5 September 2026 | Editorial Discussion | Teacher as Nation builder, Gulf and India

Summary of Editorial Discussion (5 Sept 2026)

1) Shashi Tharoor on the Gulf: “Gulf Calling and New Delhi Must Listen”

• Clarifies the region: The speaker distinguishes West Asia (often called “Middle East” by Western countries).
• India’s earlier posture: For decades, India followed deliberate ambiguity / strategic hedging / multi-alignment—maintaining ties with all sides (Saudi Arabia, Iran, Israel, UAE) while avoiding firm alignment with any bloc.
• Economic rationale then:
  • Crude oil for energy security
  • Jobs for Indian labour and remittances sent home
• Why the approach must change now: The speaker argues the global economic center is shifting eastward, making West Asia a bridge between a rising East (Asia/Indo-Pacific) and a declining West.
• Security vacuum in the Gulf: With the USA moving toward selective engagement, the speaker claims a security vacuum has emerged—meaning stability can no longer be assumed.
• New Gulf security dynamics: The “Mecca” joint defense/security development is presented as an example of Gulf states concluding that multi-alignment/diplomacy alone is insufficient; they increasingly want partners who can provide hard security on the ground.
  • The speaker frames the Saudi–Turkey–Pakistan combination as producing complementary capabilities (capital, drones/weapons, manpower), potentially altering regional security architecture near India.
• Drones and infrastructure vulnerability: Drawing from lessons from the Iran-war and Ukraine-war, the speaker emphasizes asymmetric warfare: low-cost drones can inflict major damage even on strong infrastructure.
• Choke points and supply-chain risk: Attacks on routes like the Red Sea / Strait of Hormuz / Gulf of Oman / Gulf of Aden / Bab-el-Mandeb can disrupt global logistics, causing capital flight if risks cross psychological thresholds (example cited: UAE’s attractiveness tied to perceived safety).
• What India should do: The speaker argues India must shift from passive benefits to active strategic involvement:
  • Trade + diaspora diplomacy, with greater security commitment
  • Position India as an “active guarantor” in the Indian Ocean/Gulf sphere
  • Expand naval footprint and enable joint maritime patrols at choke points
  • Create permanent logistics agreements with Gulf partners
  • Increase defence exports/partnerships so Gulf states are less dependent on third countries; support joint exercises
  • Develop minilateral groupings in West Asia for security and coordination (presented as “not against anyone,” but for India’s advantage and preparedness)

---

2) “Teacher as a Nation Builder”: Education policy, RTE, and teacher-training accountability

• Core claim: Teachers—especially in early schooling—directly shape children’s minds, values, and character, making them nation builders.
• Supreme Court linkage: The speaker cites the Supreme Court’s view that elementary teachers and teacher education institutes are lifeblood of the Right to Education (RTE) framework, because child development depends on teacher training.

Constitutional and legal basis of RTE

• Article 21A added via the 86th Constitutional Amendment (2002)
• RTE Act (2009) effective 1 April 2010
• Ages covered: 6–14 for free and compulsory education

Minimum standards under RTE

Includes requirements such as:

• Student–teacher ratio: 30:1
• School infrastructure and sanitation
• School working days: minimum 200 days referenced
• Teacher qualifications/quality

“Duty bearers” expanded by the Supreme Court

The speaker lists earlier categories, then adds two more:

• Earlier categories:
  1. Government / policymakers
  2. Local authorities
  3. Neighborhood schools
  4. Parents/guardians
  5. Teachers
• Supreme Court additions:
  1. Teacher education institutions (e.g., B.Ed/D.Ed colleges)
  2. NCTE (National Council for Teacher Education), established in 1993 as the regulator for teacher education

Diagnosis: why quality isn’t improving despite spending

1. Uneven teacher education institute quality: many B.Ed/D.Ed colleges allegedly operate as degree-only shops with weak infrastructure and academic standards.
2. Teacher shortage + unequal deployment: urban areas have more teachers; remote/tribal areas lack key subjects (e.g., math/science).
3. Weak continuous professional development: teachers trained years ago may not use modern pedagogy; needs ongoing in-service training.
4. Weak institutional accountability: NCTE monitors, but the speaker claims ground-level enforcement is weak, allowing malpractice to persist.
5. Evolving skill requirements: growing need for digital/inclusive education and foundational literacy/numeracy, alongside child-centered pedagogy—while teachers are not adequately prepared.

Government initiatives mentioned (under NEP and related schemes)

• NEP: emphasis on continuous teacher upskilling
• ITEP (Integrated Teacher Education Programme): a four-year dual-major path to teaching
• Nishtha Initiative: holistic advancement for school heads and teachers
• One Nation One Digital Platform: teacher-training modules
• Sarva Shiksha Abhiyan: an umbrella scheme supporting SCRTs and District Training Institutes

Proposed “five pillars” for effective implementation

• Quality assurance: rate teacher education institutes; shut down poor ones
• Continuous professional development: lifelong, not one-time
• Stronger institutional accountability: NCTE monitoring + annual performance reports for B.Ed colleges
• Coordination among stakeholders: government, NCTE, local bodies, parents
• Learning outcomes focus: measurable outcomes, not merely syllabus completion

---

Presenters / Contributors

• Shashi Tharoor (author of the Gulf-related article discussed)
• S. Jaishankar (referenced as Foreign Minister)
• Supreme Court of India (cited regarding RTE duty bearers and teacher training)
• National Council for Teacher Education (NCTE) (discussed as the regulatory body)