The document discusses the Right to Education Act (RTE) in India. It notes that the RTE Act provides every Indian child ages 6 to 14 the right to free and compulsory elementary education. It specifies the roles and responsibilities of governments, local authorities, and parents in providing this education. The RTE Act also lays out standards for infrastructure, teachers, curriculum and more to ensure quality education. While a landmark law, full implementation of the RTE Act faces challenges such as teacher shortages, lack of awareness, and inadequate infrastructure.
Fundamental rights and Education related articles in Indian constitution. Dr. Goutam Patra
The document discusses the fundamental rights incorporated in the Indian constitution from articles 12-35, including the right to equality, freedom of speech, religious freedom, and right to constitutional remedies. It describes the nature and scope of these rights, and examines issues around their justiciability, limitations, and ability to be amended. Key rights to equality, life, liberty, freedom of religion and education are analyzed in further detail.
The document summarizes the key aspects of the Right to Education Act 2009 in India. The Act aims to provide free and compulsory education to all children between the ages of 6-14 years. It outlines the duties of the appropriate government, local authorities and parents to establish neighborhood schools and ensure children are admitted. It also discusses provisions around curriculum, infrastructure, teaching quality standards, teachers' responsibilities, monitoring and grievance redressal to fulfill the goal of providing all Indian children their fundamental right to education.
The document provides an overview of the National Council for Teacher Education (NCTE) in India, including its objectives to regulate and maintain standards in teacher education programs, functions such as developing norms and guidelines for teacher qualifications and training programs, and organizational structure with regional offices and committees. Key information presented includes NCTE's role in coordinating teacher education, recognized teacher education programs, and regulations and norms developed to improve teacher education standards.
The constitutional provision of educationAbu Bashar
The Constitution of the country was adopted on Nov. 26, 1949 and came into force on Jan 26, 1950. The Preamble of the Constitution outlines the social philosophy which should govern all our institutions including educational. Right to Education is one of the fundamental rights enshrined in the Constitution of India. The Constitution of India gives a few directions and suggestions for the development of education in the countries which are also called constitutional provisions.
STATE COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING.pptxMonojitGope
The State Council of Educational Research and Training (SCERT) came into existence through the transformation and upgradation of the former State Institute of Education. SCERT works to enhance the quality of education through research, improve teacher education, enhance the quality of educational institutions, and upgrade educational methodology. It oversees departments related to curriculum development, teacher training, examinations, research coordination, and subjects like science, art, and adult education.
The document discusses the provisions in the Indian Constitution relating to education. It outlines how the Preamble promotes education by ensuring equal access to educational institutions and facilities regardless of social status. It describes how secularism, equality of opportunities, and fundamental rights enshrine educational principles. Finally, it analyzes specific articles that aim to provide free and compulsory education, promote minority rights, prohibit religious instruction in state schools, and establish other educational policies and objectives in India.
The document discusses the Right to Education Act (RTE) in India. It notes that the RTE Act provides every Indian child ages 6 to 14 the right to free and compulsory elementary education. It specifies the roles and responsibilities of governments, local authorities, and parents in providing this education. The RTE Act also lays out standards for infrastructure, teachers, curriculum and more to ensure quality education. While a landmark law, full implementation of the RTE Act faces challenges such as teacher shortages, lack of awareness, and inadequate infrastructure.
Fundamental rights and Education related articles in Indian constitution. Dr. Goutam Patra
The document discusses the fundamental rights incorporated in the Indian constitution from articles 12-35, including the right to equality, freedom of speech, religious freedom, and right to constitutional remedies. It describes the nature and scope of these rights, and examines issues around their justiciability, limitations, and ability to be amended. Key rights to equality, life, liberty, freedom of religion and education are analyzed in further detail.
The document summarizes the key aspects of the Right to Education Act 2009 in India. The Act aims to provide free and compulsory education to all children between the ages of 6-14 years. It outlines the duties of the appropriate government, local authorities and parents to establish neighborhood schools and ensure children are admitted. It also discusses provisions around curriculum, infrastructure, teaching quality standards, teachers' responsibilities, monitoring and grievance redressal to fulfill the goal of providing all Indian children their fundamental right to education.
The document provides an overview of the National Council for Teacher Education (NCTE) in India, including its objectives to regulate and maintain standards in teacher education programs, functions such as developing norms and guidelines for teacher qualifications and training programs, and organizational structure with regional offices and committees. Key information presented includes NCTE's role in coordinating teacher education, recognized teacher education programs, and regulations and norms developed to improve teacher education standards.
The constitutional provision of educationAbu Bashar
The Constitution of the country was adopted on Nov. 26, 1949 and came into force on Jan 26, 1950. The Preamble of the Constitution outlines the social philosophy which should govern all our institutions including educational. Right to Education is one of the fundamental rights enshrined in the Constitution of India. The Constitution of India gives a few directions and suggestions for the development of education in the countries which are also called constitutional provisions.
STATE COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING.pptxMonojitGope
The State Council of Educational Research and Training (SCERT) came into existence through the transformation and upgradation of the former State Institute of Education. SCERT works to enhance the quality of education through research, improve teacher education, enhance the quality of educational institutions, and upgrade educational methodology. It oversees departments related to curriculum development, teacher training, examinations, research coordination, and subjects like science, art, and adult education.
The document discusses the provisions in the Indian Constitution relating to education. It outlines how the Preamble promotes education by ensuring equal access to educational institutions and facilities regardless of social status. It describes how secularism, equality of opportunities, and fundamental rights enshrine educational principles. Finally, it analyzes specific articles that aim to provide free and compulsory education, promote minority rights, prohibit religious instruction in state schools, and establish other educational policies and objectives in India.
Sociology Equalization of educational oppurtunitySiva Santhosh
This document discusses equalizing educational opportunities in India. It outlines that education should aim for total personality development and be relevant to real life. Equality in education involves factors like teaching quality, resources, and examinations. The document recommends free primary schooling, mid-day meals, books, and scholarships to provide equal opportunity. It identifies groups that lack access, like rural communities and scheduled castes/tribes. Overall, it emphasizes the importance of equal education in a democracy and the ongoing efforts through plans and policies to improve access and conditions for success.
The 1986 National Education Policy aimed to democratize education in India. It recommended reorganizing education into different stages, from early childhood to higher education. Key recommendations included implementing free and compulsory education up to age 14, establishing a national curriculum framework with common core subjects, strengthening vocational education, and improving the quality of higher education through better facilities and research. The policy emphasized removing disparities in access to education for disadvantaged groups and providing opportunities for talented students across India.
The Hunter Commission was appointed in 1882 to review the progress of education in India since 1854. It made recommendations to improve primary, secondary, higher and specialized education (e.g. for women and Muslims). For primary education, it recommended vernacular languages as the medium of instruction, training and appointing more teachers, and expanding access for disadvantaged groups. For secondary education, it suggested transferring administration to local bodies and using English as the medium. It strengthened the education department and emphasized expanding educational opportunities overall in India. However, it also had weaknesses like transferring too much control to inexperienced local bodies and not mandating primary education.
The document discusses the Rashtriya Uchchatar Shiksha Abhiyan (RUSA), a centrally sponsored scheme in India to transform higher education. It aims to improve access, equity and quality of higher education through reforms implemented at the state level. Key goals include increasing gross enrollment ratio to 32% by 2022 and ensuring state universities and colleges are dynamic, demand-driven, and responsive to economic and technological changes through academic, administrative and governance reforms. The scheme focuses on performance-based funding, mandatory accreditation, expanding institutional capacity, ensuring regional balance and inclusion, strengthening research and innovation. It establishes state higher education councils for planning, monitoring and capacity building.
The document summarizes India's Right to Education Act of 2009. It established free and compulsory elementary education for all children between ages 6-14. Key features include minimum standards for schools, prohibiting unrecognized schools, and reserving 25% of private school seats for disadvantaged students. While the Act aims to improve access to quality education, challenges remain in effective implementation, particularly ensuring disadvantaged urban children are not deprived of their right to education.
The University Education Commission of 1948-49 was chaired by Dr. Sarvapalli Radhakrishnan and made recommendations to reform and improve university education in India. The commission traveled across India collecting data through questionnaires. Its major recommendations included increasing the admission requirement to universities to after intermediate exams, introducing a three year bachelor's degree program, improving teaching standards and methods, reforming examinations, emphasizing moral and religious education, using local languages as mediums of instruction, establishing the University Grants Commission, prioritizing teacher training, and expanding access to women's education.
The Right of Children to Free and Compulsory Education Act (RTE) describes the provision of free and compulsory education for children aged 6 to 14 in India. Key aspects of the RTE include:
- It makes education a fundamental right for all children between ages 6-14.
- It defines "free education" as freedom from fees and other indirect costs, and "compulsory education" as the obligation of the state to ensure all children participate in elementary education.
- Approximately 92 lakh children who were previously out of school will benefit from mandatory education under the RTE.
The Right to Education Act of 2009 has several key provisions:
- It guarantees the right to free and compulsory education for all children between ages 6-14.
- Private schools must reserve 25% of their seats for disadvantaged students, whose education will be funded by the government.
- Schools cannot charge capitation fees or require entrance exams or interviews.
- Several issues have arisen in implementing the Act, such as lack of qualified teachers, unclear standards, and challenges integrating disadvantaged students.
- Proposed solutions include incentives for school attendance, improving teacher training, and using technology for education.
Indian constitution and education: An Over ViewHathib KK
This document discusses how the Indian Constitution promotes educational opportunity and rights. It examines the values of socialism, secularism, social justice, liberty, and equality enshrined in the preamble. These values indicate that educational institutions should be equally available to all citizens regardless of religion, caste, or social status. The document also outlines citizens' fundamental rights and duties as well as the directive principles related to education. Finally, it analyzes specific articles within the constitution, such as Articles 45, 46, 30, 28, 350A, and 29, which further guarantee educational rights for minorities and children.
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) was launched in 2009 to improve access to and quality of secondary education in India. Its goals include increasing secondary school enrollment rates from 52% to 75% and providing universal access to secondary education. RMSA aims to open new secondary schools, upgrade existing schools, improve infrastructure, increase the number of teachers, reform curricula and teaching practices, and provide scholarships and hostels to promote equity. The program is jointly funded by central and state governments and has led to the construction of new schools, classrooms, laboratories and other facilities across many states.
Role of Education in National integrationASHUTOSH JENA
Education plays an important role in promoting national integration in India. The government has taken several steps to emphasize this, such as establishing the Education Commission to promote education's role in national development. Curriculums and educational institutions also contribute by teaching subjects from a national perspective, celebrating national days, and encouraging co-curricular activities. Teachers are seen as central to this effort through the way they teach, by sharing stories of national heroes, and by not discriminating against students.
#MeaningofInclusiveEducation
#CreatinganInclusiveSchool
This PPT covers historical background of Inclusive Education, Meaning of Inclusive Education, Need of Inclusive Education in bilingual method. This PPT is quite useful for all persons who are engaged in the field of Special Education/ Inclusive education.
National policy on education (1986) critical analysisNudrat Saleem
This document discusses key aspects of India's National Policy on Education from 1986. It outlines the goals of establishing a national system of education, promoting equality of educational opportunity, and reorganizing education at different stages.
The policy aims to develop a national system of education that provides comparable quality education to all students regardless of attributes like caste, creed or gender. It emphasizes establishing a common school system, common educational structure, national curricular framework promoting secular and democratic values, and minimum learning standards.
The document also discusses promoting equality in access and conditions for success in education. It outlines plans to strengthen early childhood care, universalize elementary education, expand secondary and vocational education, promote adult education and literacy, and enhance
This document discusses constitutional provisions relating to education in India. It outlines that the Indian constitution contains directives for the government around education. The seventh schedule lists educational responsibilities of central and state governments. The preamble aims to secure justice, liberty, equality and fraternity for citizens. Several articles outline provisions for free and compulsory education, promotion of weaker sections, and rights of minorities to establish educational institutions. Education is included in the concurrent list, allowing both central and state governments to legislate on it, with central legislation taking precedence. There are arguments both for and against retaining education as a concurrent subject.
Education of the Marginalized with Special Reference TO IndiaHathib KK
The document discusses the status of women in India over different time periods and the provisions made for their advancement. It notes that during the Vedic age, women were respected but largely restricted to domestic roles and denied some educational opportunities afforded to men. Views differ on their status during the Buddhist era, with some arguing for greater equality but others saying it deteriorated. The medieval Islamic period is regarded as particularly restrictive for women due to practices like purdah that limited their participation. The document goes on to outline affirmative action policies and programs introduced in modern India to promote greater access to education and opportunities for women as a historically marginalized group.
Right to education act 2010 & Education in the Concurrent list and its implic...Thanavathi C
The document discusses the Right to Education Act (RTE) of 2010 and inclusion in education in India. It provides an overview of the key features of the RTE Act, including making education free and compulsory for children aged 6-14, prohibiting unrecognized schools and donation fees, and monitoring school enrollment. It also discusses achievements of the RTE Act in increasing enrollment and improving infrastructure. The document then covers education being included in the concurrent list, noting implications like uniformity in education policies, improvement in standards, and better implementation of policies across states.
The document discusses key aspects of the Indian constitution related to education, including:
1) Constitutional provisions on education such as those in the preamble and fundamental rights and duties.
2) Directive principles of state policy and the right to information as they relate to education.
3) Constitutional values in the context of education and the impact of liberalization, privatization, and globalization on Indian society.
The document provides an overview of how the Indian constitution addresses education.
The Kothari Commission of 1964-1966, led by Dr. D.S. Kothari, was tasked with advising the Indian government on education reform. The Commission recommended transforming education to relate it to people's lives and needs in order to achieve national goals. It emphasized making education an instrument of social, economic, and cultural progress. The Commission also specified five aims of education in India and recommended reforms to curriculum, teaching methods, educational structure, and teacher training.
This presentation is very helpful for teachers and students. It consists of history, effects, objectives, importance and recommendations of Wood's Despatch 1854.
Discussion slides to look at different norms and suggestions from Prof Poonam Batra Committee Report, May 2014 and Specific recommendations to certain points in Justice Verma Committee Report, July 2014
This document provides the table of contents for a report on gender justice in India. It includes 14 chapters covering topics like constitutionalism and gender equality, rape and sexual assault laws, trafficking of women and children, and recommendations for reforms. It also includes 12 appendices with information like proposed legal amendments, guidelines for medical examination of sexual assault survivors, and transcripts of interviews. The introduction discusses how the rights to life, equality and livelihood inherently include protection from sexual harassment under the Indian Constitution. It notes that gender justice is enshrined in the preamble and various articles of the constitution. The document lays the groundwork for the extensive analysis and recommendations contained in the report.
Sociology Equalization of educational oppurtunitySiva Santhosh
This document discusses equalizing educational opportunities in India. It outlines that education should aim for total personality development and be relevant to real life. Equality in education involves factors like teaching quality, resources, and examinations. The document recommends free primary schooling, mid-day meals, books, and scholarships to provide equal opportunity. It identifies groups that lack access, like rural communities and scheduled castes/tribes. Overall, it emphasizes the importance of equal education in a democracy and the ongoing efforts through plans and policies to improve access and conditions for success.
The 1986 National Education Policy aimed to democratize education in India. It recommended reorganizing education into different stages, from early childhood to higher education. Key recommendations included implementing free and compulsory education up to age 14, establishing a national curriculum framework with common core subjects, strengthening vocational education, and improving the quality of higher education through better facilities and research. The policy emphasized removing disparities in access to education for disadvantaged groups and providing opportunities for talented students across India.
The Hunter Commission was appointed in 1882 to review the progress of education in India since 1854. It made recommendations to improve primary, secondary, higher and specialized education (e.g. for women and Muslims). For primary education, it recommended vernacular languages as the medium of instruction, training and appointing more teachers, and expanding access for disadvantaged groups. For secondary education, it suggested transferring administration to local bodies and using English as the medium. It strengthened the education department and emphasized expanding educational opportunities overall in India. However, it also had weaknesses like transferring too much control to inexperienced local bodies and not mandating primary education.
The document discusses the Rashtriya Uchchatar Shiksha Abhiyan (RUSA), a centrally sponsored scheme in India to transform higher education. It aims to improve access, equity and quality of higher education through reforms implemented at the state level. Key goals include increasing gross enrollment ratio to 32% by 2022 and ensuring state universities and colleges are dynamic, demand-driven, and responsive to economic and technological changes through academic, administrative and governance reforms. The scheme focuses on performance-based funding, mandatory accreditation, expanding institutional capacity, ensuring regional balance and inclusion, strengthening research and innovation. It establishes state higher education councils for planning, monitoring and capacity building.
The document summarizes India's Right to Education Act of 2009. It established free and compulsory elementary education for all children between ages 6-14. Key features include minimum standards for schools, prohibiting unrecognized schools, and reserving 25% of private school seats for disadvantaged students. While the Act aims to improve access to quality education, challenges remain in effective implementation, particularly ensuring disadvantaged urban children are not deprived of their right to education.
The University Education Commission of 1948-49 was chaired by Dr. Sarvapalli Radhakrishnan and made recommendations to reform and improve university education in India. The commission traveled across India collecting data through questionnaires. Its major recommendations included increasing the admission requirement to universities to after intermediate exams, introducing a three year bachelor's degree program, improving teaching standards and methods, reforming examinations, emphasizing moral and religious education, using local languages as mediums of instruction, establishing the University Grants Commission, prioritizing teacher training, and expanding access to women's education.
The Right of Children to Free and Compulsory Education Act (RTE) describes the provision of free and compulsory education for children aged 6 to 14 in India. Key aspects of the RTE include:
- It makes education a fundamental right for all children between ages 6-14.
- It defines "free education" as freedom from fees and other indirect costs, and "compulsory education" as the obligation of the state to ensure all children participate in elementary education.
- Approximately 92 lakh children who were previously out of school will benefit from mandatory education under the RTE.
The Right to Education Act of 2009 has several key provisions:
- It guarantees the right to free and compulsory education for all children between ages 6-14.
- Private schools must reserve 25% of their seats for disadvantaged students, whose education will be funded by the government.
- Schools cannot charge capitation fees or require entrance exams or interviews.
- Several issues have arisen in implementing the Act, such as lack of qualified teachers, unclear standards, and challenges integrating disadvantaged students.
- Proposed solutions include incentives for school attendance, improving teacher training, and using technology for education.
Indian constitution and education: An Over ViewHathib KK
This document discusses how the Indian Constitution promotes educational opportunity and rights. It examines the values of socialism, secularism, social justice, liberty, and equality enshrined in the preamble. These values indicate that educational institutions should be equally available to all citizens regardless of religion, caste, or social status. The document also outlines citizens' fundamental rights and duties as well as the directive principles related to education. Finally, it analyzes specific articles within the constitution, such as Articles 45, 46, 30, 28, 350A, and 29, which further guarantee educational rights for minorities and children.
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) was launched in 2009 to improve access to and quality of secondary education in India. Its goals include increasing secondary school enrollment rates from 52% to 75% and providing universal access to secondary education. RMSA aims to open new secondary schools, upgrade existing schools, improve infrastructure, increase the number of teachers, reform curricula and teaching practices, and provide scholarships and hostels to promote equity. The program is jointly funded by central and state governments and has led to the construction of new schools, classrooms, laboratories and other facilities across many states.
Role of Education in National integrationASHUTOSH JENA
Education plays an important role in promoting national integration in India. The government has taken several steps to emphasize this, such as establishing the Education Commission to promote education's role in national development. Curriculums and educational institutions also contribute by teaching subjects from a national perspective, celebrating national days, and encouraging co-curricular activities. Teachers are seen as central to this effort through the way they teach, by sharing stories of national heroes, and by not discriminating against students.
#MeaningofInclusiveEducation
#CreatinganInclusiveSchool
This PPT covers historical background of Inclusive Education, Meaning of Inclusive Education, Need of Inclusive Education in bilingual method. This PPT is quite useful for all persons who are engaged in the field of Special Education/ Inclusive education.
National policy on education (1986) critical analysisNudrat Saleem
This document discusses key aspects of India's National Policy on Education from 1986. It outlines the goals of establishing a national system of education, promoting equality of educational opportunity, and reorganizing education at different stages.
The policy aims to develop a national system of education that provides comparable quality education to all students regardless of attributes like caste, creed or gender. It emphasizes establishing a common school system, common educational structure, national curricular framework promoting secular and democratic values, and minimum learning standards.
The document also discusses promoting equality in access and conditions for success in education. It outlines plans to strengthen early childhood care, universalize elementary education, expand secondary and vocational education, promote adult education and literacy, and enhance
This document discusses constitutional provisions relating to education in India. It outlines that the Indian constitution contains directives for the government around education. The seventh schedule lists educational responsibilities of central and state governments. The preamble aims to secure justice, liberty, equality and fraternity for citizens. Several articles outline provisions for free and compulsory education, promotion of weaker sections, and rights of minorities to establish educational institutions. Education is included in the concurrent list, allowing both central and state governments to legislate on it, with central legislation taking precedence. There are arguments both for and against retaining education as a concurrent subject.
Education of the Marginalized with Special Reference TO IndiaHathib KK
The document discusses the status of women in India over different time periods and the provisions made for their advancement. It notes that during the Vedic age, women were respected but largely restricted to domestic roles and denied some educational opportunities afforded to men. Views differ on their status during the Buddhist era, with some arguing for greater equality but others saying it deteriorated. The medieval Islamic period is regarded as particularly restrictive for women due to practices like purdah that limited their participation. The document goes on to outline affirmative action policies and programs introduced in modern India to promote greater access to education and opportunities for women as a historically marginalized group.
Right to education act 2010 & Education in the Concurrent list and its implic...Thanavathi C
The document discusses the Right to Education Act (RTE) of 2010 and inclusion in education in India. It provides an overview of the key features of the RTE Act, including making education free and compulsory for children aged 6-14, prohibiting unrecognized schools and donation fees, and monitoring school enrollment. It also discusses achievements of the RTE Act in increasing enrollment and improving infrastructure. The document then covers education being included in the concurrent list, noting implications like uniformity in education policies, improvement in standards, and better implementation of policies across states.
The document discusses key aspects of the Indian constitution related to education, including:
1) Constitutional provisions on education such as those in the preamble and fundamental rights and duties.
2) Directive principles of state policy and the right to information as they relate to education.
3) Constitutional values in the context of education and the impact of liberalization, privatization, and globalization on Indian society.
The document provides an overview of how the Indian constitution addresses education.
The Kothari Commission of 1964-1966, led by Dr. D.S. Kothari, was tasked with advising the Indian government on education reform. The Commission recommended transforming education to relate it to people's lives and needs in order to achieve national goals. It emphasized making education an instrument of social, economic, and cultural progress. The Commission also specified five aims of education in India and recommended reforms to curriculum, teaching methods, educational structure, and teacher training.
This presentation is very helpful for teachers and students. It consists of history, effects, objectives, importance and recommendations of Wood's Despatch 1854.
Discussion slides to look at different norms and suggestions from Prof Poonam Batra Committee Report, May 2014 and Specific recommendations to certain points in Justice Verma Committee Report, July 2014
This document provides the table of contents for a report on gender justice in India. It includes 14 chapters covering topics like constitutionalism and gender equality, rape and sexual assault laws, trafficking of women and children, and recommendations for reforms. It also includes 12 appendices with information like proposed legal amendments, guidelines for medical examination of sexual assault survivors, and transcripts of interviews. The introduction discusses how the rights to life, equality and livelihood inherently include protection from sexual harassment under the Indian Constitution. It notes that gender justice is enshrined in the preamble and various articles of the constitution. The document lays the groundwork for the extensive analysis and recommendations contained in the report.
The document discusses various topics related to stock exchanges and securities markets in India. It defines key terms like primary market, secondary market, stock exchange, and commodity trading. It provides details about major stock exchanges in India like Bombay Stock Exchange (BSE) and National Stock Exchange (NSE). It also describes different types of traders like intra-day traders and discusses futures and options trading.
Rape as torture in the DRC: Sexual violence beyond the conflict zoneberat celik
'This report is about the torture of women by state
security forces in the Democratic Republic of the
Congo (DRC). It is based on a study of 34 forensic
reports prepared for individual torture survivors by
the Medical Foundation Medico-Legal Report Ser-
vice at Freedom from Torture. The recommenda-
tions that follow have been informed by the views
of Congolese women who are survivors of torture
and former clients of Freedom from Torture.
The report provides evidence of the torture of
women by state security forces in the DRC, mainly
in non-conflict contexts. It indicates the exten-
sive use of rape and other forms of sexual tor-
ture against women detained mostly for political
reasons, and the use of a variety of other torture
methods including beating, burning and psycho-
logical and environmental forms of torture. It
highlights the lack of access to justice, including
due process, and appropriate services for women
victims of torture in the DRC; as well as the impu-
nity of suspected perpetrators.'
- SEBI introduced trends like online trading, rolling settlement, and dematerialization of shares to reduce uncertainty in the Indian capital market and boost investor confidence.
- The document discusses the structure of the Indian financial system and key components of the capital market like the primary market, secondary market, stock exchanges, and the roles of SEBI and major Indian stock exchanges like NSE and BSE.
- It provides definitions and overview of the functions and regulatory frameworks of stock exchanges, primary and secondary markets, and highlights some of the major stock exchanges in India.
The Reserve Bank of India uses various quantitative and qualitative measures to control monetary policy in India. Quantitative measures include open market operations, cash reserve ratios, statutory liquidity ratios, bank rates, and repo/reverse repo rates. Qualitative measures include moral suasion, credit rationing, publicity, and direct actions to influence specific sectors or achieve other policy objectives. Overall, the RBI aims to balance economic growth and stability through strategic use of these monetary policy instruments.
The document discusses stock exchanges in India. It defines a stock exchange as a market where existing securities are traded and outlines some key stock exchanges in India like Bombay Stock Exchange. It describes the functions of stock exchanges like providing liquidity and safety for investors. The document also discusses concepts like listing of securities on an exchange, online trading systems, demat accounts, and the roles of different participants in stock trading like brokers and speculators.
This is the project of Stock Market that tells us what is the environment of stock market and related investor.This is my first project of MBA from Bhai Gurdas Institute of Engineering & Technology
email amanpandher712@gmail.com
The document discusses several feminist theories and perspectives on understanding gender and violence. It summarizes research that examines the prevalence of intimate partner violence among men and women. One study found that men are more likely than women to inflict injury on their partners. Another study found that dating violence led to various health issues for young women and that they received little support. The document also discusses how radical feminist theory emphasizes the male domination and power over women as central to women's oppression, and that pornography, prostitution, and other issues violate women.
Banking Sector Reforms And Their Impact On The Economy pptRishi Kumar
This document discusses banking sector reforms in India from 1991 to present. It summarizes the objectives of various committees established to recommend reforms to make the banking sector more effective and competitive. Key reforms included reducing statutory reserves, deregulating interest rates, improving transparency, and restructuring the banking system. The impacts of the reforms included changes to interest rates, inflation, GDP growth, and financial inclusion. Suggestions for further reforms include restructuring public sector banks, improving credit assessment, and diversifying bank services. The conclusion states that reforms are an ongoing process that help the banking sector adapt to changing needs and keep the economy functioning properly.
The document discusses the behaviors and attitudes of police in India. It notes that misbehavior has been widely accepted as an integral part of policing in India. Negative attitudes that have been observed include being cruel, arrogant, atrocious, and exploitative. However, positive attitudes also exist and include being patriotic, brave, obedient, hardworking, disciplined, and duty-bound. The document provides some examples of police behavior and attitudes in different parts of India and calls for further training, facilities, and opportunities for police to help improve behaviors and attitudes.
The document discusses the history and development of higher education programs for police officers. It covers several key events and organizations that promoted higher education for law enforcement, including:
1) Chief August Vollmer's establishment of the first police school at UC Berkeley in the early 1900s, which helped professionalize policing.
2) Federal programs in the 1960s-1970s like LEEP and the Crime Control Act that provided funding to support police officers obtaining college degrees.
3) Recommendations from commissions and reports calling for increased educational requirements for police, with some proposing a bachelor's degree requirement.
4) However, advances in raising requirements were slow, and many police departments were initially resistant to
Banking sector reforms in india and their impact on the economyRishi Kumar
This document is a dissertation report submitted by Mr. Rishi Kumar to Savitribai Phule Pune University in partial fulfillment of an MBA degree. It examines the banking sector reforms in India and their impact on the economy. The report provides background on the nationalization of banks in India and outlines the key recommendations of the Narasimham Committee reports from 1991 and 1998, which laid the foundation for modernizing and reforming the Indian banking system. It discusses reforms such as reducing statutory reserves, introducing prudential lending norms, and increasing private sector participation and competition in banking.
The document discusses the Narasimham Committee reports from 1991 and 1998 and their recommendations regarding the banking sector in India. Some of the key recommendations included establishing asset reconstruction companies to take bad debts off banks' balance sheets, increasing banks' capital adequacy ratios, reducing statutory liquidity ratios over time, and granting more autonomy to public sector banks. The document also provides details on two of the early asset reconstruction companies established in India - ARCIL and ACE - including their ownership structures.
The document provides an overview of the police system in India. It discusses that the word "police" comes from Latin and refers to citizenship and administration. The key duties of the police force are to preserve public order, investigate crimes, and maintain security in the community. The police system has its origins in ancient times as guards of kings, and the Police Act of 1861 established it under British rule. While the police system aims to prevent crime and support domestic peace, it also faces flaws like corruption, failure to properly handle cases, poor infrastructure and inadequate training. Solutions discussed include implementing Supreme Court guidelines, providing modern equipment, and increasing women's representation in police stations.
The document discusses various concepts related to investment including:
1. Investment involves allocating funds towards assets with the goal of earning income or capital appreciation over time while accepting risk.
2. Speculation aims for short-term profits by buying and selling based on price fluctuations, while gambling involves very short-term trading based on price changes in seconds.
3. The investment process involves framing an investment policy, analyzing opportunities, valuing assets, constructing a diversified portfolio, and evaluating performance.
Once again Simplify 360 has come up with an interesting analysis in a report – “Indian Election 2014, Social Media Buzz Analysis Report”. The report analyses and ranks top politicians and political parties based upon the social media buzz and Simplify 360 Social Index. The report analyses the social media buzz of political parties and leaders before and after Delhi Election.
M Narasinhan committee on banking sector reformsShwetanshu Gupta
The document discusses the M. Narasimhan Committee, which was formed in 1991 and 1998 to study issues in India's banking system and recommend reforms. The 1991 committee recommended reducing high statutory reserve requirements to free up bank resources, restructuring banks, and establishing an asset reconstruction fund. The 1998 committee focused on strengthening banks' capital adequacy, allowing private sector competition, and reforming banking laws and regulations. Both committees' recommendations helped modernize India's banking system.
The document provides an overview of banking sector reforms in India. It discusses key recommendations of the Narasimham Committee reports which laid the foundation for banking sector reforms in India, including reducing statutory liquidity ratio and cash reserve ratio, introducing minimum capital adequacy ratios, and adopting uniform accounting practices. The reforms aimed to make the Indian banking system more efficient, competitive, and in line with global standards. It also discusses some challenges in implementing the reforms such as the need to reduce non-performing assets and strengthen weak banks.
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The document provides suggestions to strengthen laws against crimes against women in India. It suggests: 1) Establishing special courts to expedite trials while maintaining constitutional safeguards, increasing minimum punishments to 20-25 years, and making all forms of sexual assault non-bailable offenses. 2) Requiring dedicated police cells and all-women police stations to handle such cases sensitively, and ensuring women in investigation teams. 3) Protecting victims and witnesses and passing laws against workplace sexual harassment. 4) Leveraging technology like GPS, CCTV, and databases to help investigations and prevent crimes. 5) Banning politicians charged with such crimes from elections and fast-tracking their cases. 6) Mandating gender sensitivity education in schools
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2. Consult with legal advisors on alternative charges that don't rely on the suppressed evidence, such as those related to the initial traffic violation.
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We share a presentation made by ARC on how to use UPR to advance LGBTI rights.
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Eighth session of the Forum on Minority Issues onJhuma Halder
1) Minorities in Bangladesh, especially Hindus, face criminal offenses such as killings, rape, kidnapping, and forceful evictions from their homes with little protection from police.
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1. The Justice Verma Committee’s Report
- A Summary
Parvathy Prem, AID Austin
Yatin Phatak, AID Dallas
2. Introduction
December 23, 2012: A three-member Committee headed by Justice J.S.
Verma, former Chief Justice of the Supreme Court, was constituted to
recommend amendments to the Criminal Law, to provide for quicker
trial and enhanced punishment for criminals accused of committing
sexual assault against women.
The other members on the Committee were Justice Leila Seth, former
judge of the High Court and Gopal Subramanium, former Solicitor
General of India.
The Committee interpreted its mandate broadly. A comprehensive
report was submitted to the Govt. on January 23, 2013.
Full text available at:
http://www.thehindu.com/multimedia/archive/01340/Justice_
Verma_Comm_1340438a.pdf
3. Report Outline
Chapter 1: Constitutionalism, Republicanism, and Gender Equality
Chapter 2: Gender Justice and India’s Obligations under Intl Conventions
Chapter 3: Rape and Sexual Assault
Chapter 4: Sexual Harassment at the Workplace
Chapter 5: Other Offences against Women
Chapter 6: Trafficking of Women and Children
Chapter 7: Child Sexual Abuse
Chapter 8: Khap Panchayats and Honour Killings
Chapter 9: Sentencing and Punishment
Chapter 10: Provision of Adequate Safety Measures and Amenities
Chapter 11: Medico-Legal Examination of the Victim
Chapter 12: Police Reforms
Chapter 13: Electoral Reforms
Chapter 14: Education and Perception Reform
4. Ch. 9: Sentencing and Punishment
Cites several SC rulings stressing need for strong deterrent punishment.
Three types of sentences:
Term sentences:
Life sentences:
Recommends changing min. from 7 to 10 years.
Recommends legislative clarification that ‘life’ does not mean 14-20 years.
Death sentence:
SCOTUS, Furman v. Georgia: “The penalty of death differs from all other
forms of criminal punishment, not in degree, but in kind. It is unique in its
total irrevocability. It is unique in its rejection of rehabilitation of the convict
as a basic purpose of criminal justice. And it is unique, finally, in its absolute
renunciation of all that is embodied in our concept of humanity.”
In India: How does the law define the ‘rarest of the rare’ cases? i) Manner ii)
Motive iii) Anti-social iv) Magnitude v) Personality of victim. (For murder.)
Consider mitigating circumstances, ask whether other punishments are
wholly inadequate. Death sentence should be an exception to the rule.
5. Sentencing and Punishment (cont.)
Death sentence (cont.):
Views expressed by majority of stakeholders: Seeking death penalty would be
regressive. Notes “considerable evidence that deterrent effect is a myth”.
Recommends specific provision in IPC for offence of “rape followed by death
or resulting in a Persistent Vegetative State”. Minimum punishment in these
cases should be life. (Despite seriousness of all rape, degree of injury to
victim may vary- need gradation in severity of punishment.)
On castration:
Both physical/chemical castration unconstitutional, inconsistent with basic
human rights treaties & progressive jurisprudence.
Applicability for psychiatric treatment , with consent? (As in UK.) Research.
On reduction of ‘juvenile’ age from 18 to 16:
Dissatisfied with current state of juvenile rehabilitation.
Calls on state to invest in reformation (as in UK, Thailand, South Africa).
Brain development in adolescence as a public policy question.
Not inclined to reduce age.
6. Ch. 10: Provision of Adequate Safety
Measures and Amenities
State has a responsibility to minimise opportunities to commit crimes.
Well-lit streets and common spaces are a common sense measure.
Several representations mentioned lack of sanitation facilities in rural
India – women forced to leave homes at night.
Transport – several directives of High/Apex Courts not complied with –
police failing to enforce (e.g. black-film on vehicle windows).
2009 Ministry of Home Affairs memorandum:
Takes note of 8 advisories issued by Central Govt. to states, 1995-2007, to
prevent violence against women. e.g. punishment for custodial violence,
better investigation, counselling, special courts.
Asked states to review effectiveness of measures, implement specific steps
(e.g. better police patrolling, street lighting).
Committee concludes that Executive is well aware of bare minimum
measures to be taken. Implement!
7. Provision of Adequate Safety Measures
and Amenities (cont.)
Recommendations w.r.t. public transport:
Well-lit at night.
Drivers vetted, photos and details displayed clearly inside/outside bus.
Police officer on board between 5.30 pm and 7.30 am.
Tamper-proof CCTV’s and GPS. Track deviation from allotted routes.
Hotlines (details in Appendix 6), mobile phone apps.
On safe spaces/shelters for women:
Sec. 6, Protection of Women Against Domestic Violence Act, 2005 (provision
of shelter) not implemented.
Destitute women should not be institutionalised/jailed for safe keeping.
Also provide accommodation to working women lacking suitable residence.
Managed in a participatory way, by residents.
Access to child rights services, healthcare, centrally located, disabled access.
8. Ch. 11: Medico-Legal Examination
Hotline – send police and an unmarked ambulance to take victim to
Sexual Assault Crisis Center (nearest hospital only if emergency).
Doctors legally obligated to treat victims, but wary, especially in private
hospitals. Publicise duty, punish inaction. State should not harass.
Sexual Assault Crisis Center:
Exclusively designated space on hospital premises. Private & discreet.
Should have female gynaecologist and professionally trained counsellor.
Facilities to preserve forensic evidence.
Victim to interact with counsellor first (subject to choice).
Should be made aware of procedure, contact details of lawyers.
Guidelines on medical examination:
Doctors should not conclude on basis of exam whether/not rape occurred.
No two-finger test or undue importance to hymen.
Document only findings relevant to assault (no “habituated to intercourse”).
Board of 3 doctors.
Transmit report promptly via email as well as post.
Guidelines on exam surroundings, manner towards victim (also A7, 8).
9. Medico-Legal Examination (cont.)
Develop guidelines for police, doctors/hospitals, courts, support
services- start with Delhi HC 2009 order.
Recommendations related to trial/legal proceedings:
Judges carefully selected, guidelines to ensure a non-hostile environment
(cites previous issued guidelines, esp. for child witnesses).
Open trials except for examination in chief/cross-exam of victim – protect
victim’s testimony, but allow observation of conduct of trial.
Opportunity for victim to engage own lawyer – independent representation.
Notes circulars directing victim be informed of bail applications by accused.
The issue of consent:
Courts should bear in mind that marks of struggle cannot be the only
acceptable evidence. Reflected in Criminal Amendment Bill, 2012.
Law Commission Report (1980) notes irrelevance of past sexual history.
Failure to amend Evidence Act Sec. 115(4) to exclude the evidence of sexual
relations with persons other than the accused. Also Sec. 146 and 53.
10. Ch. 12: Police Reforms
Prakash Singh vs. Union of India recommendations. Implementation &
compliance has been poor:
State Security Commissions – watchdogs, binding recommendations.
DGP’s - selection criteria, w/ UPSC involvement; two-year tenure. (Can be
removed in consultation with SSC if convicted in criminal cases/corruption.)
Also minimum tenure for other officers.
Separation of investigating police from law and order police – speedier
investigation, better expertise, better rapport with people.
Police Establishment Board in each state to decide all transfers, postings.
Police Complaints Authority at district and state levels.
Police have duty to prevent harassment of women/children in public
places and on public transport. Train in accordance with guidelines.
All agencies have to do their utmost to preserve life and no other
jurisdictional or procedural issue can be more important. Members of
public who help victims to be treated with courtesy by authorities.
11. Police Reforms (cont.)
Police station procedures:
Should be able to register FIR at any jurisdiction; also online.
Police stations should have CCTV’s – checked monthly for tampering.
Separate amenities for women in stations; also waiting room for visitors.
Training in investigating sexual assault cases, appropriate scientific tools.
Other recommendations on policing:
Review police performance measurement methods – qualitative and
quantitative measures.
Police welfare is often resource-stretched – constitute Welfare
Bureau.
Increase number of police personnel on street; increase number of
female personnel on streets and in stations.
Community policing – train volunteers, respected community
members as Special Executive Magistrates to deal with minor
offences (traffic violations, “eve-teasing”).
12. Ch. 13: Electoral Reforms
Concern for integrity of the legislative process (esp. criminal justice
reform) when lawmakers have charges against them.
Committee wrote to Election Commission asking details of charges
against candidates/MLAs/MPs, party policies, EC guidelines.
EC does not have details of charges/conviction. Requested to ask candidates
for 3-monthly reports on case progress, create database.
EC does not have the power to reject nominations filed with false affidavitseven though this is legally punishable.
EC recommended in 1998, 2004 that candidates charged with serious
offences be disqualified (even before conviction). Recommendation:
Amendment to Rep. of People Act, 1951.
EC has no information on internal party policies, but has recommended a
law covering the same.
Extensive data provided by Association for Democratic Reform: in the
last 10 years, 31% of the Electoral College has had criminal charges
against them, 20% elected candidates have criminal records including
heinous crimes (rioting, bribery, murder, rape etc.)
13. Ch. 14: Education & Perception Reform
Society inculcates some false moralities; gender is a social construct but
nature/biology blamed for male aggression. Detrimental to all genders
not to promote alternate forms of masculine expression.
School is a dynamic experience; Right to Ed. should mean an education
of quality, substance with some degree of transformative potential.
Address sexism in teacher training, pedagogy (e.g. ask boys to clean),
administration, school leadership, data management (e.g. “father’s details”).
Sensitive curriculum + textbooks (e.g. no different lessons for girls/boys).
Teach critical thinking, skill to make informed decisions, change perceptions,
norms – use discussions, innovative methods.
Provide clear, well-informed, scientifically grounded sexuality/relationship
ed. based on respect for human rights – well-trained, competent teachers
and counsellors. Address LGBT experiences. UNESCO 2 vol. report on
“International Technical Guidance on Sexuality Education”.
Adult education – gender roles tend to be more internalised – but
community campaigns can be made more effective by accompanying
govt. campaigns, celebrity involvement.
14. Implementation & Thoughts
Criminal Law (Amendment) Ordinance, 2013: some changes to
punishments, broader definition of sexual assault (but exception for
marital rape), changes to Evidence Act. Most systemic changes yet to be
debated/implemented.
Could we form a team and work with partners in India to monitor
implementation of the recommendations? (Use RTI, make the
information accessible).
Several concrete recommendations. Can we look for projects that seek
to implement some of them? Some are gender/sexuality related, some
are not. e.g. rural sanitation, community policing, work with survivors
of domestic violence, juvenile institutions, sex ed, socialisation of
children, mainstreaming LGBT experiences. AID-wide Gender and
Sexuality Cell?
Justice Verma passed away on 22 April, 2013, aged 80.
17. Ch. 1: Constitutionalism, Republicanism,
and Gender Equality
Constitutionalism.
Republicanism.
Applauds protests for justice after incident and comments that if
political class discards such silent protest by the arrogance of power or
assumption of authority then they might destroy their own existence.
Gender Equality:
Lack of women empowerment .
Patrilineal system.
Miscellaneous:
Different sexual orientation.
Prevention of domestic violence.
Malnutrition of women and children.
18. Ch. 2: Gender Justice and India’s
Obligations under Intl. Conventions
UDHR (Universal Declaration of Human Rights).
ICCPR (International Covenant on Civil & Political Rights).
ICESCR (International Covenant on Economic, Social & Cultural
Rights).
CEDAW (Convention on Elimination of all forms of Discrimination
Against Women).
DEVW (Declaration on Elimination of Violence against Women).
UN Study: Non-implementation or ineffective implementation of
existing domestic laws in most countries was the single most important
reason for continued immunity to perpetrators of violence against
women.
Committee thinks: Failure to frame a domestic law, which is requisite
for dealing with violence against women, will constitute a breach of
international conventions.
19. Ch. 3: Rape and Sexual Assault
Rape:
Against her will.
Without her consent.
With her consent, when…
Consent:
Consent of child.
Consent of insane.
Consent out of fear or misconception.
Definitions of rape and sexual assault have evolved over time, from
requiring use of force or violence, to requiring lack of positive consent.
Proof by the accused of steps taken to ascertain whether the
complainant was consenting.
Penetration is sufficient to constitute to offence of rape.
20. Rape and Sexual Assault (cont.)
Attempt to commit rape:
Intention to commit.
Preparation to commit it.
Attempt to commit it.
If the third stage, that is, attempt is successful, then the crime is complete. If
the attempt fails, the crime is not complete, but law punishes the person
attempting the act.
Sexual Assault:
Non-penetrative forms of sexual contact should be regarded as sexual
assault. The offence of sexual assault should be defined so as to include all
forms of non-consensual non-penetrative touching of a sexual nature. The
sexual nature of an act should be determined on the basis of the
circumstances. Sexual gratification as a motive for the act should not be
prerequisite for proving the offence.
21. Rape and Sexual Assault (cont.)
Evidence & proof:
Her testimony alone is sufficient for conviction. In prosecutions of rape, the
law does not require corroboration. It is only by way of abundant caution
that the court may look for some corroboration so as to satisfy its conscience
and rule out any false accusation.
Conviction rates for rape are still lower than any other major crime.
The exception for marital rape be removed.
22. Ch. 4: Sexual Harassment at the
Workplace
Def.:
Physical contact and advances; or
A demand or request for sexual favors; or
Making sexually colored remarks; or
Showing pornography; or
Any other unwelcome physical/verbal/non-verbal conduct of sexual nature.
Employment Tribunal:
Retired judges (of whom one must be a woman), two eminent sociologists
and one social activist, who has sufficient experience in the field of genderbased discrimination.
No complex procedure - follow a summary procedure.
Should not be evidence-intensive and hence should not require either a
plethora of documents or witnesses.
23. Sexual Harassment at the Workplace
(cont.)
Establishments to which the proposed Act shall apply:
All government institutions, all public bodies, all panchayats, all
establishments covered under the Factories Act and the Industrial Disputes
Act and all employers in the private sector who are not otherwise covered by
the categories listed above.
Mode of Enforcement:
Policy should form part and parcel of the letter of appointment to ensure
every person joining the establishment is made aware of their rights against
sexual harassment.
Prominently displayed within the premises with complete details on the
procedure for making a complaint.
In case of dereliction of duty of the employer - imprisonment of the
concerned officer for a repeat offence.
Requirement of complaint to be made only in writing:
State a complaint orally, which may then be transcribed into the written
form in the manner prescribed by the Tribunal.
24. Sexual Harassment at the Workplace
(cont.)
Limitation:
No Conciliation:
No fixed time period; complaint shall be made within a reasonable period of
time with regard to the facts and circumstances surrounding the making of
such a complaint and the personal circumstances of the complainant.
The complainant shall not be permitted to withdraw a complaint once made.
Role of Employer:
Nodal Officer.
Education programs within their premises.
Internal committee.
25. Sexual Harassment at the Workplace
(cont.)
Action during pendency of the enquiry/case:
With the consent of the aggrieved; either transfer the aggrieved woman or
the respondent or to grant leave to the aggrieved woman.
Both the aggrieved woman and the respondent should not be compelled to
work together on any project.
Review of Premises by the Tribunal.
Special Provisions as to Universities:
Those universities, in which Internal Complaint Committees have functioned
successfully to deal with sexual harassment, should share their internal
guidelines on combating sexual harassment in their University with other
Universities.
26. Ch. 5: Other Offences against Women
Acid Attacks:
Acid attacks, and attempted acid attacks, be defined as a distinct criminal
offence in the IPC.
No prosecution for murder in process of preventing an acid attack.
Young women for spurning suitors, for rejecting proposals of marriage, for
denying dowry.
Imprisonment of 5 to 7 years.
“Eve-teasing”:
“Using words, acts or gestures towards or in the presence of another person
which create an unwelcome threat of a sexual nature or result in an
unwelcome advance.”
Add it under section 354 (sexual assault).
Jail for 2-5 years.
27. Other Offences against Women (cont.)
Rape by State:
Sexual violence against women by members of the armed forces or
uniformed personnel must be brought under the purview of ordinary
criminal law.
Ensure the safety of women who are complainants and witnesses in cases of
sexual assault.
Special commissioners.
Training and monitoring of armed personnel must be reoriented to include
and emphasise strict observance by the armed personnel of all orders issued
in this behalf.
Imminent need to review the continuance of AFSPA and AFSPA-like legal
protocols.
Jurisdictional issues must be resolved immediately and simple procedural
protocols put in place to avoid situations where police refuse to or refrain
from registering cases against paramilitary personnel.
28. Ch. 6: Trafficking of Women & Children
The Committee noted that the Immoral Trafficking Prevention Act,
1956 did not define trafficking comprehensively since it only
criminalised trafficking for the purpose of prostitution.
Recommends that the provisions of the IPC on slavery be amended to
criminalise trafficking by threat, force or inducement.
Recommends criminalizing employment of a trafficked person.
Protective homes for juveniles/women should be placed under the legal
guardianship of High Courts and steps should be taken to reintegrate
the victims into society.
29. Ch. 7: Child Sexual Abuse
Minimalistic approach of the State to establish and fund child
protection homes, Integrated Child Protection Schemes.
Provisions of the Juvenile Justice Act are lacking, but also, these
provisions are not implemented in their letter and spirit.
SJPU’s and Child Welfare Officers do not exist in every police station
and even where they do they have been largely untrained.
Child Welfare Committees and Juvenile Justice Boards are yet to get
infrastructure.
School curriculum must involve “Social Science- Practical Applications”
- respect and equality towards women, school counselor.
Direct and rational nexus between methods of parenting and school
curriculum and the rights of women, especially the girl child.
Civil Society, politicians, social media to pitch in for parenting.
30. Child Sexual Abuse (cont.)
Destitute.
External social audits to audit the performance of all institutions of
governance and law and order for the sake of transparency.
Working of the system of juvenile justice homes, child welfare
committees, child protection centers, is wholly unsatisfactory.
Professionalisation in the appointment of wardens, superintendents,
caretakers of all custodial homes including homes for disabled and poor
all over the country.
The Committee has recommended that the terms ‘harm’ and ‘health’ be
defined under the Juvenile Justice Act, 2000 to include mental and
physical harm and health, respectively, of the juvenile.
31. Ch. 8: Khap Panchayats and Honour
Killings
Khap Panchayats are community bodies, especially common in states
such as Punjab and Haryana, that issue diktats on marriage and caste
issues.
We expect the State to ensure that these institutions will not interfere
with the choices made by men and women in respect of marriage.
One of the most prevalent practices employed by Khap Panchayats to
enforce their decisions is that of ‘Honour Killing’, but such killings are
prosecuted under provisions relating to murder already.