DOCSLIB.ORG

Literacy in India: the Gender and Age Dimension

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Literacy in India: the Gender and Age Dimension OCTOBER 2019 ISSUE NO. 322 Literacy in India: The Gender and Age Dimension TANUSHREE CHANDRA ABSTRACT This brief examines the literacy landscape in India between 1987 and 2017, focusing on the gender gap in four age cohorts: children, youth, working-age adults, and the elderly. It finds that the gender gap in literacy has shrunk substantially for children and youth, but the gap for older adults and the elderly has seen little improvement. A state-level analysis of the gap reveals the same trend for most Indian states. The brief offers recommendations such as launching adult literacy programmes linked with skill development and vocational training, offering incentives such as employment and micro-credit, and leveraging technology such as mobile-learning to bolster adult education, especially for females. It underlines the importance of community participation for the success of these initiatives. Attribution: Tanushree Chandra, “Literacy in India: The Gender and Age Dimension”, ORF Issue Brief No. 322, October 2019, Observer Research Foundation. Observer Research Foundation (ORF) is a public policy think tank that aims to influence the formulation of policies for building a strong and prosperous India. ORF pursues these goals by providing informed analyses and in-depth research, and organising events that serve as platforms for stimulating and productive discussions. ISBN 978-93-89622-04-1 © 2019 Observer Research Foundation. All rights reserved. No part of this publication may be reproduced, copied, archived, retained or transmitted through print, speech or electronic media without prior written approval from ORF. Literacy in India: The Gender and Age Dimension INTRODUCTION “neither in terms of absolute levels of literacy nor distributive justice, i.e., reduction in gender Literacy is one of the most essential indicators and caste disparities, does per capita income of the quality of a country’s human capital. have any statistically significant positive 1 a Latest data puts India’s adult literacy rate at bearing upon literacy status of states.” 73.2 percent. While the country has made Similarly, another study observes that the significant progress in improving literacy over importance of poverty as a cause of persistent the years, it continues to be home to 313 illiteracy and widening gender gap has been million illiterate people; 59 percent of them inflated.7 Meanwhile, the World Bank 2 are women. highlights that the gender gap is affected more by social and cultural factors and less by The high rates of illiteracy among Indian 8 absolute poverty. It recommends demand- women—and the corollary gender gap in linked measures to address the gender gap, literacy attainment—are attributable to many such as awareness campaigns, childcare centres, social, economic and cultural factors. Even as and the hiring of more female teachers. Similar the benefits of female education are policy prescriptions are echoed by the Draft public—including a more productive National Education Policy 2019 which workforce, lower fertility and lower infant recommends setting up a Gender-Inclusion mortality—the costs such as tuition fees and Fund to build the nation’s capacity to provide school supplies as well as opportunity costs of 9 quality and equitable education for all girls. forgone child labour, are privately borne by 3 households. This leads to underinvestment in Most official reports focus on studying the women’s schooling. 4 Accentuating the adult literacy rate which measures literacy disadvantage for women are the social among individuals aged 15 years and above. restrictions on their mobility that prevent an However, a focus on just adult literacy is likely educated woman from entering the labour to underestimate the progress India has made force and offering support to her household. in improving its literacy outcomes. The adult The educational gender gap, therefore, is not literacy rate for both males and females only a reflection of the low economic returns increases at a relatively sluggish rate since to female education but is also a symptom of most of the progress in literacy occurs through the entrenched biases that discourage the improvement in child and youth literacy.10 aspirations of women and other marginalised Therefore it is important to study the gender communities.5 gap in literacy for different age cohorts to get a clear understanding of the literacy landscape in Current literature is less clear about the the country and identify the key challenges correlation between household income and constraining a convergence between male and female education. One study of urban literacy female literacy. It is the primary aim of this and gender disparity across India,6 finds that brief. a The adult literacy rate, as defined by UNESCO, is the percentage of the population aged 15 years and over who can both read and write with understanding a short simple statement on his/her everyday life. 2 ORF ISSUE BRIEF No. 322 l OCTOBER 2019 Literacy in India: The Gender and Age Dimension Data shows that the gender gaps in To put these numbers in perspective, the education, occupation and wages have shrunk current gender-gap in literacy in India is more sharply between 1983 and 2010 in most than twice the 2016 global average and is also indicators; the gaps have narrowed most higher than the 2016 average for lower- sharply for the youngest cohorts in the middle-income countries. 1 3 There are workforce.11 However, these data are aggregate currently 186 million females in India who India-wide; given the variation in policies and cannot even read and write a simple sentence outcomes across states, it would be worthwhile in any language.14 These numbers are a to analyse disaggregated data to better identify reminder that India is still a long way from the causal channels at work.12 This brief meeting Goal 4 of the UN SDGs (Sustainable examines the gender gap in literacy in both Development Goals) of ensuring “inclusive national and state levels. It uses National and equitable quality education” and “lifelong Sample Survey Office (NSSO) data from learning opportunities for all” by 2030.15 rounds 43, 50, 55 and 64 of the Employment and Unemployment Survey, round 71 of the Gender Gap in Literacy by Age Social Consumption (Education) Survey and The literacy gender gap was studied for age the Periodic Labour Force Survey (2017-18). cohorts 15-24 years (youth), 25-64 years (working-age population) and 65 years and GENDER GAP IN LITERACY above (elderly) as per the standard age 16 Overall Gender Gap in Literacy brackets studied by UNESCO. In addition, a category for 6-14 years (children) was also About three decades ago, the adult male included since Indian laws establish free and literacy rate in India was almost twice that for compulsory education for this age group as a adult females. While this gap has narrowed fundamental right.17 substantially over the years, adult male literacy rate still surpasses the adult female Figure 2 shows male and female literacy literacy rate by 17 percentage points. (See rates as well as the gap between the two for Figure 1 and Table 1.) ch ildren, from 1987-88 to 2017-18. Literacy Figure 1: Trends in male and female literacy Table 1: Trends in male and female literacy 90 1987- 1993- 1999- 2007- 2017- 2014 80 Male 88 94 00 08 18 70 Literacy 60 Rate Male 50 Female Literacy 60.6 65.5 69.2 76.6 80.3 81.5 40 Literacy Rate 30 Rate 20 Female Gap 10 Literacy 31.6 37.9 43.8 54.9 61.8 64.6 0 Rate Gap 28.9 27.6 25.4 21.7 18.5 16.9 Year Source: National Sample Survey @ Observer Research Foundation’s India Data Labs ORF ISSUE BRIEF No. 322 l OCTOBER 2019 3 Literacy in India: The Gender and Age Dimension Figure 2 Figu re 3 Figure 4 Figure 5 100 6-14 Years 100 15-24 Years 100 25-64 Years 100 65 Years and 80 80 80 80 above 60 60 60 60 40 40 40 40 20 20 20 20 0 0 0 4 8 4 0 8 8 4 0 0 8 4 8 8 8 4 8 4 0 8 1 8 9 0 0 1 1 0 8 9 0 1 1 1 8 9 0 0 4 8 4 0 8 8 - - - - - - - - - - - - - - - 0 0 1 0 8 9 0 0 1 7 3 9 7 7 9 7 3 7 7 7 7 3 9 7 - - - - - 2 2 2 0 8 9 9 0 1 9 8 9 0 1 1 8 9 9 0 -20 7 3 9 7 7 2 9 9 9 0 0 9 9 9 0 0 8 9 9 0 1 0 9 9 9 0 1 1 1 2 2 1 1 1 2 2 1 1 1 2 2 9 9 9 0 0 1 1 1 2 2 Year Year Year Year Male Literacy rate Male Literacy rate Male Literacy rate Male Literacy rate Female Literacy Rate Female Literacy Rate Female Literacy Rate Female Literacy Rate Gap Gap Gap Source: National Sample Survey @ Observer Research Foundation’s India Data Labs rates for children are the highest in the compared to the patterns for children and country across all age groups. The same figure youth. also shows that the literacy gender gap in children has been successfully closed, possibly KEY FINDINGS AND IMPLICATIONS reflecting a change in attitudes and 18 1. India in 2017 is far more literate than mindsets. This can be attributed to the India in 1987. spirited literacy efforts by government and non-governmental organisations (NGOs) to India has successfully broken out of the “low 19 get more girls, in particular, to attend school.
Load more

Recommended publications
  • Literacy UN Acked: What DO WE MEAN by Literacy?
    Memo 4 | Fall 2012 LEAD FOR LITERACY MEMO Providing guidance for leaders dedicated to children's literacy development, birth to age 9 L U: W D W M L? The Issue: To make decisions that have a positive What Competencies Does a Reader Need to impact on children’s literacy outcomes, leaders need a Make Sense of This Passage? keen understanding of literacy itself. But literacy is a complex concept and there are many key HIGH-SPEED TRAINS* service that moved at misunderstandings about what, exactly, literacy is. A type of high-speed a speed of one train was first hundred miles per Unpacking Literacy Competencies hour. Today, similar In this memo we focus specifically on two broad introduced in Japan about forty years ago. Japanese trains are categories of literacy competencies: skills‐based even faster, traveling The train was low to competencies and knowledge‐based competencies. at speeds of almost the ground, and its two hundred miles nose looked somewhat per hour. There are like the nose of a jet. Literacy many reasons that These trains provided high-speed trains are Reading, Wring, Listening & Speaking the first passenger popular. * Passage adapted from Good & Kaminski (2007) Skills Knowledge Dynamic Indicators of Basic Early Literacy Skills, 6th ed. ‐ Concepts about print ‐ Concepts about the ‐ The ability to hear & world Map sounds onto letters (e.g., /s/ /p/ /ee/ /d/) work with spoken sounds ‐ The ability to and blend these to form a word (speed) ‐ Alphabet knowledge understand & express Based ‐ Word reading complex ideas ‐ Recognize
    [Show full text]
  • Dyslexia and Structured Literacy Fact Sheet
    Dyslexia and Structured Literacy Fact Sheet Written by Belinda Dekker Dyslexia Support Australia https://dekkerdyslexia.wordpress.com/ ​ ​ ​ ​ Structured Literacy • Structured literacy is a scientifically researched based approach to the teaching of reading. Structured literacy can be in the form of teachers trained in the use of structured literacy methodologies and programs that adhere to the fundamental and essential components of structured literacy. • Structure means that there is a step by step clearly defined systematic process to the teaching of reading. Including a set procedure for introducing, reviewing and practicing essential concepts. Concepts have a clearly defined sequence from simple to more complex. Each new concept builds upon previously introduced concepts. • Knowledge is cumulative and the program or teacher will use continuous assessment to guide a student’s progression to the next clearly defined step in the program. An important fundamental component is the automaticity of a concept before progression. • Skills are explicitly or directly taught to the student with clear explanations, examples and modelling of concepts. ‘The term “Structured Literacy” is not designed to replace Orton Gillingham, Multi-Sensory or other terms in common use. It is an umbrella term designed to describe all of the programs that teach reading in essentially the same way'. Hal Malchow. President, International Dyslexia Association A Position Statement on Approaches to Reading Instruction Supported by Learning Difficulties Australia "LDA supports approaches to reading instruction that adopt an explicit structured approach to the teaching of reading and are consistent with the scientific evidence as to how children learn to read and how best to teach them.
    [Show full text]
  • Educational Inequality in India: an Analysis of Gender Differences in Reading and Mathematics
    Working Paper No. 2016-2 Educational Inequality in India: An Analysis of Gender Differences in Reading and Mathematics Gregory White University of Maryland, College Park [email protected] Matt Ruther University of Louisville Joan Kahn University of Maryland College Park 201 India Human Development Survey fieldwork,5 data entry and analyses have been funded through a variety of sources including the US National Institutes of Health (grant numbers R01HD041455 and R01HD061048), UK Department of International Development, the Ford Foundation, and the World Bank. 1 | P a g e ABSTRACT This paper analyzes gender differences in reading and mathematics among Indian children ages 8-11 using data from the 2005 India Human Development Survey. Employing descriptive statistics and ordered logistic regression techniques, this study examines how social background, access to learning resources, time devoted to formal learning activities, and cultural attitudes are associated with gender inequality in educational outcomes. It is hypothesized that gender inequality may result from historical attitudes regarding the education of girls as well as certain parents choosing to prioritize sons’ education over daughters’ education. This may be due to a hidden opportunity cost of engaging girls in activities (e.g. childcare) that have economic value for the family, particularly for girls in rural areas and from the lowest income families. The results provide some evidence to support these theories. Relative to boys, the presence of younger siblings reduces the likelihood of girls advancing in both reading and mathematics. In addition, higher levels of household assets increase the likelihood of girls advancing in reading. Unfortunately, mixed findings related to rural/urban status provide less insight than desired regarding this factor.
    [Show full text]
  • Orton-Gillingham Or Multisensory Structured Language Approaches
    JUST THE FACTS... Information provided by The International Dyslexia Association® ORTON-GILLINGHAM-BASED AND/OR MULTISENSORY STRUCTURED LANGUAGE APPROACHES The principles of instruction and content of a Syntax: Syntax is the set of principles that dictate the multisensory structured language program are essential sequence and function of words in a sentence in order for effective teaching methodologies. The International to convey meaning. This includes grammar, sentence Dyslexia Association (IDA) actively promotes effective variation, and the mechanics of language. teaching approaches and related clinical educational Semantics: Semantics is that aspect of language intervention strategies for dyslexics. concerned with meaning. The curriculum (from the beginning) must include instruction in the CONTENT: What Is Taught comprehension of written language. Phonology and Phonological Awareness: Phonology is the study of sounds and how they work within their environment. A phoneme is the smallest unit of sound PRINCIPLES OF INSTRUCTION: How It Is Taught in a given language that can be recognized as being Simultaneous, Multisensory (VAKT): Teaching is distinct from other sounds in the language. done using all learning pathways in the brain Phonological awareness is the understanding of the (visual/auditory, kinesthetic-tactile) simultaneously in internal linguistic structure of words. An important order to enhance memory and learning. aspect of phonological awareness is phonemic awareness or the ability to segment words into their Systematic and Cumulative: Multisensory language component sounds. instruction requires that the organization of material follows the logical order of the language. The Sound-Symbol Association: This is the knowledge of sequence must begin with the easiest and most basic the various sounds in the English language and their elements and progress methodically to more difficult correspondence to the letters and combinations of material.
    [Show full text]
  • Structured Literacy and the SIPPS® Program
    Structured Literacy and the SIPPS® Program The International Dyslexia Association identifies Structured Literacy as an effective instructional approach for meeting the needs of students who struggle with learning to read. Structured Literacy utilizes systematic, explicit instruction to teach decoding skills including phonology, sound-symbol association, syllable types, morphology, syntax, and semantics. Structured Literacy instruction has been around for over a century and is sometimes referred to as systematic reading instruction, phonics-based reading instruction, the Orton-Gillingham Approach, or synthetic phonics, among other names. The SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words) program, developed by Dr. John Shefelbine, is a multilevel program that develops the word-recognition strategies and skills that enable students to become independent and confident readers and writers. Dr. Shefelbine’s research emphasizes systematic instruction, and in many ways parallels the Orton-Gillingham Approach. Structured Literacy The table below notes the elements of Structured Literacy aligned to the SIPPS program. Elements of Structured Literacy SIPPS Phonology Defined as the study of sound structure of spoken Phonological awareness activities appear in every words; includes rhyming, counting words in lesson in SIPPS Beginning, Extension, and Plus. spoken sentences, clapping syllables in spoken These activities begin with segmenting and words, and phonemic awareness (manipulation of blending, include rhyme, and increase in complexity sounds). to dropping and substituting phonemes. Sound-Symbol Association Defined as connecting sounds to print, including Spelling-sounds are explicitly taught throughout the blending and segmenting. This should occur two program. Sounds are taught in order of utility, which ways: visual to auditory (reading) and auditory to allows students to quickly begin to read connected visual (spelling).
    [Show full text]
  • Evidence Based Practice: Visual Motor Integration for Building Literacy: the Role of Occupational Therapy Francis, T., & Beck, C
    Evidence Based Practice: Visual Motor Integration for Building Literacy: The Role of Occupational Therapy Francis, T., & Beck, C. (2018). Visual Motor Integration for Building Literacy: The Role of Occupational Therapy. OT Practice 23(15), 14–18. The Research: Occupational therapy interventions for visual processing skills were found to positively affect academic achievement and social participation. Key elements of intervention activities needed for progress include: fine motor activities, copying skills, gross motor activities, and a high level of cognitive interaction with completing activities. What is it? Visual information processing skills refers to “a group of visual cognitive skills used for extracting and organizing visual information from the environment and integrating this information with other sensory modalities and higher cognitive functions”. Visual information processing skills are divided into three components: visual spatial, visual analysis, and visual motor. Visual motor integration skills (i.e. eye-hand coordination) are related to an individual’s ability to combine visual information processing skills with fine motor or gross motor movement. Studies have found that visual motor integration is a component of reading skills in children in elementary school Specific Combination of Intervention Strategies Found to be Successful Fine motor activities ● Intervention activities: Manipulating small items (e.g., beads, coins); opening the thumb web space, separating the two sides of the hand; practicing finger isolation;
    [Show full text]
  • “Let Your Yes Be Yes”: Progressing Toward Female Ordination in the Mar Thoma Church Pushpa Samuel
    “Let Your Yes Be Yes”: Progressing Toward Female Ordination in the Mar Thoma Church Pushpa Samuel A law is only effective if it is implemented, even as a church’s Cultural and Religious Overview of Patriarchy position on theological issues does not further its mission if there The cultural landscape of India has contributed to a perception is no corresponding practice. In 1986, the Mar Thoma Church of women as subservient to men, both in the home and society. officially stated that there is no theological barrier to ordaining Understanding the depth of this history helps to situate the slow both men and women to serve the church. However, there are change in the Mar Thoma Church in the centuries of India’s currently no ordained females within the global Mar Thoma struggle for gender equality. After Muslims established their Church. Why is there such a dissonance between doctrine and presence in India in the eighth century, there was a sharp decline praxis? To study this dissonance, it is important to compare in women’s education, and segregation (purdah) was introduced and contrast the Mar Thoma Church with the Roman Catholic Church and Church of South India (CSI), two other prominent to shield women from men.2 Purdah is not only physical segregation from males, but also concealment through clothing. churches in India that also have a global presence.1 Other Indian cultural restrictions toward women include widow The formation of the Catholic Church, the CSI Church, and the Mar Thoma Church has played a key role in the spread of burning (sati), child marriage, and female infanticide.3 Although Christianity in India, and each has a distinct view of women’s roles these practices have occurred in several other Asian countries, within the church, specifically concerning female ordination.
    [Show full text]
  • Phonological Awareness Visual Perception Sequencing Memory
    The Learning Staircase Ltd 2012 Steps and Dyslexia (and other processing difficulties) Steps is designed to be used in a variety of contexts. It is used as a whole-class resource to support class-based literacy teaching, ESOL teaching and language development. However, it is also effective in a remedial setting with learners who have processing difficulties such as dyslexia. Learners in this category typically have a variety of processing weaknesses which may prevent them from developing literacy skills. The Big Five (typical pattern of processing difficulties in dyslexia) •Phonemic awareness •Onset + rime Phonological •Rhyme •Syllabification Awareness •Word retrieval •Auditory discrimination •Visual discrimination Visual •Tracking •Perceptual organisation •Visual recognition Perception •Irlen Syndrome •Visual sequencing •Auditory sequencing Sequencing •Sequencing of ideas •Planning work •Visual memory •Auditory memory Memory •Kinaesthetic memory •Working memory Motor •Gross motor skills •Fine motor skills Development •Proprioception Processing Skills in Literacy Although these processing skills are necessary for all learners, research shows that dyslexic learners are likely to have specific weaknesses in some or all of the above areas. They therefore typically need a much stronger emphasis on developing these skills and need to be taught how to apply them in context. www.learningstaircase.co.nz The Learning Staircase Ltd 2012 However, there are further aspects which are important, particularly for learners with literacy difficulties, such as dyslexia. These learners often need significantly more reinforcement. Research shows that a non-dyslexic learner needs typically between 4 – 10 exposures to a word to fix it in long-term memory. A dyslexic learner, on the other hand, can need 500 – 1300 exposures to the same word.
    [Show full text]
  • Adolescent Literacy Addressing the Needs of Students in Grades 4–12
    Adolescent Literacy Addressing the Needs of Students in Grades 4–12 By Joan Sedita Literacy skills in the 21st century are more essential than ever for success in education, work, citizenship, and our personal lives. However, far too many older students and adults do not have the necessary reading and writing skills to succeed in postsecondary education or the ever-increasing number of jobs that require strong literacy skills. During the 1990s and through 2008, significant emphasis was placed on the use of research to determine how children learn to read and why some students struggle with reading. Early literacy achievement, however, is not necessarily a guarantee that literacy skills will continue to grow as students move beyond Grade 3. In Reading Next, it is noted that: Recent National Assessment of Educational Progress (NAEP) reading results indicate that efforts to improve K–3 literacy are paying off at the 4th-grade level, but these improvements do not necessarily translate into better achievement among adolescents… Comparing the most recent NAEP results for all three grade levels (i.e., 4, 8, and 12) to those from 1992, the percentage of students scoring proficient has significantly improved among 4th graders, but not among 8th and 12th graders. (Biancarosa & Snow, 2006, pp. 7–8) Scores at the secondary level, where there has been relatively little investment, have remained flat since the 1970s (Heller & Greenleaf, 2007). The following observation from Time to Act: An Agenda for Advancing Adolescent Literacy for College and Career Success sums up the challenges faced after Grade 3: The truth is that good early literacy instruction does not inoculate students against struggle or failure later on.
    [Show full text]
  • 1 Writing Systems and Orthographies Volume 2: Literacy Barbara Burnaby the Ontario Institute for Studies in Education
    Writing Systems and Orthographies Volume 2: Literacy Barbara Burnaby The Ontario Institute for Studies in Education 1 Introduction Academic discussion of writing systems (grammatology) extends to both detailed descriptions of the mechanics of particular systems and/or visceral theoretical debates involving linguistics, anthropology, archaeology, sociology, history, and/or psychology. Issues are raised concerning competing views of reality (e.g. Street, 1984, p. 130) and the power of Western thought in relation to non-Western knowledge and its dissemination (e.g. DeFrancis, 1989, p. xi). This review of literature leans towards cross-national and comparative studies, although it is biassed by the writer's limitation to works in English. Under the headings of definitions, typologies, values, first and second language literacy learning, and other factors, it only touches the surface of a massive body of work. What is a Writing System? Stubbs (1980, p. viii) rather dramatically states ...there is...nothing approaching a coherent theory about the relations between reading and writing, or between written and spoken language, or about the place of written language in society and the purposes it serves. 2 Authors generally agree with Gelb (1963, p. 12) that writing is `a system of human intercommunication by means of conventional visible marks' (italics in the original). If one construes `marks' liberally, body sign languages (as in sign languages used by the deaf) can be included, and the definition encompasses systems such as musical notation and those that indicate kinesics (e.g. Basso & Anderson, 1977). Gauer, equating writing with information storage, takes this stance (1984, p. 14). Many others (e.g.
    [Show full text]
  • Mro India Special
    P&W INAUGURATES SHOW REPORT NEW DAWN FOR INDO- 100TH eLEARNING DUBAI PAK COOPERATION IN CENTRE IN INDIA AIRSHOW 2019 CIVIL AVIATION P 25 P 26 P 32 DECEMBER 2019-JANUARY 2020 `100.00 (INDIA-BASED BUYER ONLY) VOLUME 12 • ISSUE 6 WWW.SPSAIRBUZ.COM ANAIRBUZ EXCLUSIVE MAGAZINE ON CIVIL AVIATION FROM INDIA MRO INDIA SPECIAL IMPETUS REQUIRED FOR THE INDIAN AVIATION MRO SECTOR CORRECT POLICY IMBALANCES by BHARAT MALKANI, MAX AEROSPACE AND AVIATION TECHNOLOGY IN AVIATION MRO AN SP GUIDE PUBLICATION PAGE 10 ONWARDS RNI NUMBER: DELENG/2008/24198 “In a country like India with limited support from the industry and market, initiating 50 years ago (in 1964) publishing magazines relating to Army, Navy and Aviation sectors without any interruption is a commendable job on the part of SP Guide“ Publications. By this, SP Guide Publications has established the fact that continuing quality work in any field would result in success.” Narendra Modi, Hon’ble Prime Minister of India (*message received in 2014) SP's Home Ad with Modi 2016 A4.indd 1 01/06/18 12:06 PM TABLE OF CONTENTS MRO / INDUSTRY P10 IMPETUS REQUIRED FOR THE P&W INAUGURATES SHOW REPORT NEW DAWN FOR INDO- 100TH eLEARNING DUBAI PAK COOPERATION IN CENTRE IN INDIA AIRSHOW 2019 CIVIL AVIATION INDIAN AVIATION MRO SECTOR Cover: P 25 P 26 P 32 DECEMBER 2019-JANUARY 2020 `100.00 (INDIA-BASED BUYER ONLY) The government needs to tackle VOLUME 12 • ISSUE 6 WWW.SPSAIRBUZ.COM ANAIRBUZ EXCLUSIVE MAGAZINE ON CIVIL AVIATION FROM INDIA The MRO sector is a tough industry, four key areas with incisive is highly regulated, is all about flight focus – GST, royalties, customs safety and is thus very important as procedures and skills retention a sector of the Indian civil aviation to boost MRO business in India.
    [Show full text]
  • Macroeconometric Policy Modeling for India: a Review of Some Analytical Issues (February 2000)
    CDE February, 2000 Centre for Development Economics Macroeco11.ometric Policy Modeling for l1ulia: A Review ofSome Analytical Issues V. Pandit" Working Paper No. 74 Acknow ledgments This is the revised version of a paper presented to the National Seminar on Mac roeconomet ric Modeling for Planning in India at the Development Planning Centre, Institute of Economic Growth in November 1998. I am indebted to Professor K. Krishnamurty for several useful discussions I have had with him. Comments and suggestions by Professor B.B. Bhattacharya, Professor Pravin Visaria and other participants of the seminar have also improved the final version of the paper. 'E-Mail: [email protected] ; Fax: 91-011-7257159 1 1. INTRODUCTION Macroeconomic modelling is generally motivated by two objectives: forecasting and more significantly, policy analysis. In pursuit of both these objectives, every model must ideally satisfy four criteria. First and foremost, it must fit into a theoretical framework. Second, the actual specification of the model must reflect a clear understanding of the contextual framework within which policies are formulated and executed along with an envisaged process of adjustment. Third, it is essential that the model is built on a firm and rich data base and, finally, the estimated structural model must adequately utilise the rigors and sophistications of econometric methodology. Unfortunately this is a tall order which can seldom be met. Typically refinements in one direction can often be achieved only at the cost of those in some other direction. For instance, it may be possible to devise small models that are theoretically neat and manageable enough to be subjected to econometric refinements these would seldom be able to deal with actual policy issues in a meaningful way.
    [Show full text]