Hooda Jr to launch ‘education yatra’

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Hooda Jr to launch ‘education yatra’
Tribune News Service

Chandigarh, June 17
Mr Deepinder Hooda, Chief Minister Bhupinder Singh Hooda’s US-educated son, is not happy with the state of education in Haryana.

It is learnt that the young MP from Rohtak will launch an “education rath yatra” in two blocks of his constituency on August 15 to create awareness about the necessity of education.

Mr Deepinder Hooda, said sources close to him, would advocate the importance of learning English by students because of the edge the language gave to aspirants in the job market.

Asking people to put their heart into learning English may not be a very good idea politically. But Mr Deepinder Hooda is going to talk about this irrespective of its political fallout, said an aide of the MP.

It is learnt that the most important aspect of Mr Deepinder Hooda’s campaign will be to get school dropouts back to their classes. For this, he will contact various foundations supporting educational initiatives and also try to get the state government to help such students.

The campaign is expected to enlighten Mr Deepinder Hooda about various reasons why a boy or a girl drops out of school. The phenomenon apparently troubles the young MP.

The yatra, starting from August 15, will conclude on August 19. During the yatra, Mr Deepinder Hooda will cover Rohtak and Sapla blocks of Rohtak district. On August 20 and 21, a camp will be organised in Rohtak where students at the primary and secondary levels will interact with experts in various fields.

The campaign will have no political overtones, insist sources close to the Congress MP.
 
This is right step by a Young MP.
KEEP THE FLAME OF KNOWLEDGE BURNING DEPENDER . WE ARE WITH YOU.
GAYAN KI JOYTI JALAYE JA.
HARYANA KO OXFORD BANAYE JA
KHUSI KY GEET GAYE JA
GYAN KA DEEP JALAYE JA.
HARYANA KO KHUSHAL BANAYR JA
OUR BEST WISHES ARE WITH YOU
GOD BLESS YOU SUCCESS

DHARMPAL DUDEE
 
Good going Deepender bhai!

Your efforts in tackling fasic issues are praise worthy. First, it was Health camps in rural areas and now it is towards strengthening the basic education through handling the problem of Drop out and promoting the English Language.

Keep it up!


Sateypal
 
Good Work Bhai Deepender, this kind of initiative was needed long back from past leaders. But better now than never. We are all proud of you!!!

Many times, more than a MP, we Jat guys @ Infosys think of you as an Ex-Infoscion and tell a group of infy jats that yes we have one young blood Jat leader who was a part of this family earlier !!!

Great going brother !!!!
 
During my trip to Delhi I had the honour of spending some time with Deepender. I could see deep (Deepender= Deep+Ender) commitment in him to do something for rural masses. Education is on the top of his list followed by many other social issues. I would request all Jatland members to extend him helping hand during all such social missions. Let us ensure that Jatland sends a large delegation of members during this forthcoming education yatra of Deepender. This will be another good opportunity for us to relate with rural masses. Let us make a team of all those who can spare time. I will be there for sure to join the yatra and reach the masses in villages.

RK^2
 
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We wish you to be successful in your motive .

We are always with you with full support because you share the same vision as the other memeber of Jatland ..

" difference between village and city is education "

if we are able to genrate the education resources in our village 99% problem will be solved out .
 
Paro ge likho ge bano ge "NAWAB"

Jr. Hooda is doing a great job. These gao ke naye chhore chhori par likh kar Jr Hooda Ne Banawe ge
Next CM
Kursi of Sr. Hooda is in trouble.
However, this is the right way to develop people.

Keep it up Jr. Hooda We are with you.

N.S.Ahlawat
 
We ought to be proud of The CM and the young MP......They are doing a wonderful job for the people of the state.My best wishes are with them.
 
Good effort by Mr Deepender.

But the situation in our villages is pathetic.
i'm presently in Haryana for Constituency Studies - a part of my course.

i'm visiting villages in Jind Distt and when i meet people, talk to them, i just wonder what makes us talk of India becoming a superpower or whatever by 2025-30?

go around and you find girls having dropped out of school after 6, 7 , 8th standards because the family needs them to work - jeeri lagane ke liye. (paddy season now)
who would think of sending them to school when they dont have anything to eat?
free education for these SC, STs etc is just on paper. kuch free nahi hai ji. we have to buy all books from outside.
i have met girls hardly 13-14 and married. padh ke kya karna hai?
in one harijan basti i met women who are 10 , +2, and one BA too.all working as farm labour. agar BA karke bhi Jeeri hi lagani hai to padh ke kya karna hai? was the question posed to me. and how many other girls would be encouraged to study seeing this?

in one village teacher comes to school drunk and panchayat cant do anything(he has strong political backing). so people requested him- better you stay at home, dont take the trouble of coming to school,sir.

women join Anganwadis - they make money selling the eating stuff that comes for children. if not sell, they feed it to their cattle...

women pity me because i just have a daughter, no son. bete ke bina kya hai?

these are just few examples i have put down here. if i start writing all my experiences it will take me days to type...

its a different world altogether.

i convey my best wishes to Mr Deepender because i too want these things to change. i am ready to join in this effort.

regards,
bharti.
 
bhartisindhu said:
Good effort by Mr Deepender.

But the situation in our villages is pathetic.
i'm presently in Haryana for Constituency Studies - a part of my course.

i'm visiting villages in Jind Distt and when i meet people, talk to them, i just wonder what makes us talk of India becoming a superpower or whatever by 2025-30?

go around and you find girls having dropped out of school after 6, 7 , 8th standards because the family needs them to work - jeeri lagane ke liye. (paddy season now)
who would think of sending them to school when they dont have anything to eat?
free education for these SC, STs etc is just on paper. kuch free nahi hai ji. we have to buy all books from outside.
i have met girls hardly 13-14 and married. padh ke kya karna hai?
in one harijan basti i met women who are 10 , +2, and one BA too.all working as farm labour. agar BA karke bhi Jeeri hi lagani hai to padh ke kya karna hai? was the question posed to me. and how many other girls would be encouraged to study seeing this?

in one village teacher comes to school drunk and panchayat cant do anything(he has strong political backing). so people requested him- better you stay at home, dont take the trouble of coming to school,sir.

women join Anganwadis - they make money selling the eating stuff that comes for children. if not sell, they feed it to their cattle...

women pity me because i just have a daughter, no son. bete ke bina kya hai?

these are just few examples i have put down here. if i start writing all my experiences it will take me days to type...

its a different world altogether.

i convey my best wishes to Mr Deepender because i too want these things to change. i am ready to join in this effort.

regards,
bharti.
Click to expand...

Its important that truth is put forward to our elected leaders, else they will never know ground realities. Please do write what all you have seen. It will help us all formulate strategy. We have to act, else we would perish.

RK^2
 
bhartisindhu said:
Good effort by Mr Deepender.

But the situation in our villages is pathetic.
i'm presently in Haryana for Constituency Studies - a part of my course.

i'm visiting villages in Jind Distt and when i meet people, talk to them, i just wonder what makes us talk of India becoming a superpower or whatever by 2025-30?

go around and you find girls having dropped out of school after 6, 7 , 8th standards because the family needs them to work - jeeri lagane ke liye. (paddy season now)
who would think of sending them to school when they dont have anything to eat?
free education for these SC, STs etc is just on paper. kuch free nahi hai ji. we have to buy all books from outside.
i have met girls hardly 13-14 and married. padh ke kya karna hai?
in one harijan basti i met women who are 10 , +2, and one BA too.all working as farm labour. agar BA karke bhi Jeeri hi lagani hai to padh ke kya karna hai? was the question posed to me. and how many other girls would be encouraged to study seeing this?

in one village teacher comes to school drunk and panchayat cant do anything(he has strong political backing). so people requested him- better you stay at home, dont take the trouble of coming to school,sir.

women join Anganwadis - they make money selling the eating stuff that comes for children. if not sell, they feed it to their cattle...

women pity me because i just have a daughter, no son. bete ke bina kya hai?

these are just few examples i have put down here. if i start writing all my experiences it will take me days to type...

its a different world altogether.

i convey my best wishes to Mr Deepender because i too want these things to change. i am ready to join in this effort.

regards,
bharti.
Click to expand...

Like everybody else, kudos to Sh Deepender for a bold initiative. People do believe in symbolism, its trendy in these times. Hence, the reasont to start it on 15 August. But any moment is an auspicious one for doing a good deed. For a Jat even more so.

Bharati bahan Ram Ram.
dropouts , indifference for the female child etc are alarming issues. But I will stick to education.
Somehow education has come to be related to only jobs, especially the white collar type. Even when the whole country becomes graduates and post graduates, somebody will still have to do the farming, labour and other manual jobs. What is unfortunate is our outlook to these professions. Anything manual is lowly !
Dignity of labour, of whatever kind, is something our society has to imbibe. Whoever earns his living honestly deserves as much respect as the PM of the country.
Personally I woud prefer watching Aamir Khan claiming that "Its cool to be a farmer" than to see him selling Coka cola.
 
as per our constitution it is the resoponsibility of the state to provide free n good eduction to every child of our nation..... teaching standard is one of the most important things to look at in the Education System.

there is no doubt that the education system needs a change but so does our understanding of the whole concept of education. education is not just about literacy or about learning english and maths, it is much more than that. we require such type of education system dat builds our mental power,, increases thoughts n abilities

sab tey pehlam tooo master tight karney paareingey.......:mad:

Does every schoolteacher knows and understands that his work is very important? If we work on machine, comfort increases, if we work on children, quality of people in the country increases.:) we can see masternies makin sweaters ,,,,,,masters playing taash n smokin bidi in the school premises :rolleyes: .. student master key cylinder lyyawega aur bill bhar key aawengey too hoo padh liye :cool: ...... jab master hi intrest na dikhwaawengey too balak kit tey padh le ngey:o

The Quality of Education should be monitored by an independent body, the teachers and Headmasters are accountable for the students performance. Salaries & incentives may be paid based on the performance - and this way the teachers also will take interest.

open the city side for the children by taking them to some of the schools there & tell them that they can be as good as these guys too .............these are some incentives that will pep the students :)
 
downtoearth said:
as per our constitution it is the resoponsibility of the state to provide free n good eduction to every child of our nation..... teaching standard is one of the most important things to look at in the Education System.
there is no doubt that the education system needs a change but so does our understanding of the whole concept of education. education is not just about literacy or about learning english and maths, it is much more than that. we require such type of education system dat builds our mental power,, increases thoughts n abilities
.............these are some incentives that will pep the students :)
Click to expand...

I fully agree with you. Here is a very important article on the subject by Pratap Bhanu Mehta published yesterday in Daily Times of Pakistan;

http://www.dailytimes.com.pk/default.asp?page=2006\06\19\story_19-6-2006_pg3_3
..............................................................................
Monday, June 19, 2006

VIEW: Outsourcing of Indian education —Pratap Bhanu Mehta

The Indian regulatory system is very much modelled on central planning. It assumes that regulatory agencies can second-guess the sectors where demand is likely as well as the appropriate content of education. Ironically, India met some demands of the IT sector, because a large number of private institutions managed to dodge the regulatory system by offering diplomas rather than degrees

In many breathless foreign reports about India’s outsourcing clout, the nation’s education often gets high marks for being the source of so much success. But the reality is that — while in absolute numbers, with a population of a billion plus, the country is ahead of others with total graduates — Indian higher education is not responding to the challenges posed by globalisation.

The challenge facing India was recently on display when resident doctors and students at a premier medical school in New Delhi went on a lengthy strike. The protest targeted the government’s plan to extend existing affirmative-action admission quotas for disadvantaged castes an extra 27 percent, up from 22.5 percent. Neither the quotas nor protests are new. Indian institutions already have an extensive series of quotas for different castes. This proposal sought to extend quotas for new groups in India’s most prized institutions: the All India Institute of Medical Sciences, the famous Indian Institute of Technology (IIT) and the Indian Institute of Management. Aside from the familiar questions about the effectiveness of quotas and their impact on quality of education, the protest and the ensuing debate have put in sharper focus major challenges that globalisation poses to India’s system of higher education.

Globalisation poses many challenges for higher education. Countries struggle with the fact that the market for talent has become global. India’s premier institutions are hampered by the fact that incentive structures to retain good faculty simply do not exist. Premier institutions like IIT and the Delhi School of Economics confront faculty shortages up to 40 percent, and their research profile is nowhere commensurate with their possibilities. India has become a net consumer of foreign education — spending to the tune of $3 billion a year to train students abroad.

However, the Indian education system is unable to mobilise funds from its students at home. By some accounts, Indian students, whose fees are paid by their parents, have become a net subsidiser of British higher education; the largest number of foreign students in the US come from India, some 80,000; and there are even an estimated 5,000 Indian medical students in China. Many of the best students go abroad. One measure of the price India has paid for the flight of intellectual capital is this: Devesh Kapur of the University of Texas has calculated that for every patent held by an Indian, Indians abroad hold 28,000 patents!

Second, globalisation has made benchmarking in education global. While India’s premier institutions are good feeder schools for institutions abroad because of their recruitment process, their ability to compete globally is still an open question. Only three Indian institutions rank among the top 500 in the world, and significantly none of them are full-fledged universities. Beyond a small group of elite institutions, few Indian institutions are globally accredited or recognised. Thus, the competition for a handful of elite institutions is severe.

Third, globalisation has made education an extraordinary business opportunity with a great impact on employment. While there is some R&D outsourcing to India, there is also the sense that India is missing out on the opportunity to position itself as a global education hub. Its share in the global higher-education market is miniscule, and there are significantly more foreign students in China than in India. According to a study by the Association of Indian Universities of 300 universities, the number of foreign students in India shrunk from 12,765 during the 1992-93 academic year to 7,745 in 2003-04.

Fourth, the ability of an economy to compete depends on the character of its education system. India has historically neglected primary and secondary education. But even in higher education, the nation faces severe shortages of talent. Reports from almost every sector of the economy, from health to aviation engineering, forecast shortages of skilled personnel. While in aggregate, the mismatch does not appear stark, there are severe bottlenecks in some sectors. The cost to business is increased by the fact that firms must do much of their training in-house, since they cannot count on the supply of talent. The mismatch of education to the economy is also evidenced in this paradox: While there is a severe shortage of skilled manpower, a third of unemployed youth are science graduates. The government has promised to increase outlays in higher education, mostly to allay some of the fears of the striking students that the number of non-quota seats will be drastically reduced. But government-determined allocations are not necessarily sensitive to the needs of the economy.

The four challenges of globalisation — the flight of talent, benchmarking to global standards, the possibility of education as a business opportunity, and the mismatch between supply and demand — have a common thread running through them. Inflexible and overtly regulated education systems are unlikely to respond to these challenges. Rigid academic systems all over world, in Germany for example, struggle to reposition themselves to respond to the challenges posed by globalisation. The Indian regulatory system is very much modelled on central planning. It assumes that regulatory agencies can second-guess the sectors where demand is likely as well as the appropriate content of education. Ironically, India met some demands of the IT sector, because a large number of private institutions managed to dodge the regulatory system by offering diplomas rather than degrees — which can only be conferred by government-regulated institutions.

The Indian education system is one of the most tightly controlled in the world. The government regulates who you can teach, what you can teach them and what you can charge them. It also has huge regulatory bottlenecks. There are considerable entry barriers: Universities can be set up only through acts of legislation, approval procedures for starting new courses are cumbersome, syllabi revision is slow, and accreditation systems are extremely weak and arbitrary. The regulators permit relatively little autonomy for institutions and variation amongst them.

Over-regulation has produced the crisis of higher education that is the context of the current agitation. The shortage of quality institutions is a product of India’s regulatory structures. Increased public investment that the government has promised is absolutely necessary to increase access. But this investment will not yield much if India’s regulatory regime remains rigid. There was agitation over quotas not because the students oppose increased access or even affirmative action. Quotas became a symbol of the state’s power over Indian education: its propensity to hoist its own purposes upon academic institutions regardless of their impact on the quality of these institutions. Globalisation requires two contradictory transformations in the state: On the one hand, successful globalisation requires that the state invest heavily in increasing access to education. But in higher education, globalisation also requires the state to respect the autonomy of institutions so that a diversity of experiments can find expression, so that institutions have the flexibility to do what it takes to retain talent in a globalised world and, above all, respond quickly to growing demand. Globalisation demands a paradigm shift in the regulation of higher education. In India the debate has only just begun.

Pratap Bhanu Mehta is president of the Centre for Policy Research in Delhi, India. This article appeared in YaleGlobal Online (www.yaleglobal.yale.edu), a publication of the Yale Center for the Study of Globalization, and is reprinted by permission. Copyright (c) 2003 Yale Center for the Study of Globalization
...............................................................................................

RK^2
 
Sampuranji, Ram Ram.
i too believe in dignity of labour. but should these people continue as farm labour? do you think they are happy doing this? do they not want any change in their lives? yes, they do.
the women say- jab jeeri laan jawain to goddain tak to paani tappey ar sir pai ghaam tappey- bera paat ja hai ji.
and these women get Rs 40-50 as daily wage(half of what men get).
these people are helpless. are not able to do anything about their situation. or who would continue living like this? Dignity what??

and its not so cool to be a farmer either. not all are big landlords.
the hardships an average farmer faces, one cannot imagine. except for few, villages get electricity on alternate days... have applied for meter connection for tube-well borrowing 20,000 but are asked to pay double the amount as bribe to Govt officials or just sit and wait for connection....
(what will Kisaan do without water?)... the way people in irrigation dept. make money...

RKji... it is shocking to see how in all villages people are addicted to ... daaru, satta, sulfa... i have met people in mornings -- and dhuut. all this is easily available in small shops in villages... women too addicted to all this.. one woman tells me- ji main roz do beedi ke bandal pi jaati hoon, chodna chahti hoon par chootti hi nahi. daaru mil jaaye to wo bhi pi jaati hoon.(she too was harijan.)
more later...

regards,
bharti.
(there was a interesting article by Mr Govind Swarup in todays Times of India- Science of teaching.)

sampuran said:
Bharati bahan Ram Ram.
dropouts , indifference for the female child etc are alarming issues. But I will stick to education.
Somehow education has come to be related to only jobs, especially the white collar type. Even when the whole country becomes graduates and post graduates, somebody will still have to do the farming, labour and other manual jobs. What is unfortunate is our outlook to these professions. Anything manual is lowly !
Dignity of labour, of whatever kind, is something our society has to imbibe. Whoever earns his living honestly deserves as much respect as the PM of the country.
Personally I woud prefer watching Aamir Khan claiming that "Its cool to be a farmer" than to see him selling Coka cola.
Click to expand...
 
bhartisindhu said:
............
RKji... it is shocking to see how in all villages people are addicted to ... daaru, satta, sulfa... i have met people in mornings -- and dhuut. all this is easily available in small shops in villages... women too addicted to all this.. one woman tells me- ji main roz do beedi ke bandal pi jaati hoon, chodna chahti hoon par chootti hi nahi. daaru mil jaaye to wo bhi pi jaati hoon.(she too was harijan.)
more later...

regards,
bharti.
(there was a interesting article by Mr Govind Swarup in todays Times of India- Science of teaching.)
Click to expand...

No two words Bharti Ji. Things are really bad and need sincere attention at every possible level. Some parts of society are almost in terminal stage.

RK^2
 
REALITY BITE- SITUATION IS VERY TIGHT
Dear Bharti Ji RK Ji, Sampuran and all.
Thank you very much for your support and taking part in this important educational debate.
I spent 3 month in India and agreed with you that Ground reality is very serious in our villages.
All the problems are there.
Some improvement in coping - Nakal.
This government is interfering less in day to day business.
RK Sahib reality ka to Apko aur sabhi ko pata hae. Parantu Bilii ko Ghanti Kon Bandhe.
Khaskar Jat Aur Fir Power mae. Ji Hajuri karne wale aankho per pati band detay han 2+2=5000 ka note kahate han
Pher JAT KO SACHI KAHANA DUSMANI MOL LENA HAE. GOOD FAITH MAE- KAUM KY BHALE KI BAT KHABI 2 KAHANEVALE KO HI MAHAGI PAD JATI HAE.
ISLIYE LOG CHUP HAN AUR KAHATE HAN KI.
BOSS KI AAGADI AUR GHODE KI PICHHADI SY HAMESA BACHNA CHAHIYE.
PER CHALO HAMNE TO UKHAL MAE SEER DAE HI DIYA.
HERE IS A EXAMPLE OF EDUCATION- RURAL EDUCATION.
HOW MANY JATS OR PEOPLE FROM RURAL BACKGROUND ARE ON TOP CREAM JOBS. ?

WHERE WE STAND AS A KAUM ?
NOW YOU CAN SEE WHERE THE JAT COMMUNITY IS STAND IN EDUCATION AND IN CREAM JOBs.
HOW MANY JAT- JATNI YOU WILL FIND ON TOP JOBs
SEE HOW MANY JATS IN THE LIST OF 36 SELECTED NAMEs.
WE ARE NOT BLAMING DEEPENDER HIS FATHER OR ANY ONE. BUT THIS IS THE TRUE PICTURE. WE HAVE TO START FROM SOME WHERE.

DHARMPAL DUDEE

36 names sent to govt
Vacant posts in HCS (Judicial)
Tribune News Service

Chandigarh, June 20
The selection committee constituted by the Punjab and Haryana High Court for selecting the candidates for the 31 vacant posts of the Haryana Civil Service (Judicial) today declared the results.

According to available information, the committee headed by the Acting Chief Justice, Mr Justice H.S. Bedi, has forwarded 36 names to the Haryana Government for appointment as judicial officers.

The general category candidates whose names have been recommended for appointment (in order of merit) are Ms Jasmine Sharma (652.8 marks), Mr Ashu Kumar Jain (617.6 marks), Mr Rajesh Gupta (604.4 marks), Mr Ravneet (597.2 marks), Mr Amit Kumar Arya (596.8 marks), Mr Amit Garg (586.6 marks), Ms Ekta Gauba (586 marks), Ms Saurab Gosain (585 marks), Ms Arti Singh (583.4 marks), Mr Anmol Singh Nayyar (578.6 marks), Mr Puneet Sehgal (578.4 marks), Ms Rashmi Sharma (577.6 marks), Ms Suruchi Atreja (577.2 marks), Ms Gomti Manocha (576.4 marks) and Mr Vijay James (575.4 marks).

The two selected candidates under the backward class category are Ms Yeshika (573.4 marks) and Ms Harshali Chowdhary (523.6 marks).

The 19 candidates whose names have also been forwarded to the government are Ms Monica (574 marks), Ms Parminder Kaur (572.2 marks), Ms Shikha Bansal (569.6 marks), Mr Vijayant Sehgal (568.2 marks), Ms Payal Mittal (567.2 marks), Mr Sunil Chauhan (576 marks), Mr Peeyush Gakhar (566.4 marks), Ms Anupamish Modi (564.4 marks), Ms Jyoti Rani (564.2 marks), Mr Varun Nagpal (562.2 marks), Ms Shelly Arora (560.2 marks), Mr Virender Singh (558 marks), Mr Prashant Rana (555.6 marks), Ms Renu Rana (554.6 marks), Ms Swati Sharma (553.2 marks), Ms Manila Chugh (541.2 marks), Mr Sanjay Kumar Sharma (537.4 marks), Mr Sunil Kumar (531 marks) and Ms Shabistan Aqil (521.4 marks).

According to High Court sources, of the total of 39 candidates, who had cleared the written test by securing the minimum 50 per cent marks, two did not appear for the interview. Of these 39 candidates, 35 belonged to the general category while four belonged to the reserved categories.

Of the 31 posts that would be filled, 15 are meant for general category candidates. It may be recalled that the High Court had been requested by the Haryana Government to conduct the selection process, which had not been held since the past many years.
_________________
 
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bhartisindhu said:
Sampuranji, Ram Ram.
i too believe in dignity of labour. but should these people continue as farm labour? do you think they are happy doing this? do they not want any change in their lives? yes, they do.
the women say- jab jeeri laan jawain to goddain tak to paani tappey ar sir pai ghaam tappey- bera paat ja hai ji.
and these women get Rs 40-50 as daily wage(half of what men get).
these people are helpless. are not able to do anything about their situation. or who would continue living like this? Dignity what??

and its not so cool to be a farmer either. not all are big landlords.
the hardships an average farmer faces, one cannot imagine. except for few, villages get electricity on alternate days... have applied for meter connection for tube-well borrowing 20,000 but are asked to pay double the amount as bribe to Govt officials or just sit and wait for connection....
(what will Kisaan do without water?)... the way people in irrigation dept. make money...

.

regards,
bharti.
(there was a interesting article by Mr Govind Swarup in todays Times of India- Science of teaching.)
Click to expand...

Bharatiji
Relating education only to comfortable jobs will be a narrow aim. Yes, people look up to betterment of living conditions. But farming and other such jobs will always remain physically demanding. The point is, does society, and equally importantly, government machinary, gives as much attention , as much respect to a farmer, as it does to a suited-booted baboo ?

Women geting half pay , villages being denied regular power supply etc are indicatorts of the same deep-set malaise that some are more equal than others.

Last year I met an elderly person in Rohtak. He had returned from US after having spent 20 years as a farmer. He was happy. No regrets. No complaints. Because the job was not related to some 'standing' in society, he had all the facilities. But he also had had to be 'guttham-guttha with gara and gobar.
 
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