Special Economic Zone (SEZs) are designated zones offering duty-free operations and fiscal concessions to boost investment and jobs. India’s first EPZ began in Kandla (1965), with SEZs officially introduced in 2000 under the 2005 Act.

• MAJOR FACILITIES AND INCENTIVES
  • Duty-Free Imports: SEZ units benefit from duty-free imports for construction and operations.
  • Tax Exemptions: Exemptions include minimum alternate tax and income tax.
  • External Commercial Debt: Units can borrow up to $500 million annually without maturity restrictions.
  • Single Portal Approvals: Central and state approvals are streamlined through a single portal.
• CHALLENGES:
  • Unused Land: SEZs face issues with unused land due to the pandemic and decreased demand.
  • Multiple Models: Diverse economic zone models complicate integration and management.
  • Competition from ASEAN: ASEAN countries have improved policies and skill-building initiatives, affecting India’s SEZ competitiveness.
• WAY AHEAD
  • Encouraging MSME Investments: Proposals include partnering with MSME initiatives and allowing sector-specific investments.
  • Access to Financing: Recommendations include enhancing financing options and granting infrastructure status to SEZS.

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The NEP serves as a vision document, outlining a transformative framework for education that aims to break free from the colonial mindset that has historically shaped India’s educational landscape. Among the many reforms introduced, the National Credit Framework (NCrF) emerges as a significant initiative designed to enhance flexibility in educational institutions across various levels, including school, higher education, vocational, and skill training. 

What is National Credit Framework (NCrF)

• The National Credit Framework (NCrF) is an integral component of India’s National Education Policy (NEP) 2020, designed to provide a flexible and comprehensive framework for the education system.
  • For example, under the National Credit Framework (NCrF), a student named X can study music and painting in addition to his regular coursework, with the credits earned from these subjects contributing to his degree. 
• Unified Credit System: NCrF aims to create a unified system for accumulating and transferring academic credits across various levels of education, including school, higher education, vocational, and skill education. 
• Flexibility: The NCrF gives students the flexibility to earn credits from classroom teaching, laboratory work, Atal Tinkering Laboratories, research projects, assignments, tutorials, sports and games, yoga, the performing arts, music, handicrafts, social work, National Cadet Corps and National Service Scheme activities, vocational and skill education, minor and major projects, on-the-job training, internships, apprenticeships, and experiential learning. 
  • The NCrF functions like an academic currency. 
    • For instance, Let suppose to earn a degree, a student needs 120 to 160 credits. Different subjects will award credits based on the time spent and the work completed. Once the student accumulates the required 120 or 160 credits, they will be eligible for the degree.

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Benefits of the National Credit Framework (NCrF)

• Flexible Learning: NCrF allows students to earn credits from a variety of activities, including academics, vocational training, sports, arts, and social work, promoting a well-rounded education.
• Multidisciplinary Approach: The framework encourages a multidisciplinary educational experience, allowing students to blend different fields of study and skill sets. This approach fosters a more comprehensive learning environment where students can explore diverse subjects, such as science, arts, and technology, equipping them with a well-rounded education that is relevant to real-world challenges.
• Credit Transfer: Students can accumulate credits over time from different subjects and activities, which can be transferred across institutions and disciplines, offering more flexibility in their educational journey.
  • For example, if X decides to switch from a B-Tech degree to a BA degree after his first year, he can transfer the credits he earned during his B-Tech studies towards his BA degree under the NCrF, allowing him to carry forward his progress without losing time or effort.   
• Skill-Based Education: By allowing diverse learning experiences to count towards degrees, NCrF helps students from varied backgrounds gain skills that increase their career prospects and social mobility.
  • Under the NCrF, a B-Tech student who completes a communication course and earns credit for it will have an edge in the job market. This added skill, recognized through the credit score, enhances their employability and makes them more versatile and competitive in a variety of roles.
• Networking Opportunities: Through varied educational experiences and projects, students can connect with peers and mentors from different fields, enhancing collaboration and potential business partnerships.
• Real-World Application: The NCrF emphasises experiential learning, enabling students to apply their knowledge in real-world scenarios. This hands-on experience can inspire entrepreneurial ideas and initiatives.
• Flexible Career Transitions: The NCRF allows students to seamlessly shift disciplines. 
  • For instance, if a student enrolled in a BTech program discovers a passion for aviation, their accumulated credit scores can ease their transition to a pilot training program, enabling them to pursue their interests without losing previously earned credits.

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Concerns about the National Credit Framework (NCrF)

• Quality Over Quantity: Critics argue that the focus on accumulating credits might prioritise quantity over the quality of education, leading to a superficial understanding of subjects rather than in-depth knowledge.
• Standardisation Issues: There are concerns regarding the standardisation of assessments across diverse subjects and activities. Ensuring consistency and fairness in evaluation could be challenging.
• Overemphasis on Skill Training: Some critics argue that the National Credit Framework (NCrF) places too much emphasis on vocational and skill training, potentially undermining the value of traditional academic learning and critical thinking. National Education Policy (NEP) 2020 also supports the establishment of Multidisciplinary Education and Research Universities (MERUs) to foster advanced learning and research.  It is crucial to ensure that these institutions do not become the sole focus of higher education. Many other institutions should also emphasize vocational and skill training to enhance students’ employability. By maintaining a balance between academic pursuits and practical skills, the educational system can effectively address the varied needs of students and society.
• Lack of Clarity: Critics point out that the NCrF lacks clarity on implementation, leaving institutions uncertain about how to adapt their curricula and assessment methods.
• Implementation Complexity: The framework requires extensive coordination among educational institutions, which can complicate the standardisation of credit transfers and assessments.
  • Assessment Standardisation: Establishing uniform assessment criteria for diverse subjects and activities can be challenging, leading to discrepancies in credit valuation across institutions.
  • Resistance to Change: Traditional educational institutions may resist adopting the NCRF due to entrenched practices and scepticism about the efficacy of flexible curricula.
  • Quality Control: Ensuring the quality and rigour of courses outside conventional academic settings is critical to maintain educational standards, which could be difficult to enforce.

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Conclusion

The National Credit Framework (NCRF) presents a transformative approach to education by promoting flexibility and multidisciplinary learning, enabling students to accumulate credits across diverse activities. While it offers significant benefits, such as enhanced employability and adaptability, challenges related to implementation and quality assurance must be addressed. 

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In 2024, India’s Neighbourhood First Policy encountered significant challenges. The election of Anura Kumara Dissanayake in Sri Lanka marked a departure from mainstream politics, complicating bilateral ties. Meanwhile, Pakistan’s intensification of cross-border terrorism continued to strain relations. In Nepal, K P Oli’s return to power raised concerns about deteriorating diplomatic engagement. Additionally, Bangladesh saw anti-government protests against Sheikh Hasina, prompting her to seek refuge in India and sparking apprehensions about India’s perceived involvement. Coupled with instability in the Northeast and the emergence of radical elements, these developments create a precarious landscape for India’s foreign relations.

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Significance of NPP Coming to Power

• Shift in Political Dynamics: In the 2020 parliamentary elections, the National People’s Power (NPP) aimed to outpace the ruling Sri Lanka Podujana Peramuna (SLPP) and secure a parliamentary majority.  However, the SLPP won a landslide victory, and the Samagi Jana Balawegaya emerged as the main opposition, while the NPP only obtained 3 seats, remaining a third party. 
  • Reason for overnight change: During the COVID-19 pandemic, Sri Lanka faced numerous challenges, particularly in tourism. In response, India and the IMF offered loan assistance, but the IMF imposed conditions that required Sri Lanka to increase taxes, simplify business processes, and abandon its free economic policies. The stringent conditions imposed by the IMF during the national unity government led by Gotabaya Rajapaksa created a challenging environment for the NPP. Anura Kumara Dissanayake effectively tapped into national sentiment against these policies, which became a key factor in his success. Dissanayake’s government emerged from public frustration with corruption and economic mismanagement.
• Economic Concerns: Dissanayake’s administration may bring instability to the Sri Lankan economy, as he has hinted at renegotiating the terms of the International Monetary Fund (IMF) support, which could complicate relations with international financial bodies. His government has also threatened to cancel significant projects, such as the solar power initiative by India’s Adani Group and the extensive Colombo port project supported by the US International Development Finance Corporation. These developments pose a risk to India’s investments in the region, which are vital for both economic and geopolitical interests.  

Impact of Dissanayake’s Arrival on India-Sri Lanka Relations

The Modi government faces scrutiny for its perceived over-reliance on Sheikh Hasina’s administration in Bangladesh, often sidelining other political entities, such as the opposition Bangladesh Nationalist Party and the anti-Indian Jamaat-e-Islami. This narrow diplomatic focus has implications for India’s broader engagement strategy in the region, particularly with neighboring countries like Sri Lanka. The election of Anura Kumara Dissanayake and his National People’s Power (NPP) introduces a new dynamic in Sri Lanka’s political landscape. Here are the potential positive and negative impacts on India-Sri Lanka relations:

Positive Aspects

• Acknowledgment of India’s Role: Dissanayake has publicly recognized India’s significance for Sri Lanka’s security and economic stability. His government’s openness to maintaining dialogue with India signals a potential for enhanced bilateral cooperation.
• Economic Interdependence: Given the substantial Indian investments in Sri Lanka, including infrastructure projects and support during economic crises, Dissanayake’s administration may prioritize continuing these engagements to stabilize the economy. This economic interdependence could act as a buffer against political upheaval.
• Balanced Foreign Policy: Dissanayake is likely to pursue a balanced approach in foreign relations, avoiding an overt tilt towards China. Such a strategy would benefit India, as it seeks to maintain influence in the region amidst growing Chinese presence.
• Potential for Reform: With a fresh mandate, the NPP could bring innovative policy ideas that may resonate well with India’s development goals, especially in sectors where India has significant stakes.

Negative Aspects

• Populism and Economic Risks: Dissanayake’s populist policies, while appealing to the electorate, could jeopardize Sri Lanka’s economic recovery. If his government adopts radical economic measures or renegotiates existing agreements, it could destabilize critical projects involving Indian investment.
• Domestic Political Pressure: Facing pressure from nationalist sentiments and historical grievances against India, the NPP could adopt a more cautious or confrontational stance toward India to appease domestic critics, potentially straining relations.
• Increased Influence of Radical Elements: The NPP’s alliance with left-wing ideologies could inadvertently empower radical factions within Sri Lanka, which historically harbored anti-Indian sentiments. This could lead to increased public resentment against India, complicating diplomatic relations. 

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Conclusion

India must recognize that its relationships with neighboring countries are interlinked rather than isolated. A comprehensive neighbourhood strategy is essential, focusing on the unique characteristics and needs of each country while promoting regional economic integration. India should identify:

• Assets: Opportunities for collaboration in trade, infrastructure, and technology.
• Liabilities: Challenges such as historical tensions, nationalistic sentiments, and external influences.

By leveraging its role as an engine of growth, India can position itself as a key player in regional transport and communication networks and lead collaborative efforts to tackle pressing issues like climate change.

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On September 23, the Supreme Court strengthened laws against child pornography, ruling that viewing, possessing, or not reporting such content is punishable under the POCSO Act, regardless of sharing. This decision overturned a Madras High Court ruling that had dismissed charges against a 28-year-old man for downloading two child pornographic videos. In a 200-page judgement, the Bench, led by Chief Justice D Y Chandrachud and Justice J B Pardiwala, defined the offence of “storage of child pornography” more strictly.

Section 15 of the POCSO Act

Section 15 of the POCSO Act deals with the punishment for storing child pornographic material. Originally, this section only covered cases where child pornography was stored for commercial purposes. However, in 2019, the law was amended to introduce three distinct offences under Sections 15(1), (2), and (3). These cover different situations where possessing child pornography is punishable, depending on the intent and the way the material is handled:

• Storage with the Intent to Share or Transmit: If someone stores child pornography but fails to delete, destroy, or report it with the intention to share or transmit it, they can be penalised.
• Storage for Display or Distribution: Possession of child pornography for the purpose of distributing or displaying it, even if it is not shared, is a punishable offence unless it is being used as evidence in court or reported to authorities.
• Storage for Commercial Use: Possessing child pornographic content for commercial gain is also a serious offence.

These offences are punishable with penalties ranging from fines to three to five years in prison.

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Supreme court Verdict

• CSEAM: The Supreme Court has suggested to the Parliament to amend the Protection of Children from Sexual Offences Act (POCSO Act) to replace the term ‘Child Pornography’ with ‘Child Sexual Exploitative and Abuse Material’ (CSEAM). The Court also asked the Union Government to issue an ordinance in the meantime to effect such an amendment.
• Inchoate offences: In its ruling, the Supreme Court clarified that Section 15 also covers what are known as inchoate offences. These are offences where the actions taken (such as viewing or storing the material) are seen as preparatory steps toward a further crime, like sharing or distributing the content.
• Constructive possession: The court also introduced the concept of constructive possession. This means that a person can be held liable even if they don’t physically possess the material. For example, simply viewing child pornography online, without downloading it, can be considered as possession because the individual exercises control over the content while watching.
  • Examples of Constructive Possession:
    • If a person regularly watches child pornography but does not download it, they still exercise enough control (e.g., pausing, enlarging the video, etc.) to be considered in possession of the material.
    • If someone clicks on a link that opens a child pornographic video but fails to report the incident to authorities, they can also be held responsible, even if they immediately close the link.
• Investigative Process: To establish a person’s intent (or mens rea), law enforcement agencies will examine:
  • How the content was stored or controlled.
  • Whether the person took steps to delete, destroy, or report it. The court has directed police to thoroughly investigate all subsections of Section 15 before concluding whether an offence has been committed.

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Conclusion

The Supreme Court’s ruling reinforces the seriousness of child pornography offences by broadening the scope of accountability and emphasising the necessity of reporting such content. This interpretation aims to deter individuals from engaging in or tolerating the possession of child pornography and to protect the rights of children. By establishing stricter guidelines, the court highlights the moral responsibility of society to safeguard vulnerable individuals.

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