Tripura Development Report-Draft Report.Pdf
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TRIPURA DEVELOPMENT REPORT DRAFT REPORT INSTITUTE OF DEVELOPMENT STUDIES, UNIVERSITY OF LUCKNOW LUCKNOW CONTENT Sl. Name of Chapter No. 1. Executive Summary 2. Development Profile of the State 3. Economic Growth, Structural Change and Work–Force Participation 4. Human Resource Development 5. Fiscal Planning and Management 6. Development of Forest Resources and National Mission Programmes 7. Development of Agriculture and Allied Sectors 8. Industry, Trade and Commerce 9. Rural Development 10. Urban Development 11. Tourism 12. Development of STs, SCs and Women 13. Science and Technology 14. Infrastructural Development 15. Strategies for Development 16. Observations and Recommendations 17. Appendix EXECUTIVE SUMMARY ECONOMIC GROWTH, STRUCTURAL CHANGE AND WORK-FORCE PARTICIPATION The chapter considered the following aspect of Tripura’s economy: A. Trend in the growth rate of Net State Domestic Product (NSDP) as well as of Per Capita Net State Domestic Product (PCNSDP) and investment pattern of public and private sector. B. Movement of absolute poverty viz. a viz. per capita net state domestic product. C. Size and structure of work force and its relationship with the net state domestic product and per capita net state domestic product. D. Sectoral competition of net state domestic product and its behavior overtime. E. Sectoral pattern of employment. It has been observed during the course of analysis that the trend growth rates of Net State Domestic Product (NSDP) and Per Capita Net State Domestic Product (PCNSDP) have followed a U-path .the growth rate decline until 1987-88 and increase significantly thereafter. Low private end and public investment are primarily responsible for declining in growth rates but a substantial increase in public investment for 6th plan (1980-85) on words has raised the growth rates of NSDP and PCNSDP to over 7% per annum and 4% per annum respectively. In order to sustain these growth rates there is a need to encourage private investment as well as to significantly alter the highly distribution of public investment from social and general services towards economic activities. It is indeed noticeable that though PCNSDP increased by over 4% per annum since 1987-88 but absolute poverty stagnated around 35 per cent with intermittent rise and fall in it. This behavior is just a replica of the pattern of absolute poverty that has been observed in the rural areas of Tripura. To a great extent this behavior of absolute poverty is attributable to the movement in labour productivity. It declined during 1987-88 to 1993-94 and increased thereafter. Therefore, for gradual reduction absolute poverty there is a need to improve the supply of critical inputs like irrigation, electricity, fertilizers, and quality seeds etc which facilitate to increase the labour productivity. Total workforce in Tripura is 11.5 lakhs as per 2001 census which is highest among north-eastern states except Assam, but is not actively engaged in the work s the PCNSDP is fairly low in Tripura as compared to other north-eastern states. Moreover, female participation in workforce is just 28 percent which is much lower than other north-eastern states. Not only this, the female is much higher than the male unemployment rate. This generates substantial gender disparities and depending burden on the earning member of the family. There is an urgent need to actively absorb the existing labour force and lower gender disparities as it will mitigate dependency burden and facilitate to raise the standard of living of the people. It is normally observed that during structural transformation of an economy there is a gradual shift from agriculture to non-agriculture activities and more recently among from industry to services sector of the economy. However, in Tripura agricultural sector contributed the most almost till the end of 1980s, thereafter Net Domestic Product of Tripura was dominated by the share of the services sector. Industrial sector continued to lag behind whatever little industrial development that has taken place in Tripura, it is mostly in the unorganized sector where OAME dominate over other forms of enterprises. Most of these enterprises relate to wood, food and non-metallic mineral products. In order to develop industrial sector there is a need to expand manufacturing activities so as to cover certain potential areas like wool, silk, man-made fiber, textile and textile products, paper and paper products, leather and chemical. The overall sectoral pattern of employment in Tripura is not different from the sectoral pattern of growth with agricultural sector dominating the economy almost until the beginning of 1990s. Thereafter, expansion of services sector has been quite impressive with employment elasticity increasing significantly in this sector. Despite this, the urban unemployment in Tripura is high and that employment elasticity in agricultural sector is declining. There is a need for additional investment in agriculture and allied activities. For lowering the incidence of unemployment among females there is a need for expanding intensive vocational training for females so that they can start there own manufacturing enterprises. HUMAN RESOURCE DEVELOPMENT Major Findings : Conceptually human development represents people’s entitlements and actual attainments in the crucial aspects of their lives: education, health and livelihoods. In other words, it is the resultant of the sum of outcomes relating to schooling, health services, and quality of care, life expectancy, nutrition level and income. Ideologically, human development implies the “process of enlarging people’s choices” the important choices are those that enable one to lead a long and healthy life and to enjoy the decent standard of living. Human development essentially includes the expansion of enabling opportunities such as education and improving the capabilities of the people. While defining human capabilities we must emphasize upon the process of learning that is expected to take place in primary and secondary school. In terms of analyzing whether human capabilities are increasing or not, it is essential that we must understand what children are able to learn at each level in the education system. The major components of human development are always expressed in terms of composite indices viz, the Human Development Index (HDI), Gender Development Index (GDI), Gender Empowerment Measure (GEM) and Human Poverty Index (HPI). In the field of education Tripura presents a mixed picture of plenty and poverty, of wide spread development accompanied by pockets of deprivation. There is no denial about the fact that there has been impressive expansion of schooling opportunities of people but quality of education has been always looked down upon. Moreover, ehile excess to schooling is high in the state, dropout levels also high. Moderatlyh rising higher secondary and college enrolment is accompanied by poor rates of success in both primary and secondary school examinations. Significantly, limited information is publicly available about how many children is school have learned as compared to what they are expected to learn. Undoubtedly, the state Government is making every possible effort to upgrade learning levels of students at least for elementary education through intensive in service teacher training, modern textbooks and innovative curriculum. A similar action plan needs to be design and executed for secondary education as well with high commitment of resources than is visible right now. The strategy for sustainable and strong foundation of human development of Tripura is possible when all adults are literate and all children are in school. It has been observed that the level of overall literacy (2001) is higher in the state of Tripura (74 per cent) as compared to India as a whole (65 per cent) other north eastern states except Mizoram. The female literacy has also been noticed to be higher in Tripura (65 per cent) than India and most of the other north–eastern states. As the present level of literacy in the state of Tripura is 74 per cent, there is a gap of 26 per cent for achieving 100% literacy. Among female population aged 6– 17 years, the percentage of those attending school in the state of Tripura is 83 percent as against 66 per cent in India. There is large number of habituating in the state without any primary school in the habitation itself. The percentage of population educated upto high school and above has been higher in India than Tripura. The number of students in the University and other colleges of Tripura state is low if the size of total population is considered. The youth population who need university and college education is increasing in the state as a result of growth of total population for higher education. Presently, all colleges under the department of higher education are running with shortage of infrastructural facilities. For improving the quality of education in Tripura, the following points deserve special considerations: Methods of teachers training, school construction etc. need to be formulated in the light of new technologies. The Government must actively support the mission–mode programme of “Sarva–Shiksha Abhiyan” for the universalization of elementary education. Distance education accompanied by innovative schemes like hot lunch programmes and through state–of–the–art connectivity would be cost effective and can really contribute to the enhancement of the literacy rate. Higher education, general and technical must be connected with the