1IntroductionLong years ago we made a tryst with dest<strong>in</strong>y, and now the time comeswhen we shall redeem our pledge, not wholly or <strong>in</strong> full measure, but verysubstantially. At the stroke of the midnight hour, when the world sleeps,<strong>India</strong> will awake to life and freedom. A moment comes, which comes butrarely <strong>in</strong> history, when we step out from the old to the new, when an ageends, and when the soul of a nation, long suppressed, f<strong>in</strong>ds utterance. It isfitt<strong>in</strong>g that at this solemn moment we take the pledge of dedication to theservice of <strong>India</strong> and her people and to the still larger cause of humanity….That future is not one of ease or rest<strong>in</strong>g but of <strong>in</strong>cessant striv<strong>in</strong>g so thatwe may fulfil the pledges we have so often taken and the one we shalltake today. The service of <strong>India</strong> means the service of the millions whosuffer. It means the end<strong>in</strong>g of poverty and ignorance and disease and<strong>in</strong>equality of opportunity. The ambition of the greatest man of ourgeneration has been to wipe every tear from every eye. That may be beyondus, but as long as there are tears and suffer<strong>in</strong>g, so long our work will not beover. (Nehru 2003 1 )With these evocative words, an <strong>in</strong>dependent <strong>India</strong> began hertryst with dest<strong>in</strong>y. It is fitt<strong>in</strong>g that we celebrate the awaken<strong>in</strong>gof the <strong>India</strong>n economy and an era of faster annual growth byremember<strong>in</strong>g this pledge of service to the 1.2 billion-pluspopulation <strong>in</strong> diverse corners of <strong>India</strong>. This book is dedicatedto explor<strong>in</strong>g the contours of the day to day lives of <strong>India</strong>ns <strong>in</strong>2004 and 2005, nearly 60 years after this pledge was made.This search must acknowledge the achievements of the lastcentury as well as anticipate the challenges of the twenty-firstcentury. It must document the lived experiences of <strong>India</strong>nfamilies <strong>in</strong> cities and villages from Kashmir to Kanyakumarias they go about negotiat<strong>in</strong>g their daily lives <strong>in</strong> a globaliz<strong>in</strong>g<strong>India</strong>. In document<strong>in</strong>g the way they live, work, educate theirchildren, care for their aged parents, and deal with ill health,we seek to <strong>in</strong>fuse the development discourse with the livedexperiences of ord<strong>in</strong>ary people.We beg<strong>in</strong> by thank<strong>in</strong>g the 41,554 families <strong>in</strong> the <strong>India</strong><strong>Human</strong> <strong>Development</strong> Survey (IHDS) 2005, who openedtheir hearts and homes to strangers and shared details of theirdaily lives. The diversity of <strong>India</strong> demands that experiencesof <strong>India</strong>ns from remote parts of the North-East be heardalong with those <strong>in</strong> the crowded streets of old Delhi, andthose of Adivasi and Dalit labourers be heard side by sidewith those of the upwardly mobile middle class. A search fora human face for the nation demands that <strong>in</strong>dividuals notbe reduced to growth rates or poverty rates but that, <strong>in</strong>stead,their lives be seen <strong>in</strong> holistic terms. This study attempts tobalance compet<strong>in</strong>g goals of pa<strong>in</strong>t<strong>in</strong>g a broad panorama,without ignor<strong>in</strong>g the details, by rely<strong>in</strong>g on <strong>in</strong>terviews withmen, women, and children <strong>in</strong> the IHDS.Our narrative relies on the IHDS for empirical support.This survey was organized by the authors of this book, asa part of the collaboration between University of Marylandand National Council of Applied Economic Research(<strong>NCAER</strong>), New Delhi, with assistance from 24 organizationslocated throughout <strong>India</strong>. The survey, which <strong>in</strong>volved41,554 household <strong>in</strong>terviews <strong>in</strong> 1,503 villages and 971 urbanblocks <strong>in</strong> 33 states and union territories of <strong>India</strong> (Figure AI.1<strong>in</strong> Appendix I), was designed to be nationally representative.This survey builds on a prior survey conducted by <strong>NCAER</strong><strong>in</strong> 1993–4. This survey is unique <strong>in</strong> that it was designed tomeasure different dimensions of human development, witha particular emphasis on understand<strong>in</strong>g social <strong>in</strong>equalities.Unlike s<strong>in</strong>gle-topic surveys of health, labour market behaviour,or consumption patterns, it emphasized a variety of1Jawaharlal Nehru’s midnight address to the Constituent Assembly, 14–15 August 1947.
4 human development <strong>in</strong> <strong>in</strong>diatopics of <strong>in</strong>terest to a study of human development under as<strong>in</strong>gle rubric, provid<strong>in</strong>g us with a rich array of data for ourstudy.What does it mean to take a holistic perspective on peoples’lives? Past <strong>Human</strong> <strong>Development</strong> Reports have expandeddevelopment discourse beyond its focus on economic growthto consider human development and people’s basic needs,such as their standard of liv<strong>in</strong>g, education, and health care.It is now universally accepted that these different dimensionsof human development—livelihood, education, andhealth—play important roles <strong>in</strong> shap<strong>in</strong>g personal well be<strong>in</strong>g.However, these markers of <strong>in</strong>dividual well be<strong>in</strong>g are embedded<strong>in</strong> wider networks of family and k<strong>in</strong> groups, castes, tribes,and religious identities, the political economy of villages andtowns, and the direct and <strong>in</strong>direct actions of the state andcivic society.In this book, we seek to deepen this development discourse<strong>in</strong> four ways. First, while build<strong>in</strong>g on past discourseon human development, we seek to expand it by look<strong>in</strong>gbeyond basic <strong>in</strong>dicators to more complex evaluations ofhuman development. For example, we look not just at levelsof school enrolments, but at assessments of what is be<strong>in</strong>glearned. Second, recogniz<strong>in</strong>g the diversity of <strong>India</strong>n societyacross gender, caste, ethnicity, religion, <strong>in</strong>come, education,and region, we consistently disaggregate the human developmentoutcomes by each of these characteristics and try toground our discussion with<strong>in</strong> these differences. Third, weemphasize that <strong>in</strong>dividuals exist <strong>in</strong> a web of social networksand expand our discussion to exam<strong>in</strong>e how <strong>in</strong>dividuals arel<strong>in</strong>ked to the world around them. Contexts are importantfor each of the human development outcomes we consider.F<strong>in</strong>ally, a holistic perspective on people’s lived experiencesmust recognize how the separate dimensions of humandevelopment are <strong>in</strong>terrelated. Employment, education,health, and social networks must be addressed <strong>in</strong> separatechapters, but they do not exist as <strong>in</strong>dependent segments<strong>in</strong> people’s lives. A major advantage of a comprehensivesurvey like the IHDS is the ability to <strong>in</strong>vestigate these <strong>in</strong>terrelationships.COMPLEXITYWe seek to document patterns of human development at itsmost basic level <strong>in</strong> <strong>India</strong>n society. In accomplish<strong>in</strong>g this task,we try to refocus the rhetoric of development from basic <strong>in</strong>dicatorsof welfare to the new challenges fac<strong>in</strong>g <strong>India</strong> <strong>in</strong> thecom<strong>in</strong>g decades. For example, much has been atta<strong>in</strong>ed <strong>in</strong> thefield of education s<strong>in</strong>ce Independence. Although the literacyrate for elderly <strong>in</strong>dividuals aged 60 and older is barely 59per cent for men and 19 per cent for women, their grandchildrenaged between ten to fourteen boast of 92 per centliteracy among boys and 88 per cent among girls. It is time toset a higher bar, and focus on school quality and functionalskills. So, <strong>in</strong> addition to ask<strong>in</strong>g about enrolment rates, IHDSalso gave the eight to eleven olds simple tests of read<strong>in</strong>g,arithmetic, and writ<strong>in</strong>g. We also asked about English fluencyand computer skills.A second example is found <strong>in</strong> our analysis of employment.Rates of employment and sectoral location rema<strong>in</strong>important <strong>in</strong>dicators of <strong>in</strong>dividual and family position.But to understand how <strong>India</strong>n families manage the opportunitiesand risks of the modern economy, we need to lookalso at how families, and even <strong>in</strong>dividuals, diversify theiremployment patterns across sectors, comb<strong>in</strong><strong>in</strong>g agriculturaland non-agricultural labour or cultivation with privatebus<strong>in</strong>ess.A f<strong>in</strong>al example of the need to expand past approachesto human development is the IHDS measurement of economicposition. Excellent measures of consumption levelshave been available from the National Sample Survey (NSS)for years. More abbreviated measures of economic stand<strong>in</strong>g,based on household possessions, have been well developedby the National Family Health Survey (NFHS). The IHDS<strong>in</strong>cluded adaptations of both these measures. But whileconsumption expenditures and household possessions canprovide good estimates of levels of economic well be<strong>in</strong>g,they say little about how households came to their currenteconomic position. Income measures are necessary for abetter understand<strong>in</strong>g of the sources of poverty or economicsuccess. The IHDS provides the most comprehensive data,yet, available on <strong>India</strong>n <strong>in</strong>comes.INEQUALITYVariations <strong>in</strong> all these markers of well be<strong>in</strong>g are consistentlymapped across cleavages <strong>in</strong> <strong>India</strong>n society, based on gender,caste, religion, class, and place of residence. Similar tablesat the end of each chapter show variations <strong>in</strong> each type ofhuman development.While amelioration of these <strong>in</strong>equalities has been at thecore of the nationalist agenda <strong>in</strong> twentieth century <strong>India</strong>, thesuccess of these efforts has often been disappo<strong>in</strong>t<strong>in</strong>g. Evenwell mean<strong>in</strong>g policies often fail due to poor implementation.For example, <strong>in</strong> spite of <strong>in</strong>creas<strong>in</strong>g efforts at reduc<strong>in</strong>geducational <strong>in</strong>equalities <strong>in</strong> school enrolments, IHDS datadocuments substantial differences <strong>in</strong> read<strong>in</strong>g, writ<strong>in</strong>g, andarithmetic skills between children of various socio-religiousgroups. Dalit, Adivasi, and Muslim children read at lowerlevels and can complete fewer basic arithmetic tasks thantheir forward caste brothers and sisters, even those withidentical school atta<strong>in</strong>ments.Additionally, external forces <strong>in</strong> a now global world posechallenges that risk un<strong>in</strong>tentional widen<strong>in</strong>g of <strong>in</strong>equalities.Analyses, presented <strong>in</strong> the chapter on employment, <strong>in</strong>dicatethat Adivasis are far more likely to be employed <strong>in</strong> agriculturethan other socio-religious communities. Consequently,
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employment 53Table A.4.3a: Type of
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employment 55Table A.4.3b: Statewis
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employment 57Table A.4.4b: Statewis
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employment 59Table A.4.5b: Statewis
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household assets and amenities 61WA
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household assets and amenities 63Bo
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household assets and amenities 65Fi
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household assets and amenities 67an
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household assets and amenities 69Bo
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household assets and amenities 71Ta
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6EducationThe chapters on income (C
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education 77Figure 6.1aSource: IHDS
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education 7995 per cent children ag
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education 81Figure 6.3 Educational
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education 836-14 year old, about 40
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education 85in a lose-lose situatio
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education 87society. Arithmetic ski
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education 89Table A.6.2aDiscontinua
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education 91Table A.6.3a Schooling
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education 93Table A.6.4a Reading, W
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education 95Table A.6.5a Skill Leve
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7Health and Medical CareThroughout
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health and medical care 99Box 7.1Al
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health and medical care 101Figure 7
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health and medical care 103Source:
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health and medical care 105Figure 7
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health and medical care 107Medical
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health and medical care 109Sixty ni
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health and medical care 111increase
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health and medical care 113Figure 7
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health and medical care 115Box 7.3T
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health and medical care 117Table A.
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health and medical care 119Table A.
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health and medical care 121Table A.
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8Child Well-beingThe well-being of
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child well-being 127privileged and
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child well-being 129Source: IHDS 20
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child well-being 131age. Our result
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child well-being 133Table A.8.1a In
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child well-being 135Table A.8.2bSta
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child well-being 137Table A.8.3bSta
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well-being of the older population
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well-being of the older population
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well-being of the older population
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well-being of the older population
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well-being of the older population
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gender and family dynamics 149Not s
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gender and family dynamics 151withi
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gender and family dynamics 153monet
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gender and family dynamics 155DISCU
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gender and family dynamics 157Table
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gender and family dynamics 159Table
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gender and family dynamics 161Table
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gender and family dynamics 163Table
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gender and family dynamics 165Table
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gender and family dynamics 167Table
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11Social Integration and ExclusionT
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social integration and exclusion 17
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social integration and exclusion 17
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social integration and exclusion 17
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social integration and exclusion 17
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social integration and exclusion 18
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villages in a global world 183mean
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villages in a global world 185Table
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villages in a global world 187Table
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villages in a global world 189Table
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villages in a global world 191Table
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villages in a global world 193Figur
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13Social Safety Nets in IndiaPublic
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social safety nets in india 199Anty
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social safety nets in india 201THE
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social safety nets in india 203HIGH
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social safety nets in india 205(Tab
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14ConclusionI was again on a great
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conclusion 209enrolment, it also un
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conclusion 211availability of work
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Appendix I—IHDS: The DesignOne of
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appendix i 215Figure AI.2 India Hum
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appendix i 217Table AI.1Statewise D
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appendix i 219(Table AI.2 contd )Ne
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appendix i 221developed for NSS emp
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Appendix II—Chapter Organization
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appendix ii 225(Table AII.1 contd )
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appendix ii 227will often require t
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BibliographyAbbas, A.A. and G.J. Wa
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ibliography 231Blyn, G. (1966). Agr
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ibliography 233Malik, S. (1979). So