Sunday January 20, 2019
Home India India has ach...

India has achieved 44% reduction in the percentage of poor people between 2001 and 2011: PEW Survey

0
//

By NewsGram Staff Writer

poverty3

Between 2001 and 2011, India has managed to reduce the percentage of people below poverty line by almost a half.

According to the survey conducted by the PEW Research Center, around 35.4% Indians were below poverty line in 2001, which has been reduced to just 19.8% in 2011. That means, a percentage point change of (-15.6) or a reduction of 44% in the percentage of poor people. Indeed, it is a huge leap for the country.

This reduction in poverty can also be seen across the globe as percentage of poor people reduced from 29% in 2001 to 15% in 2011.

In terms of absolute numbers, India’s population grew from 1.028 billion in 2001 to 1.21 billion in 2011. For the same period, the number of poor people reduced from 364 million to around 240 million.

This is a good sign as far as India is concerned. It comes as an affirmation of the success of its poverty alleviation programs.

India has been struggling to overcome poverty right from its Independence days. According to the estimates published by B.S.Minhas, the Indian poverty rate was around 65% during 1956-57. Since Independence, successive governments have implemented various measures to uplift people out of poverty.

Taking note of India’s efforts at poverty reduction, the World Bank’s Global Monitoring Report for 2014-15 had stated that India has been the biggest contributor to poverty reduction between 2008 and 2011, with around 140 million or so lifted out of absolute poverty.

poverty2

The PEW survey divided the world population into five categories based on their income levels: Poor, Low income, Middle income, Upper-middle income and High income. It categorized people with per capita daily earning less than $2 under “Poor”. Similarly, people earning between $2.01 and $10 were put under “Low income” and those earning between $10.01 and $20 were put under “Middle income”. The people with per capita income above $20 and up to $50 were put under “Upper-middle income” and those earning above $50 were put in “High income” category.

Therefore, the percentage of Indians earning less than $2 a day now stands at 19.8%. But, this reduction in poverty isn’t getting reflected as increase in the middle-income class. Instead, a large chunk of people have moved to low income category.

Percentage of people in low income category was 62.9% in 2001. It has increased to 76.9% in 2011. That is, a percentage point increase of 14, showing that a majority of poor people have made a transition to low-income level.

The percentage of middle income population rose to 2.6% in 2011, from 1.4% in 2001, showing only a marginal rise of 1.2 percentage point in middle income people. The rise is even lesser in case of upper-middle income and high income population with only a percentage point rise of 0.3 and 0.1 respectively.

The global percentage point change for various categories has been as follows: Poor (-14), Low income (6), Middle income (6), Upper-middle income (2) and High income (1).

Therefore, the trend in India is in line with global trend. Both in India and around the world, there has been a large transition of people from poverty to low income levels. The transition of people into middle income level has been moderate and the transition is only marginal in case of upper-middle income and high income levels.

The Indian government should take the results of this survey into consideration and focus its efforts not only on poverty alleviation programs, but also on ways in which people can increase their income levels.

Next Story

India Needs to Improve its Educational Outcomes to Catch up with China

To catch up with China, India needs to lay emphasis on improving its educational outcomes

0
The Article 30 of the Constitution gives religious and linguistic minorities “the right to establish and administer educational institutions of their choice.”
India needs to improve its educational outcomes to catch up with China. Pixabay

By Amit Kapoor

Both China and India started building their national education systems under comparable conditions in the late 1940s. Different policies and historical circumstances have, however, led them to different educational outcomes, with China outperforming India not just in terms of its percentage of literate population and enrollment rates at all levels of education, but also in terms of number of world-class institutions in higher education, and greater research output.

The roots of China’s successful education system date back to the Cultural Revolution (1966-1976), which unintentionally expanded access to the primary education through democratising the schooling system, which was previously elitist in character, thus addressing the problem of mass illiteracy.

In contrast, India continued to focus on its higher education system since independence and only realised the importance of basic education in 1986, keeping it behind China and many other countries in Asia in educational development. In terms of enrollment, China reached a 100 percent gross enrollment rate (GER) in its primary education in 1985, whereas, India attained that level only in 2000.

In terms of secondary school enrollment, India and China both started at the similar rates in 1985, with about 40 percent of their population enrolled in secondary schools. However, due to a wider base of primary school students, the rate of increase in China has been much faster than in India, with 99 percent secondary enrollment rate in China and 79 percent in India in 2017.

India is closing in on the Chinese rate in terms of access to education, but on the literacy level front, there is a huge gap in the percentage of literate populations in the two countries. In the age group of 15-24 years, India scores 104th rank on literacy and numeracy indicator, compared to China’s 40th rank.

The OECD Programme for International Student Assessment (PISA), which assesses after every three years the domain knowledge of 15-year-old students in reading, mathematics, science and finance, revealed that students in China performed above the OECD average in 2015. Moreover, one in four students in China are top performers in mathematics, having an ability to formulate complex situations mathematically. Further, China outperforms all the other participating countries in financial literacy, by having a high ability to analyse complex finance products. For India, the comparable data is not available as it was not a participating country in PISA 2015.

abroad, study
Representational image.

However, in India, the Annual Status of Education Report (ASER) 2017 provides data for rural youth, aged 14-18, with respect to their abilities to lead productive lives as adults. According to this survey, only about half of the 14-year-old children in the sample could read English sentences, and more than half of the students surveyed could not do basic arithmetic operations, like division. For basic financial calculations, such as managing a budget or making a purchase decision, less than two-thirds could do the correct calculations.

With regard to the higher education system, both India and China dominate the number of tertiary degree holders because of their large population size, but when it comes to the percentage of the population holding tertiary degrees, only about 10 per cent and 8 per cent of the population possess university degrees in China and India, respectively. By contrast, in Japan, almost 50 per cent of the population holds a tertiary degree, and in the United States, 31 per cent of the population hold a tertiary degree.

In terms of the international recognition of universities, the Times Higher Education (THE) World University Ranking for 2019 places seven of the China’s universities in the top 200, compared to none for India. The global university rankings, which are based on various performance metrices, pertaining to teaching, research, citations, international outlook and industrial income, shows progress for several of China’s low-ranked universities, largely driven by improvements in its citations.

In fact, the Tsinghua University has overtaken the National University of Singapore (NUS) to become the best university in Asia due to improvements in its citations, institutional income and increased share of international staff, students and co-authored publications.

Also Read- Researchers Turn Carbon Emissions into Usable Energy

While India has progressed in terms of massification of education, there is still a lot which needs to be done when it comes to catching up with the China’s educational outcomes. China’s early start in strengthening its primary and secondary education systems has given it an edge over India in terms of higher education. Moreover, Chinese government strategies are designed in line with the criterion used in major world university rankings, especially emphasis is on the two factors which weigh heavily in the rankings — publications and international students.

The relentless publications drive, which is very evident in China, is weak in India and has led to a growing gap in the number of publications contributed by the two countries. Further, China enrolled about 292,611 foreign students in 2011 from 194 countries, while India currently only has 46,144 foreign students enrolled in its higher education institutions, coming from 166 countries. The large number of international enrollments in China is a reflection of its state policies granting high scholarships to foreign students.

To catch up with China, India needs to lay emphasis on improving its educational outcomes. Massification drive for education has helped India raise its student enrollments, but a lot needs to be done when it comes to global recognition for its universities. Further, it needs to focus on building the foundation skills which are acquired by students at the school age, poor fundamental skills flow through the student life, affecting adversely the quality of education system. (IANS)