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3rd May 2021

Important officers and their role in the Maurya Empire

1. Sannidhata – Treasurer and keeper of the stores in Maurya Period. He was in charge of the collection of revenue from various parts of the kingdom and looked after the income and expenditure by supervising the works of akshapataladhyaksha (Accountant-General)
2. Samharta– His function was to collect Revenue both in cash and kind.
3. Amatyas–They were some sort of administrative personnel or civil servants who filled the highest administrative and judicial appointments.
4. Rajukas–Ashoka appointed a class of officers known as the Rajukas, who were vested with the authority of rewarding as well we punishing people.
5. Adhyaksas-­ The officers who looked after the various departments.
6. Yuktas- They appear to have been the subordinate official whose duties were largely secretarial works and accounting.
7. Gopa and Sthanika- There was an intermediate level of administration between the district level and village level, which was administered by the Gopa and Sthanikas.
8. Gramika- Head of the village. He was not a paid servant and was chosen among village elders.
9. Grambhojaka- Gramika was helped by Grambhojaka.
10. Pramukha- Eighteen chief handicrafts of the time were organised in guilds called as Shrenis, the president of Shrenis was known as Pramukha.

Important officers of the Gupta empire

1. Uparika- He was directly appointed by the king as a provincial governor.
2. Kumaramatyas- A link between the central and the provincial administration under the Guptas was provided by the officers called Kumaramatyas and Ayuktas. Kumaramatyas was a body of top-ranking officials attached not only to the king but also to the crown-prince and sometimes placed in charge of district.
3. Gopasramin- In Samudraguptas period an officer working as akshapataladhikrita. Their function was to enter numerous matters in the accounts register, recover royal dues and to check embezzlement and recover fines.
4. Sandhivigrahika-The foreign minister, minister of war and peace. First appeared under the rule of Samudragupta.
5. Mahabaldikarta-Commander-in-Chief.
6. Mahadandanayaka-
7. Mahapratihara- Chief of palace guards.
8. Pustapala- Record-keeper. Maintained record of land transactions in a district. They were also known as Karanika.
9. Vishaya- Vishayas were divided into smaller parts called Vithis which were the villages and consisted of the lowest unit of administration.
10. Mahattama,Mahattaka and Mahattara- Elder who assisted the Gramika in the village administration.
11. Agharikas- During the reign of Harsha, Agharikas looked after the land given in charity.
12. Samantas- Feudal chiefs.

Important officers of Satvahana Period

1. Uparakshita- In Satvahanas kingdom, their function was building caves for monks.
2. Gaulamika- Administration of the villages was placed under them in the Satvahana period.
3. Valaikkarars- Troops in the royal service and were the bodyguard of the monarch

 

 

Medieval India

Amils– Revenue officers

Arz-i-mamalik– Minister in-charge of the army of the whole country.

Ahl-i-qalam– Reporter

Baqqal– Trader, grain-dealer

Batai– Division of crop between the cultivator and landlord or the government, payments may be in

kind or cash

Barid- An intelligence officer appointed by the state to collect information

Chachar– Land out of cultivation for 3-4 years.

Chaauth or Chauthaai– One-fourth of the land revenue, originally a Zamindari charge in Gujrat demanded by Shivaji as a war expense.

Charai– A tax on cattle.

Dagh System– A system of branding of horses and animal.

Dam- A copper coin considered as 1/40* the silver rupee for the official purposes.

Dastur-al-amal- Rule book

Dhimmi-  A non-Muslim client or subject

Darul Mulk- Capital

Gumashta- An agent or representative

Hamam– A room for the bath of hot and cold water

Hundi- A bill of exchange

Jamabandi– Settlement of the amount of revenue assessed upon an estate or district

Jarib– A measurement, land measurement or survey

Jihat– Extra cesses

Jizya– (a) In the literature of Delhi sultanate, any tax which is not kharaj or land tax

(b) In the Shariat, a personal and yearly tax on non-Muslims.

Kankut– Estimation of land revenue

Karori– A revenue officer.

Khiraj– Land revenue

Mahal- A group of land regarded as a unit for land revenue purposes.

Mansab– A military rank conferred by the Mughal emperor.

Mauza- Revenue term for village

Mokasa- Grant of land for military service, rent-free land.

Nabud– Remission of land revenue on account of natural disasters.

Paibaqi- Land reserved for allotment in jagir

Polaj- Land continuously in cultivation

Sarrafs– Money Chargers, bankers

Saurghal-Rent-free land

Taqavi- Advance of money for sowing or extending cultivation

Upari- Temporary occupant; tenant at will.

Usar- Barren land

Zawabit- Secular laws

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1st May 2021

Important Socio-Cultural Reform movements

 

1. Brahmo Samaj

• Raja Ram Mohan Roy (1772-1833) founded the Brahmo Sabha in August 1828; it was later renamed Brahmo Samaj.
• The Samaj was committed to “the worship and adoration of Eternal, Unsearchable, Immutable Being who is the author and Preserver of the Universe”.
• Prayers, Meditations and reading of the Upanishads were to be the forms of worship and no forms of a graven image, statute or sculpture, carvings, paintings, picture, portraits etc were to be allowed in the Samaj buildings, thus underlining the Samaj’s opposition to idolatry and meaningless rituals.
• The long-term agenda of Brahmo Samaj was to Purify Hinduism and to preach monotheism.
• This long-terms agenda was based on twin pillars of reason and Vedas and
• The Samaj kept its emphasis on human dignity, opposition to idolatry and criticism of social evils such as Sati.
• Maharishi Debendranath Tagore gave a new life to the movement when the joined it in 1843.
• The Samaj supported widow remarriage, women’s education, the abolition of polygamy improvement in ryots’ condition and temperance.
• When Keshub Chandra Sen was made the acharya by soon after he joined it, the Samaj experienced another phase of energy, vigour and eloquence. He was instrumental in popularising the movement.
• After Keshab Chandra Sen was dismissed from the Brahmo Samaj owing to his radical reforms he founded Brahmo Samaj of India.
• Significance of the Brahmo Samaj-
  • Denounce polytheism and idol worship.
  • Discarded faith in divine avatars.
  • It denied that any scripture could enjoy the status of ultimate authority transcending human reason and conscience.
  • It criticised the caste system.
  • Took no definite stand on the doctrine of karma and transmigration of the soul.

2. Prarthana Samaj

• Keshab Chandra Sen helped found the Prarthana Samaj in Bombay in 1863.
• They relied on education and persuasion rather than on confrontation with Hindu orthodoxy.
• It’s four-point social agenda includes-
  • Disapproval of the cast system.
  • Women’s education.
  • Widow remarriage
  • Raising the age of marriage for both male and female.
• Prominent figures include-
  • G. Ranade (1842-1901)
  • G. Bhandarkar
  • G. Chandavarkar. 

 3. Young Bengal Movement

• Henry Vivan Derozio, who taught at the Hindu College was the leader and its inspirer.
• During the 1820s and early 1830s, there emerged a radical intellectual trend among the youth in Bengal which came to be known as ‘Young Bengal Movement’.
• Drawing inspiration from the French Revolution, Derozio inspired his pupils to
  • Think freely and rationally.
  • Question all authority.
  • Love, liberty and equality and freedom.
  • Oppose decadent customs and traditions.
• The movement also supported women’s rights and education.
• The movement, however, failed to have long term impact, reasons for which are-
  • Prevailing social conditions at that time were not ripe for the adoption of radical ideas.
  • The movement lacked any real link with the masses.

 4. Paramhansa Mandalis

• It was founded in Maharashtra in 1849.
• The founder of this movement believed in one god.
• They were primarily focused on breaking the caste barriers.
• They also advocated widow remarriage and women’s education.
• Branches of Paramhansa Mandalis existed in Poona, Satara and other towns of Maharashtra.

 5. Satya Shodhak Samaj

• Jyotiba Phule founded the Satyashodhak Samaj in 1873.
• Its leadership came primarily from the backward classes-Malis, Telis, Kunbis, Saris and Dhangars.
• Main aims of the movement were-
  • Social service.
  • Spread of education among women and lower classes.
• Phule aimed at the complete abolition of the caste system and socio-economic equalities.
• The movement gave a sense of identity to the deprived communities as a class against Brahmins who were seen as the exploiters.

6.The Ramkrishna Movement

• It was led by Ramkrishna Paramhansa.
• The Brahmo Samaj appealed more to the intellectual elite in Bengal, while the average Bengali found more emotional satisfaction in the cult of bhakti and yoga so the movement found many followers.
• Two objectives of the Ramakrishna movement were
  • To bring into existence a band of monks dedicated to a life of renunciation and practical spirituality.
  • In conjunction with lay disciples to carry on preaching, philanthropic and charitable works, looking upon all men, women and children, irrespective of caste, creed or colour, as veritable manifestations of the Divine.
• The second objective was taken up by Swami Vivekananda after Ramakrishna’s death when he founded the Ramakrishna Mission in 1897.
• Paramahamsa sought salvation through traditional ways of renunciation, meditation and bhakti amidst increasing westernisation and modernisation.

7. The Servants of India Society.

• Gopal Krishna Gokhale (1866-1915), founded the Servants of India Society in 1905 with the help of M.G. Ranade.
• The aim of the society was-
  • to train national missionaries for the service of India;
  • to promote, by all constitutional means, the true interests of the Indian people;
  • to prepare a cadre of selfless workers who were to devote their lives to the cause of the country in a religious spirit.
• The society chose to remain aloof from political activities and organisations like the Indian National Congress.

8. Arya Samaj

• Dayananda Saraswati (1824-1883) founded the movement.
• Dayananda subscribed to the Vedic notion of chaturvarna system in which a person was not born in any caste but was identified according to the occupation the person followed.
• The Arya Samaj fixed the minimum marriageable age at twenty-five years for boys and sixteen years for girls.
• Inter-caste marriages and widow remarriages were also encouraged. Equal status for women was the demand of the Samaj, both in letter and in spirit.

9. Sree Narayana Guru Dharma Paripalana (SNDP) Movement

• It was started by Sree Narayana Guru Swamy (1856- 1928) among the Ezhavas of Kerala.
• Ezhavas were a backward caste of toddy-tappers and were considered to be untouchables, denied education and entry into temples.
• The SNDP movement was an example of a regional movement born out of the conflict between the depressed classes and upper castes.
• Sree Narayana Guru held all religions to be the same and condemned animal sacrifice besides speaking against divisiveness on the basis of caste, race or creed.
• The movement as a whole brought transformative structural changes such as upward social mobility, a shift in the traditional distribution of power and a federation of ‘backward castes’ into a large conglomeration.

10. Sef-Respect Movement

• This movement was started by V. Ramaswamy Naicker, a Balija Naidu, in the mid-1920s.
• The movement aimed at a rejection of the brahminical religion and culture which Naicker felt was the prime instrument of exploitation of the lower castes.
• He sought to undermine the position of brahmin priests by formalising weddings without brahmin priests.

11. Temple Entry Movement

• K. Madhavan, a prominent social reformer and editor of Deshabhimani, took up the issue of temple entry with the Travancore administration. Nothing transpired.
• In the meanwhile, Vaikom, in the northern part of Travancore, became a centre of agitation for temple entry.
• In 1924, the Vaikom Satyagraha led by K.P. Kesava was launched in Kerala demanding the throwing open of Hindu temples and roads to the untouchables.
• Gandhi undertook a tour of Kerala in support of the movement.
• Leaders like P. Krishna Pillai and A.K. Gopalan were among the satyagrahis.
• Finally, in 1936, the Maharaja of Travancore issued a proclamation throwing open all government-controlled temples to all Hindus.

12. Aligarh Movement

• A section of Muslims led by Syed Ahmed Khan (1817-1898) was ready to allow the official patronage to stimulate a process of growth among Indian Muslims through better education and employment opportunities.
• He wanted to reconcile Western scientific education with the teachings of the Quran which were to be interpreted in the light of contemporary rationalism and science even though he also held the Quran to be the ultimate authority.
• He said that religion should be adaptable with time or else it would become fossilised, and that religious tenet was not immutable.
• He advocated a critical approach and freedom of thought and not complete dependence on tradition or custom.
• He was also a zealous educationist-founded the Mohammedan Anglo-Oriental College (later, the Aligarh Muslim University) at Aligarh in 1875.
• The Aligarh Movement emerged as a liberal, modern trend among the Muslim intelligentsia based in Mohammedan Anglo-Oriental College, Aligarh.
• It aimed at spreading-
  • (i) modern education among Indian Muslims without weakening their allegiance to Islam;
  • (ii) social reforms among Muslims relating to purdah, polygamy, widow remarriage, women’s education, slavery, divorce, etc.
• The ideology of the followers of the movement was based on a liberal interpretation of the Quran and they sought to harmonise Islam with modern liberal culture.
• They wanted to impart a distinct socio-cultural identity to Muslims on modern lines.

13. The Deoband School (Darul Uloom)

• The Deoband Movement was begun at the Darul Uloom,Deoband, in Saharanpur district (United Provinces) in 1866 by Mohammad Qasim Nanotavi (1832-80) and Rashid Ahmed Gangohi (1828-1905) to train religious leaders for the Muslim community.
• The Deoband Movement was organised by the orthodox section among the Muslim ulema as a revivalist movement.
• It has the twin objectives of propagating pure teachings of the Quran and Hadis among Muslims and keeping alive the spirit of jihad against the foreign rulers.
• On the political front, the Deoband school welcomed the formation of the Indian National Congress and in 1888.
• Shibli Numani, a supporter of the Deoband school, favoured the inclusion of English language and European sciences in the system of education.
• He founded the Nadwatal Ulama and Darul Uloom in Lucknow in 1894-96. He believed in the idealism of the Congress and cooperation between the Muslims and the Hindus of India to create a state in which both could live amicably.

14. Sikh Reform Movements.

• The Sikh community could not remain untouched by the rising tide of rationalist and progressive ideas of the nineteenth century.
• The Singh Sabha Movement was founded at Amritsar in 1873 with a two-fold objective—
  • to make available modern western education to the Sikhs, and
  • to counter the proselytising activities of Christian missionaries as well as the Brahmo Samajists, Arya Samajists and Muslim maulvis.
• For the first objective, a network of Khalsa schools was established by the Sabha throughout Punjab.
• In the second direction, everything that went against the Gurus’ teachings was rejected, and rites and customs considered to be consistent with Sikh doctrine were sought to be established.
• The Akali movement (also known as Gurudwara Reform Movement) was an offshoot of the Singh Sabha Movement.
• It aimed at liberating the Sikh gurudwaras from the control of corrupt Udasi mahants.
• The government tried its repressive policies against the non-violent non-cooperation satyagraha launched by the Akalis in 1921 but had to bow before popular demands.
• The government passed the Sikh Gurudwaras Act in 1922 (amended in 1925) which gave the control of gurudwaras to the Sikh masses to be administered through Shiromani Gurudwara Prabandhak Committee (SGPC) as the apex body.
• The Akali Movement was a regional movement but not a communal one.

15. The Theosophical Movement

• A group of westerners led by Madame H.P. Blavatsky and Colonel M.S. Olcott, who were inspired by Indian thought and culture, founded the Theosophical Society in New York City, the United States in 1875.
• In 1882, they shifted their headquarters to Adyar, on the outskirts of Madras.
• The society believed that a special relationship could be established between a person’s soul and God by contemplation, prayer, revelation, etc.
• It accepted the Hindu beliefs in reincarnation and karma and drew inspiration from the philosophy of the Upanishads and Samkhya, yoga and Vedanta schools of thought.
• It aimed to work for the universal brotherhood of humanity without distinction of race, creed, sex, caste or colour.
• It opposed child marriage and advocated the abolition of caste discrimination, uplift of outcastes, improvement in the condition of widows.
• In India, the movement became somewhat popular with the election of Annie Besant (1847-1933) as its president.
• She laid the foundation of the Central Hindu College in Benaras in 1898 where both Hindu religion and Western scientific subjects were taught.
• The Theosophical Society provided a common denominator for the various sects and fulfilled the urge of educated Hindus.
• To an average Indian, the Theosophist philosophy seemed to be vague and lacking a positive programme; to that extent, its impact was limited to a small segment of the westernised class.
• As religious revivalists, the Theosophists did not attain much success.
• But as a movement of westerners glorifying Indian religious and philosophical traditions, it gave much-needed self-respect to the Indians fighting British colonial rule.
• Viewed from another angle, the Theosophists also had the effect of giving a false sense of pride to the Indians in their outdated and sometimes backwards-looking traditions and philosophy.

 

 

Important Newspapers associated with the freedom Struggle

Name of the Paper             or journal	Year and Place  of           Publication	Name of the Founder          or       Editor
Bengal Gazette	1780, Calcutta	James Augustus Hicky
India Gazette	1787, Calcutta	Henry Louis Vivian Derozio was associated with it
Bombay Herald           (First Paper from                   Bombay)	1789, Bombay	————
Digdarshana   (First Bengali Monthly)	1818, Calcutta	———–
Bengal Gazette        (First Bengali                    Newspaper)	1818, Calcutta	Harishchandra Ray
Sambad Kaumudi     (Weekly in Bengali)	1821	Raja Ram Mohan Roy
Mirat-ul-Akbar                   (First Journal in        Persian)	1822, Calcutta	Raja Ram Mohan Roy
Banga-Duta            (A weekly in four languages- English, Bengali, Persian, Hindi)	1822, Calcutta	Raja Ram Mohan Roy and Dwarkanath Tagore and others.
Bombay Times   (From 1861 onwards, The Times of India)	1838, Bombay	Foundation laid by Robert Knight                            Started by Thomas Bennett
Rast Goftar            (A Gujarati fortnightly)	1851	Dadabhai Naoroji
Hindu Patriot	1853, Calcutta	Girishchandra Ghosh
Bengalee	1862, Calcutta	Girishchandra Ghosh   (Taken over by S.N. Banerjea in 1879)
Amrit Bazar Patrika	1868, Jessore District	Sisirkumar Ghosh and Motilal Ghosh
Bangadarshana              (In Begali)	1873, Calcutta	Bankimchandra Chatterji
Indian Statesman (Later, The Statesman)	1875, Calcutta	Started by Robert Knight
The Hindu (In Egnlish) (Started as weekly)	1878, Madras	G.S. Aiyar, Viraraghavachari and Subha Rao Pandit
Tribune (daily)	1881, Lahore	Dayal Singh Majeetia
Kesari(Marathi daily)             and    Maharatta (English            weekly)	1881, Bombay	Tilak, Chiplunkar, Agarkar
Swadeshmitran                  (A Tamil paper)	Madras	G.S. Aiyar
Paridasak (a weekly)	1886	Bipin Chandra Pal (publisher)
Yugantar	1906, Bengal	Barindra Kumar Ghosh andBhupendra Dutta
Indian Sociologist	London	Shyamji Krishnavarma
Bande Matram	Paris	Madam Bhikaji Kama
Talwar	Berlin	Virendranath Chattopadhyay
Ghadar	Vancouver	Ghadar Party
Bombay Chronicle               (a daily)	1913, Bombay	Started by Pherozeshah Mehta
The Hindustan Times	1920, Delhi	Founded by K. M. Panikkar as a part of the Akali Dal Movement
Leader (in English)	———-	Madan Mohan Malaviya
Bahishkrit Bharat (Marathi fortnightly)	1927	B. R. Ambedkar
Kudi Arasu (Tamil)	1910	E.V. Ramaswamy Naicker (Periyar)
Bandi Jivan	Bengal	Sachindranath Sanyal
National Herald	1938	Started by Jawaharlal Nehru

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It’s been said, tried and tested multiple times that reading Laxmikant is inevitable for UPSC prep. In Fact we must use this book as the pretext for our preparation for Polity.

We are not going to support or advocate any new source to read Polity. Instead, we are going to tell you the SMARTER way of preparing for Prelims from Laxmikant itself.

Lets see how, read through the Year Wise breakup of questions asked from Polity

Year	Number of questions
2014	11
2015	13
2016	7
2017	19
2018	13
2019	12
2020	17
2021	Any guesses?

 With the evolving numbers and inherent uncertainty above, we need to read between the lines and get an idea of the developing trend and pattern where the importance of Laxmikant cannot be ignored.

On an average UPSC has been asking 15-20 Questions each year from the polity section since 2011.

Most of the questions are being asked from a single source which is M Laxmikanth. Lately, a mix of current affairs-based questions has been introduced with associated static knowledge.

Click here to fill the Samanvaya form for 1-1 mentorship. We will call you within 24 hours. 

How to start reading Laxmikanth?

Never devote equal importance or time to all sections of Laxmikant as that would turn out to be draining you (Mentally and Physically) at the end with no real outcome. With this extra hard work strategy, you may or may not solve all the polity questions in prelims.

The second strategy is the Hard-work + Smart strategy where even though you will read each and every chapter of Laxmikant but you will give special focus to certain important chapters and information which will help you to solve each and every question of polity in UPSC prelims. We call them “Meaty Areas”. And most importantly, always try to learn chapters from Laxmikant with one or two live examples. There are a sufficient number of them around us.

Some general observations about the book

• It has been written in such a way that you do not need to make any notes out of it
• It is one of the best compilation of various useful resources contained in the constitution
• Its language is simple and easy to understand
• It is way more to easy to comprehend than say, a book like Constitution of India by D .D. Basu

Macro-level suggestions on how we should read from Laxmikant book

#1. Start chronologically with Chapter 1 itself.

Remember the Union and its territories, recent LBA with Bangladesh. Go slowly, reading each and every line (each and every line of this book ought to be read)

#2. Prelims examination not only requires conceptual clarity but also the applied part of it.

The conceptual clarity helps to solve the analytical question asked from this section. (Prelims 2017, 2019 & 2020 was heavily loaded with conceptual questions from Polity).

Example:

1) Consider the following statements:

The Constitution of India defines its ‘basic structure’ in terms of federalism, secularism, fundamental rights and democracy.

The Constitution of India provides for ‘judicial review’ to safeguard the citizens’ liberties and to preserve the ideals on which the Constitution is based.

Which of the statements given above is/are correct?

(a) 1 only

(b) 2 only

(c) Both 1 and 2

(d) Neither 1 nor 2

2) Consider the following statements:

According to the Constitution of India, a person who is eligible to vote can be made a minister in a State for six months even if he/she is not a member of the Legislature of that State.

According to the Representation of People Act, 1951, a person convicted of a criminal offence and sentenced to imprisonment for five years is permanently disqualified from contesting an election even after his release from prison.

Which of the statements given above is/are correct?

(a) 1 only

(b) 2 only

(c) Both 1 and 2

(d) Neither 1 nor 2

You might be wondering how this is applicable to the current scenario? These questions appear to be directly coming from Laxmikant and that is even true but unlike earlier, they require a lot of conceptual clarity to answer them. Even seasoned aspirants have ended up marking them incorrectly. The interplay of phrases like “India defines” and “India provides” has made many confused.

According to the earlier trends, it was easy to attempt a maximum number of questions from polity because generally questions from this section were direct and based on factual information. But, now the nature of questions has changed.

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#3. Along with factual information, one should cover the current political developments.

Link the “Current Affairs” with “Associated Static”. This eases the pressure on the aspirant and also helps build confidence.

Example:

Q.) With reference to the Parliament of India, consider the following statements

1. A private member’s bill is a bill presented by a Member of Parliament who is not elected but only nominated by the President of India.
2. Recently, a private member’s bill has been passed in the Parliament of India for the first time in its history.

Which of the statements given above is/are correct?

UPSC, nowadays does not ask direct current affairs, it asks about background knowledge of any matter/issue.

Correlating things: the bookish knowledge and the practical happenings- is the real essence of preparing for UPSC civil services exam. Try to locate whatever you learned from Laxmikanth book in the day-to-day happenings, history, hypothetical situations, etc.

You may watch Lok Sabha proceedings and can tally whatever you learned from the book. You might read an article in a newspaper about change in name of a state, and revise the procedure for the same from the book. This will make learning interesting.

#4. Most importantly, analyze previous year’s question papers. See what type of question is asked and how they are asked.

Practicing previous year questions will help you to find out the areas where you commit mistakes.

Micro-level suggestions on how you should read the book

Section one: Historical background

What is most important here?

Committees of the Constituent Assembly

What is moderately important?

Composition of the Constituent Assembly

Rest can be ignored or given a mild read.

Section two: Fundamental Rights, Duties, DPSP, Preamble (Very very important)

General Comments

UPSC asks 5-6 Questions every year from this section. In UPSC 2020 most of the polity Questions were asked from this section. You have to read this section multiple times.

Specific Suggestions

• Salient features of the Indian Constitution (Moderately important. The topics mentioned in this chapters are covered extensively in later chapters)
• Preamble to the Constitution (Very very important) UPSC simply loves Preamble. It has asked questions on the preamble in 2015 and this year also. Read carefully about different words mentioned in the preamble (example fraternity) and what do they exactly mean.
• Union and its territory (Moderately important). Aspirants should be aware of the process through which states are created and also they should be aware of the sequence of new states creation).
• Fundamental rights, DPSP and Fundamental duties (Very very important) FR, FD, DPSP etc are difficult as they have laws and bylaws.
• Some are explicit while others are implicit. It is thus important to get the concept and soul of them. UPSC won’t ask petty details or facts. It will exploit the conceptual part.
• You should be able to connect dots with recent happenings. For example, in 2017 UPSC asked a question related to privileges after use of red beacons was abolished by the government for ministers/officers.
• Amendment of the constitution (Read carefully about different types of majorities and which majority is used in which case for example in which cases two-third majority is required and in which cases simple majority is required.)
• Read very carefully about basic terms of polity like Cabinet form of Government, Judicial review, President System, Prime Minister System, Federalism, First past the post system, Proportional representation, rights and duties etc.

In the last few years UPSC has been asking lots of questions to test the conceptual clarity of the aspirant.

Section three: Similar topics

Union and state Executive / Centre and State Relations

Given the nature of evolving polity in India and ever powerful state govts, the conceptual clarity with respect to the Centre and State relations and constitutional bodies / protocols have ( PM Modi rebuking CM Kejriwal for airing the live meeting).

Almost 90%  of powers and functions of President and Governor are the same. With respect to Delhi the introduction of the recent GNCT Act, with more power to the office of Lt Governor of Delhi is another aspect of development, important for both Prelims and Mains.

If you cover topics which are similar like President and governor, Prime Minister and Chief Minister, Parliament and state legislature, supreme court and high court together it will save your time and will be easy to memorize and link them. Smart work!

How President and Vice President are elected and removed

Read very carefully the Comparison table of powers of Governor and President mentioned in the Governor Chapter in Laxmikanth.

Always read trivial information very carefully, you can also make notes of the titbits information mentioned in any chapter since UPSC loves to ask trivia based questions, for example, the President can pardon a death convict, however, the Governor cannot.

Parliament and state legislature

Every year 1-3 questions are asked from it in prelims.

 What is most important in this chapter?

• Read both chapters simultaneously. Look for differences between the powers of parliament and state legislature example privilege power of parliament is much wider than state legislature. (Very important)
• Different committees and its composition and various kinds of motions and resolutions.
• Different types of bills
• Different types of discussions
• Powers of speakers,deputy speakers,Chairman and Vice Chairman.
• Comparison between powers of Lok Sabha and Rajya Sabha and Rajya Sabha and legislative council.
• Budget.

Supreme court and High court

What is most important here?

• Comparison between writ powers of High court and Supreme court. Master of Roaster, Conflict of interest, Corona crisis, you name it and Courts are into it. Especially use of art 142 by SC also needs to be inspected carefully.
• Appointment and removal process of SC and HC judges(There is some trivial differences in that process)
• Original powers of SC and HC

Section 4:  Constitutional/statutory and Executive bodies

What should you read very carefully?

• Whether the body is constitutional, statutory or executive. Example SC/ST commission is constitutional body but backward commission and women commission are Statutory Bodies.
• Who appoints the chairman and member of the commission and how they are removed.
• Focus on trivial issues
• Usually, except for appointment and removal, most of the functions and details of Central commissions and state commissions are similar.

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 Section 5: Special status of different states and union territories

What should you read very carefully?

• Read carefully the role of Governor and president in these states as already emphasised.
• Read carefully the powers of L.G. and president in union territories. President has some extraordinary power in some union territories.

Section 6: Local Bodies

These third tier of Govts are not considered the most important pillars of basic governance and their empowerment is must going forward. Aspirants need to devote a decent amount of time understanding the constitutional mandates and powers of Panchayati raj and Municipality.

14th and 15th Finance Commissions and their views of local governance and their development needs a mention here. There are now direct allocations to local bodies from Consolidated fund of India suggested by these Finance Commissions.

Read carefully different committees of Panchayati raj.

Regarding powers and functions of local bodies read carefully about which clause is mandatory (mandated by 73rd and 74th amendment) and which is optional (depends on whims and fancies of state government).

Example SC/ST reservation in local bodies is mentioned in 73rd and 74th amendment but OBC reservation is optional.

Section 7: Miscellaneous items

This will include remaining topics:

• In this most important chapters are anti-defection law, the official language, political parties and elections.
• The anti-defection chapter closely read about differences in the 52nd amendment and 85th amendment (it is bit tricky).
• In the political party chapter extensively read about criteria for granting any political party national or regional status.

Rest of the chapters should be read but they are not very important from an exam perspective.

 

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30th Apr 2021

1. SHREYAS Scheme: Scheme for Higher Education Youth in Apprenticeship and Skill (SHREYAS)

Launched by- Ministry of Human Resource Development

Important objectives-

• Improve employability: The scheme aims to improve the employability of introducing employment relevance to the learning process of higher education.
• Linking education with industry: Close link between education and industry/service sector.
• Establishing earn while you learn the system into education

Operation of the scheme-

• It will be operated in conjunction with the National Apprenticeship Promotion Scheme.
• The scheme will be implemented by the Sector Skill Council.

2.  NEAT Scheme- National Educational Alliance for Technology (NEAT) 

Launched by- Ministry of Human Resource Development

Objective- Objective is to use Artificial Intelligence to make learning more personalised and customised as per the requirements of the learner.

• It is a PPP based scheme.
• MHRD would act as a facilitator to ensure that the solutions are freely available to a large number of economically backward students.
• MHRD would create and maintain a National NEAT platform that would provide one-stop access to these technological solutions.
• EdTech companies would be responsible for developing solutions and manage the registration of learners through the NEAT portal.

3. EQUIP- ‘Education Quality Upgradation and Inclusion Programme (EQUIP)’

• It is a Five-year vision plan, finalised and released by HRD Ministry.
• The ten Expert Groups have suggested more than 50 initiatives that would transform the higher education sector completely.
• The groups have suggested 10 goals for the higher education sector.
• Key Goals are-
  • Double the Gross Enrolment Ratio (GER) in higher education and resolve the geographically and socially skewed access to higher education institutions in India.
  • Position at least 50 Indian institutions among the top-1000 global universities.
  • Double the employability of the students passing out of higher education
  • Achieve a quantum increase in investment in higher education.

  Important Initiatives launched in 2019-

• DHRUV- The Pradhan Mantri Innovative Learning Programme –
  • DHRUV has been started by the Ministry of Human Resource Development, Government of India to identify and encourage talented children to enrich their skills and knowledge.
  • In centres of excellence across the country, gifted children will be mentored and nurtured by renowned experts in different areas, so that they can reach their full potential.
  • The program aims to cover two areas namely Science and Arts.
  • The program is to be launched from the Indian Space Research Organisation (ISRO).
• NISHTHA- National Initiative for School Heads and Teachers Holistic Advancement.
  • Its aim is to build capacities of 42 Lakh government teachers across the country.
  • The basic objective of this massive training programme ‘NISHTHA’ is to motivate and equip teachers to encourage and foster critical thinking in students.
• PARAMARSH- Paramarsh’ for Mentoring NAAC Accreditation Aspirant Institutions to promote Quality Assurance in Higher Education
  • The scheme will be operationalized through a “Hub & Spoke” model wherein the Mentor Institution, called the “Hub” is centralized and will have the responsibility of guiding the Mentee institution through the secondary branches the “Spoke”.
• SHAGUN– Union HRD Minister launches Integrated Online junction for School Education ‘Shagun’
  • It is one of the world’s largest Integrated Online Junction for – School Education.
  • It is an over-arching initiative to improve the school education system by creating a junction for all online portals and websites relating to various activities of the Department of School Education and Literacy in the Government of India and all States and Union Territories.
• UDISE+ Unified District Information System for Education Plus – To ensure quality, credibility and timely availability of information from all the schools in the country.

4. RISE– Revitalising Infrastructure and Systems in Higher Education (RISE).

• Higher Education Financing Agency (HEFA) scope was expanded to meet the rising financial requirements of educational infrastructure in the country
• The Cabinet Committee on Economic Affairs has approved the proposal for expanding the scope of Higher Education Financing Agency (HEFA) by enhancing its capital base to Rs. 10,000 crore and tasking it to mobilise Rs. 1,00,000 crore for Revitalizing Infrastructure and Systems in Education (RISE) by 2022.
• The CCEA has also approved that the modalities for raising money from the market through Government guaranteed bonds and commercial borrowings.
• In order to expand this facility to all institutions, especially to the institutions set up after 2014, Central Universities which have very little internal resources, and the school education/health education infrastructure like AllMSs, Kendriya Vidyalayas, the CCEA has approved five windows for financing under HEFA.

5. IMPRESS- Impactful Policy Research in Social Sciences

• Under the Scheme, 1500 research projects will be awarded for 2 years to support the social science research in the higher educational institutions and to enable research to guide policymaking.
• The broad objective is to identify and fund research proposals in social sciences with maximum impact on governance and society.

6. SPARC- Scheme for Promotion of Academic and Research Collaboration.

• SPARC scheme aims at improving the research ecosystem of India’s higher educational institutions by facilitating academic and research collaborations between Indian Institutions and the best institutions in the world.
• At a total cost of Rs.418 Cr for implementation up to 31.3.2020 and Indian Institute of Technology Kharagpur is the National Coordinating Institute to implement the SPARC programme.
• Only such Indian institutes can apply which are in top 100 NIRF ranking or top 100 NIRF subject ranking.

 7. LEAP-Leadership for Academicians Programme

• It is a flagship leadership development training programme.
• It is a three weeks Flagship leadership development training programme (2 weeks domestic and one-week foreign training) for second level academic functionaries in public-funded higher education institutions.
• The implementation of LEAP Programme will be through 15 NIRF top-ranked Indian Institutions.

8. ARPIT- Annual Refresher Programme In Teaching (ARPIT)

• It is a major and unique initiative of online professional development of 15 lakh higher education faculty using the MOOCs platform SWAYAM.
• For implementing ARPIT, 75 discipline-specific institutions have been identified and notified as National Resource Centres (NRCs) in the first phase.

9. Pradhan Mantri Vidya Lakshmi Karyakram- It is a first of its kind portal for students seeking Education Loan.

• A fully IT-based Student Financial Aid Authority has been proposed through the ‘Pradhan Mantri Vidya Lakshmi Karyakram.
• This initiative aims to bring on board all Banks providing Educational Loans.

10. Institutes of Eminence Scheme-

• The aim of the scheme is to bring higher educational institutions selected as IoEs in top 500 of the world ranking in the next 10 years and in top 100 eventually overtime.
• The salient features are available in the UGC Guidelines and the UGC Regulations under which greater autonomy viz.
  • To admit foreign students up to 30% of admitted students.
  • To recruit foreign faculty up to 25% of faculty strength.
  • To offer online courses up to 20% of its programmes; to enter into academic collaboration with top 500 in the world ranking Institutions without permission of UGC.
  • Free to fix and charge fees from foreign students without restriction.
  • The flexibility of course structure in terms of a number of credit hours and years to take a degree; complete flexibility in fixing of curriculum and syllabus, etc. has been provided to IoEs.
• Each Public Institution selected as IoE will be provided financial assistance up to Rs. 1000 Cr over a period of five years.
• The private institution will not be given any funds.

11. Samagra Shiksha Scheme–

• The scheme is an overarching programme for the school education sector extending from pre-school to class XII and aims to ensure inclusive and equitable quality education at all levels of school education.
• It envisages the ‘school’ as a continuum from pre-school, primary, upper primary, secondary to senior secondary levels and subsumes the three erstwhile centrally sponsored schemes- Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha Abhiyan (RMSA) and Teacher Education(TE).
• Bridging gender and social category gaps at all levels of school education is one of the major objectives of the scheme.
• The scheme reaches out to girls and children belonging to Scheduled Caste (SC), Scheduled Tribe (ST), minority communities and transgender.
• The Samagra Shiksha scheme supports States for a strengthening of school infrastructure including in rural areas.
• The scheme provides for the infrastructural strengthening of existing government schools based on the gaps determined by Unified District Information System for Education (UDISE) and proposals received from respective States/UTs.

12. Sarva Shiksha Abhiyan-

• Universalizing elementary education across the countryRashtriya Avishkar Abhiyan, Vidhyanjali, PBBB.
• Sarva Shiksha Abhiyan is implemented as a Centrally Sponsored Scheme in partnership with State Governments for universalizing elementary education across the country. Its overall goals include universal access and retention, bridging of gender and social category gaps in education and enhancement of learning levels of children.
• SSA provides for a variety of interventions, including inter alia, the opening of new schools, construction of schools and additional classrooms, toilets and drinking water, provisioning for teachers, periodic teacher training and academic resource support, textbooks and support for learning achievement. These provisions are made in accordance with norms and standards and free entitlements as mandated by the Right of Children to Free and Compulsory Education (RTE) Act, 2009. 

13. Rashtriya Madhyamic Shiksha Abhiyan (RMSA)-

• It aims to raise the minimum level of education to class X and universalize access to secondary education.
• To ensure good-quality secondary education with a focus on Science, Mathematics and English; and
• To reduce the gender, social and regional gaps in enrolments, dropouts and improving retention.
• To make sure that the secondary schools conform to prescribed norms, removing gender, socio-economic and disability barriers, etc. Important physical facilities are provided which include, (i) additional classrooms, (ii) laboratories, (iii) libraries, (iv)art and crafts room, (v) toilet blocks, (vi) drinking water provisions, (vii) electricity / telephone/internet connectivity and (viii) disabled-friendly provisions. Improvement in quality through, (i) appointment of additional teachers to improve PTR (ii) in-service training of teachers, (iii) ICT enabled education, (iv)curriculum reforms and (v) teaching learning reforms. Equity aspects addressed through (i) special focus in micro-planning, (ii) preference to areas with concentration of SC/ST/minority for opening of schools, (iii) special enrolment drive for the weaker section, (iv more female teachers in schools and (v) separate toilet blocks for girls. 

14. Rashtriya Ucchatar Shiksha Abhiyan (RUSA)-

• It is a Centrally Sponsored Scheme (CSS), launched in 2013. It aims at providing strategic funding to eligible state higher educational institutions based on their progress.
• The key objectives of RUSA are to improve access, equity and quality in higher education through planned development of higher education at the state level.
• The central funding (in the ratio of 60:40 for general category States, 90:10 for special category states and 100% for union territories) would be norm based and outcome dependent.
• The funding flows from the central ministry through the state governments/union territories to the State Higher Education Councils before reaching the identified institutions.

 15. Unnat Bharat Abhiyan (UBA)-

• It aims at-
  • Building institutional capacity in Institutes of higher education in research & training relevant to the needs of rural India.
  • As a flagship programme of the Ministry of HRD, it aims to link the Higher Education Institutions with a set of at least (5) villages, so that these institutions can contribute to the economic and social betterment of these village communities using their knowledge base.
  • Provide rural India with professional resource support from institutes of higher education, especially those which have acquired academic excellence in the field of Science, Engineering & Technology and Management.
• The UBA 2.0 was officially launched on 25^th April, 2018

16. SWAYAM-

• Study Webs of Active Learning for Young Aspiring Minds is an indigenous IT platform for hosting the Massive Open Online Courses (MOOCs).
• SWAYAM is designed to achieve the three cardinal principles of Education Policy viz., access, equity and quality.
• It targets those students who could not complete their studies and professionals who wish to upgrade their knowledge.
• This is done through an indigenous developed IT platform that facilitates hosting of all the courses, taught in classrooms from 9th class till post-graduation to be accessed by anyone, anywhere at any time.

17. Saksham Scholarship Scheme-

• The scheme was launched in 2014-15, with the objective of encouraging economically weaker differently-abled students to pursue technical education at Diploma and Degree levels.
• The scholarship amount of Rs.30,000 is provided towards tuition fee reimbursement and Rs.20000 as contingency allowance for 1000 persons/annum.

18. Swayam Prabha-

• The SWAYAM PRABHA is a group of 32 DTH channels devoted to telecasting of high-quality educational programmes on a 24X7 basis using the GSAT-15 satellite.
• Every day, there will be new content for at least (4) hours which would be repeated 5 more times in a day, allowing the students to choose the time of their convenience.
• Information and Library Network (INFLIBNET), an autonomous Inter-University Centre (IUC) of UGC maintains the web portal.
• The DTH Channels shall cover the following:
  • Higher Education.
  • School education (9-12 levels)
  • Curriculum-based courses that can meet the needs of life-long learners of Indian citizens in India and abroad.
  • Assist students (class 11th & 12th) prepare for competitive exams.

19.Shala Darpan Portal-

• It is an E-Governance school automation and management system for Navodaya Vidyalaya Samiti (NVS).
• This portal has been developed for information sharing and knowledge dissemination for employees and students across schools and offices of NVS.

20. All School Monitoring Individual Tracing Analysis (ASMITA)-

• Shala Asmita Yojana (SAY) aims to track the educational journey of close to 25 crore school students from Class I to Class XII across 15 lakh schools in the country.
• Students will be tracked through their Aadhaar numbers and incase those not having a unique number will be provided with it.
• This online database will carry information about student attendance and enrolment, mid-day meal service, learning outcomes and infrastructural facilities, among other things, on one platform for both private and government schools. 

21. Global Initiative of Academic Network (GIAN)-

• It is intended to enlarge and deepen the interface of India’s institutions of higher learning and globally recognised institutions of academic eminence.
• Under it, faculty from highly rated institutions abroad will visit India, interact and partner with their counterparts and with students, and deliver specialised courses. 

22. IMPRINT India-

• It is MHRD supported Pan-IIT + IISc joint initiative to address the major science and engineering challenges that India must address and champion to enable, empower and embolden the nation for inclusive growth and self-reliance.
• This novel initiative with a twofold mandate is aimed at:
  • Developing new engineering education policy.
  • Creating a road map to pursue engineering challenges
• IMPRINT provides the overarching vision that guides research into areas that are predominantly socially relevant.

23. Ishan Uday and Ishan Vikas-

• Ishan Vikas and Ishan Uday schemes are being implemented for the students of the North-Eastern region.
• Ishan Vikas is coordinated by IIT, Guwahati.
• Under it selected school children from the North Eastern States  are  brought in close contact with the Indian Institute of Technology (IITs), Indian Institutes of Science Education and Research (IISERs) and  National Institute of Advanced Studies (NIAS) during the vacation period
• Ishan Uday Scholarship Scheme is administered by the University Grants Commission (UGC). Under the scheme, the scholarship is provided to the economically backward students from the North East Region for pursuing general degree courses, technical and professional degree courses.
• It is envisaged to provide 10000 scholarships annually.

24. Shodhganga-

• It is the repository developed to contain an electronic copy of all M.Phil/PhD thesis to make it accessible to all institutions.
• The task of setting-up of this repository is assigned to Information and Library Network (INFLIBNET), an interuniversity centre of the University Grants Commission (UGC).
• It also provides access to Indian theses and dissertations in open access to the worldwide academic community and making visibility of Indian research to other countries.

25. Vidya Virta Abhiyan-

• It is to encourage varsities to display portraits of Param Veer Chakra-decorated soldiers.
• The objective is to instil a sense of nationalism and patriotism among the students
• Universities and educational institutions across the country will have a wall of heroes, depicting portraits of soldiers who showed extraordinary courage in defending the nation.

26. Diksha Portal-

• HRD ministry has launched Diksha Portal (diksha.gov.in) for providing a digital platform to a teacher to make their lifestyle more digital.
• It will serve as National Digital Infrastructure for Teachers.
• Diksha portal will enable, accelerate and amplify solutions in the realm of teacher education. It will aid teachers to learn and train themselves for which assessment resources will be available.

27. Margadarshan-

• The scheme aims to provide mentoring to institutes by a well-performing Institute.
• Institutions of repute will act as a mentor with its existing facilities to serve as the hub to guide and disperse knowledge to 10 technical institutions.
• It is under the purview of All India Council for Technical Education (AICTE), a national-level apex advisory body under the Ministry of Human Resource and Development.
• Mentor institute also provides services to faculty for self-improvement.
• Government-owned, aided and self-financed institutes and universities approved by AICTE can participate.

28. JIGYASA-

• It is a student- scientist connect programme by the Ministry of HRD and Ministry of S&T.
• It focuses on connecting school students and scientists so as to extend student‘s classroom learning to research laboratory based learning by visiting CSIR laboratories and by participating in mini-science projects.
• CSIR and Kendriya Vidyalaya Sangathan (KVS) are collaborating to implement this programme.

29. Maitreyi Yatra-

• It is an exclusive student exchange programme for J&K organized by Ministry of Human Resource development.
• It provides a good opportunity for the youth of J&K to be acquainted with culture, language and development story of different parts of the country.

30. Madhyamik and Ucchatar Shiksha Kosh (MUSK)-

• It is a non-lapsable pool in the Public Account for secondary and higher, education known as “Madhyamik and Uchchtar Shiksha Kosh” (MUSK) into which all proceeds of “Secondary and Higher Education Cess” will be credited.
• The funds arising from the MUSK would be utilized for schemes in the education sector which would be available for the benefit of students of secondary and higher education, all over the country.
• The MUSK would be maintained as a Reserve Fund in the non-interest bearing section of the Public Accounts of India.
• The major benefit will be enhancing access to secondary and higher education through the availability of adequate resources while ensuring that the amount does not lapse at the end of the financial year.

31. National Testing Agency (NTA)-

• It has been established as a premier, specialist, autonomous and self-sustained testing organization to conduct entrance examinations for admission/fellowship in higher educational institutions.
• It will be registered as a society under the Indian Societies Registration Act.
• It will act an autonomous and self-sustained premier testing organization chaired by an eminent educationist appointed by Ministry of HRD.
• It would conduct those entrance examinations which are currently being conducted by the CBSE (NEET, JEE), AICTE etc, thereby relieving them of this responsibility.

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29th Apr 2021

Tasman Sea

The Tasman Sea is a marginal sea of the South Pacific Ocean, situated between Australia and New Zealand. It measures about 2,000 kilometres (1,200 mi) across and about 2,800 kilometres (1,700 mi) from north to south. The sea was named after the Dutch explorer Abel Janszoon Tasman, who was the first recorded European to encounter New Zealand and Tasmania. The British explorer Captain James Cook later extensively navigated the Tasman Sea in the 1770s as part of his first voyage of exploration.

Persian Gulf

This inland sea of some 251,000 square kilometres (96,912 sq mi) is connected to the Gulf of Oman in the east by the Strait of Hormuz; and its western end is marked by the major river delta of the Shatt al-Arab, which carries the waters of the Euphrates and the Tigris. Its length is 989 kilometres (615 miles), with Iran covering most of the northern coast and Saudi Arabia most of the southern coast. The Persian Gulf is about 56 km (35 mi) wide at its narrowest, in the Strait of Hormuz. The waters are overall very shallow, with a maximum depth of 90 metres (295 feet) and an average depth of 50 metres (164 feet).

Countries with a coastline on the Persian Gulf are (clockwise, from the north): Iran; Oman’s exclave Musandam; the United Arab Emirates; Saudi Arabia; Qatar, on a peninsula off the Saudi coast; Bahrain, on an island; Kuwait; and Iraq in the northwest. Various small islands also lie within the Persian Gulf, some of which are the subject of territorial disputes between the states of the region.

Mediterranean Sea
The Mediterranean Sea is a sea connected to the Atlantic Ocean, surrounded by the Mediterranean Basin and almost completely enclosed by land: on the north by Southern Europe and Anatolia, on the south by North Africa, and on the east by the Levant. The sea is sometimes considered a part of the Atlantic Ocean, although it is usually identified as a separate body of water.

The countries with coastlines on the Mediterranean Sea are

1. Albania
2. Algeria
3. Bosnia and Herzegovina
4. Croatia
5. Cyprus
6. Egypt
7. France
8. Greece
9. Israel
10. Italy
11. Lebanon
12. Libya
13. Malta
14. Morocco
15. Monaco
16. Montenegro
17. Slovenia
18. Spain
19. Syria
20. Tunisia
21. Tukey

In addition, the Gaza Strip (“Palestine” has been associated with the geographical area that currently covers the State of Israel, the West Bank and the Gaza Strip) and the British Overseas Territories of Gibraltar and Akrotiri and Dhekelia have coastlines on the sea.

Black Sea

The Black Sea is a marginal sea of the Atlantic Ocean. It has an area of 436,400 km² (168,500 sq mi) (not including the Sea of Azov). The roughly oval-shaped Black Sea occupies a large basin strategically situated at the southeastern extremity of Europe but connected to the distant waters of the Atlantic Ocean by the Bosporus (which emerges from the sea’s southwestern corner), the Sea of Marmara, the Dardanelles, the Aegean Sea, and the Mediterranean Sea.

Countries bordering the Black Sea are-

1. Ukraine
2. Russia
3. Georgia
4. Turkey
5. Bulgaria
6. Romania

 

Caspian Sea

The Caspian Sea is the largest enclosed inland body of water on Earth by area, variously classed as the world’s largest lake or a full-fledged sea. It is in an endorheic basin (a basin without outflows) located between Europe and Asia.

The Caspian Sea is bordered on the northwest by Russia, on the northeast by Kazakhstan, on the west by Azerbaijan, on the southeast by Turkmenistan, and on the south by Iran. It is classified as both a sea and a lake, and it is the largest enclosed inland body of water in the world.

1. Azerbaijan
2. Iran
3. Kazakhstan
4. Russia
5. Turkmenistan

 

Red Sea

The Red Sea (also the Erythraean Sea) is a seawater inlet of the Indian Ocean, lying between Africa and Asia. The connection to the ocean is in the south through the Bab el Mandeb strait and the Gulf of Aden. To the north lie the Sinai Peninsula, the Gulf of Aqaba, and the Gulf of Suez (leading to the Suez Canal). The sea is underlain by the Red Sea Rift which is part of the Great Rift Valley.

The salinity of the Red Sea is greater than the world average, approximately 4 percent. This is due to several factors:

• Lack of significant rivers or streams draining into the sea.
• Limited connection with the Indian Ocean, which has lower water salinity.
• High rate of evaporation and very little precipitation.

The six countries bordering the Red Sea proper are:

 

Eastern shore:

• Saudi Arabia
• Yemen

• Western shore:
  • Egypt
  • Sudan
  • Eritrea
  • Djibouti

Aral Sea

The Aral Sea was an endorheic lake lying between Kazakhstan (Aktobe and Kyzylorda Regions) in the north and Uzbekistan (Karakalpakstan autonomous region) in the south. The name roughly translates as “Sea of Islands”, referring to over 1,100 islands that once dotted its waters; in the Turkic languages aral means “island, archipelago”.

 

South China Sea

The South China Sea is a marginal sea that is part of the Pacific Ocean, encompassing an area from the Karimata and Malacca Straits to the Strait of Taiwan of around 3,500,000 square kilometres (1,400,000 sq mi). The area’s importance largely results from one-third of the world’s shipping sailing through its waters and that it is believed to hold huge oil and gas reserves beneath its seabed.

It is located

• south of China;
• east of Vietnam and Cambodia;
• northwest of the Philippines;
• east of the Malay peninsula and Sumatra, up to the Strait of Malacca in the western, and
• north of the Bangka–Belitung Islands and Borneo

Ross sea

The Ross Sea is a deep bay of the Southern Ocean in Antarctica, between Victoria Land and Marie Byrd Land. It derives its name from the British explorer James Ross who visited this area in 1841. To the west of the sea lies Ross Island and to the east Roosevelt Island, while the southernmost part is covered by the Ross Ice Shelf, and is about 200 miles (320 km) from the South Pole.

Weddel sea

The Weddell Sea is part of the Southern Ocean and contains the Weddell Gyre. Its land boundaries are defined by the bay formed from the coasts of Coats Land and the Antarctic Peninsula. The easternmost point is Cape Norvegia at Princess Martha Coast, Queen Maud Land. To the east of Cape Norvegia is the King Haakon VII Sea. Much of the southern part of the sea is covered by a permanent, massive ice shelf field, the Filchner-Ronne Ice Shelf .
The sea is named after the Scottish sailor James Weddell, who entered the sea in 1823 and originally named it after King George IV; it was renamed in Weddell’s honour in 1900.

 

Mountain Ranges

Sr. No.	Mountain Range	Important/Highest Peaks	Location	Description
1	Rocky Mountains	Mt. Elbert (highest peak in the Rockies)	North America	It is one of the longest fold mountains in the world and extends from Canada to Western US (New Mexico State)
2	Appalachian Mountains	Mt. Mitchell, North Carolina, US (highest peak of Appalachian Mountains)	North America	It is a fold mountain with rich in mineral resources
3	Alps	Mont Blanc (French –Italian border)	Europe	It is a folded mountain and source for rivers like Danube, Rhine, etc.
4	Sierra Nevada	Mt. Whitney	California, USA	Habitat for many Red Indian tribes
5	Alaska Range	Mt. McKinley	North America	Mt. McKinley highest peak in North America
6	Altai Mountains	Belukha mountain	Central Asia	Young folded mountain which extends from Kazakhstan to northern China.
7	Andes Mountains	Mt. Aconcagua	South America	Longest mountain chain in the world
8	Atlas Mountains	Mt. Toubkal	Northwestern Africa	Young fold mountain spreading over Morocco and Tunisia.
9	Drakensberg Mountains	Mt. Lesotho	South Africa	Young folded mountain
10.	Caucasus Mountain	Mt. Elbrus	Europe	Located between the Black Sea and the Caspian Sea
11.	Ural Mountains	Mt. Narodnaya	Russia	This mountain range act as a boundary between Europe and Asia.
12.	Hindukush Mountains	Mt. Trich Mir	Pakistan and Afghanistan	Folded mountain with rugged topography which makes it difficult for transportation.
13.	Himalayas	Mt. Everest	Asia	Young fold mountains in Asia which separates Indian sub-continent from Asian plains
14.	Arakan Yoma	Mt. Kennedy peak	Myanmar	It extends from north to south direction. Shifting cultivation is practised.
15.	Kunlun Mountains	Mt. Muztag	North of Tibetan plateau and western China	It is one of the young folded mountains.
16.	Vosges	Mt. Grand Ballon	Eastern France, Europe	Famous for the cultivation of grapes and manufacture of wines.
17.	Great Dividing Range	Mt. Kosciuszko	Australia	This range is the source for the rivers Darling and Murray.

 

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28th Apr 2021

In India, the British Government passed various laws and acts before the formulation of the constitution. The Regulating Act of 1773 was enacted as a first step to regulate the working of East India Company. However, the Indian Independence Act, 1947 finally ended the British rule in India and declared India as an independent and sovereign nation with effect from August 15, 1947.

The Regulating Act of 1773

• The Regulating Act of 1773 was enacted as a first step to regulate the working of East India Company
• The Gov of Bengal was made Gov General of Bengal. He was assisted by 4 people. This 4+1 becomes became Supreme Council of Bengal also known as the GG’s Exec Council.
• A Supreme Court was established in Bengal comprising of a chief justice and three other judges

Pitts’s India Act, 1784

• We see a shrinking of the Council from 4 members to 3 members. Hence 3+1 is the renewed GG’s Executive Council.
• Board of control was established to control the civil, military and revenue affairs of the company
• The Court of Proprietors was no more empowered to revoke or suspend the resolution of the directors approved by the Board of Control.

Charter Act of 1833

• The Governor-General of Bengal was made the Governor-General of India. The first Governor-General of India was William Bentinck.
• He was given legislative powers over entire India including the Governors of Bombay and Madras.
• The company lost the status of a commercial body and was made purely an administrative body.
• This Act. was the first law to distinguish between the executive and legislative powers of the Gov General.
• A 4th member was introduced who could only discuss and vote only on the legislative matter.
• Council of India = [(3+1) +  1(4th member also called the Law Member)]
• The first such Law Member was Macaulay. This Council of India was, to a certain extent, the Legislature. Strength of the Executive remained 3+1 .

Charter Act of 1853

• From here on, we see a gradual increase in the membership of the Council and further separation of powers.
• Access to compete in civil services for Indians.
• It brought out the separation in the legislative and executive functions of the Governor-General’s council.
• The 4th member (Law Member)was included as a full-time Member in the GG’s Executive Council. His position was taken by 6 Members referred to as Legislative Councillors.
• Council of India = [(4+1) + 6(Legislative Councillors) + 1 Commander-in-Chief]
• 6 Councillors were,
  1. 1 Chief Judge of SC of Calcutta.
  2. 1 Judge of SC of Calcutta
  3. 4 members of the ICS

•  

Government of India Act, 1858

• India was to be governed by and in the name of the crown through Viceroy, who would be the representative of the crown in India.
• The designation of Governor-General of India was changed to Viceroy. Thus, Governor-General Lord Canning became the first Viceroy of India
• Board of Control and Board of directors were abolished transferring all their powers to British Crown
• A new office ‘secretary of state was created with a 15 member council of India to assist him. Indian Councils Act, 1861
• The major focus of the act was on administration in India. It was the first step to associate Indians to legislation.
• The act provided that the viceroy should nominate some Indians as non-official members in the legislative council.
• The legislative powers of Madras and Bombay presidencies were restored.
  It provided for the establishment of legislative councils for Bengal, North-Western Frontier Province (NWFP) and Punjab.
• Viceroy was empowered to issue ordinances during an emergency without the concurrence of the legislative council.

Indian Councils Act of 1861

• After 1861, the Council was called Imperial Legislative Council(ILC) or Indian Legislative Council(ILC). The Executive was further enhanced by 1 member.
• The Viceroy now had the power to Nominate 6 – 12 Non-Official members in the Legislature who would be holding the office for 2 years.
• ILC = [(5+1) + (Additional Members -> Minimum 6, Maximum 12)]
• The composition of Additional Members was as follows:
  1. 50% Nominated Official Members
  2. 50% Nominated Non-Official Members
• The Act thus sowed the seed for the future Legislative as an independent entity separate from the Executive Council.

Indian Councils Act of 1892 

• Due to the excessive demand of the Congress, the Additional Members were increased. Additional Members -> Minimum 10, Maximum 12.
• ILC = [(5+1) + (Additional Members -> Minimum 10, Maximum 16)]

The composition of Additional Members was as follows:

• Nominated official members (those nominated by the Governor-General and were government officials)
• 5 Nominated Non-Officials (nominated by the Governor-General but were not government officials)
• 4 Nominated by the Provincial Legislative Councils of Bengal Presidency, Bombay Presidency, Madras Presidency and North-Western Provinces.
• 1 Nominated by the Chamber of Commerce in Calcutta.

Indian Councils Act of 1909: The Morley-Minto reforms

• It introduced for the first time the method of election.
• The additional members of the Governor-General Council were increased from 16 to a maximum of 60.
• The composition of Additional Members was as follows:
  1. Nominated official members (those nominated by the Governor-General and were government officials)
  2. Nominated non-official members (nominated by the Governor-General but were not government officials)
  3. Elected Members (elected by different categories of Indian people)
• It provided for the association of Indians in the executive council of the Viceroy and Governors. Satyendra Prasad Sinha joined the Viceroy’s executive council as a law member.
• It introduced Separate Electorate for Muslims.

Indian Councils Act of 1919: The Montagu-Chelmsford Reforms

• Central Legislature thereafter called the Indian Legislature was reconstituted on the enlarged and more representative character.
• The act set up bicameral legislatures at the centre consisting of two houses- the Council of the States (Upper House) and the Central Legislative Assembly (Lower House).
• It consisted of the Council of State consisted of 60 members of whom 34 members were elected and the Legislative Assembly consisted of about 145 members, of whom about 104 were elected and the rest nominated.
• Of the nominated members, about 26 were officials.  The powers of both the Chambers of the Indian Legislature were identical except that the power to vote supply was granted only to the Legislative Assembly.
• The central and provincial subjects were demarcated and separated.
• The Provincial subjects were further divided into Transferred Subjects and Reserved Subjects, the legislative council had no say in the latter. This was known as the system of Diarchy.
• The principle of separate electorate was further extended to Sikhs, Indian Christians, Anglo-Indians and Europeans.
• It provided for the appointment of a statutory commission to report the working of the act after ten years

The Government of India Act 1935

• It marked the next great stride in the evolution of the Legislatures.
• The Federal Legislature was to consist of two Houses, the House of Assembly called the Federal  Assembly and the Council of States.
• The Federal Assembly was to consist of 375 members, 250 to represent Provinces and 125 to represent the Indian States, nominated by the Rulers.
• The representatives of the Provinces were to be elected not directly but indirectly by the Provincial Assemblies.
• The term of the Assembly was fixed as five years.
• The Council of State was to be a permanent body not subject to dissolution, but one-third of the members should retire every three years.
• It was to consist of 260 members.  104 representatives of Indian States, six to be nominated by the Governor-General, 128 to be directly elected by territorial communal constituencies and 22 to be set apart for smaller minorities, women and depressed classes.
• The two Houses had in general equal powers but demands for supply votes and financial Bills were to originate in the Assembly.
• The principle of Separate Electorate was extended to depressed classes, women and workers.
• Provided for the formation of Reserve bank of India

Indian Independence Act, 1947

• The act formalized the Lord Mountbatten Plan regarding the independence of India on June 3, 1947.
• The Act ended the British rule in India and declared India as an independent and sovereign nation with effect from August 15, 1947.
• Provided for the partition of India into two dominions of India and Pakistan
• The office of Viceroy was abolished and a Governor-General was to be appointed in each of the dominions
• The Constituent Assemblies of the two dominions were to have powers to legislate for their respective territories.
• Princely states were free to join any of the two dominions or to remain independent.

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27th Apr 2021

• With almost absolute power the Governor-General and viceroy played a significant role in the shaping history of the country. Following are some of these important figures and significant events and major reforms carried out by them.

  Governor Generals of                            Bengal/India                     (Period)	Important events/Reforms
  Warren Hastings (1773-1785)	Regulating Act of 1773. First Governor-General of Bengal. End of the dual system of administration (1765-1772). Supreme Court at Calcutta. Wrote Introduction to the first English translation of Gita. Founded Madarasa Aliya at Calcutta.
  Lord Cornwallis (1786-1793)	Separation of three branches of service: commercial, judicial and revenue. Permanent Land Revenue Settlement of Bengal-1793. Reformed, modernised and rationalised the civil service. Introduced the Cornwallis Code. Sanskrit College, Varanasi.
  Lord Wellesley (1797-1805)	Introduction of Subsidiary Alliance System. Fourth Anglo-Mysore war. Fort William College, Calcutta.
  Lord Hastings (1813-1823)	Anglo-Nepal War-(1814-16) Third Anglo-Maratha War-(1817-19) and dissolution of Maratha confederacy. Introduction of Ryotwari System of Thomas Munro, Governor of Madras-1820.
  Lord William Bentinck (1828-1835)	Charter Act of 1833. Abolition of Sati-1829. Resolution of 1835 and Education reforms and introduction of English as the official language. The annexation of Mysore-1831, Coorg, and Central Cachar-1831.
  Lord Dalhousie (1848-1856)	Introduction of the Doctrine of Lapse and annexations of Satara-1848, Jaitpur and Sambhalpur-1849, Udaipur-1852, Jhansi-1853, Nagpur-1854 and Awadh-1856. Wood’s Dispatch of 1854. Railway Minute of 1853. Telegraph and Postal reforms. Widow Remarriage Act-1856.
  Lord Canning (1856-1857)	Establishment of universities at Bombay, Madras and Calcutta. Mutiny of 1857.

  Governor-General                            and          Viceroy of India                 (Period)	Important events/Reforms
  Lord Canning (1858-1862)	Transfer of control from East India Company to the Crown by the Government of India Act 1858 Indian Councils Act-1861
  Lord Mayo (1869-1872)	Opening of Rajkot College in Kathiawad and Mayo College at Ajmer for political training of Indian Princes. Statistical Survey of India was established. Department of Agriculture and Commerce was established. Introduction of state railways.
  Lord Lytton (1876-1880)	The great famine of 1876 affecting Bombay, Madras, Mysore, Hyderabad, Central India and Punjab. Appointment of Famine Commission under the presidency of Richard Strachey. Vernacular Press Act was passed- 1878. The Arms Act-1878.
  Lord Ripon (1880-1884)	Education Commission 1882 under William Hunter-1882. Ilbert Bill controversy. Repeal of Vernacular Press Act in 1882. The First Factory Act in 1881 to improve labour conditions. Government resolution on local self government-1882.
  Lord Dufferin (1884-1888)	Establishment of Indian National Congress.
  Lord Lansdowne (1888-1894)	The categorisation of civil services into imperial, provincial and subordinate. Indian Councils Act-1892 Durand Commission (1893) was set up to define the Durand Line between India and Afghanistan.
  Lord Curzon (1899-1905)	Police Commission (1902) was appointed under Sir Andrew Frazer. University Commission (1902) was appointed and Universities Act (1904) was passed. Department of Commerce and Industry was established. Calcutta Corporation Act-1899 Partition of Bengal (1905).
  Lord Minto-II (1905-1910)	Popularisation of anti-partition and Swadeshi Movements. Split in Indian National Congress at Surat in 1907. Indian Muslim League was established by Aga Khan (1907) Morley-Minto reforms or Indian Councils Act 1909.
  Lord Hardinge-II (1910-1916)	Transfer of capital from Calcutta to Delhi (1911). Establishment of Hindu Mahasabha (1915) by Madan Mohan Malviya.
  Lord Chelmsford (1916-1921)	Home Rule League was formed by Annie Besant and Tilak (1916) Lucknow session of Congress (1916). Lucknow Pact between Congress and Muslim League (1916). Champaran Satyagraha (1918), and Satyagraha at Ahmadabad (1918). Montague’s August Declaration. Government of Indian Act- 1919 Jallianwalla Bagh massacre (1919). Non-Cooperation and Khilafat Movements were launched. Foundation of Women’s University at Poona (1916) and Saddler’s Commission was appointed for reforms in educational policy. Appointment of S. P. Sinha as governor of Bihar first Indian to do so.
  Lord Reading (1921-1926)	The Chaura-Chauri Incident-Feb5, 1922 and withdrawal of Non-Cooperation movement. Moplah rebellion in Kerala (1921). Repeal of the Press Act of 1910 and Rowlatt Act of 1919. Kakori train robbery (1925) Establishment of Swaraj Party (1922). The decision to hold a simultaneous examination for ICS in Delhi and London with effect from 1923.
  Lord Irwin (1926-1931)	Simon Commission-1928 Appointment of the Harcourt Butler Indian States Commission (1927) Murder of Saunders and Bomb blast in the Assembly Hall of Delhi-1929 Lahore session of Congress 1929 and Purna Swaraj Resolution. Dandi March (12 March, 1929) and launch of Civil Disobedience Movement.
  Lord Willingdon (1931-1936)	Second Round Table Conference and failure of the conference, resumption of the Civil Disobedience Movement. Announcement of the Communal Award (1932). Poona Pact (1932) Third Round Table Conference 1932. The Government of India 1935. Establishment of All India Kisan Sabha 1936. Establishment of Congress Socialist Party by Acharya Narendra Dev and Jayaprakash Narayan (1934)
  Lord Linlithgow (1936-1944)	First general elections were held and Congress attained absolute majority (1936-1937). Congress ministers resigned (1937) after the outbreak of WW-II Subhash Chandra Bose elected as the president of Congress-1938. Lahore Resolution by Muslim League for the demand of separate state for Muslims. August Offer by the viceroy-1940. Cripp’s Mission to India Passing of the Quit India Resolution by Congress-1942
  Lord Wavell (1944-1947)	C Rajgopalachari’s CR Formula (1944) and Gandhi-Jinnah Talks failed. Wavell Plan and the Shimla Conference (1942) Cabinet Mission and Congress accepted its plan 1946 Observance of the ‘Direct Action Day’ (16 August 1946) by the Muslim League. Elections to the Constituent Assembly and formation of Interim Government by the Congress (September 1946). Announcement of the end of British rule in India by Clement Attlee on February 20, 1946
  Lord Mountbatten (1947-48)	June Third Plan (June 3, 1947) announced. Introduction of Indian Independence Bill in the House of Commons. Appointment of two boundary commissions under Sir Cyril Radcliff for the partition of Bengal and Punjab.

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26th Apr 2021

First Amendment Act, 1951

• Empowered the state to make special provisions for the advancement of socially and economically backward classes.
• Provided for the saving of laws providing for the acquisition of estates, etc.
• Added Ninth Schedule to protect the land reforms and other laws included in it from the judicial review. After Article 31, Articles 31A and 31B were inserted.

The Constitution (Seventh Amendment) Act, 1956

• The Seventh Amendment brought about the most comprehensive changes so far in the Constitution. This amendment was designed to implement the State Reorganisation Act.
• The Second and Seventh schedules were substantially amended for the purpose of the States Reorganization Act.

Constitutional (10th Amendment) Act, 1961

• The Tenth Amendment integrates the areas of Free Dadra and Nagar Haveli with the Union of India and provides for their administration under the regulation of making powers of the President.

Constitutional (13th Amendment) Act,1963

• Gave the status of a state to Nagaland and made special provisions for it.

The Constitution (24th Amendment) Act, 1971

• It amended Article 13 and 368 with a view to removing all possible doubts regarding the power of Parliament to amend the Constitution and procedure thereof.
• It gets over the Golak Nath ruling and asserts the power of Parliament, denied to in the Golak Nath, to amend Fundamental Rights.

The Constitution (Twenty-fifth) Amendment Act, 1971

• The 25th amendment of the Constitution in 1971 added a new clause, Article 31C to the Constitution. Up to 1971, the position was that Fundamental Rights prevailed over the Directive Principles of State Policy and that a law enacted to implement a Directive Principle could not be valid if it conflicted with a Fundamental Right.
• Article 31C sought to change this relationship to some extent by conferring primacy on Articles 39(b) and 39(c) over Articles 14, 19 and 31.

Twenty-Sixth Amendment Act, 1971

• Abolished the privy purses and privileges of the former rulers of princely states.

The Constitution (Thirty-fourth Amendment) Act, 1974

• By this amendment twenty State Acts concerning land ceiling and land tenure reforms were added to the Ninth Schedule to the Constitution.

The Constitution (Thirty-eight Amendment) Act, 1975 

• Made the declaration of emergency by the President non-justiciable.
• Made the promulgation of ordinances by the President, governors and administrators of Union territories non-justiciable.
• Empowered the President to declare different proclamations of national emergency on different grounds simultaneously

The Constitution (42nd Amendment) Act, 1976

• The Amendment was meant to enhance enormously the strength of the Government. The major Amendments made in the Constitution by the 42nd Amendment Act are: Preamble The characterization of India as ‘Sovereign Democratic Republic’ has been changed to ‘Sovereign Socialist Secular Democratic Republic’.
• The words ‘Unity of the nation’ have been changed to ‘Unity and integrity of the nation’.
• Parliament and State Legislatures: The life of the Lok Sabha and State Legislative Assemblies was extended from 5 to 6 years.
• Executive: It amended Article 74 to State explicitly that the President shall act in accordance with the advice of the Council of Ministers in the discharge of his functions.
• Judiciary: The 42nd Amendment Act inserted Article 32A in order to deny the Supreme Court the power to consider the Constitutional validity of the State law. Another new provision, Article 131A, gave the Supreme Court an exclusive jurisdiction to determine question relating to the Constitutional validity of a central laws. Article 144A and Article 128A, the creatures
  of the Constitutional Amendment Act made further innovation in the area of judicial review of the Constitutionality of legislation. Under Article 144A, the minimum number of judges of the Supreme Court to decide a question of  Constitutional validity of a Central or State law was fixed as at least seven and further, this required two-thirds majority of the judges sitting declare law as unconstitutional. While the power  of the High Court to enforce Fundamental Rights remained untouched, several restrictions were imposed on its power to issue writs ‘for any other purpose’.
• Federalism: The Act added Article 257A in the Constitution to enable the Centre to deploy any armed force of the Union, or any other force under its control for dealing with any grave situation of law and order in any State.
• Fundamental Rights and Directive Principles: A major change that was made by42nd Constitutional Amendment was to give primacy to all Directive Principles over the Fundamental Rights contained in Articles 14, 19 or 31.
• The 42nd Constitutional Amendment added a few more Directive Principles – free legal aid, participations of workers in the management of industries, protection for environment and protection of forests and wildlife of the country.
• Fundamental Duties: The 42nd Amendment Act inserted Article 51-A to create a new part called IV-A in the Constitution, which prescribed the Fundamental Duties to the citizens.
• Emergency: Prior to the 42nd Amendment Act, the President could declare an emergency under Article 352 throughout the country and not in a part of the country alone. The Act authorized the President to proclaim emergency in any part of the country.

The Constitution (44th Amendment) Act, 1978

• It reduced the life of Lok Sabha and State Legislative Assemblies again to five years and thus restore the status quo ante.
• It cancelled 39th Amendment which had deprived the Supreme Court of its jurisdiction to decide disputes concerning election of the President and the Vice-President
• A new provision was added to Article 74(1) saying that the President could require the council of ministers to reconsider its advice to him, either generally or otherwise and the President should Act in accordance with the advice tendered after such re-consideration. Article 257A was Omitted
• It has been provided that an Emergency can be proclaimed only on the basis of written advice tendered to the President by the Cabinet.
• Right to Property has been taken out from the list of Fundamental Rights and has been declared a legal right.

The Constitution (Fifty-first Amendment) Act, 1984

• The Amendment effectuates some changes in Articles 330 and 332 with a view to provide for reservation of seats in the Lok Sabha for Scheduled Tribes in Meghalaya, Aruncahal Pradesh and Mizoram, as well as in the Legislative Assemblies of Nagaland and Meghalaya.

The Constitution (52nd Amendment) Act, 1985

• The amendment is designed to prevent the scourge of defection of Members of Parliament and State Legislatures from one political party to another.

 The Constitution (61st Amendment) Act, 1989

• The 61st Amendment reduces the voting age from 21 years to 18 years for the Lok Sabha and Assembly election.

The Constitution (Sixty-fifth Amendment) Act, 1990

• Article 338 of the Constitution has been amended for the Constitution of a National Commission for Scheduled Castes and Scheduled Tribes consisting of a chairperson, vice-chairperson and five other members who shall be appointed by the President by warrant under his hand and seal.

The Constitution (Sixty-ninth Amendment) Act, 1991

• The Amendment Act was to grant Statehood to Delhi as ‘National Capital Territory of Delhi’. It also provides a 70 member assembly and a 7 member Council of Ministers for Delhi.

 The Constitution (73rd Amendment) Act, 1992

• April 20,1993 as it got rectification by the State legislatures and was assented to by the President of India. After notification, the Panchayati Raj Institutions have now got Constitutional legitimacy.
• After part VIII of the Constitution, a separate part IX has been added to the Constitution with the addition in Article 243A and fresh Schedule called Eleventh Schedule enumerating the powers and functions of Panchayti Raj Institutions.
• The Act provides for Gram Sabha, a three-tier model of Panchayati Raj, reservation of seats for SCs and STs in proportion to their population and one-third reservation of seats for women.

The Constitution (74th Amendment) Act, 1992

• The Act provides constitutional status to Urban Local Bodies. After part VIII of the Constitution, a separate part IXA has been added to the Constitution with the addition in Article 243A and a fresh schedule called Twelfth schedule enumerating the powers and functions of urban local bodies has been incorporated.
• The Act provides Municipal Panchayat, Municipal Council and Municipal Corporation, reservation of seats for SCs and STs in proportion to their population and one-third reservation of seats for women

The Constitution (76th Amendment) Act, 1994

• This Amendment Act raises the reservation quota of government jobs and seats for admission in the educational institutions in favor of socially and educationally backward classes to 69 per cent in Tamil Nadu.
• Further, the Amendment Act has been included in the Ninth Schedule of the Constitution to exempt it from the purview of judicial scrutiny

The Constitution (Seventy-seventh Amendment) Act, 1995

• This Amendment has added a new clause (4-a) to Article 16 of the Constitution which empowers the State to make any provisions for reservation in promotions in Government jobs in favour of SCs and STs, if it is of opinion that they are inadequately represented in the services under the State.
• This has been done to nullify the effect of the Supreme Court Judgment in the Mandal Commission Case (Indra Sawhney vs. Union of India) in which the Court has held that reservation in promotions cannot be made.

The Constitution (80th Amendment) Act, 2000

• Based on the recommendations of the Tenth Finance Commission, an alternative scheme for sharing taxes between the Union and the State has been enacted by the Constitution (Eightieth Amendment) Act, 2000.
• Under the new scheme of devolution of revenue between Union and the States, 26 per cent out of gross proceeds of Union taxes and duties is to be assigned to the States in lieu of their existing share in the income-tax, excise duties special excise duties and grants in lieu of tax on railway passenger fares. 

The Constitution (85^th Amendment) Act, 2001

• This Act amended Article 16 (4A) of the Constitution to provide for consequential seniority in the case of promotion by virtue of rule of reservation for Government servants belonging to the Scheduled Castes and the Scheduled Tribes.

The Constitution (86^th Amendment) Act, 2002

• With a view to making right to free and compulsory education a fundamental right, the Act inserts a new Article, namely, Article 21A conferring on all children in the age group of 6 to 14 years the right to free and compulsory education.
• The Act amends in Part-III, Part –IV and Part-IV(A) of the Constitution.

The Constitution (89^th Amendment) Act, 2003

• The Act adds Article 338A and provides for the creation of National Commission for Scheduled Tribes.

 The Constitution (90^th Amendment) Act, 2003

• The Act amends Article 332 and adds section (6) regarding representation in the Bodo Territorial Areas District in the State of Assam.

The Constitution (Ninety-one Amendment) Act,2003

• The Act makes provisions for limiting the size of the Council of Ministers at the Center and in the States and gives teeth to debar a defector from holding any remunerative political post for the remaining tenure of the legislature unless reelected.

The Constitution (Ninety- third Amendment) Act, 2005

• Providing reservation for the socially and educationally backward classes, besides the Schedules Castes and the Scheduled Tribes, in private unaided educational institutions.

The Constitution (97th Amendment) Act, 2012

• In Part IIIof the constitution, after the words “or unions” the words “Cooperative Societies” was added.
• In Part IVa new Article 43Bwas inserted, which says: The state shall endeavour to promote voluntary formation, autonomous functioning, democratic control and professional management of the co-operative societies”.
• After Part IXAof the constitution, a Part IXBwas inserted to accommodate state vs centre roles.

The Constitution (99th Amendment) Act, 2014

• The National Judicial Appointments Commission (NJAC) was established by the Union government of India by amending the constitution of India through the 99^th Constitutional Amendment Act, 201

The Constitution (100th Amendment) Act, 2015

• Constitution (100th Amendment) Act 2015 ratified the land boundary agreement between India and Bangladesh.
• The act amended the 1st schedule of the constitution to exchange the disputed territories occupied by both the nations in accordance with the 1974 bilateral Land Boundary Agreement.
• India received 51 Bangladeshi enclaves (covering 7,110 acres) in the Indian mainland, while Bangladesh received 111 Indian enclaves (covering 17,160 acres) in the Bangladeshi mainland

The Constitution (101st Amendment) Act, 2017

• Introduced the Goods and Services Tax.

The Constitution (102nd Amendment) Act, 2018

• Constitutional status to National Commission for Backward Classes

The Constitution (103rd Amendment) Act, 2019

• A maximum of 10% Reservation for Economically Weaker Sections (EWSs) of citizens of classes other than the classes mentioned in clauses (4) and (5) of Article 15, i.e. Classes other than socially and educationally backward classes of citizens or the Scheduled Castes and the Scheduled Tribes.
• Inserted Clause [6] under Article 15 as well as Inserted Clause [6] under Article 16.

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24th Apr 2021

 

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23rd Apr 2021

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