Thursday, July 2, 2020

COVID-19 and Hungary’s steep slide towards Authoritarianism

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Aditi Mohta

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COVID-19 and Hungary’s steep slide towards Authoritarianism

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Global Views 360

Publication Date

July 2, 2020

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The Hungarian Prime Minister, Viktor Orban

The Hungarian Prime Minister, Viktor Orban | Source: European People's Party via Wikimedia

The Hungarian Prime Minister, Viktor Orban, has used the pandemic of coronavirus to turn Hungary into an authoritarian system. This undermines the fundamental principles of democracy and rule of law in a way that is hard to reconcile as necessary for public health. On 30th March 2020, the Hungarian government passed a bill in the parliament which approved granting his government emergency powers.

Critics have said that the emergency of the coronavirus pandemic has turned Hungarian democracy into a dictatorship. This bill, which turned into a law, diminishes the Parliament’s check on the executive power. This means that elections and referendums will be delayed indefinitely.

Political commentator Zoltan Cegledi told BIRN, “Hungary’s already run as an illiberal democracy, the government’s will to destroy, limit and exhaust democracy is permanent. Its future victims will be the remnants of autonomy. Even before the pandemic threat, they [the government] tried to besiege cultural institutions and representatives while attacking judicial independence.”

The legislation under the law also allows up to five years of imprisonment for anyone who publishes false or misleading information that alarm or agitate the public or undermine the government’s “successful protection”. This also means that it is easy for the executive powers to jail the journalists for doing their job. Political Capital Institute, a Budapest-based think tank also wrote “The remaining checks and balances in Hungary will cease to exist and the country will likely witness a new wave of attacks against the free press,” while analysing the bill.

Crucially, the Bill on Protection Against Coronavirus, now a law, does not have any sunset clause. This means the law allows the government to decide when (or if) to end the state of emergency. Hungary’s democratic opposition said that even though they had concerns over a number of elements in the bill, they were willing to overlook it in the emergency situation as long as the sunset clause was introduced. However, the ruling party had made it clear that it was not willing to back down over the sunset clause.

Lydia Gall, a senior researcher at the Human Rights Watch said that Orban had already “weaponized coronavirus to stoke xenophobia” after claiming that coronavirus was imported to Hungary by Iranian students.

The question now arises is why Orban is doing this? There are two reasons. One, this labels the opposition as the “supporters of the coronavirus”, instead of supporters of the people, which will win his government the political debate in advance. Two, Orban sees this as the perfect time for a power grab. Every country is dealing with how to save the lives of its citizens and avoid a total economic collapse- this makes the country more inward-looking, which means that the foreign policy, in general, becomes less important and human rights and the rule of law in other countries become issues of less importance for most politicians and citizens, even though that should not be the case. When there is a death threat, the citizens of a country have a more narrow view. This is how Orban’s strategy of a power grab would work perfectly in the time of an emergency like a pandemic. Rights groups and government critics have said that while it is clear that coronavirus brings extraordinary challenges, there need to be checks and balances in place for the government, especially given Orban trying to challenge the democracy of Hungary since the past ten years since he has been in power.

Orban is not alone in seeing the pandemic as an opportunity to invoke emergency powers and turn a democratic state into an authoritarian one. But this enabling act represents his latest step along the autocratic path he embarked on a decade ago.

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February 4, 2021 5:07 PM

India’s New Education Policy (NEP) 2020: What it proposes for Schools

On 30th July 2020, the Indian government’s Ministry of Human Resource Development (MHRD) was renamed the Ministry of Education as it announced the new National Education Policy (NEP) 2020.

The National Education Policy is an in-depth framework outlining the future and development of education in India. It’s recommendations guide what the priorities and goals of educational institutions should be in the coming years. The first NEP was passed in 1968; while it gets revised occasionally, a new NEP has only been passed two times since then, in 1986 and now in 2020.

Prime Minister Narendra Modi’s and the government was hailed by RSS-affiliated educational organisations for the NEP as a step to connect the education with the roots of India. They reportedly had quite an influence during the drafting of NEP, even going as far as to say that “60-70 percent” of their demands have been met.

On the other hand, NEP received criticism from the opposition parties like Congress, the Communist Party of India (Marxist), and political figures in West Bengal and Tamil Nadu. The criticism was primarily for bypassing Parliamentary discussion, and its ill-fittedness in the context of the COVID-19 pandemic and the ever-growing digital divide left in its wake in the education sector.

The NEP’s ambitious claims and propositions are divided into two broad categories: school, and higher education.

NEP at School Level

At school level, perhaps the biggest change is the move away from the 10+2 structure to a 5+3+3+4 one, signifying four stages of school education across ages 3-8 years (Foundational), 8-11 years (Preparatory), 11-14 years (Middle) and 14-18 years (Secondary). This new structure claims to be based greatly on the cognitive development of children and prioritising areas of focus through these ages.

The new structure also talks about the Early Childhood Care and Education (ECCE), which aims to include pre-schools and aanganwadis (government sponsored rural child care centres in India) in an effort to impart play and activity focused learning, and train aanganwadi workers to achieve the same.

However, the treatment of the aanganwadi program is already under question from the governance and child right watchdogs and activists . This program is poorly funded and workers are poorly paid which makes the promise of training the workers for implementing the NEP goals seem quite wishful. This means rural students are likely to continue to be many steps behind urban students from the ECCE i.e ‘Foundational’ stage itself.

National Assessment Centre

NEP proposes the establishment of a National Assessment Centre, PARAKH, to set norms and guidelines for evaluations across all school boards. Report-cards are also to be redesigned and include self, teacher and peer assessment. However, the details of what will entail in these, especially peer assessment, are vague and do not take into cognizance the rampant prejudice and bullying experienced by students at the hands of peers as well as teachers on bases of weight, religion, gender, caste, class, sexuality and more. Such discriminatory practices will hurt the students from marginalised communities in both disguised and explicit ways.

The 3 Language Formula

A more controversial change comes with the 3-Language Policy, which essentially asks that “wherever possible,” the regional language or mother tongue of a student be adopted as the medium of instruction “until at least Class 5, but preferably till Class 8 and beyond.”

All schools will teach three languages, of which at least two must be native to India. The draft NEP, in fact, mandated that one of these languages be Hindi; after protests against this ‘Hindi imposition’ such as by the southern state of Tamil Nadu, this provision was removed and it has supposedly been left to the state, school and student to decide which languages would be taught.

The so-called flexibility of the policy comes at the cost of uniformity. Since the colonial era, English education has served as a means of upward social mobility for castes and tribes that had historically been denied education under Brahmanical hegemony, this progress is threatened by making English ‘optional’ in any form.

There are also unaddressed and obvious scenarios of parents who migrate or get transferred to different states, parents who speak another language at home than the regional language, and children who grow up in multilingual homes, all of which are commonplace across India. How likely is it that every student in a classroom speaks the same mother tongue or is from the same region?

Promotion of Sanskrit

The NEP desires that the rich ancient languages of India be brought back to the forefront and be given more focus as languages that can be taken up by students. In this regard it shines a spotlight on Sanskrit, a classical language rooted in Hinduism which was for centuries only accessible to Brahmins and some other upper castes. The pedestal upon which Sanskrit has been placed is being seen as discriminatory towards the large population of India who either do not have historic ties to Sanskrit or were denied access to it.

While the NEP does mention other languages that have had a strong foothold in India for a long time, such as Persian and Prakrit, it notably omits mention of Urdu and seems especially driven to ‘promote’ Sanskrit.

Vocational Education

The NEP points out that a very small portion of the Indian workforce in the age group 19-24 is exposed to vocational education, and therefore recommends that it be integrated in schools and higher education in a phased manner over the next 10 years.

A focus on vocational education starting from ages as young as 14 is also questionable, since non-formal education, often valued less than degrees, might hinder the education of poor children. This may contribute to deepening the class divide in India since receiving Undergraduate or Postgraduate degrees often guarantees poverty alleviation for such students.

Additionally, vocational education will likely form a vicious cycle with the entrenched caste system in India, reinforcing each other and the inequalities therin.

It has been repeatedly asserted by experts, citizens and politicians alike that the NEP caters more to the corporate interests over the needs of underprivileged students, and has brought much uncertainty around the question of language.

It becomes vague at key points, falling back on the argument that it is only a ‘guiding document,’ which only makes its stances seem weaker, in both theory and practice.

Whether the NEP as a whole manages to turn the tide of education in favour of those who need it the most, and is able to mobilise it as a tool for progress, presently seems more fantastical than plausible.

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