Tag Archives: MPP

Transforming Cities through Social Urbanism: Medellin, Colombia’s Alejandro Echeverri speaks to Lokniti

Lokniti Editors Sanjana Patro and Srilakshmi Nambiar in conversation with Mr. Alejandro Echeverri, on Medellin Colombia’s social urbanism. 

The city of Medellin in Colombia was a drug trafficking hub from the late 1960’s till the early 1990s. A contraband economy, paralysis of justice and a mismanagement of the security apparatus led to a rise in crime and violence, especially in the barrios (neighbourhoods) of the city. These unsafe barrios gave Medellin the tag of the ‘Most dangerous city in the world’. The city’s economy was also grappling with high levels of inequality.

However, things began to change for the better in the 1990’s, with the help of strategic policy intervention called ‘Social Urbanism’. This process included strengthening the state machinery and public services. Special thrust was given to improving public transportation in the city. The metro lines and cable cars provided the much needed  link between the northern hilly areas of the city to the plains. It also focused on active community engagement, along with bringing together academics, the government and experts from various fields.

An architect by training, Mr. Alejandro Echeverri was closely associated with this transformation of Medellin. He has served as the director general of the Urban Development Company from 2004- 2005 and the director of urban projects for the Mayor’s office of Medellin from 2005-2007 under Mayor Sergio Fajardo. He is currently a professor of architecture at Universidad Pontificia Bolivariana. Among his many architecture awards, his work with Mayor Fajardo in urban renewal won them both the Curry Stone Prize for Transformative Public Works from Architecture for Humanity in 2009. Their urban renewal projects have been praised not just for revitalizing poor neighborhoods but also for the quality and innovation of the architecture itself.

In this interview with Lokniti, Mr. Alejandro Echeverri shares his experience and answers our questions around the parallels that he sees between India and Colombia and the ideas that India can borrow.

 

Q1. What is social urbanism? How did this concept evolve in the case of Medellin? 

A1. The history of social urbanism is related to planning and urban design in Colombia. It is used to describe the process that happened in Medellin, after the crisis of the 1980’s and 1990’s which was dominated by high levels of inequalities in the barrios or the neighbourhood. The government was exploring policies which would work towards greater social justice to counter the high levels of inequity that was prevalent. In this context, social urbanism grew.

In 2004, the government was looking at methods to combine public policy and strategic implementation, particularly in conflict ridden areas. Issues such as ways to combine urban design, landscape design, with programs focusing on culture, education, and economic activities were also explored. Hence, they started the ‘URBAM Project’, to design and apply public policy in a specific territory. Inclusion was the most important part of the agenda, and leadership came from the government. The experience came from a practical reality and the experience they had initially in the government. Real transformation was achieved as a combination of several improvements like the physical space and lives of the people.

 

Q2. The “ambition to control” drives planning exercises which are centralised or top-down in nature. However, as you pointed out earlier, strategic planning and pragmatic efforts can counter such tendencies. How does this manifest itself in the frame of social urbanism?

A2. Social urbanism is more connected with action and implementation. It is a combination between the improvement of the physical space of the city with an improvement in the quality of the life of the people. It belongs more with the history of the people, their personal experiences, and how the people could be a part of those processes. So this is not a policy that came from far, or a top down approach. Since implementation is very important for any policy, one thing that is strategic is how to coordinate different institutions of the government in the strategic territories that they select.

It is improvement not only in housing, public space, and public transport system in terms of public transformation, they were also trying to improve the quality of education, focus on policies which improve  inclusion and diversity, and improve capacity of children and the people. Thus, it is a holistic approach.

 

Q3. In Colombia the ‘Empresas Públicas de Medellín’ (EPM) is a public utility company providing water, domestic gas and electricity in the city. However, in India we have seen public-private led partnership or private sector sharing space with the public sector. How has Medellin been able to sustain its public sector?

A3.In Colombia and Latin America, in the 1960’s and 1970’s all public services used to belong to the government. But in the 1980’s and 1990’s with the notion that everything has to be privatised, Latin America went through a vast change, where the public services went to private owners.  One of the reasons could be because many of the public services were very inefficient. However, in Medellin since the public sector was extremely efficient, they were never privatised. The main reason can be attributed to people. These public entities had really good managers and they managed to protect the companies from external politics. The public servants had technical capacity to deal with any crisis at hand.

 

Q4. What ideas or recommendations would you give for having the same model in India?

A4.There is no ideal model. However, Medellin could help like an example if you could understand how things and processes happen, and each case has different realities and singularities. Both countries share a lot of things- problems and opportunities. We have to understand how to work simultaneously to solve both formal and informal problems, and thus it is necessary to put intelligence into practice. This intelligence should have the capacity to innovate and give rise to the belief that problems can be solved.

Both countries have high levels of inequalities, there is a high process of migration, and they settle mainly in the periphery of the city, as a result of which informal rings appear. There is a need to have greater proximity with reality. Colombia has very fragile politics and there is a high complexity of things. Additionally, in the case of Colombia, they had the case of violence. These complexities permit us to innovate in a lot of things. We can reframe the concept of planning and give this concept more proximity to reality, and thus combine planning and action.

A lot can be learnt through pilot projects, which then can be implemented at the national level if required. It is necessary to engage the community at each point. Moreover, citizens participate in these things if they find spaces to collaborate and to develop dialogues and some processes. It is necessary to take impartial decisions and to improve the politics, as such a system will help to  sustain innovation.

(Sanjana Patro and Srilakshmi Nambiar are  2017-19 participants of the Master Public Policy programme at National Law School of India University. They can be reached at sanjanapatro@nls.ac.in and srilakshminambiar@nls.ac.in respectively)

 

Accessing Accountability: A Community Effort in Sundaram Nagar to push for Quality Public Education

Pranjal Dhaka worked with Public Systems Groups at the Indian Institute of Management Ahmedabad, in pursuance of the client led project component of the Master of Public Policy programme. His account on community efforts undertaken to ensure quality public education in Sundaram Nagar, during the course of the project, is quite illuminating.

Date: 18th February 2018

Time: 2200 hrs

Place: Paigaam-e-Insaaniyat Charitable trust office, Sundaram Nagar

Background

Ahmedabad is rapidly transforming into a major urban centre with international and domestic investments flowing in, along with an evident endorsement from the central government to push for development and urbanization in the city. The process of this transformation poses serious challenges to ensure socio-economic equity in a highly diverse demographic that is divided along communal, caste and class lines. Social exclusion and economic inequality of minorities can be a direct consequence of an institutional bias that further pushes a minority social group to the periphery. Ahmedabad has a significant Muslim community that accounts for around 12.24 percent of the total city population (Census 2011). The community has been struggling to access basic public services like education, sanitation and drinking water, and have been spatially segregated to the western part of city in largely unregulated and compactly packed colonies. These families work as weavers, daily wage labourers, tailors, traders, shopkeepers, auto-rickshaw drivers and in other jobs and trades that put a ceiling over the socio-economic capital they can exert individually.

Agenda of the meeting

One of the major concerns of the community is with reference to the issues around access to quality education. There has been a subtle shift in the narrative characterizing development in Ahmedabad, portraying it to be an emerging business hub while neglecting fundamental issues around education and health. This context presses the need for community mobilization to claim and assert accountability from local government bodies to ensure collective mediation.

A glimpse of the meeting conducted by Ajaz Sheikh

Ajaz Sheikh is a  social activist and PhD scholar from Gujarat University who has extensively worked on the issues of education and drug addiction amongst adolescents. He is working towards collectivising parents to form community associations to claim a democratic space and push for better quality education facilities in government schools in the locality.

An individual is often not strong enough to challenge an entire institution like the government but an organization can collectively and coherently question, lobby and push for a positive change. We just need to ensure accountability, the government is bound by the Constitution to act upon people’s will.”

-Ajaz Sheikh, Social Activist

The government schools in the areas around Sundaram Nagar are often perceived as inadequate and inept in providing quality education causing a gradual shift in the parental choice in poor and lower middle income families to send their wards to low fee private schools. Most of these low fee private schools charge as low as Rs 250-500 a month and function without proper facilities or a regular and qualified teaching staff. This trend further absolves the government schools from taking responsibility, as parents themselves do not prefer enrolling their wards in government schools. There were, however, certain avenues created for larger engagement of parents to demand better facilities for their children studying in these schools. This was done through successful awareness drives by many non-governmental organizations and academic institutions for RTE in 2015-2016 and its various provisions including Section 21C mandating a 25 percent  reservation in all private schools for students belonging to Economically Backward Families.. But a general level of unawareness and hesitation to pursue a formalized process of mediating these concerns still continues to be a crucial constraint in compelling government authorities to address issues around education.

Community Outreach programme: Forming parents’ associations

Ajaz Sheik, working closely with a local charitable trust (Paigam-e-Insaaniyat Charitable Trust), is planning to start an extensive community outreach program that seeks to engage parents and other concerned members of the community in forming a parents’ association that can discuss, mediate and create a grievance redressal mechanism for parents to ensure accountability through a collective forum. The meeting held on 17th February witnessed attendance from parents and member of the trust that has worked on various local issues that affect the community on a day-to-day basis.

It started out with every attendee introducing themselves and then a briefing by Ajaz Sheikh. The briefing started out with a detailed background of the legislations and policies around education and the current state of government schools. Ajaz was using a mix of rhetoric and facts to enunciate the need for addressing equal access to quality education as a primary step towards community development. The briefing was followed by an open discussion that witnessed parents and other attendees talking about the problems they face with reference to the way government schools operate. It was loosely moderated by Ajaz to focus the agenda of the meeting on discussing the strategy of enforcing accountability on the government schools and push for incremental institutional change. Amongst various issues that were put forward by the attendees the discussion focused upon the poor quality of school infrastructure, a general disinterest on the part of government school teachers and principals in ensuring good quality teaching and engaging the students, and the apathy of the government officials in addressing these issues. Through discussion and careful moderation, the meeting concluded with a general understanding that the formation of the parents’ association is a step forward in engaging the community and placing accountability over political, bureaucratic and school authorities towards a positive change.

A venue for the next meeting was decided and the attendees agreed to be volunteers to reach out to the community and gather with more parents from the community. It was also decided that there must be a ‘Right to Education Mela’ to engage and make people aware about the plan to form such an association through pamphlets and discussion.

The Way Forward

As an observation, it was interesting to witness the process of building a critical mass at grassroot levels to collectivize individuals towards a common cause. The effort is at a conceptual stage and requires two basic elements that need to be adhered to, that will consequentially determine successful mobilization. First, it must involve a large number of people, even if they are not directly affected by poor education in government schools as active participants to characterize education as a community level concern. Secondly, it must strive to moderate individual opinions to push for a focused collective approach to engage with the current democratic process as laid down by legislations to create and sustain a culture of institutional accountability. There is enough clarity amongst the trust members and Ajaz Sheikh about the actionable measures to follow while working on the issue. However, in order to engage a large number of people, the success of this novel project relies upon a continuous and discursive facilitation to enable an institutionalized forum that can push for strengthening accountability.

References

Census 2011.Ahmadabad District Religion Census 2011. (http://www.census2011.co.in/data/religion/district/188-ahmadabad.html) (accessed on 24 April 2018).

(Pranjal Dhaka is a 2017-19 participant of the Master Public Policy programme at National Law School of India University. He can be reached at pranjaldhaka@nls.ac.in)


Image Source:- Author

 

No wasteland in India, only wasted land: Jairam Ramesh

Sowmini G Prasad

Jairam Ramesh speaking on the New Draft National Forest Policy and the Deteriorating State of Environment in India in Bengaluru on 13th April, 2018.

Jairam Ramesh, Member of Parliament (Rajya Sabha)

Mr. Jairam Ramesh, Member of Parliament (Rajya Sabha) and former Minister of Environment, Forests and Climate Change (MoEFCC) (independent charge), spoke on the new draft forest policy and the deteriorating state of environment in India in an interaction organised by the Environmental Support Group and Actionaid Association (Bangalore). The interaction, a question and answer session, covered a wide range of issues. However, this blog post focuses mostly on the discussions held around the new draft National Forest Policy, 2018 (NFP), the Forest Rights Act, 2006, (FRA) and the importance of institutions like the National Green Tribunal (NGT) and Parliamentary Standing Committees.

On the new draft NFP, Mr. Ramesh was of the view that while there are certain elements of continuity from previous policies, there are certain significant departures as well. The new draft NFP, uploaded by the MoEFCC for public comments in March 2018, has been criticised for its attempt to shift the approach to forestry in India – specifically, from a local community and ecology-centric approach emphasised in the 1988 policy – to one on timber and forest-based industries (The Wire 2018). While the requirement to maintain one-third forest cover in the country as per NFP, 1952 continued into the NFP, 1988, it has received additional focus in the new policy as forests have been recognised to act as huge carbon sinks. However, he did admit that the policy gives an idea of the government’s thinking on forests and environment, as the departure from the previous policies can viewed to be geared towards a business led GDP growth. The thrust on forestry in the new policy can be seen to be driven by two forces – one, to meet the COP21 commitment on increasing the carbon sink through a faster rate of increase in forest cover and two, with around 40 percent of India’s forest cover considered to be degraded, it opens up an opportunity for participation of private sector, satisfying its long standing demand to create captive plantations for wood-based industries. On the issue of grassland ecosystem not finding place in the current policy like the previous policies, he admitted that the progressive loss of grasslands is a great tragedy and attributed it to the spread of agriculture and irrigation. He also pointed to how for many years grasslands have been considered as wasteland and that in reality there no wastelands in India, but only wasted land. Addressing apprehensions on the potential of the policy to change or water-down existing legislations in the long term, by changing the definitions of forest areas which are protected under current legislations for example, he pointed to how the government cannot meddle with the definitions too much and that the forests were a state subject.

On FRA and its objectives, Mr. Ramesh spoke about how the legislation is an important instrument which can aid in redressing historical injustices meted out to the forest dwelling communities and how it can be used to deliver justice in the future as well. The objective of FRA is to recognise both individual and community forest rights. While around 14 lakh families have received individual rights, he mentioned how there has been a failure to recognise community forest rights. He pointed to the existence of a fear, especially in the forest department, that granting community forest rights might lead to a sudden empowerment of community-based institutions like the gram sabhas. He quoted the transfer of rights over revenue from such forest land from the forest department to the gram sabhas arising from a situation of recognition of community forest rights as an example of the source of such fears. However, he stressed on the importance of having gram sabhas as the pivotal point of community rights. He gave the examples of Jamaguda village in Orissa and Gadchiroli district in Maharashtra where community forest rights have been successfully recognized to emphasise that not all hope was lost. On the arguments that the FRA is in conflict with the need for maintaining sacrosanct spaces for wildlife, Mr. Ramesh highlighted the importance of the legislation and the need for a consultative process. He also added that any project in a forest area cannot be cleared unless the rights have been settled, pointing to the fact that on account of this requirement, many mining and coal projects had to go through a due diligence process. He emphasised that the key is to recognise due rights of the forest dwelling communities, make them partners in regeneration and conservation of forests, and where necessary, provide them with viable and attractive options to relocate.

The third issue that Mr. Ramesh stressed on was the role of institutions like the National Green Tribunal and the Parliamentary Standing Committees. On NGT, he spoke about the importance of ensuring its independence and maintaining its control outside the reach of the government. He spoke about this in the context of the provisions contained in Finance Bill, 2017 which sought to give the power to appoint NGT members to a government appointed nominee, while the NGT rules provide for such appointments to be made by a committee headed by a sitting Supreme Court judge (The Hindu 2017). He added that NGT is a people’s institution and that it has brought environment related grievance redressal closer to people through its dispute settlement mechanism. He also stressed the importance of having forums where elected representative come to the people to hear their voices. In this context, he spoke about how the standing committee of the environmental ministry can play a significant role through its powers to review policies and call for evidences, including the suo-motu power to call for a review.

Finally, on the difficulties that the environment ministry faces in carrying out its tasks, he spoke about the importance of balance in decisions relating to environmental conservation and how economic growth cannot be dismissed. While India has good policies and legislations, he pointed to weak and sometimes missing enforcement and the need for people holding political power to walk the talk on environmental decisions.

References

Agarwal, Sushant. 2018. National Forest Policy Draft 2018 Takes One Step Forward, Two Steps Back. The Wire. 02 April 2018 (https://thewire.in/environment/national-forest-policy-draft-2018-takes-one-step-forward-two-steps-back). 

Rajagopal, Krishnadas. 2017.Govt.’s response sought on Jairam’s plea over Finance Act. The Hindu. 04 August 2017 (http://www.thehindu.com/news/national/govts-response-sought-on-jairams-plea-over-finance-act/article19429207.ece). 

(Sowmini G Prasad is a 2017-19 participant of the Master Public Policy programme at National Law School of India University. She can be reached at sowminigprasad@nls.ac.in)


Image source – http://www.thehindu.com/news/national/land-acquisition-act-will-help-tribals-and-farmers-jairam-ramesh/article5182406.ece

Policy Simulation Competition in Cairo: Interview with Participants

Aarushi Gupta, Ishita Jain, and Yogaraj Mudalgi, first year students of the Master of Public Policy Programme at NLSIU, participated in the 2018 edition regional rounds of the NASPAA-Batten Student Simulation Competition held in Cairo, Egypt. Ishita’s team was declared winner in the regional round. They share their experiences in an interview with Lokiniti. Edited excerpts:

Yogaraj, Ishita and Aarushi with Vice Chancellor R. Venkata Rao

What were the requirements of the competition? What were you expected to do?

Ishita: NASPAA-Batten is an annual policy simulation competition organized by the Network of Schools of Public Policy, Affairs, and Administration, a Washington DC based international association of public affairs schools. This year, the theme of the competition was Pandemic Crisis Management and Global Health Security. It was held at sixteen sites across the world (eleven in the United States and five in other countries).The first round was the regional round, conducted at the sixteen sites. It involved a live simulation. Think of it like an online multiplayer game, where each participant has to play a specific role for a specific country and try to mitigate the disaster. This round also required us to prepare two policy briefs and a presentation apart from the simulation.The final round is the global round, in which our scores for the regional round will be compared to those of participants from other sites.

Aarushi: The competition was designed in a way that every team was allotted a certain hypothetical country in each round. The competition had a total of four different countries – each characterized by unique geographical, economic, and social factors. The idea was to ensure that each team experiences the simulation from the perspective of all the four countries, one by one. To this end, each team was allotted a new country every round. Each one of these rounds was about battling the looming epidemic, given your allotted country’s budget figures. Other factors relating to the country’s economy and trade relations formed a crucial part of this equation. The simulation interface required the participating team to respond to each development in the crisis by choosing one of the many policy alternatives available.

Yogaraj: Each team executed policy decisions in a real-time environment to minimize casualties, maintain the economy, keep up public approval ratings, and so on. In each round, each team member would take up different roles such as Prime Minister, Health Minister, Finance Minister, and so on. The Prime Minister was the final authority on executing a decision and each team member advised the Prime Minister based on information they were given specific to their function.

At the end of each round, we were scored on our performance. Judges evaluated us on criteria such as teamwork and policy memo. Finalists were required to make a presentation based on the fourth round. Each of the parameters had different weightage based on which the regional winners were declared. The entries of all regional winners would be judged by a separate group of  ‘super judges’ who then declare the final winner and runner-up.

How did the Public Policy course help you tackle the problems that were presented to you during the competition? Did you employ any of the skills that you picked up during the first two trimesters?

Aarushi: The domain of public policy is marked by an intricate union of politics, economics, finance, and a myriad factors relating to a country’s socio-economic milieu. The simulation interface and its design were an embodiment of all these factors combined – to create an experience that should be as close to the real world as possible. Having said that, the readings that we were assigned as part of the coursework for ‘Introduction to Public Policy’ (IPP) did play an instrumental role in making us aware of the aforesaid intricacies in the public policy space.

For instance, one of the metrics for measuring a team’s performance in the simulation was the impact its policy decisions had on the popularity of the (hypothetical) incumbent political leadership. Therefore, there were instances where the Health Minister would advocate for a seemingly unpopular (yet predictably effective) measure to combat the epidemic, whereas the PM would be hesitant to take that hit on the popularity of his/her government. I think IPP effectively familiarized us with such dynamics of “political will” and “policy windows”.

Also, the course on Economic Analysis for Development has proven to be indispensable, considering that we were required to be preemptive about the potentially devastating effects our policy decisions might have on the economic condition of the country we were representing in the competition.

Ishita: Apart from specific skills, like drafting policy briefs, which we picked up during the course of MPP, the political economy approach learnt during the course was very helpful. We had to manage the crisis while taking care of the economic position of the countries and ensuring popular support as well. Reflecting upon the health system and suggesting measures to prevent future crises formed a part of the competition, and different frameworks learnt during the course helped us in problematizing and analyzing the situation. Moreover, the number of presentations we have for our course has attuned us to prepare one in a short time!

Yogaraj: The biggest learning in the competition was the critical thinking that we had developed over the two trimesters in identifying and approaching problems. In addition to that, the sensitization towards ‘wicked problems’ was of great help. For example, any policy decision we took had ‘unintended consequences’ and we had to accordingly modify our policies in real-time to deal with the fallouts. And all this had to be in a short time so you had to think on your feet to respond to problems. Another useful skill picked up during the course was that of writing policy memos and presenting your arguments in a structured manner.

The competition had participants representing various institutions from across the globe. How was your experience interacting with these students? What kind of skills did they bring into the competition given their diverse backgrounds?

Aarushi: The competition site allocated to us by NASPAA was Egypt – which was the site location for participants from countries in the MENASA (Middle East, North Africa, and South Asia) region. Accordingly, my three teammates belonged to UAE, Lebanon, and Egypt. This diversity enriched the entire experience, considering that each brought something unique to the table. While two of my teammates were pursuing Political Science and Public Administration respectively, the other was a former consultant in the UAE Health Ministry. The academic quotient did prove to be beneficial in rounds which required policy-memo writing, and professional experience came in handy while responding to tricky situations in the crisis. All in all, we did benefit as a team from our collective professional and academic backgrounds.

Yogaraj: My experience interacting with students from different backgrounds was very illuminating and more challenging than I had imagined it would be. The composition of the teams were multicultural, multilingual, and multi-disciplinary. Some of them were students of public administration, public health, and so on. There were often disagreements because students of different disciplines had a particular outlook towards how problems should be dealt with. The language barrier also posed a challenge in how well you can communicate with each other. Probably the most important challenge was to build a consensus regarding the actions that needed to be taken. And this must be done continuously as the situation within the game evolves continuously.

Ishita: The most striking thing about the Public Policy and Public Administration students whom we met was the diversity! It made us realize how intellectually rich the fraternity is, with each person having very different areas of expertise and interest, but all keen to experiment with new domains.What really helped our team during the competition was in fact the diversity of academic backgrounds and experiences. While someone was proficient with numbers and could set the finances straight, others were great with communications and diplomacy.   

Given your experience in the competition and the opportunity that was presented to you to solve a policy problem, how would you assess our classroom learning? Would you recommend some addition/change in the current course which could help in tackling the kind of problem you were posed at the competition?

Aarushi: Our classroom learning is currently skewed more towards the theoretical aspects of public policy. While I do realize the merits of this kind of pedagogy, we can nonetheless strive for a more balanced approach between theory and practice. Although we do have Sectoral Workshops as part of the coursework on Regulatory Governance and Policy Analysis & Clinic, the case-study approach needs to be followed in all other areas as well, especially in all the Economics courses.

Ishita: I think the frameworks and methods that we are taught are very useful for analysing policies. We can benefit from including a greater application component to the frameworks. One way of doing this could be in the form of case studies. Moreover, we can ourselves try to relate what we are taught to real life problems and try to analyse situations with existing frameworks, or may be even develop new ones! Peer learning can be very useful for this.

Yogaraj: I feel that our curriculum creates a fertile ground for us to become successful policy professionals. When we study in the classroom we might feel disconnected from the real world and might often feel that the theories are of limited value. However, more than the application of theories directly, it is the critical thinking developed through an understanding of these theories that is most useful. Direct transfer of classroom learning on to a professional setting rarely occurs in any field, anyway. I honestly feel that more than tweaking the curriculum, we will benefit more from changing our approach towards the existing curriculum. The knowledge and skills we need are all nearly there, we need to figure out better as to how we can piece them all together to derive the best value as policy professionals.

I can give you an example from the competition itself, a pandemic outbreak can be dealt with using different policy actions such as distribution of masks and vaccines, restricting movements of the population within and outside the countries, setting up quarantine zones, raising taxes too meet increased expenditures. Performing each of these actions does not ensure a successful result because one of them might lead to a consequence you had not imagined of. For example, if you restrict movement of people, it might reduce the infection rates but it will have a negative impact on the economy and will further impact the government’s ability to take up other measures that involve public expenditure. Or, some times raising taxes on eating out can not only bring in more revenue but also restrict unnecessary movement of people in public places. One of the best learning I gained from the simulation was that there is no singular ‘best possible outcome’ in any situation, rather there are ‘multiple outcomes’ that can occur based on different scenarios and different inputs. This is exactly what the ‘wicked problem’ I referred to earlier is all about. And, this is something that came up in nearly every interaction I had with people during the competition.

One thing that we could probably include in our curriculum is increased exposure to simulations as a supplemental means of learning. This is already happening around the world as more policy schools are adopting this hands-on, gamified approach. Although, I would caution against using this extensively as the success of a simulation is directly determinant on the model based on which it is created and subsequently, the research it is based on. The more solid the research, the more successfully can a simulation mirror the real world.

(Aarushi, Ishita, and Yogaraj can be reached at aarushigupta@nls.ac.in, ishitaj@nls.ac.in, and yogarajsmudalgi@nls.ac.in respectively)

Life in Katiki, Andhra Pradesh: An Awakening

Bhaskar Simha L N visited Katiki, Andhra Pradesh to work with SAMATA in pursuance of the field work component of the Master of Public Policy programme. He reflects on his experiences and what he carried back with him. 

Home to tribal communities for many years now, Eastern ghats are rich in  mineral resources. One such place which houses the tribal community is a village called ‘Katiki’.  Situated on top of a valley at a distance of seven kilometers from Borra caves, Katiki is accessible only through jeep, bike or a long walk.  The village comes under the jurisdiction of Borra Panchayat, Anantgri Manda in Vizag District. With a population of around 180 people and without any basic amenities such as roads, toilets, and drinking water, Katiki in itself is a case study. Not just Katiki, the villages around that are a reflection of Katiki.

Summary of 21 days trip to Vizag and Katiki

The journey began with a lot of expectations about learning new things which at the end of it, came out to be true. Since I went with zero presumptions about the place and the issues that people face, I was able to work well and understand the sensitive issues related to tribal people. The first three days of the trip were spent in Samata head office in Dabbanda village, Vizag. Mr. Ravi Rebbapragada and the admin team gave us crucial insights about the villages and the kind of work they have been doing. This made me better appreciate what it takes to build a strong NGO so deeply rooted in an area for three decades. Mr. Satis Kumar, the co-ordinator, helped me with providing documents and other reading materials relating to Katiki and Katiki Waterfalls. Upon reaching the village, these readings proved to be of great help as they gave me a better understanding about the situation in Katiki and I was able to  prepare myself better for the work. Post the session with Mr. Ravi Rebbapragada, I attended a meeting with the Sub-collector of Vizag to talk about pending title deeds for the tribes in Chintapalli village.his meeting was an evidence as to how a NGO goes about its day to day work by patiently lobbying with the state to ensure justice is served to the concerned stakeholders.

The next fifteen days of my experience in Katiki was an awakening of sorts for a policy student like me and would be worthy of lifetime experience to an individual. The villagers were so kind and generous while hosting me and treated me like family. The tribes have a deep sense of community unlike the new urban culture. While they work for self, they live for the community. It was an altogether different world in terms of culture and human relations.

I had three general meetings with the villagers during my stay. First meeting was a general introduction and an ice breaking session. Second meeting was regarding the village and its maintenance (cleanliness, plastic disposal, education for kids, overcoming dropouts, etc.). The third meeting was on the last night I stayed in the village when I spoke to them about my observations and immediately implementable suggestions. A training session for the members who work in KWDC (Katiki Waterfall Development Committee) was also conducted.

I visited around eight villages, Katiki Waterfall, and Borra Caves, along with 2 weekly markets (Santhe), a Ration Centre, Borra Panchayat, dilapidated buildings called as schools and Anganwadis. On 20th October 2017, I along with eight villagers met Mr. D Balaji, IAS, Sub-collector, Paderu, on grievance cell at Integrated Tribal Development Agency (ITDA), and submitted a written complaint about the plight of Katiki village and also made a request for initiating road construction as soon as possible. Sub-collector was quite responsive and gave assurance of giving personal attention to the issue.

In these fifteen days, I was introduced to tribal culture, food, dance (Dhimsa), and lifestyle, and I made friends and brother for life. After fifteen days of stay in Katiki, I came back to Samata head office. Here,  I sat with the team and discussed with them my findings and observations and took note of  their opinions. Additionally, we discussed the potential developmental activities that could be carried out in Katiki Waterfalls.

On completion of  twenty-one days of my trip, I came back to Bengaluru with a huge amount of learning- to organise my learnings and turn it into a presentable knowledge to motivate my fellow policy students to take up more of such trips.

Ignorant Constitutionalism?

“We are living in these mountains since ages. Yes, it is a tough life. But we were happy. But one day few foreign dressed people, who call themselves the government, came and told us that these land and we belong to the nation and asked us to ally with them to live better, and we did. Soon few others namely, Forest department, Revenue Department, Railway Department and now the Tourism Department came to us and said they all have share of these mountains. We understood all of them want to eat from our plate but for some strange reasons they don’t like us and are not allowing us to eat. What do we do!!??” said an old man in his eighties when I met him at his home. At first he was agitated on seeing me as he mistook me for a government official. Upon clarifying that I was an intern with Samata, he was happy, and spoke with enthusiasm.

Fifth Schedule of Constitution of India

The Fifth Schedule covers Tribal areas in nine states of India namely Andhra Pradesh, Jharkhand, Gujarat, Himachal Pradesh, Maharashtra, Madhya Pradesh, Chhattisgarh, Orissa and Rajasthan. Essentially the Fifth Schedule is a historic guarantee to the indigenous people on the right over the land they live in.

But over these seventy years, has the spirit of Indian Constitution been forgotten or ignored!? Who is responsible for the prevailing ignorant constitutionalism? These are the questions one would ask after experiencing the ground realities in Katiki and the surrounding villages. Despite all the Constitutional provisions, laws, policies and programs, these tribes are to this day, struggling for basic amenities.This takes one by surprise about the type of governance and implementation we have adopted in these areas.

(Bhaskar is a 2017-19 participant of the Master Public Policy programme at National Law School of India University. He can be reached at bhaskarsimhaln@nls.ac.in)