DESIGN FOR CHANGE!!!!United we stand,

divided we fall!!! And please don't encourage

poverty…

Pristine Public

School…..By:-

Mitali Sharma,Hajira.M,Manasvini

Achyut Ray and Rahman.

problem for

poverty is global

inequality

Global Inequality

The nature of global inequality

– Rural Poverty

– Is global inequality getting better or

worse?

Theories of global inequality

– Modernization theory

– Dependency Theory

The nature of global inequality

• In the world today, the richest 25% of the

population receives 75% of the world

income.

• The richest people of the world live in

North America, Europe, and Australia.

• The poorest people of the world live in

Africa, India and Southeast Asia.

• People in poor countries have little in the

way of possessions

• Diets are often poor and lack meat , fruit

and vegetables

• Medical care is limited

• As a result, life expectancy is short

Rural Area Problems….

Is global inequality getting better or worse?• Depends on how you measure it• By country, it is getting worse• For individuals, it is getting

better• Why is this? Because the most

populous poor countries, China and India, have rising Gross Domestic Products (GDPs).

Theories of Global Inequality

• Modernization theory (Rostow 1960)

• Suggested that all countries would inevitably go through

the four stages of development :-

1. The traditional society

2. The preconditions for takeoff

3. The drive to maturity

4. The age of high mass consumption

• Modernization theory has been criticized for being over optimistic

• 50 years after it was created, many countries in the world are not

developed.

Dependency theory• Dependency theory suggests that the reason

why poor countries do not develop is because

they are forcibly dependent on rich countries.

• Poor countries sell raw materials that are used

for the industries of the rich countries.

• Means that most of the profits of

manufacturing stay in rich world.

• No capital to develop industries in poor

countries.

Poverty in India: Concepts,

Measurement and Trends

Coverage

• Introduction

• Concepts of Poverty and Poverty Line

• Measurement of Poverty

• Trends in Poverty over Time

• Variations across States and Social Groups

• Inequality: Concept and Measurement

• Some Policy Issues

IntroductionIndia’s economic structure has changed dramatically

over last 5-6 decades; among the most dynamic

economies recently.

Benefits of growth not widely spread to various

sections in society, reached only marginally to low

income groups.

Similar experience of other countries too.

Question then arose: Can we guarantee to all at least a

minimum level of living necessary for physical and

social development of a person?

Absolute poverty literature grew out of this question.

Why estimate poverty?

Poverty estimates are vital input to design, monitor and implement appropriate anti-poverty policies.

•Analysis of poverty profiles by regions, socio-economic groups •Determinants - factors affecting poverty •Relative effects of factors affecting poverty•Allocation of resources to different regions and to various poverty reduction programs

Precise estimates of poverty neither easy nor universally acceptable. Yet, can act as a broad and reasonably policy guide.

Intellectual genesis of poverty very oldAdam Smith, Ricardo, Marx: subsistence wage concept

An early empirical work by Dadabhai Naoroji, 1901

Estimated an income level “necessary for the bare wants of ahuman being, to keep him in ordinary good health anddecency”. Estimated cost of food, clothing, hut, oil for lamp,barber and domestic utensils to arrive at „subsistence perhead‟.

In the absence of income distribution data, Naoroji comparedcomputed subsistence level with per capita production todraw attention to mass poverty.

Remarkable work that parallels an early work on Britishpoverty by Rowntree, 1901.

Poverty is multidimensionalDeprivation in income, illiteracy, malnutrition, mortality, morbidity, access to water and sanitation, vulnerability to economic shocks.

Income deprivation is linked in many casesto other forms of deprivation, but do notalways move together with others.

This discussion focuses on Income poverty.

Measurement of Poverty (Percentage of Poor)

• Two basic ingredients in measuring poverty:

• (1)Poverty Line: definition of threshold income or consumption level

• (2)Data on size distribution of income or consumption (collected by a sample survey representative of the population)

Poverty Line (PL): Absolute vs. Relative

Relative PL defined in relative terms with reference to level of living of another person; or, in relation to an income distribution parameter.Examples: 50% of mean income or median, mean minus one standard deviation.

Absolute PL refers to a threshold income(consumption) level defined in absolute terms.Persons below a pre-defined threshold incomeare called poor.

Indian Poverty Line

A minimum level of living necessary for physical and social development of a person.

Estimated as: total consumption expenditure level that meets energy (calorie) need of an average person.

•PL comprises of both food and non-food components of consumption.

•Considers non-food expenditure actually incurred corresponding to this total expenditure.

•Difficult to consider minimum non-food needs entirely on an objective basis

Relationship Between Calorie Intake and

Per Capita Expenditure

0

500

1000

1500

2000

2500

3000

3500

0 100 200 300 400 500 600 700 800 900 1000

Per Capita Consumption Expenditure per Month

(Rupees)

Pe

r C

ap

ita

Ca

lori

e In

tak

e p

er

da

y

Incidence of poverty Vs. Under-nutrition

Classification of Population by Poverty Line and

Calorie Norm - Rural India, 1977-78

Below

Poverty

Line

Above

Poverty

Line

Total

Below Calorie

Norm

45.32 12.47 57.79

Above Calorie

Norm

12.31 29.21 42.21

Total 57.63 42.37 100.00

Poverty in India: Changes over time

20

25

30

35

40

45

50

55

60

65

70

1960

1963

1966

1969

1972

1975

1978

1981

1984

1987

1990

1993

1996

1999

2002

2005

%

po

pu

lati

on

belo

w P

LRural HCR

Urban HCR

Comparison of Poverty After Reforms

Uniform Recall Period

1993-94 2004-05

Rural 37.3 28.3

Urban 32.4 25.7

Total 36.0 27.5

Mixed Recall Period

1999-2000 2004-05

Rural 27.1 21.8

Urban 23.6 21.7

Total 26.1 21.8

Factors affecting PovertyPoverty depends on per capita household income which in turn affected by employment, wage rate, land productivity, industrialisation, expansion of service sector and other general growth and distribution factors

Special role of

•per capita agricultural income•Employment and real wage rate

•Inflation rate and relative food prices

•Government expenditurePer capita development expenditureSocial sector expenditure

Indian growth process since 1950s more or less distribution neutral till 1980s.

Importance of a critical minimum steady growth in per capita income for poverty reduction.

Inequality increased in recent years after reforms.

Income elasticity of poverty has fallen.

A given growth will be associated with more limited gains for the poor

Higher growth might more than compensate the adverse effect if fall in elasticity is small.

Reasons for weak participation of poor: limited access to education, land, credit; low agrl growth, underdeveloped infrastructure such as irrigation, roads, electricity in poorer states

Demographic Dividend• AS fertility drops, ratio of workers to non-

workers rises.

• Provides an window of opportunity provided potential workers acquire skills and find productive employment

• About a fourth of poverty reduction could be attributed to demographic factors in India

• Right economic policies critical, otherwise the scenario could turn out to be demographic liability

• Dividend for 2-3 decades only since proportion of older population would eventually increase increasing dependency ratio again

Gender Equality in

Education: The Role of Schools

Education for All Goals:

1. ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to and complete free and compulsory primary education of good quality;

2. achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults;

3. eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls' full and equal access to and achievement in basic education of good quality;

Gender inequality exists even when there is parity

• Gender parity is a limited concept. It is a numerical construct. It tells us nothing about equality in terms of the educational environment, infrastructure, attitudes or attainment. Nor does it necessarily mean high enrolment, either for boys or girls. Nevertheless, it is a step along the long road to gender equality.

• Gender Equality in education refers to equality of (and ensuring the desired level of) Entitlements, Opportunities, Experiences and Outcomes in education for both boys and girls.

• Gender equality in education is also one of the MDG and EFA commitments; difficult to measure though.

• Gender equality in education critical for elimination of other forms gender inequalities.

Countries covered

• India: very high Population, high gender disparity in favour of boys except in examinations results; high sub-national differences

• Nigeria: high population, high gender disparity in favour of boys

• Pakistan: high Population, very high gender disparity in favour of boys

• Malaysia: middle population, gender disparity in favour of girls

• Trinidad & Tobago: low population, gender disparity in favour of girls, especially at secondary level

• Samoa: low population, gender disparity in favour of girls especially at secondary level

• Seychelles: low population, gender disparity in favour of girls, especially at secondary level

Textbooks• Visibility of women is very low as compared to men’s

appearance in the textbooks. Women and men are identified with stereotypical attributes: brave, heroic, honest, strong are portrayed as male and caring, self scarifying, love and kindness as female attributes (Pak)

• Members of textbook review and author are almost all men. In one instance, a team of female authors and reviewers were able to produce comparatively more gender inclusive textbook (Pak)

• under representation of women is clearly evident in all the textbooks across subjects. little effort to depict women in non-traditional roles and portray them as capable of making choices (India, Malaysia); Token ‘shifts’ such as a chapter on women’s status added (India)

• Most of the textbooks in use are recently published books and gender friendly in Seychelles.

Teachers’ perceptions and expectations

• Girls considered more responsible and hard-working, boys considered indifferent and aggressive; But boys still seen as „leaders‟ in most countries and girls though girls taking leadership roles in T&T and Seychelles

• Teachers expectations in terms of academic performance higher from girls in Samoa, T&T, Seychelles and Malaysia; not so clearly differentiated in the rest

• Girls‟ role in contributing to „care‟ work in school and home viewed as „just‟ and „unavoidable‟ almost everywhere

Students’ aspirations and perceptions

• Males believe they will be the main breadwinner everywhere and see girls as “weaker” and in need of protection

• Girls less stereotypical in aspirations about career choices: at times inconsistent with their subject choices

• Even when girls speak of being „independent‟ they believe in being protected

• Parents reinforce gender stereotypes; Gendered difference in parental support

• Boys interested in academics seen as „feminine‟ by peer: very strong in T&T, to varying extent everywhere

Action Gender in School: the Follow up Project

• Working with small number of schools in selected countries to change them to become more gender responsive institutions

• Institutionalising these changes in those schools

• Taking the experience beyond in the form of Action Guide

• Technical Support in replication of the approach in the initial set of countries

• Technical Support to new countries to adopt and implement pilots

Ultimate goal

• Education processes to be transformative in terms

of preparing students to question existing gender

relations and notions of masculinities and being

feminine

• School as space where students have

opportunities for questioning, debating, seeing

new perspectives, forming new identities and

relations without feeling threatened or weak

SOCIAL INEQUALITY IN LAND OWNERSHIP IN INDIA

A STUDY WITH PARTICULAR REFERENCE TO WEST

BENGAL

Objectives

• Assess the inequalities in access to land

between the different social groups,

especially Dalits and Adivasis in rural

India

• A case study of the impact of land

reforms in West Bengal, a State in

Eastern India on the land holding among

Dalit and Adivasi households

Secondary data sources on land holdings in India

• National Sample Survey Land and Livestock Holdings

Surveys

48th round (1992)

• National Sample Survey Employment Unemployment

Surveys

50th round (1993-94)

61st round (2004-05)

Definitions of land holdings

• Land and Livestock Holding surveys

Ownership holdings of agricultural

land

• Employment Unemployment

Surveys

Land cultivated by households

• Dalits in rural India have far less access to land than any other social group. There is an increase in landlessness among Dalits in India in the previous decade.

• Secondary data show the Dalits in West Bengal have better access to land compared to other Indian States. This is indicated by the fact that the proportion of landless Dalit households is lower in West Bengal than the national average and the Index of Access is higher.

• The increase in the incidence of landlessness among Dalits in West Bengal in the previous decade is lower than that in India. Also, the increase in the incidence of landlessness in West Bengal is higher for non-Dalits than Dalits.

• Village level data show that Dalit, Adivasi and Muslim households have been major beneficiaries of land reforms in West Bengal. These social groups have gained access to agricultural and homestead land through the process of land reforms. The direct policy of land reform implemented by the Government of West Bengal, though in a limited way, have contributed to lowering inequalities among the deprived social groups in the State and that is also reflected in the secondary data.

• Increased purchasing power among the poor in Bengal facilitated by land distribution has increased the participation of Dalit and Muslim households in land markets.

brotherhood or humanity And

forgetting about caste . The help we need from government is to not reserve seats or give more help to

those

them . Like give special education to

the backward sections and then make the examinations for all

merit .

Give some financial help and small jobs to the poor , this can also help

stopping child labour because parents of those children send the

for they need money . Just removing the child from the job

will not help we also need to give their families some financial help . We also have to protest for this and

we cant say that any person is having a pleasure full life

stereotypes , discrimination and prejudice can stop us from developing in any

WAY .Two more things , do not take it for granted because you are a human belonging to a particular country or our earth because their can be

anything you never know or knew

So please do not stop us in our way to development ;

DO NOT ENCOURAGE INEQUALITY EVER !