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DR.B.R.AMBEDKARS VISION FOR AFFIRMATIVE ACTION IN EDUCATION, EMPLOYMENT AND POLITICS

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DR. M.ARUL SIMI M.L.
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DR.B.R.AMBEDKAR'S VISION FOR AFFIRMATIVE ACTION IN EDUCATION, EMPLOYMENT AND POLITICS
 
AUTHORED BY - DR. M.ARUL SIMI M.L.,
Ph.D., Assistant Professor
Government Law College, Coimbatore
 
 
Abstract
B.R. Ambedkar, a champion of social justice, played a pivotal role in enshrining affirmative action provisions within the Indian Constitution. Recognizing the historical disadvantages faced by Scheduled Castes and Scheduled Tribes, Ambedkar advocated for reservations as a tool to address social inequalities and promote their representation in education, employment, and politics. These provisions, embodied in Articles 15, 16, and 330-342, aim to create a level playing field and ensure equal opportunities for these marginalized communities. In education, reservations provide access to higher learning institutions, fostering intellectual growth and upward mobility. In employment, quotas ensure representation in government services, promoting economic empowerment and social inclusion. Politically, reserved seats in the Lok Sabha and state legislative assemblies guarantee a voice for SCs and STs in the democratic process. Ambedkar envisioned these provisions as temporary measures to bridge the gap between marginalized communities and the rest of society.
 
However, the implementation of these provisions has faced challenges, including debates surrounding meritocracy and concerns about potential misuse. Despite these challenges, Ambedkar's constitutional provisions for affirmative action remain crucial for achieving social justice and ensuring the full participation of SCs and STs in all spheres of life. Ongoing efforts focus on refining implementation strategies, addressing the root causes of inequality, and fostering a more inclusive society where affirmative action can eventually be phased out as disparities diminish.
 
Keywords: affirmative action, democratic process, government services, meritocracy, reservations
 
Introduction:
Dr. B.R. Ambedkar, a visionary leader and social reformer, emphasized education, employment, and politics as the key pillars for social upliftment and equality, especially for marginalized sections of society. He advocated for education as a tool for social empowerment and liberation, stressing the importance of "Educate, Agitate, Organize" as a mantra for progress. Ambedkar encouraged marginalized communities to pursue higher education to break the cycle of oppression. He championed the right to free and compulsory education for all, advocated for equal job opportunities and economic empowerment of the lower castes, and opposed discrimination in employment, fighting for reservation policies to ensure representation. Ambedkar stressed the need for skill development and economic independence for social upliftment, believing that political power was essential for social justice and equality. He championed the rights of Dalits and other marginalized groups through constitutional provisions, and advocated for the annihilation of caste through democratic means. Ambedkar played a key role in drafting the Indian Constitution, ensuring provisions for fundamental rights, equality, and social justice.
 
Chief Architect of Constitution:
Dr. B. R. Ambedkar was appointed as the Chairman of the Drafting Committee of the Indian Constitution in 1947. He played a crucial role in drafting a Constitution that ensures justice, liberty, equality, and fraternity. Ambedkar advocated for Fundamental Rights and Directive Principles of State Policy to protect individual freedoms and promote social welfare. He ensured the abolition of untouchability and championed provisions for social justice. Ambedkar also championed reservation policies for Scheduled Castes, Scheduled Tribes, and Other Backward Classes. Furthermore, he supported Universal Adult Suffrage, granting voting rights to all citizens regardless of caste, gender, or religion. Ambedkar emphasized federalism with a strong central government to maintain unity in diversity. He was recognized as the "Father of the Indian Constitution" for his monumental contributions, and his vision continues to shape India's legal and social framework, ensuring democracy and equality for all.
 
Caste System and Social Inequality:
The caste system is a hierarchical social structure based on birth, primarily found in India. This system divides society into rigid groups with specific occupations and social status. Historically, the caste system has led to discrimination, exclusion, and unequal access to resources. Lower castes have faced limited access to quality education due to historical exclusion. Discrimination in job opportunities persists, with caste-based occupations still prevalent. While political representation has improved through reservations, caste-based politics remains influential. Lower castes often face challenges of poverty and landlessness. Practices like untouchability, exclusion from public spaces, and restrictions on inter-caste marriage have been pervasive. Caste-based inequality has been reduced to some extent through the abolition of untouchability, as well as reservations in education, jobs, and politics.
 
Various social movements led by reformers like Dr. B.R. Ambedkar, Jyotirao Phule, and Periyar have resulted in the adoption of government policies, affirmative action, scholarships, and welfare schemes to support marginalized communities. However, caste discrimination persists in both rural and urban areas, and caste-based violence and honor killings continue to be pressing issues. Additionally, economic and social mobility remain limited for many individuals from lower-caste backgrounds.[1]
 
Entrenched Caste Hierarchy:
Caste hierarchy is a rigid, stratified social system based on birth, prevalent mainly in South Asia, particularly in India. This system dictates social status, occupation, and access to resources, reinforcing inequalities. Lower caste groups often face social ostracization and lack of access to public spaces, education, and services. Caste-based prejudices restrict upward mobility despite individual merit. Marginalized groups, especially Dalits, frequently face violence, honor killings, and forced labor. Inter-caste marriage restrictions and untouchability persist in many regions. Traditional caste roles limit access to diverse professions, confining lower castes to menial jobs. Upper castes control land, business, and resources, widening economic gaps. Historical disadvantages have resulted in lower literacy rates and limited job opportunities for lower-caste individuals. Land reforms have been ineffective in redistributing land from dominant castes to marginalized communities. Lower castes often earn significantly less than upper-caste individuals in similar occupations.[2]
 
 
 
Historical Exclusion of Marginalized Communities:
Marginalization refers to the systemic exclusion of certain social groups from economic, political, and social opportunities due to caste, race, gender, or other factors. Lower-caste communities (e.g., Dalits in India) faced restrictions in temples, wells, and public spaces. Forced residence in separate areas, denial of entry into educational institutions, and social discrimination. Denial of the right to practice traditions, languages, or rituals. Many marginalized groups were historically confined to menial jobs (e.g., manual scavenging in India, sharecropping for Black communities in the U.S.).[3]
 
Loss of land rights for Indigenous and lower-caste communities, leading to generational poverty. Lower wages for marginalized groups compared to dominant social groups. Many communities were historically barred from voting or holding office. Marginalized groups had little to no representation in governance, policymaking, and bureaucracy. Laws often reinforced caste, racial, and gender hierarchies (e.g., Jim Crow laws in the U.S., caste-based restrictions in India). Lack of access to education, land, and jobs led to sustained poverty. Marginalized groups struggled to rise in social and economic status due to systemic barriers. Historical exclusion created deep-rooted prejudices, leading to modern-day inequalities.
 
Dr. Ambedkar's Ideological Framework:
"Educate, Agitate, Organize" – Ambedkar believed education was the key to social empowerment and breaking caste barriers. Advocated for free and compulsory education, especially for marginalized communities. Stressed the need for affirmative action to ensure representation of Dalits and other oppressed groups in schools and colleges. Encouraged critical thinking to challenge caste-based superstitions and discrimination.
 
Dr. Ambedkar visualize employment as a means for social and economic upliftment. Advocated for quotas in public sector jobs to ensure fair representation of marginalized communities. Played a key role in shaping labor laws, including the reduction of working hours and social security measures. Promoted modern industries to free Dalits from caste-based professions like manual scavenging. Dr. Ambedkar emphasized political participation of Dalits to secure their rights. Initially advocated for separate electorates for Dalits but later accepted reservations in legislative bodies (Poona Pact, 1932). As the chief architect of the Indian Constitution, ensured provisions for equality, fundamental rights, and protection against discrimination. Argued that true democracy in India could be achieved only by eliminating caste-based oppression.
 
Dr. Ambedkar's Representation for Empowerment:
Dr. B.R. Ambedkar played a crucial role in the empowerment of marginalized communities in India, particularly the Dalits and other oppressed groups. Advocated for reserved seats for Dalits in legislatures through the Poona Pact (1932). Became the Chairman of the Drafting Committee of the Indian Constitution and ensured provisions for social justice. Promoted the idea of separate electorates for Dalits to ensure their political voice. Ensured fundamental rights, including abolition of untouchability (Article 17) and equal opportunities for all. Championed affirmative action (reservation system) in education, employment, and politics. Advocated for a Uniform Civil Code to promote gender equality.
 
Established institutions like the Bahishkrit Hitakarini Sabha (1924) to promote education among Dalits. Encouraged Dalits to embrace education as a means of social upliftment. Led the Mahad Satyagraha (1927) to assert Dalit rights to public water resources. Advocated for land reforms and labor rights to uplift the poor. Promoted industrialization to create employment for marginalized communities. Played a key role in the Reserve Bank of India's establishment to stabilize the economy. Criticized the caste-based discrimination in Hindu society. Led the mass conversion to Buddhism (1956) as a step towards dignity and equality. Promoted rational thinking and rejected superstitions.
 
Dr. Ambedkar’s Constitutional Provisions for Affirmative Action:
Dr. B.R. Ambedkar, as the chief architect of the Indian Constitution, ensured provisions for affirmative action to uplift marginalized communities, particularly Scheduled Castes (SCs), Scheduled Tribes (STs), and Other Backward Classes (OBCs) in the following fields:
 
1.      Education
Article 15(4) – Allows the state to make special provisions for the advancement of SCs, STs, and OBCs, including reservations in educational institutions.
Article 21A – Guarantees free and compulsory education for all children aged 6-14 years.
Article 46 – Directs the state to promote the educational and economic interests of SCs, STs, and weaker sections.
Article 30(1) – Protects the rights of minorities to establish and administer educational institutions.
 
2.      Employment
Article 16(4) – Provides for reservation in government jobs for SCs, STs, and OBCs.
Article 335 – States that reservations for SCs and STs in public services should be consistent with efficiency.
Article 320(4) – Exempts reserved category appointments from the consultation of the Public Service Commission.
 
3.      Politics
Article 330 – Reserves seats for SCs and STs in the Lok Sabha (Parliament).
Article 332 – Reserves seats for SCs and STs in State Legislative Assemblies.
Article 243D & 243T – Reserves seats for SCs and STs in Panchayats and Municipalities.
Article 338 & 338A – Establishes National Commissions for SCs and STs to safeguard their rights.
 
Impact of Affirmative Actions in Education, Employment and Politics:
Dr. B.R. Ambedkar’s constitutional provisions for affirmative action have had a profound impact on India’s socio-economic and political landscape, particularly for Scheduled Castes (SCs), Scheduled Tribes (STs), and Other Backward Classes (OBCs).
 
1.      Education
Increased enrollment of SCs, STs, and OBCs in schools, colleges, and universities due to reservations. Rise in literacy rates among marginalized communities. Establishment of institutions like Central Universities, IITs, and IIMs with reserved seats for disadvantaged groups. Government scholarships and financial aid programs helped students from weaker sections pursue higher education. Inspite of his resilient efforts, quality of education remains unequal in rural and urban areas. Dropout rates among SCs and STs are still high due to economic and social pressures.
 
2.      Employment
Reservation policies ensured greater representation of SCs, STs, and OBCs in government jobs. Economic upliftment and better job security for marginalized groups. Special recruitment drives and skill development programs enhanced employment opportunities. Challenges remain in the form of limited impact in the private sector, as reservations apply only to government jobs. Unemployment rates among marginalized communities remain high due to competition and skill gaps.
 
3.      Politics
Increased political representation of SCs, STs, and OBCs in Parliament, State Assemblies, and local governance (Panchayats & Municipalities). Empowerment of marginalized communities through policymaking and leadership roles. Strengthening of democracy by ensuring diverse representation. Besides persistent efforts, Political reservations have not always translated into real empowerment due to social and political constraints. Some leaders from reserved categories face discrimination or are used as symbolic representatives.
 
Affirmative action has significantly improved access to education, employment, and political representation for marginalized communities. However, socio-economic disparities still persist, requiring continued efforts in skill development, quality education, and social inclusion. Dr. Ambedkar’s vision remains relevant in addressing caste-based inequalities and ensuring true social justice in India.
 
Key Challenges and Criticism:
Critics argue that reservations may compromise meritocracy in higher education. Many marginalized students struggle with inadequate primary education, making it hard to benefit from reservations in higher studies. Affirmative action benefits mainly those already aware of their rights, leaving out the most disadvantaged groups. Reservation policies often face opposition from privileged communities, leading to social tensions.
 
Reservations apply mostly to government jobs, while private sectors remain unregulated. Many reserved category employees face workplace discrimination and are given lower roles. Bureaucratic delays and legal challenges often hinder the effective implementation of affirmative action in jobs. Critics argue that skill development and economic opportunities should be emphasized over quotas.
 
Many elected representatives from reserved categories lack real influence due to party dynamics. Reservations in politics sometimes lead to vote-bank politics rather than genuine empowerment. While local bodies have reservations, marginalized communities are still underrepresented in higher leadership roles. Political reservation policies often face resistance from socially and economically dominant sections.
 
Some argue that affirmative action deepens caste-based divisions rather than eliminating them. Critics suggest that reservation should be based on economic status rather than caste alone. No fixed timeline for reservation policies has led to demands for periodic review and reassessment. Despite these challenges, affirmative action remains a crucial tool for social justice and inclusion, though periodic reforms are needed for better effectiveness.
 
Perceptions of Reverse Discrimination:
Affirmative action policies, while aiming at social justice, have also led to debates on reverse discrimination, where some these measures disadvantage non-reserved categories. Perceived as unfair to merit-based selection. Claims that economic criteria should replace caste-based reservations. Argue that caste-based historical discrimination still persists, necessitating continued support. Affirmative action promotes representation and empowerment of marginalized groups.
?       Indra Sawhney Case (1992): Upheld reservations but introduced a 50% ceiling and the creamy layer concept for OBCs.
?       Economic Weaker Sections (EWS) Quota (2019): Introduced 10% reservation for the economically disadvantaged among the unreserved categories.
Overall, the debate on affirmative action and reverse discrimination reflects the tension between historical justice and contemporary equity, shaping India’s policies on social inclusion.
 
Debate over Meritocracy vs Equity:
Selecting individuals based on merit ensures competence in education, employment, and governance but not everyone starts from the same level due to historical discrimination, poverty, and lack of resources. A system based on merit motivates individuals to strive for success but those from privileged backgrounds (better schools, networks, resources) continue to dominate opportunities. A merit-based approach fosters innovation and excellence, making a country more competitive whereas access to quality education and opportunities influences merit, making it an uneven playing field.
 
Provides opportunities to marginalized groups who were denied access in the past and Critics argue that affirmative action could lead to less qualified candidates securing positions. Helps break cycles of poverty and discrimination which can be seen as unfair to individuals who are meritorious but don’t belong to disadvantaged categories. Ensures that all sections of society have a voice in education, employment, and governance but the long-term reservations may create a reliance on quotas rather than self-improvement.
 
Policies like the creamy layer concept (excluding the affluent within backward groups) and economic-based reservations aim to balance equity with merit. Expanding access to quality education and skill development for disadvantaged groups ensures they can compete on merit rather than just rely on quotas. Over time, affirmative action can be revised as social inequalities reduce, moving towards a more meritocratic system. The ideal approach is not either-or but a balance, where both merit and social justice coexist to create a fair and competent society.
 
Challenges in Policy Making and Execution:
There are variations in how reservations are implemented across states and institutions, leading to confusion and discrepancies in execution. The absence of robust mechanisms to monitor and evaluate the success of affirmative action programs leads to gaps in realizing the intended benefits. Political parties and groups often oppose caste-based reservations, arguing that they reinforce caste divisions rather than promote equality. Politicians sometimes manipulate the affirmative action debate for electoral gains, leading to confusion and distortion of its objectives. Identifying and defining which communities qualify as OBCs or backward groups has been a contentious issue. The criteria for backwardness are not always clear, leading to disputes over inclusion/exclusion. There is an ongoing debate about whether affirmative action should be based on economic backwardness rather than caste, and how to address the needs of economically disadvantaged people who do not belong to historically marginalized communities.
 
The emphasis on quotas in education and employment sometimes leads to a lack of focus on improving the quality of education, skill development, and socio-economic upliftment of marginalized groups. Critics argue that quotas undermine merit and create resentment among those who do not benefit from affirmative action. The private sector is not mandated to follow affirmative action policies, leading to a disproportionate representation of marginalized communities in private jobs. Even in sectors where affirmative action is in place, there is often a lack of significant representation at higher levels of employment (management, leadership).[4]
 
While affirmative action policies have helped increase access to education and jobs for marginalized groups, the socio-economic status of many individuals in these communities remains stagnant, and many continue to face systemic discrimination and exclusion. The benefits of affirmative action have often not translated into broader societal changes for the most marginalized groups, as many still face economic and social challenges. There are regional variations in how marginalized groups are affected. For instance, while affirmative action may provide some benefits in urban areas, rural populations may still face immense challenges in accessing education and employment.
 
Ambedkar's Vision For Socially Inclusive India:
Ambedkar believed that caste was the root cause of social injustice, untouchability, and inequality in India. He was a strong advocate for its complete abolition. Ambedkar encouraged Dalits to convert to Buddhism as a way to break free from the oppressive caste system. Ambedkar was a strong advocate of equal rights for all citizens, irrespective of their caste, religion, or gender.  He ensured that the Indian Constitution included provisions for the advancement of backward classes, such as affirmative action policies (reservations in education, employment, and politics) to redress the historic wrongs faced by these communities. Ambedkar was concerned with the economic exploitation of Dalits and other marginalized communities. He advocated for land reforms that would redistribute land to Dalits and landless peasants.[5]
 
Ambedkar supported policies to ensure that marginalized communities had access to education, healthcare, and other essential resources, which were often denied to them due to their social status. Ambedkar believed that true social justice could not be achieved without the inclusion of women in the broader socio-political framework. He advocated for women’s rights to education, property, and political participation. Ambedkar worked to ensure that marginalized communities, particularly Dalits, had representation in political bodies. He strongly supported universal suffrage, believing that every citizen, regardless of caste, religion, or gender, should have the right to vote and participate in the political process.[6]
 
Ambedkar considered education as one of the key tools for social empowerment. He advocated for the removal of educational disparities between different castes and classes. He emphasized the need for higher education for Dalits and backward classes to break free from the shackles of social stratification. He believed that quality education was essential for the upliftment of marginalized communities and to break the cycle of poverty and illiteracy. He believed that quality education was essential for the upliftment of marginalized communities and to break the cycle of poverty and illiteracy. Dr. Ambedkar viewed the Indian Constitution as a powerful instrument for social transformation. He believed that the Constitution, with its provisions for justice, equality, and affirmative action, would help dismantle the deeply entrenched hierarchies of caste and provide a framework for a more inclusive and equitable society.[7]
 
Revisiting and Strengthening Affirmative Action Policies:
Affirmative action in education ensures that a certain percentage of seats are reserved for SCs, STs, and OBCs in government-run and aided educational institutions (from schools to higher education). Various scholarship schemes exist to reduce economic barriers for marginalized groups in accessing education. While reservations provide access, the quality of education and the success rate of marginalized groups in completing education often remain low. Higher dropout rates among students from marginalized communities are a significant issue, largely due to economic and social pressures. Strengthen the quality of education by focusing on curriculum reforms, teaching methodologies, and support services that cater to the needs of marginalized students. Implement mentorship, counseling, and tutoring programs to reduce dropout rates and improve retention and performance. Provide preparatory coaching for marginalized students to help them perform better in competitive exams and secure seats in top institutions.
 
SCs, STs, and OBCs are provided reserved quotas in public sector jobs and government departments. This policy aims to increase representation in the workforce. Affirmative action is primarily implemented in the public sector, with little focus on the private sector. This results in limited opportunities for marginalized groups in many emerging industries. Despite quotas, caste-based discrimination and bias continue to exist in hiring practices and workplace environments. Many members of marginalized communities still struggle to secure quality jobs or are relegated to low-paying, unskilled work. Encourage private companies to adopt diversity and inclusion policies through incentives, such as tax breaks or recognition programs, for hiring from marginalized communities. Strengthen enforcement of anti-discrimination laws in employment and promote workplace diversity through corporate social responsibility (CSR) initiatives.
 
Provisions in the Indian Constitution ensure that SCs and STs are allocated seats in the Lok Sabha (lower house) and state legislative assemblies (Article 330 and 332). Additionally, there is a 33% reservation for women in local governance bodies like panchayats and municipal corporations.[8] While reservation exists in legislatures, marginalized communities often remain underrepresented in higher political offices (e.g., Chief Ministers, Union Ministers). In some cases, political representation may be symbolic rather than substantive, with elected representatives from marginalized groups often lacking the political power to bring about change. In some cases, political representation may be symbolic rather than substantive, with elected representatives from marginalized groups often lacking the political power to bring about change.[9] Promote political literacy and leadership training among marginalized communities to empower them to engage actively in the political process and run for office. Political parties should adopt internal policies to ensure fair representation of marginalized groups, focusing on grassroots participation and leadership development.
 
 
 
Conclusion:
Affirmative action in India is essential for promoting social justice, equality, and inclusion. Constitutional provisions, such as reservations, aim to address historical disadvantages faced by marginalized communities in education, employment, and politics. These measures empower underprivileged groups and strive to bridge inequalities, aligning with constitutional guarantees of equality, education (Article 21A), and social upliftment (Articles 15, 16, and 330-342). While affirmative action faces challenges, such as debates surrounding meritocracy and potential misuse, it remains a vital tool for promoting equality and diversity. A balanced approach that addresses both social justice and economic empowerment is key to enhancing its effectiveness in creating a more equitable society. This involves ensuring a level playing field and fostering representative institutions.
 
References
?       Ambedkar, B. R. (1943), Mr. Gandhi and the Emancipation of the Untouchables. Thacker & Company, Limited.
?       Ambedkar, B.R. (1979). Writings and Speeches, vol. 4, Bombay: Department of Education, Government of Maharashtra, p. 256.
?       Ambedkar, B. R. (1987), Writings and Speeches, vol. 5, Bombay: Department of Education, Government of Maharashtra, p. 32.
?       Ambedkar, B. R. (1990). Annihilation of Caste: An Undelivered Speech. Arnold Publishers.
?       Darnal, Abinash (2023) "Social Justice in India: A Comparative Study of Rawls and Ambedkar," Comparative Philosophy: Vol. 14: Iss. 1, Article 5. Available at: https://scholarworks.sjsu.edu/comparativephilosophy/vol14/iss1/5
?       Dhavaleshwar, Chidanand and Banasode, Chandrashekhar, Dr. B R Ambedkar as a Social Worker for the Marginalised Sections (October 1, 2017). International Research Journal of Human Resources and Social Sciences Volume 4, Issue 10, October 2017, Available at SSRN: https://ssrn.com/abstract=3044336 or http://dx.doi.org/10.2139/ssrn.3044336
?       Gauba ,O.P An Introduction to Political Theory, New Delhi,Macmillan publishers, 1995,p.98.
?       Moon V. Dr. Babasaheb Ambedkar: Writings and Speeches, Volume No: 14 (II). New Delhi: Dr. Ambedkar Foundation, Ministry of Social Justice & Empowerment; (1995).
?       Jadhav PK. Ambedkarism: Essays On Selected Economics and Cultural Issues, Writings and Speeches. New Delhi: Rawat Publications; (2013).
?       Mackenzie JS. Outlines of Social Philosophy. London, New York: George Allen & Unwin Ltd; (2016).
?       Velaskar, P. (2012). Education for Liberation: Ambedkar’s Thought and Dalit Women’s Perspectives. Contemporary Education Dialogue, 9(2), 245-271. https://doi.org/10.1177/097318491200900206

[1] https://www.geeksforgeeks.org/dalit-movements-in-india/ (Last visited on 09.02.2025 at 10.30 AM).

[2] Kaivan Munshi, “Caste and the Indian Economy” 57 Journal of Economic Literature 781 (2019).

[3] Human Rights Watch, “Caste Discrimination - a Global Concern” 5 (2001)

[4] Lavish, “Reservation Politics in India: Issue and Challenges” 4 Amoghvarta 313-323 (2024).

[6] Dr. Suman Kumar and Resham Vijay Ratne, “Dr. B.R. Ambedkar’s Vision on the Education and its Relevance” 6 Ijcrt 482-488 (2018).

[9] Dr. Jyothi Vishwanath and Srinivas C. Palakonda, “Indian Constitution and the Reservation Policies in India: A Review of the Position with Special Reference to the Obc Creamy Layer Criteria” KLE Law Journal 51-74 (2015).

Article Information

DR.B.R.AMBEDKARS VISION FOR AFFIRMATIVE ACTION IN EDUCATION, EMPLOYMENT AND POLITICS

Authors: DR. M.ARUL SIMI M.L.

  • Journal IJLRA
  • ISSN 2582-6433
  • Published 2025/03/10
  • Issue 7
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