out at 7:00 PM and Santosh sir would provide the video at 9:00 PM.

Watch this space for more updates exclusively for you.

05th Aug, 2021

---

Samanvaya: Free 1-to-1 mentorship for UPSC IAS

Fill up this form to schedule a free on-call discussion with senior mentor from Civilsdaily. Once submitted we will call you within 24 hours.

Dear aspirants, 

The Essay paper makes up 250 marks in the exam. Writing the perfect essays can help you score more than 150 while each mistake you make can cost you marks. In fact, there are 10 very common mistakes that most students make in the essay paper that can easily be avoided. Join Anand Sir for an absolutely free session on common essay mistakes and avoid losing valuable marks.

What do you learn?

1. Important essay-writing tips.
2. Daily writing exercises.
3. Daily vocabulary building.
4. Important reading material.
5. Question and answers
6. Live feedback

Do not make the same mistakes like everyone and score more. 

The session is absolutely FREE!

Session at 12.30 P.M.

This is available for absolutely FREE but we request you not to miss it!

What do you have to do?

1. Join Habitat For Absolutely Free Sessions!
2. Read The Discussions Happening On The General Page.
3. Click On The Blue Box To Join The Discussion.
4. Participate, Ask Questions, Engage, And Learn!

Don’t Miss Out On The Questions That May Help You Succeed!

Here is a list of topics and discussions you can join immediately:

Revise Economics for IAS Prelims	Ravi Ranjan	11:00 am
Essay Writing	Anand Prakash	12:30 pm
Science and Tech	Dr. Keerti	1:00 pm
Samadhan CSAT	Ravi Ranjan	2:00 pm
Answer Writing	Garima	3:00 pm
Chat pe News: Current Affairs	Anjum Sharma	4:30 pm
Polity Laxmikant	Amoghavarsha	5:30 pm
Indian society and Social Issues	Siddharth	6:00 pm
Abhyaas: Answer Writing	Garima	7:00 pm
Samvad: Indian Agriculture	Radhika Didwania	7:30 pm
Prelims Heist	Parth Verma	8:30 pm
Parakram Answer Writing session	Rohit Yadav	9:00 pm
Environment MCQs	Ishika	9:30 pm

And many more…

Whatever you need, we have it here.

How to join a discussion?

After you have joined/registered on Habitat for free, go to the General club. Click on the blue box of the session you want to attend.

Introduction

• Northeast India (officially North Eastern Region, NER) is the easternmost region of India representing both a geographic and political-administrative division of the country.
• It comprises eight states – Arunachal Pradesh, Assam, Manipur, Meghalaya, Mizoram, Nagaland, Tripura and Sikkim.
• The region has its own unique challenges and opportunities.

An overview:

Persistence of regional peace

• The region is populated by a number of different communities, with diverse cultures, languages and customs.
• It is also marked by difficult terrain, backward areas, and limited connectivity. This area was known for the active presence of a number of militant groups.
• However, peace has been achieved to a large extent, with notable recent examples being the Nagaland Peace Accord and the Bodo Peace Accord.

Connectivity with mainland

• The NER is connected to mainland India only through a narrow stretch of land (about 22 km wide) in West Bengal called the ‘Siliguri Corridor’, sometimes known as the “Chicken’s Neck”.
• Except for this narrow Siliguri Corridor, the entire northeastern part of the country is bound by international borders.

Institutional Support

• The Department of Development of North Eastern Region (DoNER) was established in the year 2001.
• It became a full-fledged Ministry of the Government of India in 2004.
• The Ministry of DoNER functions as the nodal Department of the Central Government to deal with matters related to the socio-economic development of the eight states of Northeast India.
• It handles the Non-Lapsable Control Pool of Resources (NLCPR) Scheme, which has been followed by the North East Special Infrastructure Development Scheme (NESIDS).
• The North Eastern Council (NEC) is a statutory regional planning body for North East India constituted under the North Eastern Council Act 1971.
• All the Governors and the Chief Ministers of the eight states in the North East are members of the NEC.
• The Union Home Minister is the Chairman, and the DoNER Minister acts as the Vice-Chairman.

A case study of Mizoram

Introduction

• Mizoram literally translates as “Land of the Mizo people”.
• ‘Mizo’ is an umbrella term for a number of tribes and clans, such as Lusei (formerly Lushai), Lai Mara, Hmar, Paite, etc.
• The area that was known to the British as the Lushai Hills formally became a part of British India in 1895.
• After India attained independence, Lushai Hills (later changed to Mizo District) became a District under Assam. In 1972, it became a Union Territory as Mizoram.
• And after two decades of insurgency, Mizoram became a full-fledged state within the Union of India in 1987.

International Borders

• Mizoram shares a 318 km – long hard border with Bangladesh on its western side, which is guarded by the Border Security Force (BSF).
• Fencing is done along the Indo-Bangladesh border.
• Along the eastern side of the State, the 404 km border with Myanmar is being manned by the Assam Rifles, a paramilitary force.
• Due to the cultural and ethnic affinity of residents at the border, under normal times, India agrees to a Free Movement Regime (FMR) with Myanmar, allowing residents within 16 km on either side of the border to travel freely without visa restrictions for 72 hours.
• Being sandwiched on either side by Myanmar and Bangladesh, Mizoram has the strategic advantage of acting as a ‘land-bridge’ between the two countries.
• It has a real potential to become India’s ‘Gateway to South East Asia’ under our Act East Policy.

Culture & Religion

• Before the British, the tribes were primarily animistic. There was no written script.
• There were a few tribal dances, such as Cheraw (bamboo dance), Sarlamkai Chheihlam, Khuallam, etc.
• They observed three festivals called Pawl Kut, Chapchar Kut and Mim Kut.
• The British annexation was followed by the arrival of Christian missionaries, who invented a script and an alphabet for the Mizo language.
• All the ethnic Mizo population have converted to Christianity, making up around 87% of the total population of the State.
• Around 8% of the population of Mizoram are Buddhists, primarily from the Chakma tribe along the Indo-Bangladesh border.

Mizo Insurgency (1966-1986)

• In 1959, the Mizo Hills, which was then a District under the State of Assam, was hit by a famine called ‘Mautam’ locally.
• This was a phenomenon of bamboo flowering after every 48 years or so, followed by plagues of insects and rats, leading to agricultural famine.
• Mizo National Famine Front was formed, spearheaded by Laldenga.
• In 1961, the Mizo National Famine Front became a political party called the Mizo National Front (MNF), with Laldenga as its President.
• On 28 February 1966, the MNF launched an armed uprising against the Union of India, followed by a declaration of independence on 1 March 1966.
• After being swiftly suppressed by the Indian armed forces, the MNF retreated and continued its operations from East Pakistan and Burma (Myanmar), with training and support from China.
• Resolving the insurgency, Mizoram became the 23^rd State of the Union of India on 20 February 1987.

Minorities and Backward Areas

• Under the Sixth Schedule to the Constitution of India, there are three Autonomous District Councils (ADCs) in Mizoram called the Lai ADC, Mara ADC and Chakma ADC.
• Lai, Mara and Chakma are the names of the tribes found in the majority in each corresponding ADC.
• The Governor of Mizoram is entrusted with special roles and responsibilities in these areas by the Sixth Schedule to the Constitution of India, which includes certain discretionary powers.

Agriculture

• Mizoram is primarily an agrarian State with a large section of the population especially in the rural parts, engaged in agriculture and allied activities.
• An overwhelming majority of the farmers still practice the ecologically unsustainable shifting cultivation, also called ‘Jhumming’ or ‘slash and burn’ farming.
• Various programmes have been undertaken in pursuance of the aim of Doubling Farmer’s Income by 2022, including the introduction of high yielding varieties of crops, intervention by Krishi Vigyan Kendras (KVKs), integrated farming system, horti-based farming, etc.

Socio-Economic Development Policy (SEDP)

• The Socio-Economic Development Policy (SEDP) is the flagship policy of the current Ministry in Mizoram.
• The SEDP is envisaged to bring about sustainable development with both short-term and long-term implications.
• The Policy has been divided into various components, including political, administrative, economic and social development.

Strengths: A vibrant community

• Mizoram is the best State in India in terms of forest cover.
• It has the third-highest literacy rate in the country at 91.58%, behind only Kerala and Lakshadweep (2011 Census).
• A potential oil and natural gas reserve has been found in southern Mizoram, close to Arakan in Myanmar.
• There is the presence of a classless society in Mizoram, with a strong sense of community. People are generally good at heart, and am law-abiding citizens.
• To illustrate the discipline of the residents, the capital city of Aizawl has often been called a ‘honk-free city’, with drivers avoiding unnecessary honking of vehicles.

Major challenge: Connectivity

• Being a landlocked State, connectivity in all its dimensions remains a challenge for Mizoram. The State of Mizoram has only one airport, named Lengpui Airport.
• It has only one railhead at Bairabi, situated along the border with Assam.

• Mizoram has two National Highways (NH) – one connecting to Assam, and one NH running into Tripura.
• The NH connecting to Assam is the lifeline of the State.

Conclusion

• For a long time, the North East was a neglected and forgotten part of the country.
• However, upon the initiative of the present government has now been frequently visiting the region at regular intervals.
• It has the potential to become the growth engine of our country.
• In the midst of these expectations and optimism, all the stakeholders have to play their part.

04th Aug, 2021

---

Samanvaya: Free 1-to-1 mentorship for UPSC IAS

Fill up this form to schedule a free on-call discussion with senior mentor from Civilsdaily. Once submitted we will call you within 24 hours.

Questions for the Day:

Try these Mains Questions :

Q: Bring out the philosophy of the Indian polity as enshrined in the Preamble of the Indian constitution. (10)

Q: ‘Separation of powers’ is essential to ensure individual liberty. Discuss this with regard to the provisions in the constitution and practices adopted so far.(15)

Try these Prelims Questions :

Q 1. Article 1 describes India as a Union of States. Which of the
following given below are implied by this?

1. Indian Federation is the result of an agreement by the
   states.
2. No state has the right to secede from the federation.
   
   Select the correct answer using the codes given below

A. 1 only

B. 2 only

C. Both 1 and 2

D. Neither 1 nor 2

Q 2. Which of the following statements about the Constitution of
India is/are correct?

1. Popular sovereignty and adult franchise are the basic
   features of the Constitution.
2. The Constitution, in so far as the division of powers
   between the Centre and the States is concerned, is rigid.
3. The Constitution recognises the interdependence of civil
   and economic rights.
4. The Constitution mentions direct control by the people such
   as referendum, initiative and recall.

Select the correct answer from the codes given below:

(a) Only 1

(b) 1, 2 and 4

(c) 2, 3 and 4

(d) 1, 2 and 3

Q 3. Which of the following is/are central tenet(s) of the Constitution of India?

1. Prohibits discrimination on grounds of religion
2. Gives official status to certain religions
3. Provides freedom to profess any religion
4. Ensures equality of all citizens within religious
   communities

Select the correct answer using the code given below.

(a) 1, 2 and 3

(b) 1, 3 and 4

(c) 2, 3 and 4

(d) 2 only

Q 4. Consider the following statements about the Preamble of the Constitution and state which of them are correct with the help of given codes

1. The objective resolution proposed by Pt. Nehru ultimately became the Preamble.
2. It is not justiciable in nature.
3. It cannot be amended.
4. It cannot override the specific provisions of the
   Constitution.

Codes:

(a) Only 1 and 2

(b) Only 1, 2 and 4

(c) Only 1, 2 and 3

(d) Only 2, 3 and 4

Q 5. Consider the following statements about the Preamble of the Constitution and state which of them are correct with the help of given codes

1. The objective resolution proposed by Pt. Nehru ultimately became the Preamble.
2. It is not justiciable in nature.
3. It cannot be amended.
4. It cannot override the specific provisions of the
   Constitution.

Codes:

(a) Only 1 and 2

(b) Only 1, 2 and 4

(c) Only 1, 2 and 3

(d) Only 2, 3 and 4

Q 6. Which of the following statements with regard to citizenship provisions of the Constitution of India is/ are correct?

1. No person shall be a citizen of India by virtue of Article 5, or be deemed to be a citizen of India by virtue of Article 6 or Article 8, if he /she has voluntarily acquired the citizenship of any foreign State.
2. The Parliament has power to make any provision with
   respect to the acquisition and termination of citizenship and
   all other matters relating to citizenship.
3. Indian Citizenship law is based on principle of jus soli only

Select the correct answer using the code given below.

(a) 1 and 2 only

(b) 2 and 3 only

(c)1 and 2 only

(d) None of above

Sukanya madam’s video would be out at 7:00 PM and Santosh sir would provide the video at 9:00 PM.

Watch this space for more updates exclusively for you.