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Thursday, October 16, 2025

“Can the National Education Policy 2020 Move Beyond Vision to Become a Real Catalyst for Change in India’s Education System?”, “Is NEP 2020 an Ambitious Leap Toward Educational Transformation—or Just Another Policy Promise?”




Introduction: Education as the Soul of a Nation

Education has never been merely a tool of instruction — it is the art of nation-making. A society becomes what it teaches its children to value. India’s National Education Policy 2020 thus represents not just an educational reform, but a civilizational renewal. It asks a profound question: can education liberate minds instead of standardizing them?

In an age driven by technology and competition, NEP 2020 dares to blend ancient wisdom with modern innovation — reviving Gandhi’s vision of moral learning, Tagore’s ideal of creative freedom, and Mandela’s belief that education can change the world. It envisions classrooms where knowledge meets character, skill meets empathy, and learning becomes a lifelong journey.

At its heart, the policy seeks to transform India from a knowledge consumer to a knowledge creator — from a nation that studies the world to one that illumines it.

“Education is not the filling of a pail, but the lighting of a fire.” — W.B. Yeats

The National Education Policy 2020 (NEP 2020) marks a historic step in reforming India’s education system—from early childhood to higher education. Replacing the 1986 policy, it envisions an inclusive, flexible, and learner-centric system aligned with the needs of the 21st century and rooted in India’s cultural ethos.

Vision and Core Principles

The NEP 2020 seeks to build an education system that “contributes directly to transforming India into an equitable and vibrant knowledge society.”

It stands on five key pillars:

Access, Equity, Quality, Affordability, and Accountability.

This vision resonates with the spirit of Sustainable Development Goal 4 (SDG 4) — “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”

​1. The Foundational Decade (1947–1964): Building the Structure

​The immediate post-independence era focused on creating a constitutional and institutional framework for education.

​Constitutional Mandate: Article 45 of the Constitution (Part IV, Directive Principles) mandated the state to endeavor to provide free and compulsory education for all children until they complete the age of fourteen years.  

​Commissions: University Education Commission (1948–49): Also known as the Radhakrishnan Commission, it recommended the integration of liberal education with vocational training, laid the foundation for quality control, and led to the formal establishment of the University Grants Commission (UGC) in 1956.  

​Secondary Education Commission (1952–53): Also known as the Mudaliar Commission, it proposed a diversified curriculum and the 10+2+3 pattern (10 years of school, 2 years of higher secondary, and 3 years of degree course), which became the structural standard for decades.  

​Institutional Foundation: Premier technical and management institutions like the Indian Institutes of Technology (IITs) and Indian Institutes of Management (IIMs) were established to develop high-quality human capital for nation-building.  

2. The Era of Kothari Commission and the First Policy (1964–1985)

​This period sought to link education directly to national development and societal needs.  

​Kothari Commission (1964–66)

​The D.S. Kothari Commission (formally the Education Commission) was the most comprehensive review, advocating a radical restructuring of the education system.

Key recommendations:  

​Education for National Development: The central theme was to make education a "powerful instrument of social, economic, and political change."  6% of GDP Target: It famously recommended that public expenditure on education should reach 6% of the national GDP (a target yet to be consistently met).  

​Common School System (CSS): Advocated for a neighborhood school system to promote social equity and national integration.  

​Three-Language Formula (TLF): Recommended teaching the mother tongue/regional language, Hindi, and English to promote multilingualism.  

​National Policy on Education (NPE 1968)

​Based on the Kothari Commission report, this was India's first official national policy on education.  

​Focus: Advocated for universal access, equalization of educational opportunities, and the adoption of the 10+2+3 structure nationwide.  

​Shift: Education was moved from the State List to the Concurrent List in 1976 (via the 42nd Amendment), giving the central government a formal role in policy and planning.  

3. The Shift to Modernization and Equity (1986–2009)

​The NPE of 1986 focused on modernizing education with a strong emphasis on equity and technology.  

​National Policy on Education (NPE 1986, Revised 1992)

​Universalization of Elementary Education (UEE): Focused on universal access, universal enrolment, and universal retention up to the age of 14.  

​Operation Blackboard (OB): A major initiative launched in 1987 to improve the infrastructure of primary schools, providing essential teaching-learning equipment, blackboards, and a minimum of two teachers in every primary school.  

Navodaya Vidyalayas (NVs): Establishment of pace-setting residential schools in rural areas to nurture talented children.  

​Open Learning: Expansion of the open university system, notably through the Indira Gandhi National Open University (IGNOU).  

​Technology: Introduction of computers in schools through the CLASS Project.

Right to Education (RTE) Act 2009

​This was a watershed moment that legally enforced the constitutional mandate.

​86th Constitutional Amendment (2002): Made education a Fundamental Right (Article 21A) for children aged 6 to 14 years.  

​RTE Act (2009): Provided the legislative framework for this right, making it free and compulsory for every child in this age group, and setting norms and standards for schools.  

​Major Schemes: This period also saw the launch of Sarva Shiksha Abhiyan (SSA) (2001) for elementary education and Rashtriya Madhyamik Shiksha Abhiyan (RMSA) (2009) for secondary education.

Philosophical Foundation: Indian and Global Thinkers

The ideals behind NEP 2020 reflect the timeless educational visions of great thinkers:

Mahatma Gandhi – Education for Life and Character

Gandhi’s concept of “Nai Talim” (Basic Education) emphasized learning through productive work, moral values, and self-reliance.

He believed: “By education, I mean an all-round drawing out of the best in child and man—body, mind and spirit.”

The NEP’s focus on experiential learning, vocational education, and value-based education closely aligns with Gandhian philosophy.

Rabindranath Tagore – Freedom and Creativity in Learning

Tagore’s Visva-Bharati model envisioned education as a journey of self-discovery, nature-based learning, and cultural harmony.

He said: “The highest education is that which does not merely give us information but makes our life in harmony with all existence.”

The NEP’s emphasis on holistic, multidisciplinary learning and arts integration carries forward Tagore’s humanistic vision.

Modern Global Educationists

Contemporary thinkers echo similar ideals:

Dr. A.P.J. Abdul Kalam: “The purpose of education is to make good human beings with skill and expertise. Enlightened human beings can be created by teachers.”

Nelson Mandela: “Education is the most powerful weapon which you can use to change the world.”

UNESCO Vision (2020): Promotes education as a “common good”, focusing on creativity, sustainability, and global citizenship — themes reflected strongly in NEP 2020.

Key Reforms in School Education

The policy replaces the old 10+2 structure with a new 5+3+3+4 design (ages 3–18):

Foundational Stage (3–8 years): Play-based, activity-oriented Early Childhood Care and Education (ECCE).

NIPUN Bharat has reached over 4.2 crore students across 8.9 lakh schools. PARAKH Rashtriya Sarvekshan (2024) highlights a significant improvement in FLN skills, with Grade 3 students in government schools outperforming private school students in Language and Maths (PIB, 2025).

Preparatory Stage (8–11 years): Interactive learning in literacy, numeracy, art, and science.

Middle Stage (11–14 years): Experiential and subject-based learning.

13,070 PM SHRI schools have been selected (out of a target of 14,500+), with a total scheme outlay of ₹27,360 crore (Central Share: ₹18,128 crore) for five years (2022-23 to 2026-27). ₹630.11 crore was released as the first installment to 6,207 schools (PIB, 2024).

Secondary Stage (14–18 years): Flexible subject choices and multidisciplinary study.

National Curriculum Framework for School Education (NCF-SE) launched (2023), promoting experiential and competency-based learning. CBSE board exams now include 50% competency-based questions (PIB, 2025).

Other Highlights:

Universal Foundational Literacy and Numeracy (FLN) by Grade 3.

Vocational training and internships from Class 6.The number of schools offering vocational courses has increased significantly from 960 in 2014 to 29,342 in 2024. Student enrolment in skill education has surged from 58,720 in 2014 to over 30.8 lakh in 2024 (PIB, 2024).

Mother tongue/local language as medium of instruction till at least Grade 5.

PARAKH, a new national assessment body, to promote conceptual understanding over rote memorization.

Higher Education Reforms

Multidisciplinary Approach: All higher education institutions (HEIs) will evolve into multidisciplinary universities or autonomous colleges.The number of Universities grew from 723 in 2014 to 1,213 in 2024, and the number of IIMs increased from 13 to 21 (PIB, 2025).

Multiple Entry/Exit (MEE): Students can earn certificates, diplomas, or degrees based on years completed, supported by the Academic Bank of Credit (ABC).2,037 HEIs have onboarded ABC, and 30.13 crore APAAR IDs (Automated Permanent Academic Account Registry) have been created for students across school, HE, and skill institutes (PIB, 2024).

Regulation and Research: Establishment of Higher Education Commission of India (HECI) and National Research Foundation (NRF) to enhance quality, accountability, and innovation.Around 7,568 Institutions' Innovation Councils and 104 IDEA Labs have been set up to promote research and innovation (PIB, 2024).

Goal: Raise the Gross Enrolment Ratio (GER) to 50% by 2035.

Total enrolment in higher education reached 4.33 crore in 2021-22 (up from 3.42 crore in 2014-15). The GER rose to 28.4% in 2021-22 (from 23.7% in 2014-15). Female enrolment increased to 2.07 crore (PIB/AISHE, 2024).


Strengths of NEP 2020

1. Focus on Early Childhood Learning: Integrating ECCE and FLN builds a strong foundation for lifelong learning.

2. Flexibility and Holistic Growth: Breaking rigid subject barriers encourages creativity and interdisciplinary understanding.

3. Simplified Governance: A single regulatory structure ensures better quality control and institutional autonomy.

4. Integration of Indian Values: The policy blends traditional wisdom with modern educational demands.

Challenges and Concerns

Despite its visionary goals, the NEP faces several implementation challenges:

Funding Shortfall: The target of spending 6% of GDP on education remains unmet.

Public expenditure on education by the Central and State Governments continues to hover between 4.0% and 4.64% of GDP (PIB). The 6% target remains aspirational.

Teacher Training: Effective reform depends on retraining millions of teachers in new pedagogy.

Digital Divide: Rural areas still lack infrastructure for online learning.

Language Policy: Implementing multilingual education equitably is complex.

Privatization Risks: Greater autonomy could lead to commercialization and inequality.

Enrolment of SC students in HE increased by 44% and ST students by 65.2% between 2014-15 and 2021-22, indicating positive progress in access and equity (PIB, 2024).

Critical Reflection

NEP 2020 is a progressive blueprint rooted in both Indian philosophy and global educational best practices. However, its success depends on three key enablers:

1. Adequate funding and resource allocation.

2. Empowered, well-trained teachers.NISHTHA has been extended to cover all levels of schooling, with over 14 lakh teachers trained across ECCE and FLN (PIB, 2025).

3. Inclusive digital and linguistic access for all learners.DIKSHA serves as the national EdTech platform. SWAYAM (online courses) has seen 5.15 crore+ enrolments (PIB, 2025). Dedicated TV channels under PM e-VIDYA have been extended to 200 channels.

Without these, the NEP’s promise may remain largely aspirational.


                    Conclusion

Conclusion: Towards an Enlightened Republic of Learning


The National Education Policy 2020 is more than an administrative reform — it is India’s moral and intellectual declaration for the 21st century. It seeks not only to universalize schooling but to humanize education — to create citizens who can think freely, act ethically, and innovate fearlessly. Rooted in Gandhi’s vision of education for character, Tagore’s freedom in learning, and Mandela’s faith in transformation, the NEP aspires to make India a knowledge civilization rather than merely a knowledge economy.


Yet its true measure will lie not in policy documents but in classrooms — in how teachers teach, how children learn, and how society values both. If adequately funded, inclusively implemented, and ethically guided, NEP 2020 can turn India’s demographic potential into a moral and creative force.


In essence, education must evolve from literacy to liberation, from enrolment to enlightenment. Only then will India rise as a nation where learning becomes a lifelong pursuit and knowledge a pathway to wisdom.


“The mind is not a vessel to be filled, but a fire to be kindled.” — Plutarch

                     Inspirational Takeaway

 “Live as if you were to die tomorrow. Learn as if you were to live forever.” — Mahatma Gandhi


Wednesday, July 23, 2025

"Reservation Policy or Political Tool? The Crisis of Social Justice in India", Stuck in Caste, Blind to Class: The Hidden Crisis of India's Quota System, Reservation in India: A Broken Promise of Equality?","India's Reservation Policy at the Crossroads: Successes, Faultlines, and the Urgent Need for Reform"


This blog has been written as part of UPSC preparation notes to provide a concise yet analytical understanding of India’s Reservation Policy. It will help aspirants connect constitutional principles with real-world governance issues — a topic relevant to General Studies Paper II (Polity and Governance) and Essay Paper in the Civil Services Examination.

India's Reservation Policy: Effectiveness and Future Challenges


Introduction

India's reservation policy, a cornerstone of its affirmative action framework, has been instrumental in addressing historical injustices and promoting social equity for Scheduled Castes (SCs), Scheduled Tribes (STs), Other Backward Classes (OBCs), and, more recently, Economically Weaker Sections (EWS). The policy has demonstrably increased representation and access to opportunities across various sectors. However, its implementation continues to face persistent challenges related to the equitable distribution of benefits, administrative efficiency, and adaptation to evolving socio-economic realities. This report evaluates the policy's historical trajectory, current impact, and outlines a path forward for necessary refinement to ensure its continued relevance and effectiveness.


1. Introduction: Historical Roots and Foundational Principles of Reservation in India


The concept of affirmative action in India is deeply rooted in its social history, predating the nation's independence. Early demands for such measures emerged in response to profound social inequalities. As far back as 1881 and 1891, there were calls for policies to address the disparities stemming from the rigid caste system. A notable early initiative was undertaken by Maharaja Chatrapati Shahu of Kolhapur, who, in 1902, introduced a 50% reservation for backward communities, aiming to provide free education and ensure suitable employment for those historically denied opportunities. Similarly, in 1921, the Madras Presidency became the first elected body in Indian legislative history to formalize reservations through a Government Order. The British Imperial Parliament also recognized the need for such measures, incorporating elements of reservation in the Government of India Act of 1909 and providing seats for depressed classes in 1919 and 1925. This historical backdrop underscores that affirmative action was a response to pre-existing societal stratification rather than a post-independence invention.


A critical pre-independence development that shaped the future of reservation was the Communal Award, introduced by British Prime Minister Ramsay Macdonald in 1933. This award proposed separate electorates for various communities, including Dalits, which was a contentious move. Mahatma Gandhi's protest fast against this provision led to the signing of the Poona Pact on September 24, 1932, between Mahatma Gandhi and Dr. B.R. Ambedkar. The Poona Pact ultimately replaced separate electorates for Dalits with reserved seats within a single Hindu electorate, signifying an early attempt at inclusive integration rather than communal segregation.


Following India's independence in 1947, the Constituent Assembly, under the chairmanship of Dr. B.R. Ambedkar, consciously embedded reservation provisions into the Constitution. This was conceived as a vital instrument of affirmative action to ensure equality and adequate representation for backward classes, directly addressing centuries of historical injustices. Initially, reservations for Scheduled Castes (SCs) and Scheduled Tribes (STs) were introduced for a period of 10 years, primarily for political representation in legislatures. However, recognizing the deeply entrenched nature of societal discrimination and the slow pace of social change, these provisions were continuously extended and expanded over time. The continuous extension, despite initial time limits, signifies an implicit recognition of the deeply entrenched nature of social inequality, which cannot be resolved within a short, predefined timeframe.


 This creates a fundamental challenge in policy design: how to reconcile the theoretically temporary nature of an affirmative action with the persistent reality of systemic discrimination and its slow-to-change social structures. This ongoing extension fuels the public debate about the policy's duration and whether it has inadvertently fostered dependency rather than genuine empowerment.

The foundational principles underpinning the reservation policy are multifaceted, aiming to promote social justice and uplift historically marginalized communities such as SCs, STs, and OBCs. The policy seeks to ensure equal opportunities in education and employment, reduce economic disparities, correct historical injustices, enhance diversity in public life, and strengthen political representation for disadvantaged groups. This historical trajectory highlights India's unique and complex approach to affirmative action, which is deeply rooted in both its colonial legacy and a profound post-colonial commitment to constitutional principles of equality. This suggests that the policy, despite its contemporary challenges, carries a deeply ingrained historical and moral imperative, making its complete dismantling politically and socially contentious.


2. The Legal and Constitutional Framework: Evolution Through Amendments and Judgments

The Indian Constitution provides the foundational legal authority for reservation policies, acting as a dynamic framework that has been adapted through numerous amendments and judicial interpretations.


Enabling Constitutional Provisions

Several articles within the Constitution empower the state to implement reservation policies:

 Article 15(4): This crucial clause was inserted by the 1st Constitutional Amendment Act in 1951. It empowers the state to make special provisions for the advancement of socially and educationally backward classes of citizens, or for Scheduled Castes (SCs) and Scheduled Tribes (STs). This amendment was a direct legislative response to the Supreme Court's verdict in State of Madras v. Smt. Champakam Dorairajan (1951), which had held that caste-based reservations violated the equality enshrined in Article 15(1).

 

 Article 15(5): Introduced by the 93rd Constitutional Amendment Act in 2005, this article specifically provides for reservation for socially and educationally backward classes in admissions to educational institutions, including private unaided institutions.

 

Article 15(6): A more recent addition via the 103rd Constitutional Amendment Act in 2019, this clause enables the provision of reservation for Economically Weaker Sections (EWS) in educational institutions.

 

Article 16(4): This original constitutional provision allows the state to make provisions for reservation in public employment for any backward class of citizens who, in the opinion of the state, are not adequately represented in the services under the State.

 

Article 16(4A): Inserted by the 77th Constitutional Amendment Act in 1995 and further modified by the 85th Amendment Act in 2001, this enables reservation in promotions for SCs and STs, crucially granting them consequential seniority. This amendment directly countered the Indira Sawhney judgment's initial stance against reservations in promotions.

 

Article 16(4B): Introduced by the 81st Constitutional Amendment Act in 2000, this article addresses the issue of unfilled reserved vacancies (backlog). It allows these vacancies to be carried forward to succeeding years without being counted towards the 50% reservation ceiling for that specific year, effectively nullifying the ceiling for such backlog vacancies.

 

Article 16(6): Like Article 15(6), this was inserted by the 103rd Constitutional Amendment Act in 2019, to provide for reservation for EWS in public employment.

 

Article 46: As a Directive Principle of State Policy, it mandates the state to promote with special care the educational and economic interests of the weaker sections of the people, especially the Scheduled Castes and the Scheduled Tribes, and to protect them from social injustice and all forms of exploitation.

 

Article 335: This article states that the claims of the members of the Scheduled Castes and the Scheduled Tribes shall be taken into consideration, consistently with the maintenance of efficiency of administration, in the making of appointments to services and posts. The 82nd Amendment Act in 2000 added a proviso allowing for relaxation in qualifying marks or lowering standards for SC/ST in matters of promotion.


 Article 340: Provides for the appointment of a commission to investigate the conditions of socially and educationally backward classes and to make recommendations for their improvement.


Articles 330-342: These articles collectively address special provisions for certain classes of society, including the reservation of seats for SCs and STs in the House of the People and the Legislative Assemblies of the States.


Landmark Judicial Interpretations


The Supreme Court has played a critical role in interpreting and shaping reservation policy through a series of landmark judgments, demonstrating that India's legal framework for reservation is far from static. The continuous interplay between parliamentary amendments and Supreme Court judgments indicates that the judiciary actively interprets, clarifies, and, at times, directs legislative action, fundamentally shaping the policy's scope, application, and philosophical underpinnings. This highlights a system where legal precedent is as crucial as legislative intent. This dynamic process suggests that the policy is a "living document," constantly adapting to societal changes and judicial interpretations, implying that future challenges and reforms will inevitably involve significant judicial oversight.

 

M. R. Balaji v. State of Mysore (1963): This pivotal case established the 50% cap on reservations, deeming a 68% reservation for college admissions excessive and unreasonable. This ceiling has largely been observed across India, though some states like Tamil Nadu (69%) and Rajasthan (68%) have exceeded it, often placing their laws under the Ninth Schedule for protection.


 Indira Sawhney & Others v. Union of India (1992): This landmark judgment, often referred to as the Mandal Commission case, upheld the 27% reservation for Other Backward Classes (OBCs) in central government jobs. Crucially, it introduced the concept of the "creamy layer" exclusion for OBCs, ensuring that benefits are targeted towards the genuinely disadvantaged within the backward classes. The judgment initially ruled against reservations in promotions and reiterated the 50% overall ceiling.

 

M. Nagaraj v. Union of India (2006): This case upheld the constitutional validity of Article 16(4A) (reservation in promotions for SC/STs) but stipulated three essential conditions for such a policy to be valid: the SC and ST communities must be socially and educationally backward, they must not be adequately represented in public employment, and the reservation policy must not adversely affect overall administrative efficiency.

 

 Jarnail Singh v. Lachhmi Narain Gupta (2018): Marking a significant turning point, this judgment ruled that the creamy layer principle can apply to SC/STs in promotions, stating that social advancement within these groups cannot be ignored and that Article 16(4A) does not prevent excluding the creamy layer. This decision opened the door for a more nuanced application of reservation benefits within these historically protected categories.

 

Janhit Abhiyan v. Union of India (2022): The Supreme Court upheld the constitutionality of the 10% EWS reservation, ruling that it did not violate the basic structure of the Constitution, even though it effectively pushed the total reservations to 59.5%. This judgment validated the inclusion of economic criteria as a basis for affirmative action.

 

State of Punjab & Ors. v. Davinder Singh & Ors. (2024): A seven-judge bench of the Supreme Court allowed sub-classification within Scheduled Castes for reservation purposes, disagreeing with the earlier E.V. Chinnaiah v. State of Andhra Pradesh (2005) ruling that SCs form a homogenous group. This landmark decision further supports the idea of more targeted benefits within SC/ST categories, acknowledging internal disparities.

The interpretation of "backwardness" has undergone a significant evolution. Initially, this concept was primarily understood through a caste lens, reflecting historical social discrimination. 


The Indira Sawhney case introduced the "creamy layer" for OBCs, acknowledging that economic advancement within a backward caste could negate the need for reservation. The Jarnail Singh judgment then extended this logic to SC/STs in promotions, indicating a significant move towards a more nuanced view of "backwardness" that considers economic and social advancement even within historically marginalized groups. Simultaneously, the 50% cap, a cornerstone of reservation jurisprudence, was first "nullified" for backlog vacancies by the 81st Amendment and then effectively breached by the EWS reservation, which pushed total reservations to 59.5%. 

This evolution points to a policy grappling with its own success and unintended consequences. As some individuals and families from reserved categories achieve upward mobility, the original, broad definition of "backwardness" becomes less precise, leading to calls for refinement. The flexibility introduced to the 50% cap, particularly for EWS, signals a potential paradigm shift towards recognizing economic disadvantage as a standalone criterion, moving beyond a purely caste-centric approach. This is a major philosophical and legal debate, and it creates new forms of internal inequalities within reserved categories, necessitating further policy adjustments.


3. Categorization and Quotas: A Detailed Landscape

India's reservation policy is structured around specific categories, each with designated quotas in education and employment.


Scheduled Castes (SC)

Scheduled Castes comprise communities historically subjected to untouchability and severe social exclusion. Article 341 of the Constitution defines who qualifies as Scheduled Castes in relation to any State or Union Territory. SCs are allocated a 15% quota in central government jobs and public higher education institutions, a percentage standardized by 1982. Reservations have contributed to the emergence of a growing Dalit middle class within government sectors, with thousands of SC candidates accessing government jobs and universities. While lower bureaucracy and local governments show near full 15% SC representation, senior civil services and academia still have fewer SC officers and professors than their entitled quota, indicating persistent representation gaps and promotion bottlenecks.


Scheduled Tribes (ST)

Scheduled Tribes are indigenous tribal communities, constituting about 8.6% of the population. Article 342 defines who qualifies as Scheduled Tribes. STs receive a 7.5% quota in central government jobs and education, a percentage gradually adopted by the early 1980s. Reservation has significantly increased ST representation in government staff and student bodies, which was negligible before, enabling tribal youth to enter civil services, academia, and various professions. Similar to SCs, representation at higher echelons, such as top bureaucracy and the judiciary, remains lower than the quota due to educational disparities and fewer candidates reaching advanced levels. Regional variations are notable, with some North-Eastern states having much higher ST reservations (up to 80%) to reflect their demographic majority.

Other Backward Classes (OBC)

Other Backward Classes are defined as socially and educationally backward citizens not covered by the SC or ST categories. 


The Second Backward Classes Commission, popularly known as the Mandal Commission, established in 1979 under B.P. Mandal, played a pivotal role in shaping OBC reservation. Its primary mandate was to identify socially or educationally backward classes and consider reservations as a means to address caste inequality and discrimination. The Commission developed 11 criteria, classified as social, economic, and educational, to identify these OBCs. It reported that OBCs comprised 52% of the country's population.


The Mandal Commission recommended a 27% reservation in public sector and government jobs for OBCs, including for promotions at all levels. This 27% was specifically chosen to keep the total reservations (27% OBC + 22.5% SC/ST) below the 50% cap established by the Supreme Court. The recommendations were implemented in 1990 and upheld by the Supreme Court in 1992. Subsequently, 27% OBC reservations were introduced in central higher education institutions like IITs, IIMs, and central universities in 2006, with rollout beginning in 2008. 


The Indira Sawhney judgment (1992) famously introduced the "creamy layer" concept specifically for OBCs, excluding the economically and socially advanced section of a backward class from reservation benefits. This mechanism was designed to ensure that the benefits of reservation reach the truly needy and not those who have already achieved a certain level of socio-economic advancement.


Economically Weaker Sections (EWS)

The introduction of EWS reservation in 2019, through the 103rd Constitutional Amendment Act, marked a pivotal shift in India's affirmative action policy. For the first time, it provided reservation based purely on economic criteria, applicable to individuals from the general category who are not covered under existing SC/ST/OBC reservations. A 10% reservation is allocated for EWS in educational institutions and government jobs. To qualify for EWS reservation, a family's annual income must be below Rs. 8 lakh. Additionally, the family should not own more than 5 acres of agricultural land, or a residential flat of 1000 sq. ft. or more, or a residential plot of 100 square yards or more in notified municipalities.


The historical progression from focusing solely on SC/ST, defined by severe historical social and educational backwardness, to including OBC, identified by broader social and educational criteria, and finally to EWS, based purely on economic criteria, demonstrates a continuously broadening understanding of "disadvantage" in India. 

This expansion is not merely additive; it represents a fundamental shift in the underlying philosophy of affirmative action, acknowledging that economic hardship can exist independently of traditional caste structures, even among "forward" castes. This evolving definition creates a significantly more complex policy environment. While aiming for greater inclusivity, it also intensifies fundamental debates about the primary purpose of reservation—whether it is primarily about rectifying historical caste-based injustice or addressing contemporary economic inequality. Furthermore, the introduction of EWS directly challenges the established "50% cap" , leading to ongoing legal battles and public discourse on the very nature and limits of affirmative action in India.

Despite decades of reservation and significant quota allocations for SCs, STs, and OBCs, studies indicate a qualitative lack of significant improvement in the educational levels of SC/ST and OBCs, and persistent representation gaps in senior government positions and academia for SCs and STs. 


This suggests that simply allocating quotas, while crucial for initial access, is insufficient to overcome deeply entrenched systemic barriers, educational disparities, and pervasive social stigma. The benefits often accrue to the "privileged groups" within reserved categories, leaving the "unprivileged ones remained aloof". This implies that the policy's effectiveness cannot be measured solely by quantitative metrics like enrollment or appointment numbers. It necessitates a deeper examination of qualitative outcomes, retention rates, actual performance, and the underlying socio-economic factors that continue to hinder genuine empowerment and upward mobility for the most marginalized within these categories. This observation directly leads to the "creamy layer" debate and the urgent call for "sub-categorization," as the policy's internal stratification can inadvertently perpetuate inequalities.




Reservation Percentages by Category (Central Government)

A. Scheduled Castes (SC) 15% 

B. Scheduled Tribes (ST) 7.5% 

C. Other Backward Classes (OBC) 27% 

D. Economically Weaker Sections (EWS) 10% 

E. Persons with Benchmark Disabilities (PwBD) 4%


4. Assessing Effectiveness: Achievements and Positive Impacts

India's reservation policy has yielded significant positive impacts across various domains, contributing to social justice and the upliftment of marginalized communities.

Impact on Educational Attainment and Access


The policy has had a tangible impact on education access, leading to a significant increase in enrollment rates for SC/ST students in colleges and universities. SC and ST students routinely comprise 15% and 7.5% of intakes respectively, and OBCs up to 27% in central institutions. Reservations have increased the representation of SCs and STs in higher education institutions and contributed to a declining gap between Dalits, Adivasis, and other groups in primary school completion rates, suggesting a positive impact at the foundational education level. Furthermore, by creating diverse classrooms, the reservation system enriches the academic environment for all students by bringing varied perspectives and experiences.


Contribution to Employment Opportunities and Representation in Public Services Reservations have directly contributed to the emergence of a growing Dalit middle class within government sectors. Thousands of SC, ST, and OBC candidates have successfully accessed government jobs and universities, providing stable employment and upward mobility. Analysis of data reveals that the reservation policy in government jobs has effectively increased the chances of representation for individuals from these groups, showing a higher probability of securing government employment compared to upper-caste (unreserved) individuals, even when controlling for other factors. OBCs, in particular, now occupy a substantial share of posts in central government services. Overall employment quotas have positively influenced the well-being of less-educated SC members in rural areas, offering a tangible pathway for upward mobility through affirmative action. The possession of caste certificates significantly increases the likelihood of securing better jobs and enhances both monetary and non-monetary well-being among Scheduled households.

Role in Fostering Social Mobility and Inclusion


The reservation system stands as a crucial instrument for undoing centuries of historical injustice and social inequities, particularly for communities that have faced profound caste isolation and discrimination. It provides essential opportunities to groups that were systematically denied access for generations. By fostering social inclusion and diversity, the policy aims to break down barriers and contribute to the creation of a more egalitarian society. By providing access to education and stable government jobs, reservations have helped many families from marginalized communities break entrenched cycles of poverty and exclusion.


The documented emergence of a "growing Dalit middle class in government sectors" and the fact that "thousands of SC, ST, and OBC candidates have accessed government jobs and universities" directly demonstrates the policy's success in creating a segment of upwardly mobile individuals within historically marginalized communities. This is a direct, intended outcome of the policy's objective to provide better access to resources and opportunities. This success, however, paradoxically fuels the "creamy layer" debate. As a significant segment of the reserved population benefits and achieves socio-economic mobility, questions inevitably arise about whether the policy continues to serve the "most disadvantaged" within those categories, leading to calls for internal sub-categorization. This highlights a complex dynamic: the policy's effectiveness in creating an elite within the disadvantaged can, over time, lead to new forms of inequality and internal stratification, complicating its original mission.


Enhancement of Political Representation


The reservation of seats in legislatures, including Parliament and state assemblies, ensures that marginalized communities have a direct voice in decision-making processes. For example, 84 Lok Sabha constituencies are reserved for SC candidates. The reservation of seats in local governments has significantly altered political representation, leading to increased participation of SCs and STs in the political process at the grassroots level.


While "higher enrollment rates" and "increased representation" in educational institutions are clear quantitative successes of the reservation policy, studies also highlight that "even after 70 years... there has not been significant improvement in the educational levels of SC/ST and OBCs" qualitatively. This includes observations of lower schooling levels, persistent gaps in educational attainment, high drop-out rates for economic reasons, and reported discrimination within educational institutions. This indicates a disconnect between access and actual educational outcomes. This suggests that merely providing access through entry-level reservation is insufficient to achieve the full educational upliftment envisioned by the policy. It implies that the policy needs to be complemented by robust "support systems like tutoring, mentorship, and scholarships" and "pre-admission support" , as well as addressing broader "school-level reform" and tackling "inequalities at their institution". Without these complementary measures, the quantitative gains in enrollment may not translate into genuine educational attainment, skill development, or sustained long-term socio-economic upliftment, potentially perpetuating a cycle where only the relatively privileged within the reserved categories can fully leverage the opportunities.


5. Critical Challenges and Debates: 


Navigating the Way Forward


Despite its successes, India's reservation policy faces significant ongoing challenges and continues to be a subject of intense debate.


The "Creamy Layer" Debate


The "creamy layer" refers to individuals within a reserved category who are economically and socially advanced and, therefore, may not face the same level of backwardness or discrimination, thus warranting their exclusion from reservation benefits. While the Indira Sawhney judgment (1992) initially applied this concept only to OBCs , the Jarnail Singh judgment (2018) ruled that the creamy layer principle can apply to SC/STs in promotions, acknowledging that social advancement within these groups cannot be ignored.

Proponents argue that excluding the creamy layer prevents the repetition of benefits for already privileged individuals, ensures that benefits reach the poorer and most deserving sections, and improves the overall efficiency and fairness of the reservation system. 


This approach is seen as a way to target benefits to those who truly need them. Conversely, critics contend that introducing a creamy layer for SC/STs may weaken their constitutional protection, arguing that economic improvement does not necessarily erase the deeply ingrained caste discrimination they continue to face. They assert that it prioritizes financial parameters over fundamental social justice and risks diluting the original intent of addressing structural caste-based discrimination. Studies and observations suggest that benefits often disproportionately accrue to the relatively better-off within backward communities, leaving the most disadvantaged sections marginalized and excluded from the intended upliftment.


Concerns Regarding Meritocracy, Efficiency, and Social Divisions

A persistent and significant criticism is that reservations compromise the principle of meritocracy by prioritizing caste-based quotas over merit-based selection. Opponents argue that this can lead to less qualified candidates being chosen over more deserving ones, potentially impacting the quality and efficiency of institutions and governance. However, proponents counter that this criticism often overlooks the historical and systemic disadvantages that have prevented SCs and STs from competing on an equal footing. Concerns are also frequently raised about the potential impact of reservations on overall administrative efficiency and effectiveness within public services. The policy's implementation has been criticized for potentially fostering social division, resentment, and animosity among different social groups (reserved vs. unreserved categories), which can undermine social cohesion and create tensions within society.


Implementation Loopholes and Administrative Challenges

Income-based reservation policies, particularly for EWS, often fail to deliver their intended benefits due to widespread exploitation, systemic loopholes, and the ease with which affluent individuals manipulate income records. Common loopholes include underreporting income in the large informal economy, manipulation through tax deductions, asset concealment, and income splitting among family members. The bureaucratic system is susceptible to corruption, making it relatively easy for those with resources to obtain fraudulent income or caste certificates, thus subverting the system's integrity. Local authorities frequently lack the necessary resources, training, or robust mechanisms to scrutinize income claims thoroughly, leading to an over-reliance on self-declared affidavits and making verification challenging.


Debates on the Duration of the Policy and the Shift Towards Economic Criteria

While reservations were initially set for a 10-year period for political representation, reservations in education and government jobs had no such restriction. The continuous extension of the policy beyond its initial timeframe has fueled calls for its abolition, often based on the inaccurate premise that Dr. Ambedkar intended a strict 10-year limit for all forms of reservation.

A significant and ongoing debate centers on whether caste-based reservation should be replaced with or supplemented by economic criteria. Proponents of economic criteria argue that poverty is a more universal marker of disadvantage, cutting across traditional caste lines. They suggest that social upliftment is intrinsically linked with economic upliftment, and that in contemporary society, economic status might increasingly outweigh caste in determining an individual's social standing. The introduction of the EWS reservation is seen as a step towards this economic-centric approach. Opponents emphasize that the Constitution uses the terms "socially and educationally backward classes," not simply "economically backward classes". They argue that historical social exclusion was fundamentally based on caste, not economic status, and that caste-based discrimination continues to exist regardless of an individual's income.


Internal Inequities within Reserved Categories and the Need for Sub-Categorization


A critical challenge is that the benefits of reservation tend to accrue to the relatively better-off or dominant subgroups within backward communities, leaving the most marginalized and truly needy sections within those same categories largely untouched. This situation, where the policy's success in enabling upward mobility for some leads to the formation of a "creamy layer" within reserved categories, inadvertently creates "inequality within the social groups". This means the benefits are "over-inclusive" for the privileged within the group (who may no longer need them) and "under-inclusive" for the most deprived (who remain untouched).


The G. Rohini Commission, established in 2017 to examine the sub-categorization of OBCs, found compelling evidence of this disparity. Its analysis revealed that a disproportionate 97% of all jobs and education seats under the OBC quota went to just 25% of OBC castes, with a staggering 24.95% going to only 10 OBC communities. Conversely, 983 OBC communities (37% of the total) had zero representation, and another 994 communities had only a meager 2.68% representation. This internal stratification challenges the fundamental goal of equitable upliftment and raises questions about the policy's long-term sustainability and fairness. It suggests that a one-size-fits-all reservation policy, even for broad categories like OBCs, may no longer be effective in reaching the "truly needy" and risks perpetuating new forms of disadvantage. This necessitates a critical shift from broad-based affirmative action to more targeted interventions, such as sub-categorization , to ensure the policy's original intent is fulfilled for the most marginalized. The Supreme Court's Davinder Singh judgment (2024), which allowed sub-classification within SCs, further supports the imperative for a more granular and equitable distribution of benefits within these broad categories.


Limited Reach in the Private Sector


The private sector, which constitutes a significantly larger portion of the Indian workforce, is largely unaffected by the existing reservation policies. This leads to continued discrimination against SCs and STs in this sector, limiting their broader economic mobility and the overall impact of affirmative action. This situation highlights a deep-seated conflict between the principles of meritocracy and social justice in practice. The persistent criticism that reservations compromise meritocracy often overlooks the historical and systemic disadvantages that have prevented marginalized groups from competing on an equal footing. The policy, while aiming to level the playing field, is perceived by some as creating a system where merit is secondary to social category, leading to ongoing societal friction. This tension underscores the difficulty of achieving comprehensive social transformation through quotas alone, particularly when systemic discrimination and unequal opportunities persist outside the direct purview of reservation mandates.

      

             Conclusions


India's reservation policy stands as a monumental, evolving instrument of affirmative action, demonstrably effective in its foundational goal of increasing representation and providing access to opportunities for historically marginalized communities. Its journey from pre-independence initiatives to a constitutionally mandated framework reflects a deep-seated commitment to social justice and equity. The policy has successfully facilitated the emergence of a middle class within reserved categories and enhanced their political participation, signifying tangible progress in addressing centuries of systemic discrimination.

However, the path forward is fraught with complex challenges that necessitate continuous re-evaluation and refinement. The "creamy layer" phenomenon and the empirical evidence of internal inequities within reserved categories, as highlighted by the Rohini Commission, underscore that the benefits are not uniformly distributed, often bypassing the most disadvantaged. This calls for a more granular approach, such as sub-categorization, to ensure targeted delivery of benefits. 


Furthermore, the ongoing debates surrounding meritocracy, administrative efficiency, and the policy's duration point to a fundamental tension between the ideals of equality of opportunity and the practical realities of a diverse society. The introduction of EWS reservation signals a significant shift towards incorporating economic criteria, but this also necessitates a re-examination of the policy's core purpose and its interaction with the established 50% cap. Finally, the limited reach of reservations into the private sector remains a significant barrier to broader economic mobility for marginalized groups.

To navigate these complexities, the policy must evolve beyond mere quantitative targets. 





Future strategies should focus on strengthening implementation mechanisms, addressing administrative loopholes, and complementing reservations with robust support systems in education and skill development. A periodic, data-driven review of the policy's impact, coupled with a nuanced understanding of evolving socio-economic realities, will be crucial. The goal should be to foster a system that not only provides initial access but also ensures genuine empowerment and sustained upward mobility for all truly disadvantaged sections, ultimately moving towards a more equitable and inclusive society.


Friday, June 6, 2025

​"A Timeline of Turmoil: Key Events Shaping Jammu and Kashmir's Modern History", From Muslim Conference to National Conference: The Evolution of Kashmiri Identity, Accession Day: How One Signature Changed the Fate of Jammu and Kashmir", 1947: The Instrument of Accession and the Birth of a Dispute", Dogra Dynasty: A Century of Consolidation and Conflict in Jammu and Kashmir"




🏔️ Modern History of Jammu and Kashmir — From Sikh Rule to Integration with India

    


Jammu and Kashmir, often praised as India’s “crown,” is celebrated for its mountains, lakes, and valleys. Yet, its modern past tells a very different story — one of invasions, dynastic power, emerging political consciousness, and the crucial decision of 1947 that tied it to the Indian Union.

🏰 Sikh Dominion (1819–1846): A Change with New Hardships

Before the Sikhs entered, the region was ruled by Afghans (1752–1819), whose rule was marked by relentless taxation and cruelty. In 1819, Maharaja Ranjit Singh’s army ended Afghan dominance, bringing Kashmir under Sikh authority.

The Sikh authorities restored order, but their officials ruled with severity. Taxes remained heavy, and restrictions on religious practices, especially affecting Muslims, caused deep resentment. Though peace replaced chaos, public frustration lingered.

📜 Treaty of Amritsar (1846): A New Ruler for Cash

The war between the Sikhs and the British (1845–46) ended with the British taking advantage of Gulab Singh, a Dogra leader from Jammu. By the agreement signed on 16 March 1846, Gulab Singh paid the British a large sum in return for sovereignty over Kashmir.

This deal turned Jammu and Kashmir into a princely state under Dogra leadership. Many at the time criticized the transaction, as it transferred millions of people to a new ruler without their say.


👑 Dogra Era (1846–1947): Progress and Oppression Together

For over a hundred years, the Dogra rulers governed the state, expanding territory while introducing selective reforms.

Gulab Singh (1846–1857): Brought together Jammu, Kashmir, Ladakh, Baltistan, and Gilgit under one political unit.

Ranbir Singh (1857–1885): Established a penal code and promoted classical learning.

Pratap Singh (1885–1925): Improved communication systems like roads, postal links, and telegraphs, but remained under British influence.

Hari Singh (1925–1947): Pushed certain social measures like discouraging child marriage and expanding education, but most peasants — especially Muslims — continued to face economic inequality and political exclusion.

Insight: The Dogras contributed to modernization, but the benefits were unevenly distributed, leaving the majority of subjects dissatisfied.


Rise of Political Consciousness (1930s–1940s)

By the early 20th century, the influence of India’s freedom struggle began to reach Kashmir. People started demanding political representation and social justice.


1931: Protests broke out against the Dogra administration, marking the start of organized opposition.

1932: Sheikh Abdullah, along with his colleagues, established the Muslim Conference to articulate the aspirations of the Kashmiri people.

1939: The party was transformed into the National Conference, widening its reach beyond a single community.

The National Conference put forward demands such as land redistribution, representative government, and equality. Sheikh Abdullah quickly rose as the leading figure of the movement, admired for his vision of democratic reform.


📜 1947: The Turning Point

When India was partitioned in August 1947, princely rulers were given three choices: join India, join Pakistan, or attempt independence. Maharaja Hari Singh initially leaned toward staying independent and signed a temporary trade and communication pact with Pakistan.

However, in October 1947, armed groups supported from across the border invaded Kashmir, committing widespread violence. Unable to resist, Hari Singh requested Indian assistance. On 26 October 1947, Maharaja Hari Singh signed the Instrument of Accession, officially joining Jammu and Kashmir with India. The following day, Indian soldiers landed in Srinagar, beginning the first war between India and Pakistan.

Outcome: Kashmir became legally part of India, though parts of the state came under Pakistani occupation — a division that remains unresolved.


📊 Timeline at a Glance


1752–1819: Afghan domination — harsh rule, exploitation

1819–1846: Sikh control — order but heavy restrictions

1846: Treaty of Amritsar — Dogra dynasty established

1846–1947: Dogra rule — expansion, reforms, discontent

1931–1939: Mass protests, National Conference takes shape

26 Oct 1947: Accession to India signed


27 Oct 1947: Indian troops deployed; first India–Pakistan war begins


🧭 Conclusion

The modern history of Jammu and Kashmir is shaped by conquest, dynastic rule, social inequalities, and finally, its integration into India. The Sikh takeover ended Afghan misrule but created new problems. The Dogras introduced reforms but kept political power concentrated. The people’s awakening under Sheikh Abdullah reflected growing aspirations for justice and democracy. In 1947, Maharaja Hari Singh’s historic decision reshaped the destiny of Jammu and Kashmir, binding it to the Indian Union.

Even today, Kashmir’s politics and identity continue to be influenced by this historical journey.

❓ FAQs

  


Q1. What was the Treaty of Amritsar?


It was an 1846 agreement that recognized Gulab Singh as ruler of Kashmir after he paid the British, leading to the creation of the princely state.

Q2. Who was the last Dogra king?

Maharaja Hari Singh, who ruled from 1925 until 1947.


Q3. When did Kashmir join India?

On 26 October 1947, Maharaja Hari Singh signed the Instrument of Accession, formally linking Kashmir with India.

Q4. What role did Sheikh Abdullah play?

He founded the National Conference, mobilized people for reforms, and became the most influential Kashmiri leader of his time.


Sunday, April 20, 2025

“Green Hydrogen or Green Hype?” National Hydrogen Mission: Lofty Dreams, Harsh Realities, “India’s Hydrogen Gamble: At What Cost?” Massive Investments, Unclear Outcomes, and Infrastructure Gaps, “Fuel of the Future...Still Out of Reach?” The National Hydrogen Mission Faces High Costs, Low Readiness, and Big Questions

 National Hydrogen Mission: A Step-by-Step Guide to India’s Green Energy Revolution

National Hydrogen Mission, green hydrogen, hydrogen energy in India, renewable energy, green energy transition, hydrogen economy, India’s energy goals




     .............Introduction.............. 

The National Hydrogen Mission (NHM), launched on 15th August 2021 by Prime Minister Narendra Modi, represents India's ambitious effort to transition towards a sustainable and clean energy future. As global concerns about climate change escalate, India has committed to achieving net-zero carbon emissions by 2070. The hydrogen mission is central to this goal, promoting the production and usage of green hydrogen to decarbonize various sectors like industry, transport, and power.




This article provides a step-by-step breakdown of the National Hydrogen Mission, its goals, implementation strategy, and impact. Let's dive deep into India’s green hydrogen roadmap.

Watch it 


Step 1: Understanding What Green Hydrogen Is

Hydrogen is the most abundant element in the universe. However, producing pure hydrogen requires separating it from other elements, often through chemical or electrochemical processes.

Types of Hydrogen Based on Production Method:

Grey Hydrogen: Produced from natural gas or coal, emits CO₂.

Blue Hydrogen: Grey hydrogen + carbon capture and storage.

Green Hydrogen: Produced through electrolysis using renewable energy (like solar or wind), zero carbon emissions.

The National Hydrogen Mission focuses exclusively on green hydrogen due to its eco-friendly nature and potential to cut down fossil fuel dependence.


Step 2: Setting the Vision and Goals

The National Hydrogen Mission’s primary objectives are:

1. Become a global hub for green hydrogen production and export.

2. Reduce dependency on imported fossil fuels.

3. Decarbonize heavy industries and transportation.

4. Boost job creation in the green energy sector.

5. Enhance energy security through indigenous production.

            Targets under the Mission

5 Million Metric Tonnes (MMT) of green hydrogen production annually by 2030.

125 GW of renewable energy capacity addition for hydrogen production.

Promote green hydrogen across sectors: fertilizers, refineries, steel, and transport.


Step 3: Policy Framework and Phased Implementation

The National Hydrogen Mission is being implemented in phases, focusing on creating demand, building supply, and supporting infrastructure development.

Phase-I (2022–2026): Laying the Foundation

Demand creation in government-run industries (like fertilizer and petroleum).

Initial production capacity targets.

Development of pilot projects in various sectors.

Launch of Green Hydrogen Policy (2022) to facilitate open access to renewable power.


Phase-II (2026–2030): Scaling Up

Expand green hydrogen use in private industries and public transportation.

Encourage exports to energy-deficit countries.

Strengthen research & innovation.

Develop an ecosystem of electrolyzers, storage systems, and hydrogen fueling stations.


Step 4: Key Components of the National Hydrogen Mission

1. Strategic Interventions for Green Hydrogen Transition (SIGHT)

Financial incentives for green hydrogen and electrolyzer manufacturing.

Budget allocation of ₹19,744 crores under this initiative.

         .....    ...Split into two parts:

SIGHT-I: Incentives for green hydrogen production.

SIGHT-II: Support for domestic electrolyzer manufacturing.

     2. Public-Private Partnerships (PPP)

Collaborations with private players to build hydrogen infrastructure.

Encouraging Indian and foreign investments in the hydrogen sector.

                3. Pilot Projects

Trials in long-haul trucking, railways, shipping, and steel production.

Testing of hydrogen fuel cell vehicles (FCVs) in real-time scenarios.

      .................4. Hydrogen Hubs

Designating specific regions as Hydrogen Hubs where production, storage, and distribution infrastructure is concentrated.

States like Gujarat, Tamil Nadu, and Rajasthan leading the way.


Step 5: Green Hydrogen Policy 2022 – Key Provisions

The government announced the Green Hydrogen Policy in February 2022 to provide regulatory clarity and support.


                Major Provisions:

Open access for renewable energy for green hydrogen production within 15 days.

Banking of renewable energy for 30 days.

Waiver of inter-state transmission charges for 25 years.

Land allotment in renewable parks to set up hydrogen plants.

Priority grid connectivity to green hydrogen projects.

This policy plays a critical role in attracting investments and expediting project implementation.


Step 6: Industrial and Transport Sector Integration

                1. Industrial Sector

Steel: Hydrogen-based direct reduced iron (DRI) methods to replace coal.

Fertilizer: Green ammonia from green hydrogen as an alternative to natural gas.

Refineries: Use hydrogen for desulfurization, replacing grey hydrogen.


    ...................2. Transport Sector

 Fuel Cell Electric Vehicles (FCEVs): Offer long-range, fast refueling, ideal for commercial use.

Indian Oil, NTPC, and Ashok Leyland are testing hydrogen buses and trucks.

Development of hydrogen refueling stations across key highways.


Step 7: Global Collaborations and Export Potential

India’s green hydrogen has the potential to emerge as a major export commodity. With its vast renewable energy capacity and cost competitiveness, India can serve countries like Japan, Germany, and South Korea.

           Collaborations:

   India-EU Hydrogen Partnership.

   Bilateral ties with countries like Australia, UAE, and Norway.

Participation in International Hydrogen Trade Forums.


Step 8: Technological Innovation and R&D

Establishment of Hydrogen Innovation Centers.

Support for startups and research institutions working on:

Efficient electrolysis methods.

Hydrogen storage and safety.

    Fuel cell technologies.

The government encourages R&D through grants, tax benefits, and academic partnerships.


Step 9: Challenges in Implementation

Despite the promising vision, several challenges remain:



1. High cost of electrolyzers and green hydrogen production.

2. Lack of storage and transportation infrastructure.

3. Limited technical expertise and skilled manpower.

4. Safety concerns related to hydrogen handling.

5. Need for long-term policy stability.

However, with robust planning and global support, these barriers can be overcome.


Step 10: The Road Ahead – Future Prospects

With the National Hydrogen Mission in full swing, India is poised to:

Reduce 3.6 gigatonnes of CO₂ emissions by 2050.

Save ₹1 lakh crore annually in fossil fuel imports.

Generate 6 lakh+ new jobs in the green hydrogen ecosystem.

Become a global hydrogen export hub by the 2030s.



           ........Conclusion

The National Hydrogen Mission marks a bold and strategic shift in India's energy policy. It leverages renewable resources, promotes economic growth, and addresses the climate crisis head-on. With a structured and phased roadmap, India aims to lead the global green hydrogen economy, setting an example for sustainable development.

Whether you're a policymaker, investor, or curious citizen, now is the time to engage with India’s hydrogen revolution.


More details reading and Watching

1. PIB 

2. https://mnre.gov.in/en/national-green-hydrogen-mission/

3.https://energy.economictimes.indiatimes.com/amp/news/renewable/deep-dive-inside-indias-green-hydrogen-funding-plan/120673887

4. 


........................FAQs................... 

Q1. What is the National Hydrogen Mission?

It is a government initiative launched in 2021 to promote the production and use of green hydrogen in India.

Q2. Why is green hydrogen important?

Because it produces zero carbon emissions and can decarbonize hard-to-abate sectors.

Q3. What are the targets of the mission?

Produce 5 MMT of green hydrogen annually and add 125 GW of renewable energy capacity by 2030.

Q4. Who are the major players involved?

Public and private sectors including NTPC, IOCL, Reliance, Adani, and global partners.

Q5. What are the benefits of green hydrogen?

Clean energy, reduced emissions, job creation, and energy independence.


Here are some trivia and interesting facts about hydrogen, the lightest and most abundant element in the universe:


                         Basic Trivia

1. Symbol & Atomic Number: Hydrogen’s symbol is H and its atomic number is 1 .it’s the first element on the periodic table.


2. Lightest Element: It is the lightest and simplest element, consisting of just one proton and one electron.

3. Abundance: About 75% of the universe’s elemental mass is hydrogen. It powers the stars, including our Sun, through nuclear fusion.


                       Scientific Facts

4. Forms of Hydrogen:

Protium (¹H): The most common isotope (1 proton, 0 neutrons).

Deuterium (²H): Used in nuclear reactors and scientific research.

Tritium (³H): Radioactive and used in nuclear fusion and glow-in-the-dark products.


5. Highly Flammable: Hydrogen gas is extremely flammable and was infamously involved in the Hindenburg disaster (1937).

6. No Color or Smell: Pure hydrogen is colorless, odorless, and tasteless.


            Industrial & Practical Uses

7. Rocket Fuel: Hydrogen is used in rocket propulsion—liquid hydrogen combined with liquid oxygen produces immense thrust.

8. Green Energy: Hydrogen is being explored as a clean fuel alternative for vehicles and power plants.

9. Ammonia Production: It’s a key ingredient in making ammonia (NH₃) via the Haber-Bosch process, essential for fertilizers.


          Cultural & Historical Facts


10. Discovery: English scientist Henry Cavendish discovered hydrogen in 1766 and called it “inflammable air.”

11. Name Origin: The name hydrogen comes from Greek hydro (water) and genes (creator)—“water-former”—because it forms water when burned.

12. First Element in the Big Bang: Hydrogen was the first element formed after the Big Bang, making it nearly 13.8 billion years old.



Tuesday, April 15, 2025

Murshidabad as Capital: Historical and Political Significance Unveiled, Murshidabad: The Forgotten Capital of Bengal's Glorious Past, Murshidabad – Bengal’s Jewel of Power, Culture, and Betrayal, Murshidabad's Political Legacy: From Mughal Rule to British Control

 1. Introduction

              

Nizamat Imambara

Murshidabad, a city nestled on the banks of the Bhagirathi River in West Bengal, holds a significant place in India’s historical and political narrative. Once a flourishing capital under the Nawabs of Bengal, it became a strategic and cultural hub during the 18th century. This article explores the historical journey of Murshidabad, its political importance, and its lasting legacy.

             

                 Table of Contents

   1. Introduction

   2. Origins and Rise of Murshidabad

  3. Murshid Quli Khan and  Establishment as Capital

   4. Political Significance under the Nawabs of Bengal

   5. Murshidabad’s Role in Colonial Politics

   6. Economic and Cultural Flourishing

    7. Decline and Shift of Capital

    8. Legacy and Heritage Today

   9. Tourist Attractions in Murshidabad

       ......10. Conclusion

2. Origins and Rise of Murshidabad


Murshidabad’s rise to prominence began in the early 18th century during the waning influence of the Mughal Empire. Before its elevation as a capital, the region was a part of the larger Bengal Subah, with Dhaka as the seat of administration. The shift from Dhaka to Murshidabad was not just geographic but strategic, influenced by economic opportunities, trade routes, and political aspirations.


3. Murshid Quli Khan and Establishment as Capital


The city derives its name from Murshid Quli Khan, the first Nawab of Bengal under the Mughals. Appointed as the Diwan (finance minister) of Bengal in 1701 by Emperor Aurangzeb, Murshid Quli Khan moved the capital from Dhaka to Murshidabad around 1717. The move was driven by his desire to centralize power and manage Bengal’s booming economy more effectively.

Murshid Quli Khan developed the city with administrative buildings, palaces, mosques, and marketplaces, transforming it into a political nucleus. By renaming the city after himself, he left an indelible mark on Bengal's history.


4. Political Significance under the Nawabs of Bengal

Murshidabad emerged as the power center of Bengal, Bihar, and Orissa, collectively known as the Subah of Bengal. The Nawabs ruled semi-autonomously under nominal Mughal authority. The city was a hub of administration, where major decisions concerning revenue, law, and military affairs were taken.

Under Nawabs like Alivardi Khan and Siraj-ud-Daulah, Murshidabad reached the zenith of its power. The city was not only the seat of governance but also a place of political intrigue and strategic negotiations with European trading companies, including the British East India Company.



5. Murshidabad’s Role in Colonial Politics

Murshidabad played a central role during the pivotal events leading to British colonial domination in India. The Battle of Plassey in 1757, fought near the city, was a turning point. Siraj-ud-Daulah, the last independent Nawab of Bengal, was betrayed by Mir Jafar, leading to a British victory and the beginning of British political supremacy in India.

After the battle, although the British installed puppet nawabs, the real administrative power shifted to Calcutta (Kolkata), diminishing Murshidabad’s political influence.


6. Economic and Cultural Flourishing


In the 18th century, Murshidabad was one of the richest cities in India, renowned for its silk and textile industry. The city attracted merchants, artisans, and traders from across Asia and Europe. The Murshidabad silk, in particular, was highly prized and exported globally.

The city also became a cultural beacon, patronizing art, music, literature, and architecture. Persian and Bengali languages flourished, and intricate Mughal-style architecture gave the city a majestic charm.


7. Decline and Shift of Capital

Despite its grandeur, Murshidabad’s decline began after the British took control. The capital of Bengal was officially shifted to Calcutta in 1772, reducing Murshidabad to a symbolic seat of the Nawab. The British slowly dismantled the political structure, restricted the Nawabs’ powers, and redirected economic activities toward Calcutta.

Over time, the city’s political relevance waned, and it became a relic of the past, though its architectural heritage endured.


8. Legacy and Heritage Today

Murshidabad today stands as a testament to its glorious past. Its palaces, gardens, and tombs echo tales of grandeur, diplomacy, betrayal, and transformation. The city serves as a historical case study of the transition from Mughal autonomy to British colonialism.

It’s a critical location for students, historians, and travelers interested in understanding the socio-political evolution of eastern India.


9. Tourist Attractions in Murshidabad

Several historical monuments in Murshidabad offer a glimpse into its rich past:

       


## Hazarduari Palace: Built in 1837 by Duncan MacLeod for Nawab Humayun Jah, the palace has 1000 doors and is now a museum showcasing Nawabi artifacts.



## Katra Mosque: Constructed by Murshid Quli Khan, it serves as his tomb and reflects Indo-Islamic architectural brilliance.

## Nizamat Imambara: One of the largest Imambaras in India, it lies opposite the Hazarduari Palace.

## Motijhil: A horseshoe-shaped lake surrounded by colonial and Nawabi structures, representing the city’s hybrid history.




## Jahan Kosha Cannon: A massive cannon from the Mughal period that symbolizes Murshidabad’s military history.


These sites make Murshidabad a living museum and a top heritage destination in Bengal.


              10. Conclusion

Murshidabad’s transformation from a provincial town to a powerful capital and then into a symbolic seat of Nawabi heritage reflects the complex tapestry of Indian history. It played a vital role in shaping the political destiny of Bengal and, by extension, the Indian subcontinent.

Understanding Murshidabad’s historical and political significance helps us appreciate the interplay of power, culture, and colonial ambition that defined the region. For historians, students, and heritage lovers, Murshidabad remains a window into India’s imperial and colonial past.


“Can the National Education Policy 2020 Move Beyond Vision to Become a Real Catalyst for Change in India’s Education System?”, “Is NEP 2020 an Ambitious Leap Toward Educational Transformation—or Just Another Policy Promise?”

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