HUMAN CAPITAL F IN Incert.nic.in/textbook/pdf/keec105.pdf · HUMAN CAPITAL FORMATION IN INDIA 87 The concept of physical capital is the base for conceptualising human capital. There

82 INDIAN ECONOMIC DEVELOPMENT

After studying this chapter, the learners will understand

• the concepts of Human Resource, Human Capital Formation and HumanDevelopment

• the links between investment in human capital, economic growth andhuman development

• the need for government spending on education and health

• the state of India’s educational attainment.

HUMAN CAPITAL

FORMATION IN INDIA

5

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83HUMAN CAPITAL FORMATION IN INDIA

5.1 INTRODUCTION

Think of one factor that has made agreat difference in the evolution ofmankind. Perhaps it is man’s capacityto store and transmit knowledgewhich he has been doing throughconversation, through songs andthrough elaborate lectures. But mansoon found out that we need a gooddeal of training and skill to do thingsefficiently. We know that the labourskill of an educated person is morethan that of an uneducated personand hence the former is able to generate

more income than the latter and hiscontribution to economic growth is,consequently, more.

Education is sought not only as itconfers higher earning capacity onpeople but also for its other highlyvalued benefits: it gives one a bettersocial standing and pride; it enablesone to make better choices in life; itprovides knowledge to understand thechanges taking place in society; it alsostimulates innovations. Moreover,the availability of educated labourforce facilitates adaptation of new

“... the wisdom of expending public and private funds on education is not to bemeasured by its direct fruits alone. It will be profitable as a mere investment,to give the masses of people much greater opportunities than they can generallyavail themselves of. For by this means many, who would have died unknown,are enabled to get the start needed for bringing out their latent abilities”.

Alfred Marshall

Fig. 5.1 Adequate education and training to farmers can raise productivity in farms

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technologies. Economists have stressedthe need for expanding educationalopportunities in a nation as itaccelerates the development process.

5.2 WHAT IS HUMAN CAPITAL?

Just as a country can turn physicalresources like land into physicalcapital like factories, similarly, it canalso turn human resources likenurses, farmers, teachers, studentsinto human capital like engineers anddoctors. Societies need sufficienthuman capital in the first place —inthe form of competent people who havethemselves been educated and trainedas professors and other professionals.In other words, we need good humancapital to produce other human capital(say, nurses, farmers, teachers,doctors, engineers...). This means thatwe need investment in human capitalto produce more human capital out ofhuman resources.

Let us understand a little more ofwhat human capital means by posingthe following questions :

(i) What are the sources of humancapital?

(ii) Is there any relation betweenhuman capital and economicgrowth of a country?

(iii) Is the formation of humancapital linked to man’s all-rounddevelopment or, as it is now called,human development?

(iv) What role can the governmentplay in human capital formationin India?

5.3 SOURCES OF HUMAN CAPITAL

Investment in education is consideredas one of the main sources of humancapital. There are several other sourcesas well. Investments in health, on- the-job training, migration and informationare the other sources of human capitalformation.

Why do your parents spend moneyon education? Spending on education

by individuals is similar to spendingon capital goods by companies withthe objective of increasing futureprofits over a period of time. Likewise,individuals invest in education with theobjective of increasing their futureincome.

Like education, health is alsoconsidered as an important input forthe development of a nation as muchas it is important for the developmentof an individual.

Who can work better —a sickperson or a person with sound health?A sick labourer without access tomedical facilities is compelled toabstain from work and there is loss ofproductivity. Hence, expenditure onhealth is an important source ofhuman capital formation.

Work This Out

Ø Take three families fromdifferent strata (i) very poor(ii) middle class and (iii)affluent. Study theexpenditure pattern of thefamilies on education ofmale and female children.

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Preventive medicine(vaccination), curativemedicine (medicalintervention duringillness), social medi-cine (spread of healthliteracy) and provisionof clean drinking waterand good sanitation

are the various forms of healthexpenditures. Health expendituredirectly increases the supply of healthylabour force and is, thus, a source ofhuman capital formation.

Firms spend ongiving on-the-job-training totheir workers.This may takedifferent forms:one, the workersmay be trained

in the firm itself under the supervisionof a skilled worker; two, the workersmay be sent for off-campus training.In both these cases firms incur someexpenses. Firms will, thus, insist thatthe workers should work for a specificperiod of time, after their on-the-jobtraining, during which it can recoverthe benefits of the enhancedproductivity owing to the training.Expenditure regarding on-the-jobtraining is a source of human capitalformation as the return of suchexpenditure in the form of enhancedlabour productivity is more than thecost of it.

People migrate in search of jobsthat fetch them higher salaries thanwhat they may get in their native

places. Unemployment is the reasonfor the rural-urban migration in India.Technically qualified persons, likeengineers and doctors, migrate to othercountries because of higher salariesthat they may get in such countries.Migration in both these cases involvescost of transport, higher cost of livingin the migrated places and psychiccosts of living in a strange socio-cultural setup. The enhanced earningsin the new place outweigh the costs ofmigration; hence, expenditure onmigration is also a source of humancapital formation.

People spend to acquireinformation relating to the labourmarket and other markets likeeducation and health. For example,people want to know the level of salariesassociated with various types of jobs,whether the educational institutionsprovide the right type of employableskills and at what cost. This informationis necessary to make decisionsregarding investments in human capitalas well as for efficient utilisation of theacquired human capital stock.Expenditure incurred for acquiringinformation relating to the labourmarket and other markets is also asource of human capital formation.

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Box 5.1: Physical and Human Capital

Both the forms of capital formation are outcomes of conscious investment decisions.Decision regarding investment in physical capital is taken on the basis of one’s knowledgein this regard. The entrepreneur possesses knowledge to calculate the expected rates ofreturn to a range of investments and then rationally decides which one of theinvestments should be made. The ownership of physical capital is the outcome of theconscious decision of the owner — the physical capital formation is mainly an economicand technical process. A substantial part of the human capital formation takes placein one’s life when she/he is unable to decide whether it would maximise her/his earnings.Children are given different types of school education and health care facilities by theirparents and the society. The peers, educators and society influence the decisionsregarding human capital investments even at the tertiary level, that is, at the collegelevel. Moreover, the human capital formation at this stage is dependent upon the alreadyformed human capital at the school level. Human capital formation is partly a socialprocess and partly a conscious decision of the possessor of the human capital.

You know that the owner of a physical capital, say a bus, need not be present inthe place where it is used; whereas, a bus-driver, who possesses the knowledge andability to drive the bus, should be present when the bus is used for transportation ofpeople and materials. Physical capital is tangible and can be easily sold in the marketlike any other commodity. Human capital is intangible; it is endogenously built in thebody and mind of its owner. Human capital is not sold in the market; only the servicesof the human capital are sold and, hence, there arises the necessity of the owner of thehuman capital to be present in the place of production. The physical capital isseparable from its owner, whereas, human capital is inseparable from its owner.

The two forms of capital differ in terms of mobility across space. Physical capital iscompletely mobile between countries except for some artificial trade restrictions. Humancapital is not perfectly mobile between countries as movement is restricted by nationalityand culture. Therefore, physical capital formation can be built even through imports,whereas human capital formation is to be done through conscious policy formulationsin consonance with the nature of the society and economy and expenditure by thestate and the individuals.

Both forms of capital depreciate with time but the nature of depreciation differsbetween the two. Continuous use of machine leads to depreciation and change oftechnology makes a machine obsolete. In the case of human capital, depreciation takesplace with ageing but can be reduced, to a large extent, through continuous investmentin education, health, etc. This investment also facilitates the human capital to copewith change in technology which is not the case with physical capital.

Nature of benefits flowing from human capital are different from that of physicalcapital. Human capital benefits not only the owner but also the society in general. Thisis called external benefit. An educated person can effectively take part in a democraticprocess and contribute to the socio-economic progress of a nation. A healthy person,by maintaining personal hygiene and sanitation, stops the spread of contagious diseasesand epidemics. Human capital creates both private and social benefits, whereas physicalcapital creates only private benefit. That is, benefits from a capital good flow to thosewho pay the price for the product and services produced by it.

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The concept of physical capital isthe base for conceptualising humancapital. There are some similaritiesbetween the two forms of capital; thereare some striking dissimilarities aswell. See Box 5.1.

Human Capital and EconomicGrowth: Who contributes more tonational income — a worker in a factoryor a software professional? We knowthat the labour skill of an educatedperson is more than that of anuneducated person and that the formergenerates more income than the latter.Economic growth means the increasein real national income of a country;naturally, the contribution of theeducated person to economic growth ismore than that of an illiterate person. Ifa healthy person could provide

uninterrupted labour supply for alonger period of time, then health is alsoan important factor for economicgrowth. Thus, both education andhealth, along with many other factorslike on-the-job training, job marketinformation and migration, increase an

Fig. 5.2 Creating human capital: a school being run in make shift premises in Delhi

Look at Fig. 5.2and discuss.

(a) What are the advantages ofhaving proper ‘classroom’?

(b) Do you think the childrengoing to this schol arereceiving quality education?

(c) Why these schools do nothave buildings?

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individual’s income generatingcapacity.

This enhanced productivity ofhuman beings or human capitalcontributes substantially not onlytowards increasing labour productivitybut also stimulates innovationsand creates ability to absorb newtechnologies. Education providesknowledge to understand changes insociety and scientific advancements,thus, facilitate inventions andinnovations. Similarly, the availabilityof educated labour force facilitatesadaptation to new technologies.

Empirical evidence to prove thatincrease in human capital causeseconomic growth is rather nebulous.This may be because of measurementproblems. For example, educationmeasured in terms of years ofschooling, teacher-pupil ratio andenrolment rates may not reflect thequality of education; health servicesmeasured in monetary terms, lifeexpectancy and mortality rates maynot reflect the true health status of thepeople in a country. Using theindicators mentioned above, ananalysis of improvement in educationand health sectors and growth in realper capita income in both developingand developed countries shows thatthere is convergence in the measuresof human capital but no sign ofconvergence of per capita real income.In other words, the human capitalgrowth in developing countries hasbeen faster but the growth of per capitareal income has not been that fast.There are reasons to believe that the

causality between human capital andeconomic growth flows in eitherdirections. That is, higher incomecauses building of high level of humancapital and vice versa, that is, high levelof human capital causes growth ofincome.

India recognised the importance ofhuman capital in economic growthlong ago. The Seventh Five Year Plansays, “Human resources development(read human capital) has necessarilyto be assigned a key role in anydevelopment strategy, particularly ina country with a large population.Trained and educated on sound lines,a large population can itself becomean asset in accelerating economicgrowth and in ensuring social changein desired directions.”

It is difficult to establish a relationof cause and effect from the growth ofhuman capital (education and health)to economic growth but we can see in

Fig. 5.3 Scientific and technical manpower: a richingredient of human capital

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Table 5.1 that these sectors have grownsimultaneously. Growth in each sectorprobably has reinforced the growth ofevery other sector.

The Draft National EducationPolicy 2019 states that “India aspiresto take its place beside the UnitedStates and China as the third largesteconomy by 2030-2032… India is thesixth largest economy now and we willreach five trillion economy in five-seven

years taking us to fourth or fifthposition. By 2030-2032 we will be thethird largest economy at over tentrillion. Our ten trillion economy willnot be driven by natural resources, butby knowledge resources. We have notlooked ahead into the implications ofbeing the world’s third largesteconomy. It will be a totally differentenvironment. Ecosystems force us tothink differently, and achieving thismilestone will have ramifications all

across the country. Are weready to take our placebesides the USA and Chinaas the top three largesteconomies of the world andbe confident of sustaining itin the following years? To dothis, we will need a knowledgesociety based on a robusteducation system, with allthe requisite attributes andcharacteristics in the contextof changes in knowledgedemands, technologies, andthe way in which society lives

TABLE 5.1

Select Indicators of Development in Education and Health Sectors

Particulars 1951 1981 1991 2001 2016-17

Real Per Capita Income (in Rs) 7,651 12,174 15,748 23,095 77,659

Crude Death 25.1 12.5 9.8 8.1 6.3Rate (Per 1,000 Population)

Infant Mortality Rate 146 110 80 63 33

Life Expectancy 37.2 54.1 59.7 63.9 67at Birth (in Years)

36.2 54.7 60.9 66.9 70

16.67 43.57 52.21 65.20 76

Female

Male

Literacy Rate (%)

Source: Economic Survey for various years, Ministry of Finance, Government of India.

Fig. 5.4 Job on hand: transforming India into a knowledgeeconomy

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and works.” This policy vision suggestshow human capital formation in Indiawill move its economy to a highergrowth trajectory.

5.4 HUMAN CAPITAL AND HUMAN

DEVELOPMENT

The two terms sound similar but thereis a clear distinction between them.Human capital considers education andhealth as a means to increase labourproductivity. Human development isbased on the idea that education andhealth are integral to human well-beingbecause only when people have theability to read and write and the abilityto lead a long and healthy life, theywill be able to make other choiceswhich they value. Human capitaltreats human beings as a means toan end; the end being the increasein productivity. In this view, anyinvestment in education and health isunproductive if it does not enhanceoutput of goods and services. In thehuman development perspective,human beings are ends in themselves.

Human welfare should be increasedthrough investments in education andhealth even if such investments do notresult in higher labour productivity.Therefore, basic education and basichealth are important in themselves,irrespective of their contribution tolabour productivity. In such a view,every individual has a right to get basiceducation and basic health care, thatis, every individual has a right to beliterate and lead a healthy life.

Box 5.2: India as a Knowledge Economy

The Indian software industry has been showing an impressive record over thepast two decades. Entrepreneurs, bureaucrats and politicians are nowadvancing views about how India can transform itself into a knowledge-basedeconomy by using information technology (IT). There have been some instancesof villagers using e-mail which are cited as examples of such transformation.Likewise, e-governance is being projected as the way of the future. The valueof IT depends greatly on the existing level of economic development. Do youthink IT - based services in rural areas will lead to human development?Discuss.

Work This Out

Ø If a construction worker,maid-servant, dhobi or apeon in school has absentedherself/himself for long dueto ill health, find out how ithas affected her/his

(i) job security

(ii) wage/salary

What could be the possiblereasons?

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5.5 STATE OF HUMAN CAPITAL

FORMATION IN INDIA

In this section we are going to analysehuman capital formation in India. Wehave already learnt that humancapital formation is the outcomeof investments in education, health,on-the-job training, migration andinformation. Of these education andhealth are very important sources ofhuman capital formation. We knowthat India is a federal country with aunion government, state governmentsand local governments (MunicipalCorporations, Municipalities andVillage Panchayats). The Constitutionof India mentions the functions tobe carried out by each level ofgovernment. Accordingly, expendi-tures on both education and health areto be carried out simultaneously by allthe three tiers of the government.Analysis of health sector is taken upin Chapter 8; hence, we will analyseonly the education sector here.

Do you know who takes care ofeducation and health in India? Before wetake up the analysis of the educationsector in India, we will look into the needfor government intervention in educationand health sectors. We do understandthat education and health care servicescreate both private and social benefits andthis is the reason for the existence of bothprivate and public institutions in theeducation and health service markets.Expenditures on education and healthmake substantial long-term impact andthey cannot be easily reversed; hence,government intervention is essential. Forinstance, once a child is admitted to a

school or health care centre where therequired services are not provided, beforethe decision is taken to shift the child toanother institution, substantial amountof damage would have been done.Moreover, individual consumers ofthese services do not have completeinformation about the quality of servicesand their costs. In this situation, theproviders of education and healthservices acquire monopoly power and areinvolved in exploitation. The role ofgovernment in this situation is to ensurethat the private providers of theseservices adhere to the standardsstipulated by the government and chargethe correct price.

In India, the ministries ofeducation at the union and state level,departments of education and variousorganisations like National Council ofEducational Research and Training(NCERT), University Grants Commission(UGC) and All India Council ofTechnical Education (AICTE) facilitateinstitutions which come under theeducation sector. Similarly, theministries of health at the union andstate level, departments of health andvarious organisations like NationalMedical Commission and IndianCouncil for Medical Research (ICMR)facilitate institutions which come underthe health sector.

In a developing country like India,with a large section of the populationliving below the poverty line, manypeople cannot afford to access basiceducation and health care facilities.Moreover, a substantial sectionof India’s population cannot afford

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to reach super specialty health careand higher education. Furthermore,when basic education and health careis considered as a right of the citizens,then it is essential that the governmentshould provide education and healthservices free of cost for the deservingcitizens and those from the sociallyoppressed classes. Both, the union andstate governments, have been steppingup expenditures in the educationsector over the years in order to fulfilthe objective of attaining cent per centliteracy and considerably increase theaverage educational attainment ofIndians.

the development of education inthe country. During 1952-2014,education expenditure as percentageof total government expenditureincreased from 7.92 to 15.7 and aspercentage of GDP increased from0.64 to 4.13. Throughout this periodthe increase in education expenditurehas not been uniform and there hasbeen irregular rise and fall. To this ifwe include the private expenditureincurred by individuals and byphilanthropic institutions, the totaleducation expenditure should bemuch higher.

Elementary education takes a majorshare of total education expenditureand the share of the higher/tertiaryeducation (institutions of higherlearning like colleges, polytechnics anduniversities) is the least. Though, on anaverage, the government spends less ontertiary education, ‘expenditure perstudent’ in tertiary education is higherthan that of elementary. This does notmean that financial resources should betransferred from tertiary education toelementary education. As we expandschool education, we need moreteachers who are trained in the highereducational institutions; therefore,expenditure on all levels of educationshould be increased.

In 2014-15, the per capita publicexpenditure on elementary educationdiffers considerably across states fromas high as Rs 34,651 in HimachalPradesh to as low as Rs 4088 in Bihar.This leads to differences in educationalopportunities and attainments acrossstates.

5.6 EDUCATION SECTOR IN INDIA

Growth in Government Expenditureon Education: Do you know howmuch the government spends oneducation? This expenditure by thegovernment is expressed in two ways(i) as a percentage of ‘total governmentexpenditure’ (ii) as a percentage ofGross Domestic Product (GDP).

The percentage of ‘educationexpenditure of total governmentexpenditure’ indicates the importanceof education in the scheme ofthings before the government. Thepercentage of ‘education expenditureof GDP’ expresses how much ofpeople’s income is being committed to

Work This Out

Ø Identify the objectives and

functions of NCERT, UGC,AICTE and ICMR.

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One can understand theinadequacy of the expenditure oneducation if we compare it with thedesired level of education expenditureas recommended by the variouscommissions. About 55 years ago, theEducation Commission (1964–66) hadrecommended that at least 6 per centof GDP be spent on education so as tomake a noticeable rate of growth ineducational achievements. The TapasMajumdar Committee, appointed bythe Government of India in 1999,estimated an expenditure of around Rs

1.37 lakh crore over 10 years(1998-99 to 2006-07) tobring all Indian children inthe age group of 6-14 yearsunder the purview of schooleducation. Compared to thisdesired level of educationexpenditure of around 6 percent of GDP, the current levelof a little over 4 per cent hasbeen quite inadequate. Inprinciple, a goal of 6 per centneeds to be reached—this hasbeen accepted as a must for

the coming years. In 2009, theGovernment of India enacted the Rightof Children to Free and CompulsoryEducation Act to make free educationa fundamental right of all children inthe age group of 6-14 years.

Government of India has alsostarted levying a 2 per cent ‘educationcess’ on all Union taxes. The revenuesfrom education cess has beenearmarked for spending on elementaryeducation. In addition to this, thegovernment sanctions a large outlay forthe promotion of higher education and

Fig. 5.5 Investment in educational infrastructure is inevitable

Work These Out

Ø Prepare case studies of dropouts at different levels of schooling, say

(i) Primary dropouts

(ii) Class VIII dropouts

(iii) Class X dropouts

Find out the causes and discuss in the class.

Ø ‘School dropouts are giving way to child labour’. Discuss how this is a lossto human capital.

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TABLE 5.2

Educational Attainment in India

Sl.No. Particulars 1990 2000 2011 2017-18

1. Adult Literacy Rate (per cent of people aged 15+)

1.1 Male 61.9 68.4 79 82

1.2 Female 37.9 45.4 59 66

2. Primary completion rate (per cent of relevant age group)

2.1 Male 78 85 92 932.2 Female 61 69 94 96

3. Youth literacy rate (per cent of people aged 15+ to 24)

3.1 Male 76.6 79.7 90 933.2 Female 54.2 64.8 82 90

new loan schemes for students topursue higher education.

Educational Achievements in India:

Generally, educational achievementsin a country are indicated in termsof adult literacy level, primaryeducation completion rate and youthliteracy rate. These statistics for thelast two decades are given above inTable 5.2.

5.7 FUTURE PROSPECTS

Education for All — Still a DistantDream: Though literacy rates for both— adults as well as youth — haveincreased, still the absolute number ofilliterates in India is as much as India’spopulation was at the time ofindependence. In 1950, when theConstitution of India was passed by theConstituent Assembly, it was noted inthe Directive Principles of the

Fig. 5.6 School dropouts give way to child labour: a loss to human capital

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Constitution that the governmentshould provide free and compulsoryeducation for all children up to the ageof 14 years within 10 years from thecommencement of the Constitution.Had we achieved this, we would havecent per cent literacy by now.

Gender Equity — Better than Before:The differences in literacy rates betweenmales and females are narrowingsignifying a positive development ingender equity; still the need to promoteeducation for women in India isimminent for various reasons such asimproving economic independence andsocial status of women and alsobecause women education makes afavourable impact on fertility rate andhealth care of women and children.Therefore, we cannot be complacentabout the upward movement in theliteracy rates and we have miles to goin achieving cent per cent adult literacy.

unemployment among educated youthis the highest. As per NSSO data, in theyear 2011-12, the rate ofunemployment among youth males whostudied graduation and above in ruralareas was 19 per cent. Their urbancounterparts had relatively less level ofunemployment at 16 per cent. The mostseverely affected ones were young ruralfemale graduates as nearly 30 per centof them are unemployed. In contrast tothis, only about 3-6 per cent of primarylevel educated youth in rural and urbanareas were unemployed. The situationis yet to improve as indicated by thePeriodic Labour Force Survey 2017-18.Therefore, the government shouldincrease allocation for higher educationand also improve the standard of highereducation institutions, so that studentsare imparted employable skills in suchinstitutions. When compared to lesseducated, a large proportion of educatedpersons are unemployed. Why?

5.8 CONCLUSION

The economic and social benefits ofhuman capital formation and humandevelopment are well known. The unionand state governments in India havebeen earmarking substantial financialoutlays for development of educationand health sectors. The spread ofeducation and health services acrossdifferent sectors of society should beensured so as to simultaneously attaineconomic growth and equity. India hasa rich stock of scientific and technicalmanpower in the world. The need of thehour is to better it qualitatively andprovide such conditions so that they areutilised in India.

Fig. 5.7 Higher Education: few takers

Higher Education — a Few Takers:The Indian education pyramid issteep, indicating lesser and lessernumber of people reaching the highereducation level. Moreover, the level of

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1. What are the two major sources of human capital in a country?

2. What are the indicators of educational achievement in a country?

3. Why do we observe regional differences in educational attainmentin India?

4. Bring out the differences between human capital and humandevelopment.

5. How is human development a broader term as compared to humancapital?

6. What factors contribute to human capital formation?

Recap

Ø Investments in education convert human beings into human capital; human

capital represents enhanced labour productivity, which is an acquired abilityand an outcome of deliberate investment decisions with an expectation thatit will increase future income sources.

Ø Investments in education, on-the-job training, health, migration and

information are the sources of human capital formation.

Ø The concept of physical capital is the base for conceptualising human capital.

There are some similarities as well as dissimilarities between the two formsof capital formation.

Ø Investment in human capital formation is considered as efficient and growth

enhancing.

Ø Human development is based on the idea that education and health are

integral to human well-being because only when people have the ability toread and write and the ability to lead a long and healthy life, will they beable to make other choices which they value.

Ø The percentage of expenditure on education of the total government

expenditure indicates the importance of education in the scheme of thingsfor the government.

EXERCISES

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7. How government organisations facilitate the functioning of schoolsand hospitals in India?

8. Education is considered to be an important input for the developmentof a nation. How?

9. Discuss the following as a source of human capital formation

(i) Health infrastructure

(ii) Expenditure on migration.

10. Establish the need for acquiring information relating to health andeducation expenditure for the effective utilisation of humanresources.

11. How does investment in human capital contribute to growth?

12. ‘There is a downward trend in inequality world-wide with a rise inthe average education levels’. Comment.

13. Examine the role of education in the economic development of anation.

14. Explain how investment in education stimulates economic growth.

15. Bring out the need for on-the-job-training for a person.

16. Trace the relationship between human capital and economic growth.

17. Discuss the need for promoting women’s education in India.

18. Argue in favour of the need for different forms of governmentintervention in education and health sectors.

19. What are the main problems of human capital formation in India?

20. In your view, is it essential for the government to regulate the feestructure in education and health care institutions? If so, why?

1. Identify how Human Development Index is calculated. What is theposition of India in the World Human Development Index?

2. Is India going to be a knowledge based economy in the near future?Discuss in the classroom.

3. Interpret the data given in Table 5.2.

4. As an educated person, what will be your contribution to the causeof education? (Example ‘Each one — teach one’).

SUGGESTED ADDITIONAL ACTIVITIES

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5. Enlist the various sources that provide information regardingeducation, health and labour.

6. Read the annual reports of Union Ministries of Human ResourceDevelopment and Health and make summaries. Read the chapteron social sector in the Economic Survey. These can be downloadedfrom websites of the respective Union government ministries.

Books

BECKER, GARY S. 1964. Human Capital. 2nd Edition, Columbia UniversityPress, New York.

FREEMAN, RICHARD. 1976. The Overeducated American. Academic Press,New York.

SIDDHARTHAN, N.S. AND K. NARAYANAN (Eds.). 2013. Human Capital and Development

— The Indian Experience. Springer, New Delhi.

Government Reports

India Human Development Report 2011: Towards Social Inclusion, Plan-ning Commission, Government of India.

Educational Statistics At a glance, Ministry of Human Resource Development,(for various years), Government of India.

Annual Reports, Ministry of Human Resource Development, Governmentof India.

Draft National Education Policy 2019, Ministry of Human ResourceDevelopment, Govt. of India, New Delhi.

Websites

http://epathshala.nic.inwww.education.nic.inwww.cbse.nic.inwww.ugc.ac.inwww.aicte.ernet.inwww.ncert.nic.inwww.finmin.nic.inwww.mospi.nic.inhttp://nroer.gov.in

REFERENCES

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Documents

HUMAN CAPITAL F IN Incert.nic.in/textbook/pdf/keec105.pdf · HUMAN CAPITAL FORMATION IN INDIA 87 The concept of physical capital is the base for conceptualising human capital. There