#upscprepartion

The Indus Water Treaty is an agreement signed between India and Pakistan in 1960, with the help of the World Bank, to resolve water-sharing issues related to the Indus River system. The treaty provides for the division of the six rivers of the Indus system between the two countries. The treaty gives India control over the eastern rivers – Sutlej, Beas, and Ravi – while Pakistan is given control over the western rivers – Indus, Jhelum, and Chenab.

The treaty has stood the test of time and has been one of the most successful water-sharing agreements in the world. It has survived three wars between India and Pakistan and has continued to function through various tensions and conflicts between the two countries. The treaty has a well-defined mechanism for conflict resolution, including the establishment of the Permanent Indus Commission, which has been effective in resolving disputes related to the implementation of the treaty.

In recent years, there have been some concerns raised by both India and Pakistan about the implementation of the treaty. India has raised concerns about the construction of dams by Pakistan on the western rivers, while Pakistan has raised concerns about the construction of hydroelectric projects by India on the eastern rivers. However, both countries have expressed their commitment to the treaty and have stated that they will resolve any disputes through the established mechanisms.

The Indus Water Treaty is an important topic for the UPSC examination, as it is a crucial aspect of India’s relations with Pakistan and has important implications for water security in both countries. Candidates should have a clear understanding of the provisions of the treaty, its history, and the current issues and concerns related to its implementation.

History is a marks-fetching subject. Every year among successful students a large number of students are those who have History as optional paper. The syllabus of history is definitely lucid and clear. So, the study of History requires an ability to underline ‘the continuity and changes’ in political, economic, social and cultural spheres. Therefore, it is necessary to develop a scientific view towards this subject. In the teaching of History, Manikant Singh, director of THE STUDY, has developed a unique methodology of teaching and learning. THE STUDY, premier institute of civil services preparation, has made an indelible mark. First of all, we could find out the limitation of the system of teaching and studying history. On minute observation the following limitations were seen:

Students are keen to get maximum marks but they have no depth of knowledge of the subject matter. They do not know that it is an essential process to reach the depth to obtain maximum marks.

Teachers have a keen desire to finish the courses of study at the earliest.

Students do not get standard materials during preparations.

Most of the students are not conversant with the writing skill in spite of the fact that they study history. So they cannot write sound answers to many standard questions.

The main thrust is on collecting information. Though the knowledge of facts is necessary for standard writing, the presentation of facts is also very important in this regard. In other words, it is necessary that the students have an analytical outlook.

Writing skill is ignored both at the levels of teaching and study. Therefore, THE STUDY has devised a strategy of preparation under the guidance of Manikant Singh, in view of the above limitations. On the process of preparation of history, the institute puts stress on the following facts:

First of all, our concentration is on infusing interest among the students.

Special stress is given on timely test and examination in preparation for Preliminary as well as Mains Examinations. Our strategy has been successful as evidenced from our performance of the last few years—a claim underscored by increasing numbers of students making a beeline for admission into the THE STUDY.

The preparation for Mains Examination is done in three stages. In the first step, students are acquainted with the complete syllabus and during this we go through the extensive process of study. In the second step, students are taught selected topics and the skill of writing history. After that in the third step, regular practice is enforced for cultivating the habit of standard writing.