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Q.You are recently posted as district development officer of a district. Shortly thereafter you found that there is considerable tension in the rural areas of your district on the issue of sending girls to schools. The elders of the village feel that many problems have come up because girls are being educated and they are stepping out of the safe environment of the household. They are the view that the girls should be quickly married off with minimum education. The girls are also competing for jobs after education, which have traditionally remained in boys’ exclusive domain, adding to unemployment amongst male population. The younger generation feels that in the present era, girls should have equal opportunities for education and employment, and other means of livelihood. The entire locality is divided between sexes in both generations. You come to know that in Panchayat or in other local bodies or even in busy crosswords, the issue is being acrimoniously debated. One day you are informed that an unpleasant incident has taken place. Some girls were molested, when they were en route to schools. The incident led to clashes between several groups and a law and order problem has arisen. The elder after heated discussion have taken a joint decision not to allow girls to go to school and to socially boycott all such families, which do not follow their dictate. A. What steps would you take to ensure girls’ safety without disrupting their education? B. How would you manage and mould patriarchal attitude of the village elders to ensure harmony in the inter-generational relations

Examiner Demand & Directive Blueprint: Analytical / Multi-DimensionalIntro: ~30–35 Words • Body: ~175 Words (4–5 sub-headings + diagram/data) • Way Forward: ~35–40 Words

How to approach: Identify every sub-question in the prompt, allocate dedicated sub-headings to each part, substantiate points with examples/data, and conclude with a forward-looking Way Forward.

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Syllabus Point

  • Ethical Issues in Governance & Social Justice – Addressing gender discrimination & right to education.
  • Attitude – Managing deep-rooted patriarchal attitudes and ensuring generational acceptance.
  • Emotional Intelligence – Building trust, engagement, and consensus for social transformation.

Introduction

This case presents a conflict between traditional views and modern values regarding girls’ education, resulting in societal divisions and safety concerns. As the district development officer, I must ensure girls’ right to education, uphold social harmony, and address patriarchal attitudes respectfully and effectively.

Body

Steps to Ensure Girls’ Safety Without Disrupting Their Education

1. Enhanced Security Measures

  • Deploy police personnel, especially around school routes and bus stops, to provide security for girls.
  • Install CCTV cameras in strategic locations along routes frequently used by students, ensuring swift action in case of incidents.
  • Create women’s safety patrols, with female officers and community volunteers, to offer support and establish trust.

2. Safe Transportation Facilities

  • Arrange secure transportation for girls to schools, such as government-arranged buses with female staff or community-supported carpools.
  • This not only ensures girls’ safety but also reinforces the importance of education by addressing parental concerns.

3. Setting up Local Grievance Redressal Committees

  • Form village committees comprising local leaders, women representatives, and youth to address incidents immediately. This committee would function under the district administration's oversight, offering a platform for grievance redressal and fostering community ownership of girls’ safety.

4. Immediate Action Against Perpetrators

  • Ensure strict legal action against individuals involved in molestation or harassment of girls to establish a sense of accountability.
  • Publicizing consequences through local meetings and Panchayat gatherings reinforces a message of zero tolerance for harassment.

5. Awareness and Sensitization Drives

  • Conduct workshops and awareness programs, highlighting the importance of girls’ education and the benefits to the family and community.
  • Involve school staff, NGOs, and female leaders from the district to interact with families and address concerns regarding safety and societal benefits of education.

Managing and Molding Patriarchal Attitudes of Village Elders

1. Engaging Elders Through Dialogue and Trust-Building

  • Organize open forums with elders to respectfully address their concerns and explain the positive societal impacts of educating girls, including improved economic conditions and health outcomes.
  • Share stories of women from neighboring areas who contribute positively to their families and communities, demonstrating how education empowers them without harming traditional values.

2. Involving Respected Local Influencers and Role Models

  • Enlist the support of respected community members, such as teachers, doctors, or Panchayat members who value girls’ education. If possible, invite female role models who have made significant contributions to their communities.
  • This approach fosters relatability and may gradually shift the elders’ perspective.

3. Encouraging Participation of Women in Panchayat and Local Bodies

  • Promote women’s active involvement in decision-making processes within the Panchayat and other community organizations.
  • Encouraging women’s participation can subtly shift societal views on gender roles, demonstrating a progressive yet harmonious way forward.

4. Promoting Skill-Based Programs for Young Men

  • Develop skill-based and vocational programs for young men to alleviate their concerns about competition in employment. Providing job opportunities can reduce resistance to girls’ employment and education, addressing one of the core causes of the tension.

5. Highlighting Legal Provisions on Gender Equality

  • Organize awareness campaigns regarding laws and policies supporting girls’ rights to education and equality, referencing Article 15 (Prohibition of discrimination) and Article 21A (Right to Education) of the Constitution.
  • This reminds the elders of legal mandates, encouraging compliance while fostering gradual acceptance.

Conclusion

By prioritizing girls’ safety and promoting awareness about the benefits of their education, it is possible to address the fears and concerns of the community. Bridging the generational and gender divide will require persistent efforts rooted in respect, dialogue, and legal support, ensuring both harmony and progress.

Reviewed by Avinash Sir (Lead UPSC Faculty) & Acme AI Research Team • Updated Sep 2026

Question Specifications, Marking Rubric & Syllabus Mapping

Examination & YearUPSC Civil Services Mains Examination 2015 (Question 6)
Paper & Syllabus TopicGeneral Studies Paper IV — Ethics, Integrity & Aptitude → Ethics, Integrity & Public Service Aptitude
Marks, Word Limit & Ideal Time25 Marks • 250 Words • Ideal Writing Time: 11–12 Minutes
Directive Word & Core DemandAnalytical / Multi-Dimensional: Address all explicit sub-parts of the question with balanced arguments, factual illustrations, and a solution-oriented conclusion.
Recommended Structure SplitIntro: ~30–35 Words • Body: ~175 Words (4–5 sub-headings + diagram/data) • Way Forward: ~35–40 Words
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Frequently Asked Questions — UPSC Mains 2015 GS4 (Ethics & Integrity)

How should I structure the answer for this UPSC Mains 2015 GS Paper IV (Ethics) question on Ethics & Integrity?

This 2015 GS Paper IV (Ethics) question carries 25 marks with a 250-word limit and uses the "Analytical / Multi-Dimensional" directive. Identify every sub-question in the prompt, allocate dedicated sub-headings to each part, substantiate points with examples/data, and conclude with a forward-looking Way Forward. Follow the ideal word split (Intro: ~30–35 Words • Body: ~175 Words (4–5 sub-headings + diagram/data) • Way Forward: ~35–40 Words) and aim to finish within 11–12 Minutes.

Which UPSC Mains syllabus topic does this 2015 question belong to?

This question is part of General Studies Paper IV — Ethics, Integrity & Aptitude under the syllabus module "Ethics, Integrity & Public Service Aptitude". You can explore all repeated questions from Ethics & Integrity in Acme AI's 3D PYQ Realm or filter all Ethics & Integrity PYQs on the Mains PYQ Directory.

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