Is the West ibecoming less Western?

 Is the world becoming less Western? Is the West itself becoming less Western, too? What does it mean for the world if the West leaves the stage to others? What could a joint Western strategy for an era of great power competition look like?

of the West. A multitude of security challenges seem to have become inseparable from what some describe as the decay of the Western project. What is more, Western societies and governments appear to have lost a common understanding of what it even means to be part of the West. Although perhaps the most important strategic challenge for the transatlantic partners, it appears uncertain whether the West can come up with a joint strategy for a new era of great-power competition.

In this context, the Munich Security Report 2020 provides an overview of major security policy challenges and features insightful data and analyses across selected geographic and thematic spotlights. In addition to its role as a conversation starter for the Munich Security Conference, the report series has also become a go-to resource for security professionals and the interested public around the world. The previous report was downloaded more than 30,000 times and received widespread coverage in German and international media. The discussion on Twitter takes place at #MSCreport and #Westlessness.

The Munich Security Report 2020 analyzes current security policy developments in China, Europe, Russia and the United States, and furthermore examines regional dynamics in the Mediterranean, the Middle East and South Asia. In addition, it provides insights into the issues of space and climate security, as well as into the threats arising from new technologies and increasingly transnational right-wing extremism.

The Munich Security Report features a number of exclusive and unpublished materials. For the preparation of the report, the Munich Security Conference collaborated with renowned partner institutions, including the Armed Conflict Location & Event Data Project (ACLED), The Brookings Institution, The Chicago Council on Global Affairs, International Crisis Group, The International Institute for Strategic Studies (IISS), Mercator Institute for China Studies (MERICS), McKinsey & Company, Pew Research Center, Stockholm International Peace Research Institute (SIPRI), and the Zentrum für Osteuropa- und internationale Studien (ZOiS).

Download the Report

Bibliographic data: Tobias Bunde, Randolf Carr, Sophie Eisentraut, Christoph Erber, Julia Hammelehle, Laura Hartmann, Juliane Kabus, Franziska Stärk, Julian Voje, “Munich Security Report 2020: Westlessness,” Munich: Munich Security Conference, February 2020, https://doi.org/10.47342/IAQX5691.

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Plates Typing (2 nd) -- Computerisation in Govt

Plates Typing 2 nd -- Computerisation in Govt *** Plate -1 *** Why and How of using computers – (Period 1990 to 2000)* (* In the decade of ref computers had still not been introduced in large numbers. They were available only to officers, or very few in number. Also the potential users were scared and reluctant to learn something SO NEW.) Purpose of This presentation. 1) Very Little of Computer Knowledge is needed to START its effective use. 2) Easy to learn in steps. 3) The role of a) high ofticers b) middle level ofliceres c) staff is DIFFERENT in the process of office computerisation. Each level has to Appreciate it differently 4) For staff: It must be demonstrated that comp. reduces their drudgery and saves their time. 5) For officer: How to improve efficiency of disposal : How Comp facilitates Analysis. 6) Staff: Gets interested if he can RETRIEVE the data whenever he wants. Such a retrieval is not facilitated at present. FOR PUBLIC INFORMATION A) Data can be given in totality: B) Improve public interface of govt offices. C) Public becomes more reactive with govt instead of confrontation. *** Plate -2** Computerisation in Govt 1. Why? --> Reduces Volume of work, Better Monitoring, Quick pointer to system maladies, Ease in Repetitive Information, Meaningful separation of information. 2. How much? --> 3. What Type? a) Totality of Information. b) Responsive and Transparent Admn. c) Information to Public- Ease of dissemination. d) A Powerful Planing Tool. How Much ↓ a) Hard ware b) Soft ware → start up • Tabular processing • Text Processing c)Training ↓ Participative In-Situ Involve all levels *** Plate -3 ** What do we need to know about HARDWARE ? Specitication, cost, its work. ↓ CPU Monitor Keyboard and Mouse Printer storage Net-Working CPU ↓ RAM --> i) Memory ii)Speed. Storage --> i) Hard Disk ii) Tape iii) CD iv) pendrive Drives --> i) to use storage ii) for other works others 1 BYTE → Similar as one letter I Kilobyte → I KB = 1000 BYTES . I Megabyte → I MB = 1000 KBS I Gegabyte → I GB = 100 MBS. *** Plates 3 ** Computerisation in Govt. Computers are Like Slates. Wipe out what you don’t like and Redo **Plates 4*** What do we need to know about HARDWARE? Specification Cost Functions. **** Plate 5 is a repeat*** **** Plates 6*** What is current (not latest), commonly needed Hardeware in offices? ( 1990 status) 1) A Pentium chip or 586 (Actual name 80586) 2) RAM of 32 MB. 3) Speed: 100 – 200 MHg (Mega Hertz) 4) Hard Disk space 2 to 16 GB 5) CD ROM Drive. 6) SVGA monitor- colour Monitor-18’’ or 22’’ screen. 7) Printer: DM printer, Inkjet Printer, Laser Printer. 8) Drives or connectivity for: a) Printers b) CD ROM c) 2 floppy Drives d) otheir cards eg. GYST etc. *** Plates 7 *** Softwares and software knowledge needed in govt. Start up Tabular processing Text processing. निर्देश-प्रणाली सारणी-लेखन गद्य- लेखन निर्देश-प्रणाली - Operating System Eg. i)DOS ii) WINDOWS iii) UNIX सारणी-लेखन i) Fox plus ii) Excel गद्य- लेखन i) Word star ii) अक्षर, शब्दरूप- etc iii) word or श्री GYST ↓ a) GYST b) ALP c) ISM For Dos Text Process for Windows. UNIX. GYST is a special device developed by C- DAC to give Interface between English and Devnagri (to other Indian languages.) *** Plates -8*** Hierarchy in System Designing in Compnters. OS or Operating System. I Language I from L to S –> Language- to software thru programing P1 Software from S to F –> Software to File Management thru programing P2 I File Management From F to R –> File Management to Records thru programming P3 P1 ≥ ≥ P2 ≥ ≥ P3 Today, commercial softwares have made p1 redundant for user. P2 and P3 require very small efforts. In govt we need to know only P2, P3. But, we definitely need to know it . More Decentralisation = Less need of P2 + P3 What does a software do ? What does a SW designer do? What does the User do? Software (SW) programmer a) Takes Data How to take b) Stores it Design the store c) Arranges or Rearranges What arrangment d) Presents What format *** Plates -9 *** The Development of standard Softwares Like Fox plus or Excel (for Tables) has REMOVED The need of LPS Stage. For the stage SPF, the decisions reg. ‘’How Much Complicated Programming’’ is a flexible decision depending on whether the user should decide or SW Programmer should decide. Most of the govt. user is unaware that this decision can be taken by him. The Golden Rule While using the standard SW Like FOX, If data entry is by standard method If data storage is by standard method As provided for by the SW itself, then data Analysis is by standard method and data presentation is by standard method Easy to perationalise Easy to Decenntralise. If Data Capture or storage is non- standard, it gives some other advantages But easy learaing by govt staff, their interest, their involvement and motivation IS NOT ACHIEVED. The Resistance from govt. staff is because of non – appreciation of above, and not because of any vested Interest by staff in retaining secrecy. Computerisation in Govt. a) b) c) Responsive and transparent. Finally, how much programming do we teach to the staff? Plate Typing 2 Role of Rev Admn in Govt. Histroically- 1) Agriculture based economy. 2) Land Taxtion. Econoically 3) Production Possible only when Law and Order is Maintained.

महाभारतातील निवडक श्लोक*पाण्डुला शाप

 *🙏🏼🙏🏼🕉️जय सद्गुरू🕉️🙏🏼🙏🏼*

    *महाभारतातील निवडक श्लोक*

*नाहं घ्न्तं मृगन्राजन्विगर्हे चात्मकारणात्।*

*मैथुनं तु प्रतीक्ष्यं मे त्वयेहाद्यानृशंस्यतः॥*

*सर्वभूतहिते काले सर्वभूतेप्सिते तथा।*

*को हि विद्वान्मृगं हन्याच्चरन्तं मैथुनं वने॥*

*अस्यां मृग्यां च राजेन्द्र हर्षान्मैथुनमाचरम्।*

*पुरुषार्थफलं कर्तुं तत्त्वया विफलीकृतम्॥*

*पौरवाणां महाराज तेषामक्लिष्टकर्मणाम्।*

*वंशे जातस्य कौरव्य नानुरूपमिदं तव॥*

*नृशंसं कर्म सुमहत्सर्वलोकविगर्हितम्।*

*अस्वर्ग्यमयशस्यं चाप्यधर्मिष्ठं च भारत॥*

*स्त्रीभोगानां विशेषज्ञः शास्त्रधर्मार्थतत्त्ववित्।*

*नार्हस्त्वं सुरसङ्काश कर्तुमस्वर्ग्यमीदृशम्॥*

*त्वया नृशंसकर्तारः पापाचाराश्च मानवाः।*

*निग्राह्याः पार्थिवश्रेष्ठ त्रिवर्गपरिवर्जिताः॥*

              *- १.१२३.२५-३१, महाभारत.*

अर्थ :-

     हे राजा! मी स्वतः मारला गेल्या कारणाने तुझी निन्‍दा करत नाही. की तू मृगांची व इतर प्राण्यांची शिकार करतोस त्यांना मारतोस यासाठीही तुझी निन्‍दा करत नाही. मला तर इतकेच सांगायचे आहे की तू हे नृशंसकृत्य करायला नको होतेस, तू दयाभावनेने च्या सहाय्याने माझी मैथुन क्रियेतून निवृत होईपर्यंत  वाट पाहून नंतर मला मारायला हवे होतेस. 

    जे समस्त प्राणीमात्रांसाठी (प्राणीमात्रांच्या वंशवृद्धीसाठी, प्रजोत्पादनासाठी) हितकारक आणि इष्ट आहे अशा मैथुन क्रियेत रत असलेल्या कोण्या प्राण्याचा कोणता विवेकशील पुरुष वध करेल?

      हे राजेन्‍द्रा! मी हर्षोल्‍ल्हासाने अापल्या कामरुपी पुरुषार्थाला सफल करण्यासाठी या हरिणीबरोबर संयोगरत होतो; परंतु तू त्यास निष्‍फल केलेस.

     महाराज! क्‍लेशरहित कर्म करणार्‍या कुरुवंशामध्ये जन्‍माला येऊनही तू जे हे क्लेशपूर्ण कर्म केले आहेस, ते तुझ्या व तुझ्या कुळाच्या कीर्तीला अनुरूप नहीये.  

     भारता! तुझे हे नृशंस (निष्ठूर, अधम, नीच, अतिशय कठोरतापूर्ण) असे कृत्य सर्वलोकांमध्ये निन्द्य असेच आहे. ते स्‍वर्ग आणि यश, कीर्ती यांच्या लाभापासून वंचीत ठेवणारे आहे. याबरोबरच हे एक महान पापकर्म आहे.  

   हे देवतातुल्‍य राजा! तू स्त्रीभोग जाणतोस त्याचबरोबर धर्मशास्त्र आणि अर्थ यांच्या तत्त्वांचाही ज्ञाता आहेस. तू असे अस्वर्ग्यकारक (नरकप्रद) पापकर्म करायला नको होतेस.

      हे नृपश्रेष्ठा! तुझे कर्तव्य तर हे आहे की धर्म, अर्थ आणि काम या त्रिवर्गासंदर्भात जे निष्ठूरतापूर्वक पापकर्म करणारे आहेत त्यांना दंड देणे.  

टीप-

महाभारताच्या आदिपर्वातील संभवपर्वात राजा पांडुच्या कथेत मृगरूपातील मरणासन्न अवस्थेमधील कंदम ऋषी राजा पांडुला वरील बोल सुनावतात. ज्याप्रमाणे सुखरत असताना तू मला मारलेस त्याचप्रमाणे स्वस्त्रीबरोबर संयोगसुखात असतानाच तुला मृत्यू येईल असा शाप देतात. 

    राजा पाण्डू त्याला मिळालेल्या या शापाविषयीचा वृत्तांत कुंती व माद्री या आपल्या दोन्ही राण्यांना सांगतो तेव्हा दुर्वासांनी कुंतीला दिलेल्या वराची माहिती कुंती राजा पांडूला देते. यातूनच पुढे नियोगपद्धतीने अनुक्रमे यमधर्म, वायू, इंद्र यांपासून राणी कुंतीला युधिष्ठिर, भीम, अर्जुन तर अश्विनीकुमारांपासून राणी माद्रीला नकूल व सहदेव या पुत्रांची प्राप्ती होते, ही कथा वैशंपायन ऋषी राजा जनमेजयाला सांगत आहेत.

 संकलन व टीप : अभिजीत काळे, ९८५०६९०५९७.

*🌺🌸🌺शुभसकाळ🌺🌸🌺*

निऋति

 यातील निऋति या शब्दाचा अर्थ मात्र महत्प्रयासाने सापडला आधी मला वाटलेलं की निऋति हे नामविशेषण नैऋत्य दिशेच्या देवतेशी अथवा रहिवाश्याशी संबंधीत असावे. 

     नंतर नेहमीप्रमाणे ज्याचा हात धरून आपण रोज चालतो त्या गूगलला हाक मारली व अपेक्षेप्रमाणे तो मदतीला आला. तिथे निऋति चे अर्थ खालीलप्रमाणे मिळाले

स्त्री. १ नैऋत्य दिशा ; दक्षिण आणि पश्चिम या दिशांमधील उपदिशा . २ ( ल . ) नाश ; मृत्यु ; विपत्ति . - पु . नैऋत्य दिशेची देवता . [ सं . ]

प्राचीन चरित्रकोश | hi  hi | Person or Entity  | 

निऋति II. n.  एकादश रुद्रों में से एक [पद्म. सृ.४०] । यह ब्रह्माजी का पौत्र एवं स्थाणु का पुत्र था [म.आ.६०.२] । यह नैऋत, भोत, राक्षस तथा दिक्पाल लोगों का अधिपति था । शत्रुनाश करने की इच्छा करनेवाले राजा इसकी उपासना करते थे [भा.२.३.९] । यह अर्जुन के जन्मोत्सव में उपस्थित था [म.आ.११४.५७] ।

निऋति III. n.  वरुणपुत्र अधर्म को इसे भय, महाभय तथा मृत्यु नामक तीन पुत्र थे [म.आ.६०.५२-५३] । ये सारे पुत्र ‘नैऋत’ जनपद के रहनेवाले थे एवं भूत, राक्षस-सदृश योनि के समझे जाते थे ।

मात्र निऋति शब्दाविषयी मी आधी दोन वेळा वाचले होते 

त्यापैकी एक उल्लेख श्रीपाद श्रीवल्लभ चरित्रात रसातलातील पुण्यनगरातील निऋति नावाच्या राजाचा आहे.

तर मला आठवत असल्याप्रमाणे  दुसरे म्हणजे निऋति ही स्त्री कृषीसंस्कृतीची जनक आहे असेही माझ्यावाचनात आला आहे.

निऋति या शब्दाविषयी आपल्यापैकी कोणाला अजून काही माहिती असल्यास जाणून घ्यायला आवडेल.

महाभारतातील बोधपर श्लोक आदिपुरूष परमेश्वर

_*🌸महाभारतातील बोधपर श्लोक🌸*_

*सौतिरुवाच-*

*आद्यं पुरुषमीशानं पुरुहूतं पुरुष्टुतम्।*

*ऋतमेकाक्षरं ब्रह्म व्यक्ताव्यक्तं सनातनम्॥*

*असच्च सच्चैव च यद्विश्वं सदसतः परम्।*

*परावराणां स्रष्टारं पुराणं परमव्ययम्॥*

          *- १.१.२२-२३ (१.१.२८-२९), महाभारत*

अर्थ :-

       जो आदिपुरूष परमेश्वर सर्वांचे आदिकारण व सर्वांच्या अंतर्यामी असणारा या विश्वाचा नियंता आहे. यज्ञांमधून ज्याला अावाहन केले जाते व ज्याच्यासाठी यज्ञ केला जातो, तसेच अनेक पुरुषांनी अनेक नामांद्वारे ज्याची स्तुती केली आहे. जो ऋत म्हणजेच सत्यस्वरूप आहे. जो एकाक्षर म्हणजेच एकमेव क्षर न होणारा नाश न पावणारा तसेच सर्वव्यापी प्रणवरूप ॐकार आहे. जो साकार व निराकार स्वरूपातले सनातन असे अविनाशी परब्रम्ह आहे.

      असत् व सत् (म्हणजेच माया व ब्रह्म) या दोन्ही रुपाने जो या विश्वात विद्यमान आहे आणि तरीही ज्याचे स्वरूप सत् व असत् यांच्याहूनही भिन्न व विलक्षण असे आहे. जो संपुर्ण परावर म्हणजेच स्थूळ व सूक्ष्म विश्वाचा स्रष्टा (निर्मिक, सृजनकर्ता), पुराणपुरुष व अव्यय म्हणजेच क्षय व वृद्धी सारख्या भौतुक विकारांपासून अलिप्त आहे.

(अशा संपूर्ण चराचराच्या मालकाला मी वंदन करतो.)

टीप-

      महर्षी वेदव्यासांना वंदन करून उग्रश्रवा सौती ऋषी नैमिषारण्यात ह्या श्लोकापासून महाभारत कथेची सुरूवात करतात,

_नारायणं नमस्कृत्य नरं चैव नरोत्तमम्।_

_देवीं सरस्वतीं व्यासं ततो जयमुदीरयेत्॥१.१.१॥_

        लोमहर्षण ऋषींचा पुत्र उग्रश्रवा सौती ऋषींनी नैमिषारण्यात शौनकऋषी व त्यांच्या गुरुकुलातील इतर ऋषींना ऋषीश्रेष्ठ व्यासांनी लिहिलेला जय नावाचा इतिहास (महाभारत) सांगितला. महाभारताच्या आदिपर्वातील पहिल्या अध्यायात याचं वर्णन आहे.

      त्याप्रसंगी उग्रश्रवा सौती ऋषी सर्वप्रथम या विश्वाच्या निर्मात्यास, नियंत्यास वरील श्लोकातून प्रार्थना करतात व पुढे सर्व ऋषींच्या आग्रहास्तव महाभारत कथा सांगतात.

         आपण आजपासून रोज एक याप्रमाणे महाभारतातील काही 'बोधपर व नीतीपर श्लोक' ह्या विषयावरील मागे सुरू केलेला पण मध्येच खंड पडलेला उपक्रम पुन्हा पहिल्यापासून सुरू करत आहे. श्लोकार्थ व श्लोकसंदर्भित घटना यांचाही यावेळी यथायोग्य, यथाशक्य उल्लेख होईल.

       संत ज्ञानेश्वर माऊलींनी ज्ञानेश्वरीच्या पहिल्या आध्यायातच महाभारतकथेची स्तुती केली आहे व माउली सांगतात की जे महाभारतात नाही ते तिन्ही लोकांमध्ये कुठेच नाही.

_म्हणऊनि महाभारतीं जे नाही। ते नोहेचि लोकी तिहीं।_

_येणे कारणे म्हणिपे पाहीं। व्यासोच्छिष्ट जगत्रय॥१.४७॥_

       महाभारता विषयी माउलींचे काय म्हणणे आहे आणि माउलींनी महाभारताला कोणत्या कोणत्या विशेषणांनी गौरवलेलं आहे हे ज्ञानेश्वरीच्या पहिल्या अध्यायातील खालील ओव्यांवरून आपल्या लक्षात येते,

_आता अवधारा कथा गहन। जे सकळां कौतुका जन्मस्थान।_

_की अभिनव उद्यान। विवेकतरूचे॥१.२८॥_

_ना तरी सर्व सुखांची आदि। जे प्रमेयमहानिधी।_

_नाना नवरससुधाब्धि। परिपूर्ण हे॥१.२९॥_

_म्हणोनी हा काव्यां रावो। ग्रंथ गुरुवतीचा ठावो।_

_एथुनि रसां आला आवो। रसाळपणाचा॥१.३३॥_

_एथ चातुर्य शहाणे झाले। प्रमेय रुचीस आले।_

_आणि सौभाग्य पोखले। सुखाचे एथ॥१.३५॥_

_आणि पाहता नावेक । रंगी सुरंगतेची आगळीक।_

_गुणां सगुणतेचे बिक। बहुवस एथ॥१.३८॥_

_भानुचेनि तेजें धवळले। जैसे त्रैलोक्य दिसे उजळले।_

_तैसे व्यासमती कवळले । अवघे विश्व॥१.३९॥_

          आणि अशा महाभारतरुपी कमळाचा पराग म्हणजेच सार, तो युद्धप्रसंगी श्रीकृष्ण भगवंत‍ाने अर्जुनाला केलेला बोध म्हणजेच भगवद्गीता होय. असे म‍ाऊली पुढे सांगतात.

_आता भारतीं कमळपरागु। गीताख्यु प्रसंगु।_

_जो संवादिला श्रीरंगु। अर्जुनेसी॥ १.५०॥_

_ना तरी शब्दब्रह्माब्धि। मथिलेया व्यासबुद्धि।_

_निवडिले निरवधि। नवनीत हे॥१.५१॥_

संकलन व टीप : अभिजीत काळे, ९८५०६९०५९७.

*🌸🌺🌸शुभ सकाळ🌸🌺🌸*

Leena Mehendale rues neglect of non- formal education

 

Mehendale rues neglect of non- formal education

The settlement commisioner and director, land records (Maharashtra state), Ms.Leena Mehendale, today rued the fact that non- formal education was not being promoted in the Indian eduction system and wondered whether this was being done to protect “vested interests”.

" why does an individual have to undergo schooling? Why don't we recognise individual efforts?” she qieried, while suggesting that the government encourage individual to study outside classrooms and also absorb them in the formal stream after judging them by it's ( government's ) yardstiks.

Speaking on the subject, “Can we stop the mess in the education system?”, at the Vasant Vyakhanmala (spring lecture series) here, Ms mehendale advocated the introduction of short – term vocational courses in education system in a big way to enable the student earn his “bread and butter” rather than “Wasting” valuable years in pursuing formal education.

A majority of the students coming from the economically weaker sections of the society cannot afford to pursue the 15- year- long formal curiculam and hence high dropout rate in the country, she explained, while adding that in a country like India, students could not afford to spend 12 to 15 years in educating themselves.

Ms. Mehendale also emphasised the need to introduce courses on intermediary technology in the present curriculum as there was a dearth of what she called “middle-level technologists”. The country was producing docors engineers and researchers, but there were few technitians who could repair a worn – out washers which was obstructing the supply of water to the parchsd villages, she bemoaned.

She further warned that the social disharmony owing to the denial of education to the lower rungs of the society would ultimately end up harming the entire society, She opined that the middle-class , which had greater accessibility to education , should give due priority to “social gains” rather than “ personal gains”.

Education should imbibe “ moral” values and should not be treated as a mere exercise where one reads books and appears for exams. The lack of moral values was causing a majority of the younger generation go for easy money. Indian universities needed to take the student community into confidence while marking efforts to keep pace with the rapid technological developments, she observed.

She lamented that the bureaucracy had choosen to remain” silent observers” when it was in a position to dictate the policy regarding captation fees and primary school admissions. Finally, the judiciary had to intervene to put a ceiling on capitation fees and the state government had to pass bill to ban interviews for primary school admissions.

Education – The way to nation-building

Synopsis of my presentation titled

Education – The way to nation-building

At VCs' conf in Delhi

India stands at a critical stage from where it is going to be catapulted either into a ditch of complete erosion of Indian Culture and Values or into a strong position of world- leadership. And the destiny will depend upon whether our System of Education can enlighten and empower the citizen for the following TOP-TEN national tasks.

• Eco-Land-Hills-Forest-Rivers-Water Conservation
• Saving Indian Languages and Cultural Heritage
• External and internal security including International Diplomacy
• Research -- from present abysmally low to a respectable level
• Communication -- Physical, Satellite, OFC
• Eradicate Corruption -- Revamp  Political Administrative and Judiciary processes.
• Work and Energy Efficiency
• Make Agriculture a part of Life-cycle and conserve Biodiversity 
• Revamp system of  Health 
• Sustainable Development models for  Rural and Urban areas.

WHAT ARE THE OBJECTIVE OF EDUCATION?

A) From the point of view of the SOCIETY or the NATION-

• Is the society growing richer?
• Is there enough material production and materialistic gains?
• Does the socio-economic system permit equitable distribution of wealth and production?
• Is there a reduction in the drudgery of the common man?
• Does the environment permit pursuit of excellence?
• Does the environment permit inculcation and establishment of ethical and personal value systems along with pursuit of freedom and fearlessness?
• Do the people have a sense of commitment towards:
  a) the society,
  b) the cultural and philosophical heritage,
  c) the nation?
• Do people regard contentedness as a cherished value?
• Does the society uphold truth as the ultimate goal?

B) From INDIVIDUAL’S point of view:-
The education for an individual,

• Must make him better equipped to earn his living.
• Must encourage him to the pursuit of excellence.
• Must build up the sense of belonging towards the society and the nation.
• Must build up the sense of compassion and friendliness towards others.
• Must bring in appreciation of social harmony.
• Must inculcate dignity of human life and human labour.
• Must help to acquire the spirit of Satya, Dheerata, Nirbhayta, Koushalya, Vivek, Santosh and Dyan-Lalasa.

Viewed for these objectives, the present education lacks in many ways and a listing of the same also suggests the remedial action that can be taken urgently.

• Too costly – Not affordable to a vast majority.
• Too discriminatory – promotes clitches and divisions in society among the haves and have-nots, among the rural and urban, among the elite and the common.
• Does not teach Quest of Knowledge or Rigour of Experimetation. The country's capabilities for research are at low ebb.
• Does not teach to question the veracity of basic assumptions. This leads to non-development of a philosophical perspective.
• Vocation and skill training is missing – The budget, facilities and innovative ideas for vocational training are lacking even at a concept level.
• Too much emphasis on form and procedure such as compulsory attendance.
• Poor sense of dedication and self respect among teachers – no teaching through heart.
• Poor quality of teaching – mushrooming coaching classes must be seen as its index.
• Lack of facilities to develop the attitude and skills for Sports, Art and Theater
• A wall of impregnability between Formal and Non-formal streams – No smooth transition between them. This keeps away nearly 70 % student population from higher studies which is a needed input to upgrade their training, skills and knowledge.
• Promotes rat-race and a philosophy of dissatisfaction, frustration and non-compassion.
• No recognition or provision for the End-of -Spectrum students – neither for the genious nor for the handicapped.
• No recognition for experience and expertise obtained through life-experience.
• Complete wastage of the high potential of education through TV network – No evaluation of ineffectiveness of Dyan Darshan channel.
• No proper methodology for Value education – Values are inculcated amongst individuals through their Role Models and amongst the society through long standing traditions. Both the role models and the traditions have to be re-emphasized through their dynamic interpretation relevant to the contemporary psyche.
• Utterly moved away from a life-style compatible for a country that boasts for being 75 % agricultural in occupation.

This analysis and more so the 3 underlined issues brings us to the discussion about the model of development which we must choose as such a model will decide our attitude towards the National Tasks listed above. An improper model of development will lead to Contradictory policies that will subvert some of those tasks. A proper model needs to have its value system which has to be a part of educational content.

In this connection let us see how and to what extent the Indian value system is relevant. This is how interpret the values given and defined by Patanjal Yogsutra –

• SATYAMEVA JAYATE NANRUTAM – Satya including persuit of knowledge and Research – is the most basic for every invention and progress. Vivek is an integral part of it.
• KRINVANTO VISHWAM ARYAM -- Non-commercial imparting of knowledge which is possible only with Love for disciples and commitment to spread knowledge.
• AHIMSA including Non erosive techniques of development,
• TYAG and SANTOSH, – Necessary for Abhyuday that is, the progress of Society as a whole.
• MA GRUDHAH KASYASWID DHANAM – that is, Asteya -- Not taking what is earned by others, but taking only that which is earned by yourself. This is the most basic statement of Economic development and human progress. It is also coupld with the Value of Dignity of Labour.
• BRAHMACHARYA – a Life not given to or carried away by bhoga,
• ASANGRAH – not compelled by the lust to accumulate or amass property.

These values go well with the 1 st Task of Eco-Land-Hills-Forest-Rivers-Water Conservation. This is one example of how the National tasks, the Value-system and the Educational Philosophy are integral to each other. Similar example is of Krishi as a sector. This is the only occupation which is capable of returning to Dharati more than what it takes from it. Hence much more thinking is required about it. We need to give Agriculture its due position – without being dubbed as primary economy. We also have to remember that unlike many other economies India is blessed with Sun-shine for most part of the year, which makes agriculture more profitable than in other countries. The Educational system must not promote a student-ship that is allowed to be devoid of any training in agriculture. This is also necessary for appreciating the dignity of Labour. Decentralisation of Economy, means of production and propagation of technical and applied know-how is another aspect of development model essential for Equity of Distribution. These examples highlight the importance of how selection of a particular model of development will guide and be guided by the value system chosen as a part of educational inputs.