United we stand, divided we fall

1. DESIGN FOR
CHANGE!!!!
United we stand,
divided we fall!!! And
please don't encourage
poverty…

2. Pristine
Public
School…..
By:-
Mitali Sharma,Hajira.M,Manasvini
Achyut Ray and Rahman.

3. problem
for
poverty is
global

4. Global Inequality
The nature of global inequality
– Rural Poverty
– Is global inequality getting better or
worse?
Theories of global inequality
– Modernization theory
– Dependency Theory

5. 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.

6. Rural Area
Problems….
• 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

7. 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).

8. 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.

9. 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.

10. Poverty in India:
Concepts,
Measurement and
Trends

11. 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

12. Introduction
India’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.

13. 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.

14. Intellectual genesis of poverty very old
Adam Smith, Ricardo, Marx: subsistence wage concept
An early empirical work by Dadabhai Naoroji, 1901
Estimated an income level “necessary for the bare wants of a
human being, to keep him in ordinary good health and
decency”. Estimated cost of food, clothing, hut, oil for lamp,
barber and domestic utensils to arrive at „subsistence per
head‟.
In the absence of income distribution data, Naoroji compared
computed subsistence level with per capita production to
draw attention to mass poverty.
Remarkable work that parallels an early work on British
poverty by Rowntree, 1901.

15. Poverty is multidimensional
Deprivation in income, illiteracy,
malnutrition, mortality, morbidity, access
to water and sanitation, vulnerability to
economic shocks.
Income deprivation is linked in many cases
to other forms of deprivation, but do not
always move together with others.
This discussion focuses on Income poverty.

16. 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)

17. 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 income
are called poor.

18. 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

19. Relationship Between Calorie Intake and
Per Capita Expenditure
3500
Per Capita Calorie Intake per day
3000
2500
2000
1500
1000
500
0
0 100 200 300 400 500 600 700 800 900 1000
Per Capita Consumption Expenditure per Month
(Rupees)

20. Incidence of poverty Vs. Under-
nutrition
Classification of Population by Poverty Line and
Calorie Norm - Rural India, 1977-78
Below Above Total
Poverty Poverty
Line Line
Below Calorie 45.32 12.47 57.79
Norm
Above Calorie 12.31 29.21 42.21
Norm
Total 57.63 42.37 100.00

21. % population below PL
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
Rural HCR
Urban HCR
2002
Poverty in India: Changes over time
2005

22. 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

23. Factors affecting Poverty
Poverty 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 expenditure
Per capita development expenditure
Social sector expenditure

24. 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

25. 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

26. Gender
Equality in
Education: The
Role of Schools

27. 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;

28. 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.

29. 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

30. 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.

31. 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

32. 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

33. 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

34. 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

35. SOCIAL INEQUALITY IN
LAND OWNERSHIP IN INDIA
A STUDY WITH PARTICULAR
REFERENCE TO WEST
BENGAL

36. 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

37. 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)

38. Definitions of land
holdings
• Land and Livestock Holding surveys
Ownership holdings of agricultural
land
• Employment Unemployment
Surveys
Land cultivated by households

39. • 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.

40. brotherhood or
humanity And
forgetting about caste
. The help we need
from government is
to not reserve seats
or give more help to
those

41. them . Like give
special education to
the backward sections
and then make the
examinations for all
merit .

42. 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

43. 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

44. So please do not
stop us in our way
to development ;
DO NOT ENCOURAGE
INEQUALITY EVER !