IISPPR

International Relations
Sejal Verma

The Impact of International Relations on the Indian Economy

The article examines the impact of international relations on the Indian economy, focusing on key geopolitical events such as the Russia-Ukraine war, Middle East conflicts, and tensions in the Indo-Pacific region. It highlights the economic implications, including the depreciation of the rupee, trade disruptions, and energy security challenges. The paper also addresses the rise of protectionist policies in Western nations and their effect on India’s trade patterns and capital movements. Ultimately, it emphasizes the need for India to enhance manufacturing competitiveness, diversify trade partnerships, and adapt to global changes to ensure sustainable economic growth.

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Good Health and Well-being
SHIERIE FATMA

HEAT, HUNGER AND HEALTH ALARMING FOR 2025

Towards Sustainable Development in 2025 and Beyond: The interconnectedness of climate resilience, food security, and healthcare access emphasizes the importance of an integrated policy approach. Holistic management of these issues not only resolves current crises but also guarantees long-term sustainability, economic stability, and social equality. Yet this depends on sound data-driven governance, fair resource distribution, and participatory citizens. The final question then is: How does India institutionalize this comprehensive framework so as to have a sustainable model of development which is resilient, adaptive, and fair—-not merely for 2025, but also for future generations?

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Miscellaneous
Chhavi Thakur

Sentiment analysis in Stock market forecasting using NLP

This research investigates the use of Natural Language Processing (NLP) methods for sentiment analysis in stock market prediction. Through the analysis of financial news, social media, and company reports, the model determines market sentiment to forecast stock price movement. The use of sentiment information with conventional forecasting techniques improves the accuracy and reliability of forecasts. This method provides investors with more insight into market behavior influenced by public opinion and news sentiment.

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Quality Education
Diksha Kashyap

Skill Education: Key to achieve Viksit Bharat by 2047

Skill education is the cornerstone of achieving Viksit Bharat by 2047. As India aspires to become a developed nation, empowering its youth with industry-relevant skills is crucial. Skill-based education bridges the gap between academic learning and practical application, fostering innovation, entrepreneurship, and employability. By nurturing a workforce that is adaptable, future-ready, and globally competitive, India can drive sustainable economic growth and social progress. Investments in vocational training, digital literacy, and upskilling initiatives will unlock the nation’s demographic dividend, ensuring inclusive development. A skilled India is not just a vision—it’s the engine that will power Viksit Bharat into reality.

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Quality Education
Ayush Burnwal

Assessing the Impact of Government Policies on Education: Effectiveness, Public Perception, and Outcomes

Ayush Burnwal, Zaheen Qureshi, Sanjula D, Pankhudi Jha Introduction Education has been recognized as a human right across the world under numerous conventions, declarations and laws. The universal declaration of human rights guarantees everyone the right to education under article 26. In the Indian context, the Right to Free and Compulsory Education Act highlights the importance of education for children between the age of 6 to 14 years in India. This right is guaranteed to every citizen under article 21A of the Indian Constitution. Government intervention helps ensure that all children, regardless of their socioeconomic background, have access to education. This is crucial for reducing societal inequities.  Education can be considered as an investment in the future of a nation. Well educated citizens will be productive members of a nation and will contribute to its stability and growth. Besides, the government of India is actively working towards ensuring that every citizen receives education to support their own needs and wants. To achieve the goal of full literacy, the government has been introducing a number of policies and programmes every year.  One such programme which has been successful throughout the years is Sarva Shiksha Abhiyaan (SSA) which is the Government of India’s flagship programme for achievement of Universalization of Elementary Education in a time bound manner, as mandated by the 86th amendment to the indian constitution making free and compulsory Education to the Children of 6-14 years age group, a Fundamental Right. It aims to address the problems faced during the initial phase of a child’s education, which is, elementary schooling, where children begin to develop their cognitive and social skills. SSA focuses on providing quality elementary education while bridging regional gaps in literacy by partnering with state governments throughout the country.  To address the nutritional needs of children, the government of Tamil Nadu introduced the mid-day meal scheme, which was soon implemented across the nation. By providing meals, this scheme increased the enrollment rates as hunger no longer served as a barrier to education. Furthermore, the Indian government introduced Kasturba Gandhi Balika Vidyalaya or KGBV which reduced gender disparities in education. Setting up residential schools with boarding facilities has been of assistance in encouraging girls from disadvantaged sections to get educated. All the above-mentioned policies are a few among many policies being introduced by the Indian government to make education accessible to every child in the country. Research Methodology 1. Research Design This study employs a descriptive and evaluative research design to assess the effectiveness of the Education system and Sarva Shiksha Abhiyan (SSA) based on public perception. The study does not focus on quantitative indicators such as enrollment rates or dropout rates but rather evaluates stakeholders’ opinions regarding SSA’s implementation and impact. A mixed-method approach was used, integrating quantitative survey responses with qualitative insights from personal interviews and discussions. The data was refined using a double-random selection process to enhance accuracy and reliability. 2. Data Collection The research relies on primary data collection, gathered through random selection of participants across various states using both online and personal investigations. 2.1. Primary Data Collection: (a) Online Surveys: A structured questionnaire was designed to collect responses from students, teachers, school administrators, and parents about their opinions on SSA’s effectiveness. The survey included questions on: Accessibility and inclusivity of education under SSA Perceived improvements in school infrastructure and facilities Quality of teaching and teacher training programs Challenges faced in policy implementation Overall satisfaction and suggestions for improvement (b) Personal Interviews & Field Surveys: In-person discussions and interviews were conducted to gain deeper qualitative insights into the challenges and successes of SSA and the education system. Respondents were encouraged to share their personal experiences with the policy’s impact. 2.2 Data Selection Process After the initial data collection, a random selection technique was applied at two levels: First Selection: An initial 100 responses were collected from various states. Final Selection: To eliminate potential biases and data inconsistencies, a computer-based random selection process was used to filter and refine the dataset. A final 30 responses were selected for analysis to ensure a more accurate and representative understanding of public opinion. 2.3 Secondary Data Collection Although the study primarily focuses on primary data, secondary sources such as government policy documents and past research reports were reviewed to understand the context of SSA’s implementation. 3. Data Analysis The collected data were subjected to general analysis to assess stakeholders’ opinions about SSA’s effectiveness. 4. Study Limitations Limited Sample Size: The final selection of 30 responses may not fully capture national trends. Subjectivity of Opinions: The study relies on personal perceptions, which may not always align with actual policy outcomes. Regional Variations: Since responses were collected from different states, regional disparities in SSA’s effectiveness may not be fully accounted for. 5. Policy Implications and Future Scope The findings provide a people-centric assessment of SSA’s impact, offering valuable feedback for policymakers. The study highlights key strengths and challenges in policy implementation, which can inform future education reforms. By employing random selection at multiple stages, this methodology ensures objectivity and reliability in evaluating public opinion on SSA. Findings and Insights The study analyses the real-world impact of the government policies aimed at the education sector, specifically focusing on Sarva Shiksha Abhiyan. The dataset encompasses educational qualifications, general awareness, and personal experiences with the education system. The objective is to analyse the effectiveness of policy implementations and assess the level of awareness of the education policies across different demographic groups. There were 100 responses, and a sample of 31 was randomly selected, taken in an online and physical interview format, of individuals from diverse backgrounds. Mainly, the data comes from Tamil Nadu, Madhya Pradesh, and West Bengal. By gender distribution, 74% were female and 26% were male. The majority were graduates (48%), while others had completed higher secondary. 1/2 of the individuals were between the 20-40 age group.  Among state-specific schemes, Kanyashree Prakalpa, Sabooj Saathi, Prakalpa, Mid-Day Meal Scheme were most well known in West Bengal and Gaon ki Beti yojana was

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International Relations
Misha Sheth

Cyber Warfare, the Silent Global Conflict

Cyber warfare poses significant challenges to national security, economic stability, and individual privacy. As technology advances, nations and organizations must stay vigilant against emerging threats. The intersection of cyber warfare and international relations requires cooperation and diplomacy to establish norms and prevent conflicts. The private sector plays a crucial role in cyber defense, and governments must work together to address the complexities of cyber warfare and protect critical infrastructure.

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Responsible Consumption and Production
Pandilatha S, Vinita Pathak , Naman Bishambhu , Parvathy M A

The Impact of Environmental Regulations on Economic Growth and Competitiveness

This study examines the impact of environmental regulations on economic growth and competitiveness, using a systematic review of most recent existing literature and econometric analysis of data from 1990 to 2020 (OECD and World Bank) and latest 2023 Global Innovation Tracker and 2024 data on GDP and EPI of OECD and Non-OECD Countries.Our results suggest that well-designed environmental regulations can have a positive impact on economic growth and competitiveness, particularly in Industries and Countries with high environmental innovation potential and who all are readily adopting to greener and cleaner technologies.

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Responsible Consumption and Production
Pandilatha S, Vinita Pathak , Naman Bishambhu , Parvathy M A

“The Economic Slowdown Driven by Health Costs of Environmental Pollution: Assessing the Burden and Path to Sustainable Growth”

Environmental pollution has become a critical and widely concerned global economic issue, imposing significant health-related costs that slows down economic development. Pollution-induced diseases lead to rising healthcare expenses, productivity losses, and reduced labor efficiency, particularly in rapidly industrializing economies. This paper examines the economic impact of pollution-related health costs from 2014 to 2024.

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Quality Education
SANGA PUTATUNDA

Towards Equity in Education: Strengthening Education for Tribal and Differently-Abled Students

By Antony Rithick, Asmita Singh and Sanga Putatunda ABSTRACT: Inclusive education in the Indian context is guided by the Government of India, aligning with the global push for educational equity and seeks to ensure that children with disabilities can access and benefit from quality education alongside their peers. Various models fostering inclusive education aim to include children with disabilities into the general classroom to create a richer and more diverse learning environment. This paper explores the significant strides for expanding educational opportunities for children with special needs (CSWN) in rural areas, with special reference to tribal children demonstrating a strong commitment to inclusivity and equity. Policies like Right to Education and initiatives under the Samagra Siksha Abhiyan highlights India’s commitment for inclusivity and integration. Additionally, this paper underscores the roles of the local governments, self-help groups (SHGs) and non-governmental organizations (NGOs) in supplementing education to the CWSN. While substantial progress has been witnessed and despite policy advancements, inclusive education in India faces numerous barriers, particularly in rural areas. Widespread social stigma, limited resources, and a lack of trained educators remain significant hurdles. By addressing these gaps, this study analyses the spheres of improvement, for India to move closer to a truly inclusive education system where every child, regardless of ability or background, has the opportunity to learn and thrive. INTRODUCTION: India has made significant strides in expanding access to education in rural areas, with various policies and grassroots initiatives working together to reach underserved communities. Among the most vulnerable are disabled children and tribal children with disabilities, who often face compounded barriers due to both their physical or cognitive challenges and their socio-economic background. In this context, the role of local governments, self-help groups (SHGs), and NGOs becomes crucial. Their on-ground efforts in awareness building, inclusive teacher training, transportation support, and community engagement have started to bring meaningful change. This article aims to explore the multifaceted problems faced by disabled and tribal children with disabilities under the broader framework of rural education, while also highlighting the need for inclusive policies and community driven solutions. Besides, international mandates and policy proclamations have spurred changes at the national level in India. Over the last 25 years, numerous laws and policies have directly impacted the education of persons with disabilities. Critically important has been the Right to Education Act (Ministry of Law and Justice), which is legally binding, and a 2012 amendment categorized children with disabilities under ‘disadvantaged group’. The Rights of Persons with Disabilities Act (Ministry of Law and Justice [MLJ], 2016), underscored the government’s commitment to inclusive education, stating: Students with and without disability learn together and the system of teaching and learning is suitably adapted to meet the learning needs of different types of students with disabilities (Section 18 of 23). These laws and policies have been implemented through a number of national programs, focusing on different stages of schooling primary (years 1 to 8) and/or secondary (years 9–12). The most recent, Samagra Shiksha Abhiyan, oversees the implementation of the Right to the Education Act from preschool to year 12. It has a broader goal to improve school effectiveness in terms of equal opportunities for tribal disabled students, and equitable learning outcomes. This also states that, general school teachers will be sensitized and trained to teach and involve children with special needs in the general classroom. This is not a new idea, as teacher training has been mentioned as a facilitative measure for inclusive. ROLE OF LOCAL GOVERNMENTS AND SELF-HELP GROUPS: Local Governments through the Panchayati Raj Institutions (PRIs) and Self-Help Groups (SHGs) play a pivotal role in fostering education to Children with Special Needs (CWSN). It should be one of the top priorities of PRIs to get every child with disability enrolled into a primary school for their comprehensive evaluation. This is done by a team consisting of a qualified physician, clinical psychologist and a special educator. The process of evaluation also determines the best setting of education suited to each of child – from children with mild to moderate disabilities and severe disabilities joining normal schools and special schools respectively while children who drop out or have problems learning in the normal school have an option to join either an open or remedial school. Some of the initiatives taken under the government of India are: The Scheme of Inclusive Education for Disabled at Secondary Stage (IEDSS), under the Samagrah Siksha Abhiyaan, launched in 2009-10, provides assistance for the inclusive education of the disabled children in classes IX-XII. This scheme has now subsumed under Rashtriya Madhyamik Shiksha Abhiyan (RMSA) from 2013. The States/UTs are also in the process of subsuming under RMSA as RMSA subsumed Scheme. ‘Simulation Park’ in Tamil Nadu, under the Sarva Siksha Abhiyaan have been built to facilitate inclusion where local schools has been involved in building those which can be used by all children. The main aim of this simulation park is to give CWSN and their peers a chance to be able to experience various kinds of play equipment jointly. Since this playground is for the benefit of both disabled and able-bodied children, each BRC in the State has this playground at a low cost. (Sanjeev and Kumar, 2007) The Child Friendly Panchayat Initiative (CFPI) in Rajasthan, launched by the Rural Development and Panchayati Raj Department (RDPR) to institutionalize children’s participation in local governance, works on 5 primary principles set out by the United Nations Convention on the Rights of Child (UNCRC) including discrimination and respect for the views of the child. This has created space and opportunities for child participation where a proportion of children with special needs actively participate in Bal Sabha and other forums of children. The Nayanthara Village level SHG in Assam and Sampige Vikalachetanara Sangha in Karnataka exemplified self-reliance achieved through collective action by facilitating education for children with disabilities, these SHGs demonstrate the transformative power of coming together as a community. The Eklavya Model Residential Schools (EMRS) were initiated as a response to the educational disparities faced

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