Investment in education is essential for sustainable development
Economic development is closely associated
with poverty reduction in many countries. It is also believed that
increased income levels lead to improved health, education and living
standards. However, development experiences show that there is no
automatic link between increased per capita income and reduction in
poverty levels. Absolute poverty is a condition of life characterised
by malnutrition, illiteracy and diseases beneath any reasonable
definition of human decency (World Bank 1980). Poverty not only
reflects an impoverished state in which people live but also a lack of
opportunity to choose other types of living and lack of capacity to
choose even when opportunities are available. Poverty is ultimately a
matter of capability deprivation (Amartya Sen 1990).
In India, reduction of poverty has been one of the major concerns of development planning. The elimination of substantial famines in the post-independence period is a reflection of successful efforts to reduce poverty. Poverty in India is measured in terms of ‘poverty line’ which is based on an absolute minimum level of per capita consumption. In the 60s, the poverty line was estimated on the basis of expenditure required for minimum food intake: 2,400 calories in rural areas and 2,100 calories in the urban areas. Based on this norm, it was estimated that Rs 20 per person in rural areas and Rs 25 per person in urban areas are the least necessary monthly incomes to partake the basic calorie requirements.
Indian planners, it seems, believed in the initial stages that economic growth will have a trickle-down effect on poverty. However, it was soon recognised that poverty reduction may not be possible in the near future if we rely only on a top-down approach. Hence, programmes directly addressing the issue of poverty were envisaged as part of the planning process itself. The anti-poverty programmes that gained momentum in the 70s are a reflection of this changing strategy. The integrated rural development programmes aimed at the creation of assets and employment in rural areas. The National Rural Employment Programme (NREP) and Rural Labour Employment Guarantee Programme (RLEGP) are two such examples of anti-poverty initiatives. All such efforts were to reduce poverty through income-generating strategies. In other words, poverty reduction is seen essentially as a process of enhancing income levels of the poor. This means it is not a sustainable method to eradicate poverty.
Development now is defined in terms of human development. ‘Human Development is the end – economic growth is the means’ (UNDP 1996). Literacy and education have a direct role in human development and are instrumental in facilitating other achievements. Investments in the social sector in developing countries lead to higher literacy rates and higher enrolment rates. For example, between 1970 and 1993 literacy rates in less developed countries increased by half, from 43% to 61%. South Asia has the lowest level (49%) of literacy as against Latin America where the literacy rate is 86%. Similarly, between 1961 and 1991 Net Enrolment Ratios (NET) in developing countries increased from 48% to 77% (UNDP 1996).
It is now recognised that literacy and education enhance human capabilities. Hence, efforts to reduce and ultimately eliminate illiteracy lead to human development in the short run and poverty reduction in the long run. However, India’s record on this count is far from satisfactory. India’s success in removing poverty, ignorance, disease and inequality of opportunities has been even markedly less substantial than that of many other countries. And in one particular field – elementary education – India stands considerably behind the average of the poorest countries in the world (Dreze and Sen 1995: 3). Various ways of making the economy sustainable can be introduced in the school or literacy curriculum. The teaching-learning method is a vital way to sensitise people to this issue.
At present provision of education and health facilities are seen as part of some anti-poverty programmes in India. While the long term contribution of education to poverty reduction is accepted, direct intervention in education as part of anti-poverty programmes is less emphasised. Investments in education in the recent past have, however, increasingly targeted primary education and adult literacy programmes that benefit the poor. The flows of external funds to primary education in the 90s have also contributed to an increase in total investment in primary education.
The relationship between education and sustainable development is complex. General research shows that basic education is key to a nation’s ability to develop and achieve sustainability targets. Research has shown that education can improve agriculture productivity, enhance the status of women, reduce population growth rates, enhance environmental protection, and generally raise the standard of living. But the relationship is not linear. For example, four to six years of education is the minimum threshold for increasing agricultural productivity. Literacy and numeration allow farmers to adopt new agricultural methods, take risks and respond to market signals. A basic education also helps farmers gain title to their land and apply for credit at banks and other lending institutions. Moreover, education benefits women in life-altering ways. Education thus directly affects sustainability plans in three ways: implementation, decision making and improving the quality of life.
Sustainable human development is people-centered and implies that patterns of development should be sustained in the future as well; what is does not envisage is the perpetuation of existing inequities in the future. The essence of sustainable development is that everyone should have equal access to development opportunities in the present and in future (UNDP 1994). Therefore investments in education should be perceived from this angle. There is a need to closely scrutinise project approaches and activities that have directly linked poverty reduction with sustainable development.
Source: http://southasia.oneworld.net/article/view/148768/1/
In India, reduction of poverty has been one of the major concerns of development planning. The elimination of substantial famines in the post-independence period is a reflection of successful efforts to reduce poverty. Poverty in India is measured in terms of ‘poverty line’ which is based on an absolute minimum level of per capita consumption. In the 60s, the poverty line was estimated on the basis of expenditure required for minimum food intake: 2,400 calories in rural areas and 2,100 calories in the urban areas. Based on this norm, it was estimated that Rs 20 per person in rural areas and Rs 25 per person in urban areas are the least necessary monthly incomes to partake the basic calorie requirements.
Indian planners, it seems, believed in the initial stages that economic growth will have a trickle-down effect on poverty. However, it was soon recognised that poverty reduction may not be possible in the near future if we rely only on a top-down approach. Hence, programmes directly addressing the issue of poverty were envisaged as part of the planning process itself. The anti-poverty programmes that gained momentum in the 70s are a reflection of this changing strategy. The integrated rural development programmes aimed at the creation of assets and employment in rural areas. The National Rural Employment Programme (NREP) and Rural Labour Employment Guarantee Programme (RLEGP) are two such examples of anti-poverty initiatives. All such efforts were to reduce poverty through income-generating strategies. In other words, poverty reduction is seen essentially as a process of enhancing income levels of the poor. This means it is not a sustainable method to eradicate poverty.
Development now is defined in terms of human development. ‘Human Development is the end – economic growth is the means’ (UNDP 1996). Literacy and education have a direct role in human development and are instrumental in facilitating other achievements. Investments in the social sector in developing countries lead to higher literacy rates and higher enrolment rates. For example, between 1970 and 1993 literacy rates in less developed countries increased by half, from 43% to 61%. South Asia has the lowest level (49%) of literacy as against Latin America where the literacy rate is 86%. Similarly, between 1961 and 1991 Net Enrolment Ratios (NET) in developing countries increased from 48% to 77% (UNDP 1996).
It is now recognised that literacy and education enhance human capabilities. Hence, efforts to reduce and ultimately eliminate illiteracy lead to human development in the short run and poverty reduction in the long run. However, India’s record on this count is far from satisfactory. India’s success in removing poverty, ignorance, disease and inequality of opportunities has been even markedly less substantial than that of many other countries. And in one particular field – elementary education – India stands considerably behind the average of the poorest countries in the world (Dreze and Sen 1995: 3). Various ways of making the economy sustainable can be introduced in the school or literacy curriculum. The teaching-learning method is a vital way to sensitise people to this issue.
At present provision of education and health facilities are seen as part of some anti-poverty programmes in India. While the long term contribution of education to poverty reduction is accepted, direct intervention in education as part of anti-poverty programmes is less emphasised. Investments in education in the recent past have, however, increasingly targeted primary education and adult literacy programmes that benefit the poor. The flows of external funds to primary education in the 90s have also contributed to an increase in total investment in primary education.
The relationship between education and sustainable development is complex. General research shows that basic education is key to a nation’s ability to develop and achieve sustainability targets. Research has shown that education can improve agriculture productivity, enhance the status of women, reduce population growth rates, enhance environmental protection, and generally raise the standard of living. But the relationship is not linear. For example, four to six years of education is the minimum threshold for increasing agricultural productivity. Literacy and numeration allow farmers to adopt new agricultural methods, take risks and respond to market signals. A basic education also helps farmers gain title to their land and apply for credit at banks and other lending institutions. Moreover, education benefits women in life-altering ways. Education thus directly affects sustainability plans in three ways: implementation, decision making and improving the quality of life.
Sustainable human development is people-centered and implies that patterns of development should be sustained in the future as well; what is does not envisage is the perpetuation of existing inequities in the future. The essence of sustainable development is that everyone should have equal access to development opportunities in the present and in future (UNDP 1994). Therefore investments in education should be perceived from this angle. There is a need to closely scrutinise project approaches and activities that have directly linked poverty reduction with sustainable development.
Source: http://southasia.oneworld.net/article/view/148768/1/