Article Type: Research Article Article Citation: Jyoti Kumari
Sharma. (2021). INCLUSIVE HUMAN RESOURCE DEVELOPMENT - THE FRUIT OF INCLUSIVE
GROWTH IN INDIA. International Journal of Research -GRANTHAALAYAH, 9(1), 302-329.
https://doi.org/10.29121/granthaalayah.v9.i1.2021.3142 Received Date: 25 December 2020
Accepted Date: 31 January 2021 Keywords: National
Integration Resource
Development Inclusive Growth,
Skill Development Paradoxica Mental Capability Human Resource
Development Productive Capacity Physical
Capability Under the a national consciousness, the national integration refers to process which is to bring all the different race, religions, cultures and linguistic groups together into one single nation. It aims at removing socio-cultural, economic inequality and strengthening unity by giving human dignity to all citizens without any discrimination. We know that India represents a paradoxical dynamic economy, among high economic processes followed by a rise in indifference, poverty, and regional imbalances. Under this, it was found that the development of abilities and skills of human beings under human resource development enhances the use of physical capitals’ successfully, positively, and progressively. It is done by educating, providing better health facilities, and developing skills of the country’s citizens, helps them to add to productivity, increasing the national wealth of the country. Accordingly, when Human Resource Development is more inclusive, respect and understanding grow. Further, inclusive Human Resource Development strategy increases the productivity of the country, with the development of productive capacity, physical capability, and mental capability of its human resources, which leads to all-round economic development and growth of the country. In this way, through my study-made in this paper, I look forward to describe and explain the process of reducing all kinds of socio-economic exclusion from India by implementing the inclusive growth strategy that helps to reduce poverty with the help of the income (wages) earned from the jobs of each citizen, guaranteeing food security, education, health, employment, etc. facilities for all. Thus, inclusive Human Resource Development strategy can reduce and remove inequality from India, accompanied by social welfare with stability.
1) INTRODUCTIONHuman resources refer to the country’s
manpower, which is taken as capital assets, which yield economic benefits in
the country’s economic life and working structure. Under the economic studies
and surveys made, it is often found that the physical capital formation, along
with human capital formation that is human resource development is also
important for all economic development and growth of the concerned country’s
economy. It refers to the development of abilities and skills of human beings
under human resource development that enhances the use of physical capitals’
successfully, positively, and progressively. Human resource development is
taken as a process of human capital development needed for the country’s
development, increasing its productive capacity. It is so because of the
following reasons: The cost
incurred in educating and improving the mental capability of human
beings-citizens of the country helps them to increase the productivity of the
concerned country. It is with the positive and successful use of their
knowledge gained through education. The cost
incurred in providing better health facilities to its citizens adds to the
healthy human force with good physical capability. It gives and works to
increase the productivity of a country under a hygienic, safe, and healthy
life. The cost incurred on the development
of skills of the country’s citizens helps them to add to productivity,
increasing the national wealth of the country. Thus, it moves towards the
enhancement of their productive capacity heading towards the successful use of
all resources both positively and progressively of the concerned country. So, with
an increase in productivity of the country, with the development of productive
capacity, physical capability, and mental capability of its human resources,
leads to all-round economic development and growth of the country. On the
basis of this, the concept of INCLUSIVE
HUMAN RESOURCE DEVELOPMENT act as the fruit of inclusive growth that arises from activities that
help increase of country’s human capital productivity. It is possible only
by providing education, health, and
skill development facilities, both inclusively and equally to all citizens heading towards human resource development of the
concerned country. 2) INCLUSIVE HUMAN RESOURCE DEVELOPMENTInclusive Human
Resource Development of a country refers to all its
managerial activities done to develop and enhance the productive capacity,
mental capability, and physical capability of its citizens provided through
education, health, and on-job-training facilities. In this way, the country by
properly using its manpower for the best utilization of its physical capital
and natural resources increases the productivity of different sectors of the
economy, adding to its national wealth progressively. It leads to an increase
in the country’s economic growth positively with prosperity heading towards
all-round economic development of the country with sustainability. Economists
named Theodore
W. Schultz listed the following five such activities for
the successful implementation of inclusive human resource development in any
country. These are as follows: 1)
Formally
organized education at elementary, secondary, and higher levels. 2)
Health
facilities including its services, broadly conceived to include expenditures
that affect all health structure. Thus, it includes life expectancy, strength
with an increase in stamina and vigour along with the vitality of life. 3)
On-
the-job training, including old-style apprenticeships organized by firms. 4)
Study
programmes for adults that are organized firms, including extension programmes
notably in agriculture. 5)
Migration
of individuals, families, or both, to adjust to changing job opportunities. Further,
economists named Frederick Harbison and Charles A. Myers divided
the indicators of human resource development into two basic parts, that is:- 1)
Those
which measures the country’s stock of human capital. and 2)
Those
which measure the gross and net addition to this stock, which is the rate of
human capital formation over a specified period of time. The above
are on national levels and for international comparison related to the
development of human capital resources of the country, they gave the following
two important indicators: 1)
Levels
of educational attainment of the human capital of the country. and 2)
The
number of persons, in relation to population or labor-force, who are in
high-level occupations like scientists, engineers, doctors, teachers, etc. In this
way, the improvement in productive
capacity, physical capability, and mental capability developmental facilities
is a necessity in the field of inclusive human resource development in any country. It helps to give
its citizens a knowledge-full life through education, healthy and hygienic life
under health facilities, and skill-full life with on-job training
programmes. Helping its citizens to produce more and adding progressively
to national wealth, which is considered equivalent to investments done in
various physical capital formation activities for economic growth and
development. 3) ESSENTIAL COMPONENTS OF INCLUSIVE HUMAN RESOURCE DEVELOPMENTHuman
resource development is very important to increase and enhance the economic
growth of any country, as human resources of the concerned country are those
assets that yield a stream of economic benefits over their working life. Here
opportunities related to education (literacy), health, physical, environmental
facilities, etc, must be equally present for all people (citizens) in the
concerned country, irrespective of sex, caste, creed, political freedom, etc.
heading towards inclusive human resource development. On the
basis of inclusive human resource development the following components are very
important, and thus are necessary and essential for its successful and positive
implementation in any country. These components help to widen people’s choices,
with improvement in the levels of their well-being with respect to their
productive capacity, mental capability, and physically healthy life. These four
essential components are as follows: Equity For inclusive growth heading towards
the economic development of the country, equality plays a very important part.
It enlarges citizen’s choices with equitable access to all opportunities of the
concerned country. Thus, equality with respect to opportunities, heading
towards restructuring of concerned country’s manpower on inclusive terms
includes the following processes: 1) Equitable
distribution of productive assets. 2) Equitable
distribution of income under the progressive fiscal policy, aiming at transfer
from rich to poor. 3) Restructuring
the country’s credit system, answering overhauling credit requirements of poor
on equitable terms of all. 4) Equalization
related to the democratic system, with respect to political opportunities
reforms related to voting rights, campaign finance, etc. 5) To
provide equality concerning economic and political opportunities by undertaking
steps to remove social and legal barriers, which limits the access of women,
ethnic minorities, and other socioeconomic minorities, etc Sustainability It refers
to human resources development in such a manner that the next generation gets
the right to enjoy the same well-being related to the human development paradigm.
Thus, sustainability acts as an important component of human resource
development. Under this context, the sustainability of human resource
development acts as a matter of distributional equity, to share developmental
opportunities between the present and future generations. In this way, it
ensures equity in access to all the development opportunities related to human
capital resources. So, accordingly, every worthwhile life opportunity for human
resources development must be sustained, removing all kinds of human
deprivation to bring in inclusive human resource development. Productivity Productivity
refers to essential efforts to increase productive capacity, mental capability,
and physically healthy life of the manpower-human capital present in the country.
It adds to enhancement (increase) the productivity of the country, both
positivity and progressively under the process of inclusive human resource
development. So,
accordingly, the development of the productivity of human resources enables
investment in manpower-human capital of the country at the macroeconomic level
to achieve their maximum potential for the economic development of the country.
For example, East Asian economics like Japan and Korea shows that by tremendous
investment in their human resources concerning their education, health, etc.
Hence, the models of economic development should primarily focus on the human
resource development under accelerated economic growth. In this way, we can
achieve inclusive human resource development heading towards an increase in
their productivity following equality on sustainable terms and conditions. Empowerment Empowerment
means that people legally have full freedom to make the right choices as per
their will. As, even if there is equality, sustainability, and productivity,
but cannot work as per their will, it is not complete human resource
development. Thus, the fourth component takes in empowerment as a component of
human resource development under inclusion. Accordingly, to implement it under
legal terms and conditions of the country, the procedures are as follows: 1)
To ensure investment in education
and health, giving full advantage, to legally take the right choice under
education market opportunities’. 2)
To ensure access to credit and other
productive assets on legal terms and conditions to all human resources, helping
them to make the right choice related to their movements of life and its
activities. 3)
To empower both men and women with
equality, that is no gender discrimination in any field, helping them to
compete with each other concerning all the development opportunities present in
and around the world. In this way, we see how
equity, sustainability, productivity, and empowerment acts as the four pillars
necessary to hold the walls of human resource development to build the house of
inclusive growth with sustainability for the citizens of the concerned country.
Further, it brings forward the importance of real-governance as a doorstep for
every citizen, including all members of civil society and non- governmental
organizations, to give their full participation with freedom of choice in
making and implementing decisions of all-round socio-economic development. 4) POLICIES AND PROGRAMMES OF INCLUSIVE HUMAN RESOURCE DEVELOPMENT IN INDIAUnder
this, the Government of India aimed to give a secured and better livelihood
heading towards Inclusive Human Resource Development in India through their
education, health, and employment situation, taking the help of infrastructural
facilities heading towards balanced regional development to Indian citizens.
For this, the Government of India implemented the following policies,
programmes, and schemes, which are as follows: 1)
In
1950,
the Government of India introduced a vocational training scheme named CRAFTSMAN TRAINING SCHEME
(CTS) to reduce unemployment among skilled workers. This
scheme provided a steady flow of systematic training related to skill
development to all educated youths through vast networks of IITs. In this way,
it ensured to raise the quality and quantity of industrial production, by
cultivating and motoring technical and industrial attitude in the young
generation youth present in India. 2)
In
1967,
the programme named SHRAMIK VIDYAPEETH was introduced to
provide skill-development training to non-literates, school drop-outs,
neo-literates, etc, present in India. It aimed to provide a livelihood to the
beneficiaries in terms of self and wage employment, national and state-related
portal related to the promotion of employment, along with job meals. Later,
in April
2000, this scheme was revised and renamed as JAN SHIKSHAN SANSTHAN.
It followed the principles of life-enrichment of economically backward and
disadvantaged citizens of India, living in both rural and urban areas. It aimed
at providing skill training as per their education and identifying their
skills, along with digital literacy, helping them with better employment
opportunities. 3)
In
1970, the
Government of India launched QUALITY IMPROVEMENT PROGRAMME (QIP) to
imbibe a culture of research with better educational teaching capabilities of
the faculty members employed and working in degree-level colleges,
institutions, etc. This programme is monitored by the “All India Council for
Technical Education (AICTE)”, and it only sponsors teachers
eligible for both MASTERS AND DOCTORAL DEGREE programmes. 4)
In
1972, the
Government of India launched NEHRU YUVA KENDRA SANGATHAN (NYKS) to
integrate the power of rural-educated youths with respect to principles of
self-help and voluntarism followed by community participation. In this way, it
helped and helps these youths to take part in the nation-building process of
India, with the development of their skill and personality. 5)
In
1982, the
Government of India launched PANDIT DEEN DAYAL UPADHYAY NATIONAL WELFARE FUND FOR
SPORTSPERSONS (PDUNWFS). It is to provide financial
assistance to outstanding sportspersons that are both men and women, living in
vulnerable circumstances and thus needed various help like money for their
medical treatment. 6)
On
5th May 1988,
the then Prime minister of India, Shri. Rajiv Gandhi implemented NATIONAL LITERACY MISSION,
with the aim to impart functional literacy to non-literates of India, under the
age group of 15-35 years. And in this way to make them self-reliant with
respect to reading, writing, and numerical calculations. Under this, the main
objective was to eradicate illiteracy from India and make all Indian citizens
aware of the development issues of the country. 7)
On
25th December
2000, the then Prime minister of India, Shri. Atal Bihari
Vajpayee launched the ANTYODAYA ANNA YOJANA, with the motive to
provide subsidized food to all poor-families of India. In this way, it aimed to
increase their health capacity and productive capability under a healthy life
of subsidized food. 8)
On
5th August 2008,
a credit-linked subsidy programme named PRIME MINISTER’S EMPLOYMENT GENERATION PROGRAMME
(PMEGP) was launched, by merging the two developmental
schemes, which are: ·
PRIME
MINISTER ROJGAR YOJANA and ·
RURAL
EMPLOYMENT GENERATION PROGRAMME. Under this, the aim is to facilitate continuous and sustainable
employment opportunities for both rural and urban unemployed people. It is by
the establishment of micro-enterprises in both rural and urban areas of
India.
9)
In
2009-10,
the then Prime minister of India, Shri. Manmohan Singh launched a rural
development programme named PRADHAN MANTRI ADARSH GRAM YOJANA. It was
to allocate the financial funds to villages having a high rate that is over 50
percent of people belonging to scheduled caste. This scheme was formed, by
merging both state and central programmes of India, which are Bharat Niram,
Pradhan Mantri Gram Sadak Yojana, Sarva Siksha Abhiyan, MNREGA, and Integrated
Child Development Services. 10)
On
23rd September
2013, a scheme named SEEKKHO AUR KAMAO was
launched, in India. It is related to the learning come earning process.
Further, it followed the process to conserve the traditional skills and improve
the employability of minorities by updating and establishing linkages in the
labour-market for them. Thus, it ensured their placement of minorities under
the employment sector of India. 11)
In 2013-14, a
scheme named PADHO
PARESH came into existence in India to provide ‘interest
subsidy’ for monitoring the Indian students studying at Master’s, M. Phil, and
Ph.D. level in international countries. Interest subsidy was provided, in terms
of financial assistance with regular invigilation of their standards,
concerning their studies and performance at the literacy level, as per their
degree. 12)
On
4th March
2014 an innovative faculty development programme
named NALANDA
SCHEME was launched, to improve the quality of various
academic programmes. It was through its aim of helping the faculty members to
learn and implement new ways in their teaching processes to achieve excellence
and growth. 13)
On
26th August
2014, the PADHE BHARAT BADHE BHARAT scheme was
launched to improve and increase the foundational quality of the educational
learning process in India. Its main aim is to provide appropriate learning in
terms of reading, writing, and numerical understanding and its solving,
followed by language comprehension to students of India, particularly by class
I and class II. 14)
On 25th September 2014,
a youth employment scheme named DEEN DAYAL UPADHYAY GRAMEEN YOJANA (DDU-GKY) was
launched for skilling the rural youth with occupational aspirations of
placement initiative. In this way, it aimed to enhance the skills of the rural
youth of India for wage-employmen. 15)
On
16th November
2014 various labour reforms were introduced by the present
Prime Minister- Mr. Narendra Modi, under SHRAMEV JAYATE YOJANA. Its main
aim was to provide a conducive environment towards industrial development with
labour reforms allowing international businesses in India. the reforms were as
follows: ·
Labour
issues should be seen from the view of the “SHRAMIK”, which means labour, not
through the objective of an industrialist. ·
To
make the Indian businesses full of opportunities through easy government
facilities with e-governance heading towards the effective and transparent
government. ·
It
enabled the portability of Indian businesses through a universal account number
of EPF subscribers. ·
It
enabled reforms to encourage the self-attestation of citizens. This was to
enhance ease of compliance, increasing productivity, and employability in the
country. ·
Various
steps were also taken to increase the potential of the IIT’s institutions and
their skills. So that they can provide a skilled Indian labour force at both
national and international levels. 16)
On
11th November
2014, under the All India Council for Technical
Education-AICTE, the SAKSHAM SCHEME was launched for encouraging
and supporting the able youths of India with education. Its main objective was
to encourage them to study further and pursue technical education, helping them
with opportunities to get gainful employment successfully in the future. 17)
Again
on 11th
November 2014, the scheme named UNNAT BHARAT ABHIYAN (UBA) was
launched to build an enhancing architecture in India by leveraging
technological knowledge institutions under the process of transformational
change in rural development. Under this, the main objective was to evolve
appropriate technologies focused on water management, renewable energy, organic
farming, frugal technology, etc. It is to upgrade the capabilities of rural
citizens, in terms of their livelihood through improvement in the rural
infrastructure and an increase in their employment opportunities under this
programme. 18)
In
November 2014,
a project named UDAAN was launched in India to address the
problem of the low enrolment of girls in various engineering institutions.
Under, this the main objective was to take efforts to enrich and develop the
teaching and learning process at the school level, with respect to subjects
under science and mathematics. In this way, the government of India aimed to
reduce/remove gender inequality, followed by raising the standard of the Indian
education system under school education, heading towards engineering entrance
examinations. 19)
In
the year 2014,
the KNOWLEDGE,
INVOLVEMENT RESEARCH ADVANCEMENT THROUGH NURTURING (KIRAN) scheme
was launched for women scientists and researchers. Its main aim is to provide
them with scholarships, particularly to them who are self-employed and to the
one’s who had faced any break in their research career due to their household
reasons. 20)
On
25th March 2015,
a scheme on “Pro-Active
Governance and Timely Implementation” named PRAGATI was
launched to provide unique interactive and integrating government platforms to
address the common man’s grievances. Under this government of India implemented
various policies and programmes to monitor and simultaneously review India’s
efficiency and responsiveness towards the development process. 21)
On
8th April 2015, the present Prime Minister- Mr.
Narendra Modi, launched a scheme named PM MUDRA YOJANA to create an inclusive and
sustainable value-based entrepreneurial culture in India. Under this, loan up
to 10 lakh was to be provided to the non-corporate, non-farm small, and
micro-enterprises, helping them to move towards economic success through
financial security and stability. 22)
On
14th May 2015, the 'UPGRADING
THE SKILLS AND TRAINING IN TRADITIONAL ARTS/ CRAFTS FOR DEVELOPMENT' (USTTAD) scheme was launched to build
and upgrade the capacity of Indian traditional artisans by preserving the
traditional arts and crafts heritage of India. For this Indian government aimed
and started to establish both national and international market linkages and
thus ensured to upgrade the dignity of traditional artisans related to Indian
labour with better employment opportunities. 23)
On
1st July 2015, the scheme named PRIME MINISTERKRISHI
SINCHAYEE YOJANA (PMKSY) was launched, with the motive “HAR KET KO PANI." Under this,
the main aim was to reduce water wastage by improving the efficiency of on-farm
water use in India through investments in irrigation and other water-saving
technologies. 24)
On
15th July 2015, the NATIONAL SKILL DEVELOPMENT MISSION was launched, with the
vision of “skilled India." The objective of this programme was not only to
consolidate but also coordinate efforts on skill development with speed and
standard. For this purpose, skill development elements related to institutional
training and its infrastructure development, convergence, trainers, overseas
employment, sustainable livelihood, and leveraging public infrastructure were
taken into consideration. 25)
On
16th July 2015, a skill development initiative scheme
named PRADHAN MANTRI KAUSHAL VIKAS YOJANA (PMKVY) was launched, with the aim to
upgrade the standard of skill development process implemented in India.
Accordingly, it aims to increase the working efficiency of existing daily-wage
workers by providing them with quality training, reward, and monetary awards.
Under this, training and assessment fees were completely paid by the
government. Further, Rs. 8000/- per person was kept, as an average award. Thus,
under this Government of India aimed to give a secure and better livelihood to
Indian citizens. 26)
On 17th
September 2015,
the PRADHAN MANTRI KHANIJ KSHETRA KALYAN YOJANA was launched to provide
welfare and ensure long term sustainable livelihood to the people affected by
and living in mining areas. Under this, government function is to minimize the
adverse impacts concerning the environment, health, and socio-economic issues
related to people living in mining districts. 27)
In
2015, under NITI-AYOG, SELF EMPLOYMENT AND
TALENT UTILIZATION (SETU) SCHEME was launched to fully utilize the
inner-potentials of all new start-ups, small businesses, and self-employed,
particularly technology-driven areas of works. Here, the government provided
help and support financially in time and at any place. 28)
On
5th April 2016, the STAND-UP INDIA scheme was launched by Prime
Minister NARENDRA MODI to support entrepreneurship among women and SC-ST
communities. 29)
On
19th August 2016, the NATIONAL APPRENTICESHIP
PROMOTION SCHEME (NAPS) was launched, to provide and promote apprenticeship training,
which consists of basic-training, on-the-job training, and practical training
in the workplace. It also aimed to incentivize employers and made provision for
sharing expenditure incurred in the process of providing training and provided
STIPEND to those who wish to engage in apprentices. 30)
On
9th July 2017, the STUDY WEBS
OF ACTIVE LEARNING FOR YOUNG ASPIRING MINDS (SWAYAM) scheme was
launched in India. It aim to enable the professors and other faculty members of
centrally funded institutions to offer online courses to all citizens of India
through institutions like IIT’s, IIM’s, Central University of Haryana, etc. 31)
In
June 2017,
the GREEN
SKILL DEVELOPMENT PROGRAMME (GSDP) was launched to provide
Biodiversity conversation skill courses. This programme covered branches like
pollution monitoring, sewage treatment, forest and wildlife management, water
budgeting, etc. Under this, the Indian government also enabled the Indian
youths with gainful and self-employment under these bio-geographic sectors. 32)
On
26th April 2018,
the ATAL
INNOVATION MISSION (AIM) was set up by NITI-AAYOG to
create and promote innovation under the eco-system of entrepreneurship. Under
this, the promotion of entrepreneurship is designed, through the promotion of
self-employment and talent utilization by providing a knowledge platform for
innovative ideas about entrepreneurship. 33) On 27th February 2019, the SCHEME FOR HIGHER EDUCATION
YOUTH IN APPRENTICESHIP AND SKILLS (SHREYAS) was launched
to provide apprenticeship opportunities for fresh graduates, basically from
non-technical courses. It is through education and skill training platforms,
based on industry-specific apprenticeship and helps these degree students to
obtain gainful employment. 34)
On
12th September
2019, Prime Minister NARENDRA SINGH MODI launched a social
security scheme named NATIONAL PENSION SCHEME FOR TRADERS AND SELF-EMPLOYED
PERSON to provide old-age protection in terms of voluntary
and contributory pension of minimum Rs. 3000/- per month, to small-scale
traders and retailers like shop-owners, workshop-owners, etc. Here, the pension
is subscribed, after attaining the age of 60 yrs. Further, if the
pension-subscriber dies, the spouse of the concerned beneficiary is entitled to
receive a family pension of the amount equal to 50 percent of the pension,
which was received by the dying subscribe. Under the
implementation of these above-mentioned policies, programmes, and schemes of
inclusive human development, the Government of India is trying to help the
Indian citizens-human resources with economic liberalization followed by
empowerment along with political democracy. Thus, it should always be under
socio-economic control following rules and regulations of the country. Further,
helping all the citizens of the country to take right and legal decisions
related to the development perspectives of their concerned life progress. 5) EVOLUTION OF HUMAN DEVELOPMENT INDEXThe Human Development Index (HDI) is a statistical tool used to
measure the overall achievement of a country's human resources, based on the
health of its citizens, the attainment of their educational level and their
standard of living, depicting the productivity and prosperity of the concerned
country, concerning these social and economic dimensions of economic
development. The Human Development Index (HDI)
was launched by United Nations Development Program (UNDP) in 1990 to measure the development
of human resources/capital present in the country in terms of their education,
health, and productivity. It was prepared, under the stewardship, which is the
supervision of Mahbub.UL.Haq, taking the help of Gustav Ranis of Yale
University and Lord Meghnad Desai of London School of Economics. Under
this, HDI is taken as the arithmetic
mean of three-dimension indices, which are education index, the health index,
and income index. The dimension index is calculated by using the following formula,
which is: Dimension index = As per
the UNDP, 1990 method of calculating HDI, the maximum and minimum value of all
dimensions index is as follows in table 9.1. Table 1: UNDP,
1990 maximum and minimum value of all dimensions index
Following
the formula of DIMENSION INDEX and accordingly using the dimensions of each
index mentioned above, the HDI measured the education index, health index, and income
index in the following manner: 1)
HEALTH index- This measures the health
facilities present in the country, with respect to LIFE EXPECTANCY AT BIRTH,
depicting the long and healthy life of its citizens. HEALTH index = LIFE EXPECTANCY AT BIRTH index
= 2)
EDUCATION index- It measures the quality of
educational facilities of the country, in terms of adult literacy rate (with two-third weight) and gross enrolment ratio (with one-third weight). The adult literacy rate was measured with respect to the
knowledge gained by its citizens. And at the same, it also measures the gross enrolment ratio with respect to the total number of
citizens enrolled for study in primary, secondary, and higher education
sectors.
1.
2/3 (Adult Literacy Rate
index) 2.
+ 3.
1/3 (Gross Enrolment Ratio
index) Where; Adult literacy rate index= and
Gross enrolment ratio index = 3)
INCOME index- It measures the standard of
living of the citizens, with respect to GDP per capita income of the country. It indirectly combines
the employment of the citizens of the country, which adds to its GDP,
increasing the national income of the country. INCOME index= GDP PER CAPITA index = So,
accordingly, from 1990, HDI was taken as the arithmetic mean of these entire
three-dimension indices till 2010. On the basis of all the above-mentioned
indices, HDI was calculated as follows: HDI (human development index) =
In 2010,
many criticisms were raised related to the HDI calculation process of 1990. It
was in terms of its construction leading to its composition. With respect to
this, the policy of inclusive growth
HRD, 2010 quoted
that, “Many concerns are valid, but the
objective is not to build an unusable indicator of well being. It should be to
redirect the attention towards human-centered development. Further, it should
always promote debate over how we advance the progress of societies.” So, till
2010, HDI was measured in the form of aggregate measures of progress related to
health, education, and income. During the year, 2010 the UNDP modified these indicators used to measure the
progress of education and income but kept the health indicator the same. At the same time, they
also modified the manner in which these indicators were
aggregated for measuring HDI. That is the arithmetic mean method used for calculating HDI since
1990 was replaced in 2010 by the geometric mean calculation method, to give
equal weight to all three dimension indices, which are as follows: 1) EDUCATION index: Earlier, it was measured in terms of two indicators, which are the
adult literacy rate and gross enrolment ratio. In 2010, it was modified by replacing these indicators by
mean year of schooling and expected years of schooling respectively. Both of these indicators
were given equal weight in calculating the education index. An expected year of schooling is measured on the basis of
enrolment by age at all education levels and the official age of the population
at all education levels. Means year of schooling is calculated as the average
number of years of education received by people aged 25 and above at all
education levels in their complete lifetime. 2) INCOME index:
Under this, in 2010 the indicator GDP per
capita was replaced by GNI per capita for measuring the standard of living of
a country’s citizens as per its national income. The basic reason for this was
that it was found that in this globalized world, there is a very large
difference between the income of the country’s residents and its domestic
production. As some citizens can earn from abroad. 3) HEALTH index: It was kept or remained the same as before in terms of life expectancy at birth. From 2010, HDI was taken as the
geometric mean of these entire three-dimension indices, giving equal weight to
all these indices. As per the new method of calculating the HDI,
the UNDP report 2010 with the maximum
and minimum value of all dimension indices is shown in table- 9.2: Table 2: UNDP
2010, maximum and minimum value of all dimensions indices
Source: https://ourworldindata.org/human-development-index Thus,
under these/above mentioned maximum and minimum values of dimension indices,
from the year 2010 HDI is calculated in following manner: 1) HEALTH index = LIFE EXPECTANCY AT BIRTH index = EDUCATION index = Where; EXPECTED YEARS OF SCHOOLING index
= and
MEAN YEARS OF
SCHOOLING index = INCOME index = GNI per capita(2011 PPP US$)
index = On the
basis of these indices, HDI was calculated as follows: HDI (human development index) as per UNDP,
2010 is calculated under following method: Hence, from 2010, HDI was taken as the geometric mean of these entire three
dimension indices, giving equal weight to all these indices. Under
this following limits were kept to determine the degree of HDI, which are as
follows and shown in table 9.3: Table 3: Degrees
and values of HDI
So,
accordingly, from the year 1990, HDI is taken as the best measure to calculate
and get human development reports of a country. It a very appropriate way that
helps to understand the real economic position of the society concerning the
level of education, health, employment, etc. of the concerned country’s human
capital/resources. 6) STATISTICAL STATUS OF HUMAN RESOURCE DEVELOPMENT IN INDIA, ALONG WITH ITS MEASUREMENT IN TERMS OF HDI ACCOMPANIED BY HDI INTERNATIONAL COMPARISON Human
Resource Development is defined on the basis of a formally organized system to
improve the physical ability, mental capacity, and productive capability of the
citizens of the concerned country. Thus,
accordingly, the HRD is calculated with the help of the Human Development Index
(HDI). These are often variable and susceptible to direct measurement. 6.1. HUMAN RESOURCE
DEVELOPMENT IN INDIA
HRD
measurement is framed, in terms of education level, health facilities,
including its services to line a hygienic life and employment status along with
its on-the-job training facilities. On the basis, the HRD is measured in terms
of the following indicators, which are as follows: 1) Education level in terms of total literacy rate in India. 2) Health facilities in terms of health services present in India. 3) Employment status in terms of percentage shares of different types of employment (UPSS)
in India. These are
as follows: Table 4: TOTAL LITERACY RATE OF INDIA (in percent)
Source:
Ministry of human resource development (2014). National
University of Education Planning and Administration: Education for All towards
quality with equity, 2014. Figure 1: LITERACY
RATE OF India (in percent) Literacy Rate refers to the total percentage of people who
can read and write at least in one language. These percentages of people having
knowledge and understanding are considered literate. Accordingly,
we see from the above table and figure that after independence, the increase in
the literacy rate during the period of 1991-2001 has been highest, which is
52.21 percent to 64.84 percent and then to 74.04 percent in 2011. For the first
time, the country witnessed a faster female growth in female literacy, which is
from 39.29 percent to 53.67 percent. Then we see that our female literacy rate
increased to 65.46 percent. Thus, the gender literacy gap reduced from 24.84
percent in 1991 to 21.59 percent in 2001 and 16.68 percent in 2011.
Accordingly, we see a very good improvement in literacy rate as per the
increasing percentage of literates in India, making and providing the education
facilities inclusive in nature. Table 5: Expansion of health
services in India, (1951 to 2015)
Source: Ministry of health & family welfare,
central bureau of health intelligence, national health profile, 2015. From the
above table, analysis of inclusive health care facility as per the expansion of
health services in India (1951 to 2015) of India can be done bringing forward
its positive impact on India’s population-citizens. It is
seen that in 1950-51, the number of Medical colleges was only 28, which
increased to 398 in 2014-15. Similarly, the number of dental colleges increased
to 305 in 2014-15. The number of dispensaries (AYUSH) also increased from 2,690
in 1950-51 to 20,300 in 2014-15. Related
to this, the number of health centers, the number of government hospitals beds,
the number of doctors (allopathic doctors and dental surgeons), the number of
nurses, and the number of registered doctors (per 1,00,000 people) increased
from 725, 1.17 lakh, 61,800, 18,000 and 17 in 1950-51 to 1.83 lakh, 7.76 lakh,
10.93 lakh, 25.6 lakh and 76 lakh in 2014-15 respectively. In this
way, the statistical analysis of inclusive health-care in India shows how
progressively and positively health care facilities have developed in India. It
is seen from this analysis that it is by following and bringing forward an
inclusive growth strategy to achieve sustainable socio-economic development in
India, with respect to health facilities for all its citizens and others
residing in India. Thus, it is clear from the above table that over the years,
the number of health-care services established and people receiving these
services under inclusive health-care is growing in India. Table 6: Status of employment (UPSS), 1983 to 2011-12
Source:-computed from unit level data of various
NSSO rounds.
-Institute for human development (2014),
-India labour and employment report 2014. New Delhi: Academic foundation Figure 2 a): Status of employment (UPSS) related to share
(%) in total employment, with respect to regular employment, casual employment
and self employed workers and casual-self employed, from 1983 to 2011-12 It is
noticed from the above figure that the percentage of employment, related to the
regular wage, casual wage, and self-employment has been increased over the
years. Among these three types of workers, the self-employed are greater than
both the regular-waged and casual-waged workers. If we consider this status of
employment we see that, in 1983, the regular-waged workers were 13.5 percent,
which increased to 14 percent during 1999-2000 and again to 17.9 percent during
2011-12. Whereas, when we check the status of casual-waged workers, it is seen
that in the year 1983, it was 29 percent, which increased to 33.2 percent during
1999-2000, but it decreased to 29.9 percent during 2011-12. Following this
trend, we see that self-employment has always followed a decreasing trend,
which is that in 1983, it was 57.5 percent, and then declined to 52.8 percent
during 1999-2000. Again, during 2011-12, it decreased to 52.2 percent. Figure 2 b): Status
of employment (UPSS) related to share (%) in total employment, with respect to
formal and informal employment, from 1983 to 2011-12 It is
seen from the above figure though the percentage share of the formal and
informal sectors has been increasing, over the years, the percentage of workers
employed in the informal sector have always been more than that of the formal
sector. During 1999-2000, the percentage share of workers employed in the
formal sector was 5.4 percent, which increased to 5.6 percent during 2004-05,
then to 6.4 percent during 2009-10 and finally to 6.8 percent during 2011-12.
Whereas in the informal sector percentage share of workers was 8.6 percent
during both 1999-2000 and 2004-05, then it increased to 9.2 percent during
2009-10 and finally, it increased to 11 percent during 2011-12. Figure 2 c): Status
of employment (UPSS) related to share (%) in total employment, with respect to
organized and unorganized sector employment, from 1983 to 2011-12 It is
seen from the above figure, that over the years, the percentage share of
employment in the unorganized sector is always greater than the organized
sector. Further, the organized sector followed an increasing trend, the
unorganized sector followed by a decreasing trend. Accordingly, during
1999-2000, the organized sector employment level as compared to the unorganized
sector was only 9.3 percent, which increased to 11.1 percent during 2004-05,
then to 14 percent during 2009-19 and again to 16.4 percent during 2011-12.
Whereas the employment of the unorganized sector was that it kept on decreasing
over the years, it was 90.7 percent during 1999-2000, which decreased to 88.7
percent and 86 percent respectively during 2004-05 and 2009-10. Then it
declined to 83.6 percent during 2011-12. 6.2.HUMAN DEVELOPMENT INDEXES’ OF INDIA, ALONG WITH INTERNATIONAL COMPARISONThe Human
Development Index (HDI) measures the overall achievement of a country's human
resources, based on the health of its citizens, the attainment of their
educational level, and their standard of living, depicting the productivity and
prosperity of the concerned country. It is measured in terms of
health index, education index, and income index. These
indices measure the economic development of the country in terms of the
development of its human capital, in the following manner. This is as follows: Table 7: HUMAN DEVELOPMENT
INDEX TRENDS IN India, as per UNDP, 2010.
Source: Human Development Report, UNDP, 2019 Available on http://hdr.undp.org/sites/all/themes/hdr_theme/country-notes/IND.pdf With the help of
the data present in the above table, we look forward to the calculation of the
following indices, as per the calculation method of UNDP, 2010: 1) Health index
in terms of Life expectancy of birth. 2) Education index in terms of mean years of school and expected years of schooling. 3) Income index
in terms of GNI per capita income. 4) Human development index (HDI) in terms of above indices, which are health
index, education index, and income index. 6.2.1. EDUCATION INDEX It measures the quality of
educational facilities present in the country. Earlier, as per UNDP, 1990
method of HDI calculation, the education index was measured in terms of two
indicators, which are adult literacy rate and gross enrolment ratio. In
2010 it was modified by replacing these indicators by mean year of schooling
and expected years of schooling, respectively. Both of these indicators
were given equal weight in calculating the education index. An expected
year of schooling is measured on the basis of enrolment by age at
all education levels and the official age of the population at all education
levels. Means year of schooling is calculated as the average number
of years of education received by people age 25 and above at all education
levels in their complete lifetime. As per the new method of
calculating the HDI, the UNDP report 2010, with the maximum and minimum
value of all dimension indices, is shown in table- 9.2. Thus, under the
maximum and minimum values of dimension indices, from the year 2010 education
index is calculated in the following manner: EDUCATION index = Where; EXPECTED YEARS OF SCHOOLING index
= and
MEAN YEARS OF
SCHOOLING index = Table 8: Education
Index Trends In India
Source:
Human Development Report, UNDP, 2019 (as in table: 9.7) Available on http://hdr.undp.org/sites/all/themes/hdr_theme/country-notes/IND.pdf * EXPECTED YEARS OF SCHOOLING index, MEAN YEARS OF
SCHOOLING index and EDUCATION index is self-calculated by using the above
mentioned formula. Figure 4 a): Trends of expected and means
years of schooling in India As per
the above figure, we see that EXPECTED
and MEAN years of schooling in India increased in the following manner,
which is as follows: ·
Expected years of schooling in
India increased
to 8.2 years in 1995 from 7.6 years in 1990 and then to 8.3 years in 2000.
Accordingly, it increased to 9.7 years in the year 2005 and again to 10.8 years
in 2010. In this way, in the year 2015, it increased to 12 years, and then
increased to 12.3 years in 2016. Further, in 2017 it remained constant at 12.3
years. ·
Mean years of schooling in India increased to 3.2 years in 1995
from 3 years in 1990 and then to 4.4 years in 2000. Accordingly, it increased
to 4.8 years in the year 2005 and again to 5.4 years in 2010. In this way, in
the year 2015, it increased to 6.2 years, and then increased to 6.4 years in
2016. Further, in 2017 it increased to 6.5 years. Figure 4 b): Trends
of education index, in terms of expected and mean year of schooling index in
India As per
the above figure, we see that EDUCATION
INDEX of India increased over the years, in terms of increasing EXPECTED and
MEANS YEARS OF SCHOOLING INDEX of India, in the following manner, which is as
follows: ·
Expected years of schooling index of India increased to 0.455 in 1995
from 0.422 in 1990 and then to 0.461 in 2000. Accordingly, it increased to
0.538 in the year 2005 and again to 0.6 in 2010. In this way, in the year 2015,
it increased to 0.666 and then increased to 0.683 in 2016. Further, in 2017 it
remained constant at 0.683. ·
Mean years of schooling index in India increased to 0.233 in 1995
from 0.2 in 1990 and then to 0.293 in 2000. Accordingly, it increased to 0.32
in the year 2005 and again to 0.36 in 2010. In this way, in the year 2015, it
increased to 0.413 and then increased to 0.426 in 2016. Further, in 2017 it
increased to 0.433. Accordingly, the education index of India increased to 0.344 in 1995
from 0.311 in 1990 and then to 0.377 in 2000. Accordingly, it increased to 0.429
in the year 2005 and again to 0.48 in 2010. In this way, in the year 2015, it
increased to 0.539 and then increased to 0.554 in 2016. Further, in 2017 it
increased to 0.558. 6.2.2.HEALTH INDEX It
measures the health facilities present in the country. As per UNDP, 1990 method
of HDI calculation, the health index was calculated with respect to LIFE
EXPECTANCY AT BIRTH, depicting the long and healthy life of its citizens. Under
this, in 2010, the indicator of life
expectancy at birth was kept the same. Here, only the minimum value of
calculation was changed to 20 years. As per
the new method of calculating the HDI, the UNDP report 2010 with the maximum and minimum value of all
dimension indices is
shown in table 9.2. Thus, under the maximum and minimum values of dimension
indices, from the year 2010 health index is calculated in the following manner: HEALTH index = LIFE EXPECTANCY AT BIRTH index
= Table 9: Trends
of Health Index of India
Source:
Human Development Report, UNDP, 2019 (as in table: 9.7) Available on http://hdr.undp.org/sites/all/themes/hdr_theme/country-notes/IND.pdf * HEALTH index is self-calculated by using the above
mentioned formula. Figure 5 a): Trends
of Life Expectancy at Birth (Years) In India As per
the above figure, we see that life expectancy at birth (years) in India
increased to 60.3 years in 1995 from 57.9 years in 1990 and then to 62.5 years
in 2000. Accordingly, it increased to 64.5 years in the year 2005 and again to
66.7 years in 2010. In this way in the year 2015 it increased to 68.6 years,
then increased to 68.9 years in 2016 and further, in 2017 it increased to 69.2
years. Figure 5 b): TRENDS of LIFE EXPECTANCY AT BIRTH index,
that is HEALTH index in India As per
the above figure, we see that in India,
the life expectancy at birth index referred to as
the health index increased to 0.62 in 1995 from 0.583 in
1990 and then to 0.653 in 2000. Accordingly, it increased to 0.684 in the year 2005
and again to 0.718 in 2010. In this way, in the year 2015, it increased to
0.746 and then increased to 0.752 in 2016. Further, in 2017 it increased to
0.756. 6.2.3.INCOME INDEX It
measures the standard of living of the citizens of the country by indirectly
combining it with the employment of the citizens of the country, which adds to
the national income of the country. Earlier, as per UNDP, 1990 method of HDI
calculation, the income index was measured in terms of GDP per capita income of the country. In 2010, it was modified, by replacing it with GNI per
capita of the country. The reason for this was that it was found that in this globalized
world, there is a large difference between the income of a country’s residents
and its domestic production, as some citizens can earn from abroad. As per
the new method of calculating the HDI, the UNDP report 2010 with the maximum and minimum value of all
dimension indices is shown in table- 9.2. Thus, under the maximum and minimum
values of dimension indices, from the year 2010 HDI is calculated in the
following manner: INCOME index = GNI per capita (2011 PPP US$)
index = Table 10: Trends
of Income Index of India
Source:
Human Development Report, UNDP, 2019 (as in table: 9.7) Available on http://hdr.undp.org/sites/all/themes/hdr_theme/country-notes/IND.pdf * INCOME index is self-calculated by using the above
mentioned formula. Figure 6a): Trends
of GNI per capita (2011 PPP$) in
India As per
the above figure, we see that GNI per capita (2011 PPP$) in India, increased to 2,188 ppp$ in 1995 from
1,882 ppp$ in 1990 and then to 2,683 ppp$ in 2000. Accordingly, it increased to
3,387 ppp$ in the year 2005 and again to 4,403 ppp$ in 2010. In this way in the
year 2015 it increased to 5,674 ppp$, then increased to 6,075 ppp$ in 2016 and
further, in 2017 it increased to 6,446 ppp$. Figure 6 b): Trends of income index of India As per
the above figure, we see that in
India, the income index in terms of GNI per capita (2011 PPP$) index increased to 0.466 in 1995, from
0.442 in 1990 and then to 0.497 in 2000. Accordingly, it increased to 0.533 in
the year 2005 and again to 0.572 in 2010. In this way, in the year 2015, it
increased to 0.611 and then increased to 0.621 in 2016. Further, in 2017 it
increased to 0.63. 6.2.4. HUMAN
DEVELOPMENT INDEX Under
UNDP, the 1990 method, HDI was taken as the arithmetic
mean of three-dimension indices, which is education index, the health index,
and income index. During
the year, 2010 the UNDP modified these
indicators used to measure the progress of education and income but kept the
health indicator the same. At the same time, they also modified
the manner in
which these indicators were aggregated for
measuring HDI.
That is the arithmetic mean method used
for calculating HDI as per HDI the 1990 method was replaced in 2010 by the
geometric mean calculation method to give equal weight to all three dimension
indices. HDI (human development index) as per UNDP,
2010 is calculated under following method: Table 11: Human
Development Index Trends in India
Source:
Human Development Report, UNDP, 2019 (as in table: 9.7) Available on http://hdr.undp.org/sites/all/themes/hdr_theme/country-notes/IND.pdf It also
verified by self calculation
using the above mentioned formula as per UNDP, 2010 using the *values of HEALTH index, EDUCATION index and INCOME index is taken from
table 8, 9 and 10. Figure 7: Human
Development Index Trends in India As per
the above figure, we see that the
HUMAN DEVELOPMENT INDEX (HDI) value in India, increased to 0.463 in 1995 from
0.431 in 1990 and then to 0.497 in 2000. Accordingly, it increased to 0.539 in
the year 2005 and again to 0.581 in 2010. In this way, in the year 2015, it
increased to 0.627 and then increased to 0.637 in 2016. Further, in 2017 it
increased to 0.643. Table 12: HDI from
1995–2018, Human Development Index (by UN Method) of Indian states, including
the union territories since 1995
Source:
Available on https://en.wikipedia.org/wiki/List_of_Indian_states_and_territories_by_Human_Development_Index As
per table 12, we see that the trends of
HDI related to Indian states, including the union territories changed
in the following manner between 1995 and 2018. The GREEN colour
triangle denotes an increase in HDI value. It is as
follows: 1)
In
1995, THIRTEEN
states, including all the union territories of India, were
under a medium level of HDI, which is
between 0.555 and 0.699. Further, all other states were under a low level of
HDI. Accordingly,
in this year, among all the states of India, UTTARAKHAND was having the
highest HDI value of 0.594, and BIHAR was having the lowest HDI value of 0.401.
And among all the union territories of India, PUNCHERRY was having the highest
HDI value of 0.694, and CHANDIGARH was having the lowest HDI value of 0.607. 2)
In
2000, THREE
of the union territories of India were having a
high level of HDI that is between 0.700 and 0.799, and SIXTEEN
states, including all other union territories of India, were
under the medium level of HDI that is
between 0.555 and 0.699. Further, all other states were under a low level of
HDI. Accordingly,
in this year, among all the states of India, TELANGANA was having the
highest HDI value of 0.628, and BIHAR was having the lowest HDI value of 0.430.
And among all the union territories of India, PUNCHERRY was having the highest
HDI value of 0.738, and CHANDIGARH was having the lowest HDI value of 0.642. 3)
In
2005, FIVE
union territories of India were having a
high level of HDI that is between 0.700 and 0.799, and TWENTY
states, including all other union territories of India, were
under the medium level of HDI that is
between 0.555 and 0.699. Further, all other states were under a low level of
HDI. Accordingly,
in this year, among all the states of India, KERALA was having the
highest HDI value of 0.694, and BIHAR was having the lowest HDI value of 0.464.
And among all the union territories of India, PUNCHERRY was having the highest
HDI value of 0.767, and CHANDIGARH was having the lowest HDI value of 0.670. 4)
In
2010, SEVEN were having a
high level of HDI that is between 0.700 and 0.799, of
which two were
states and five were the union territories of
India and TWENTY FOUR states, including all other union territories
of India, were under the medium
level of HDI that is between 0.555 and 0.699. Further, all
other states were under a low level of HDI. Accordingly, in this
year, among all the states of India, GOA was having the highest
HDI value of 0.751, and BIHAR was having the lowest HDI value of 0.511. And
among all the union territories of India, PUNCHERRY was having the highest HDI
value of 0.756, and CHANDIGARH was having the lowest HDI value of 0.658. 5)
In
2015, NINE were having a
high level of HDI that is between 0.700 and 0.799, of which four were
states and five were the union territories of
India and TWENTY-SEVEN states, including all other union territories
of India, were under the medium
level of HDI that is between 0.555 and 0.699. Further,
all other states were under a low level of HDI. Accordingly, in this
year, among all the states of India, KERALA was having the
highest HDI value of 0.770, and BIHAR was having the lowest HDI value of 0.551.
Further, among all the union territories of India, CHANDIGARH was having the
highest HDI value of 0.739, and DADRA AND NAGAR HAVELI was having the lowest
HDI value of 0.665. 6)
In
2018, THIRTEEN were having a
high level of HDI that is between 0.700 and 0.799, of which seven were
states and six were the union territories of
India and TWENTY THREE states, including all other union territories
of India, were under the medium
level of HDI that is between 0.555 and 0.699. Further,
all other states were under a low level of HDI. Accordingly, in this
year, among all the states of India, KERALA was having the
highest HDI value of 0.770, and BIHAR was having the lowest HDI value of 0.551.
And among all the union territories of India, CHANDIGARH was having the highest
HDI value of 0.739, and DADRA AND NAGAR HAVELI was having the lowest HDI value
of 0.665. Table 13: HUMAN
DEVELOPMENT TRENDS (1980-2018)
Source: Human
Development Report, UNDP, 2019 Available on: http://hdr.undp.org/sites/default/files/hdro_statistical_data_table2.pdf As per table 13, which shows HUMAN
DEVELOPMENT TRENDS between 1980 and 2018, of above mentioned FOURTEEN selected countries. Here we make an international comparison of India’s HDI value with
developed countries and its neighbouring countries, which is as follows: Among the
above-mentioned countries every
year, India always stood at 10th rank, and the country with the highest and lowest value of HDI was as
follows: 1) In 1990, UNITED STATES had the highest
HDI value of 0.860, and NEPAL was having the
lowest HDI value of 0.380. In this year, INDIA was having a LOW LEVEL/DEGREE HDI VALUE of
0.431. Accordingly, among its neighbouring countries, SRILANKA and CHINA
stood at a higher position-rank compared to India with the HDI
value of 0.625 and 0.501, respectively. Further, countries named BANGLADESH,
NEPAL, and PAKISTAN stood at a rank below India with the HDI
value of 0.388, 0.380, and 0.404, respectively. 2) In 2000, NORWAY had the highest
HDI value of 0.917, and NEPAL was having the
lowest HDI value of 0.446. In this year, INDIA was having a LOW LEVEL/DEGREE HDI VALUE of
0.497. Accordingly, among its neighbouring countries, SRILANKA and CHINA
stood at a higher position-rank compared to India with the
HDI value of 0.687 and 0.591, respectively. Further, countries named BANGLADESH,
NEPAL, and PAKISTAN stood at a rank below India with the HDI
value of 0.470, 0.446, and 0.449, respectively. 3) In 2010, NORWAY had the highest
HDI value of 0.942, and PAKISTAN was having the
lowest HDI value of 0.524. In this year, INDIA’S HDI value increased to MEDIUM
LEVEL/DEGREE HDI with HDI VALUE of 0.581. Again, as usual among its
neighbouring countries, SRILANKA and CHINA stood at a
higher position-rank compared to India with the HDI value of
0.750 and 0.702, respectively. Further, countries named BHUTAN, BANGLADESH,
NEPAL, and PAKISTAN stood at a rank below India with the HDI
value of 0.571, 0.549, 0.527, and 0.524, respectively. 4) In 2013, NORWAY had the highest
HDI value of 0.946, and PAKISTAN was having the
lowest HDI value of 0.537. In this year, INDIA was also having the MEDIUM LEVEL/DEGREE
HDI VALUE of 0.607. As usual among its neighbouring countries, SRILANKA and CHINA
stood at a higher position-rank compared to India with the HDI
value of 0.765 and 0.727, respectively. Further, countries named BHUTAN, BANGLADESH,
NEPAL, and PAKISTAN stood at a rank below India with the HDI
value of 0.595, 0.572, 0.555, and 0.537, respectively. 5) In 2015, NORWAY had the highest
HDI value of 0.948, and PAKISTAN was having the
lowest HDI value of 0.550. In this year, INDIA was also having the MEDIUM LEVEL/DEGREE
HDI VALUE of 0.627. As usual among its neighbouring countries, SRILANKA and CHINA
stood at a higher position-rank compared to India with the
HDI value of 0.772 and 0.742, respectively. Further, countries named BHUTAN, BANGLADESH,
NEPAL, and PAKISTAN stood at a rank below India with the HDI
value of 0.606, 0.588, 0.568, and 0.550, respectively. 6) In 2016, NORWAY had the highest
HDI value of 0.951, and PAKISTAN was having the
lowest HDI value of 0.556. In this year, INDIA was also having the MEDIUM LEVEL/DEGREE HDI
VALUE of 0.637. As usual among its neighbouring countries, SRILANKA and CHINA
stood at a higher position-rank compared to India with the HDI
value of 0.774 and 0.749, respectively. Further, countries named BHUTAN, BANGLADESH,
NEPAL, and PAKISTAN stood at a rank below India with the HDI
value of 0.610, 0.599, 0.572, and 0.556, respectively. 7) In 2017, NORWAY had the highest
HDI value of 0.953, and PAKISTAN was having the
lowest HDI value of 0.558. In this year, INDIA was also having the MEDIUM LEVEL/DEGREE HDI
VALUE of 0.643. As usual among its neighbouring countries, SRILANKA and CHINA
stood at a higher position-rank compared to India with the
HDI value of 0.776 and 0.753, respectively. Further, countries named BHUTAN, BANGLADESH,
NEPAL, and PAKISTAN stood at a rank below India with the HDI
value of 0.615, 0.609, 0.574, and 0.558, respectively. 8) In 2018, NORWAY had the highest
HDI value of 0.954, and PAKISTAN was having the
lowest HDI value of 0.560. In this year, INDIA was also having the MEDIUM LEVEL/DEGREE HDI
VALUE of 0.647. As usual among its neighbouring countries, SRILANKA and CHINA
stood at a higher position-rank compared to India with the HDI
value of 0.780 and 0.758, respectively. Further, countries named BHUTAN, BANGLADESH,
NEPAL, and PAKISTAN stood at the rank below India with the HDI
value of 0.617, 0.612, 0.579, and 0.560, respectively. As per
the statistical study made, we found that India has never crossed the high
degree level of HDI till the year 2018. For this purpose, to improve the HDI
status of India, we need to analyze the need
for human resource development in India with reference to challenges faced by Indian government
to implement HRD inclusively in India. 7. NEED AND IMPORTANCE OF INCLUSIVE HUMAN RESOURCE DEVELOPMENT IN INDIAFrom the
study made above, it is proved that human resource development in a country
helps in widening the citizens’ choices, heading towards the improvement in
their levels of well-being, above its present-status in the country. At the
same time, it should be compared to what was achieved in the past. The
following factors demonstrate the need for inclusive human resource
development in India, which is as follows: 1) To improve the mental
capability of Indian citizens through education
facilities and skill development programmes. 2) To increase the
productive capacity of Indian citizens under employment
opportunities followed by on-the-job training programmes. 3) To improve and increase the
physical capacity of Indian citizens with
better health facilities. 4)
To raise the
standard of living of the Indian citizens with an
increase in per capita income of India. This can be done, by improving
human resource productivity through an increase in literacy rate, health
capacity, employment rate heading towards a reduction in the number of Indian
citizens living below the poverty line. The
importance of inclusive human resource development in India arises on the basis
of the fact that economic development of the country can only take place
through proper and efficient utilization of its physical and natural resources
by its labour force under the production process heading towards an increase in
country’s output. Further, under the economic terms, the country’s labour
force, which is the human capital of the country, is called the human resource
of the country. So, to achieve inclusive growth,
India needs to take steps towards inclusive human resource development.
The importance of inclusive human resource development in India
can be positively analyzed, as under: 1)
To help
Indian human capital, to efficiently utilize our country’s resources under the
production process, this is India’s physical and natural
resources. It will, in turn, increase
the economic productivity of India. 2)
To increase
the productive capacity of our human resources heading towards an increase in
the volume of output under the production process of
India. 3)
To increase
the number of experienced Indian human resources under
skill development and on-the-job training programmes, as per dynamic
technological advancement taking place. 4)
To
get the best opportunity to use our human resources efficiently
heading towards the expansion of economic development activities,
along with economic welfare and the reduction of poverty in India. 5)
To increase
the standard of living of our human resources by a
rational increase in their mental capability, productive capacity and physical
capacity, heading towards the all-round development of quality of life in
India. 6)
To increase
our per capita income concerning an increase in our
national income by efficiently using all the abilities that our human resources
get under the human resource development programmes. Thus,
there is a great need and importance for inclusive human resource development
in India. As it will directly help the Indian citizens to develop their
knowledge, health, get more employment opportunities with the improvement in
their productive-physical-mental abilities. It will, in turn, motivate the
Indian citizens to work hard for economic growth and development and help the
Indian economy to increase their productivity. It will
finally lead to an increase in India’s national income, followed by an increase
in per capita income, heading towards a reduction in poverty, economic welfare
with balanced regional development. Thus, it will improve the standard of
living of Indians by efficient utilization of resources present in India,
increasing the volume of output in every production. In this way, inclusive
human resource development will lead to sustainable economic development under
inclusive growth and improvement in the quality of life of Indians. 8. CHALLENGES FACED BY INDIAN GOVERNMENT TO IMPLEMENT INCLUSIVE HUMAN RESOURCE DEVELOPMENT in INDIAThe
Indian economy has indeed gone up related to the transformation and development
of human capital. But, still, it is surrounded by several weaknesses on the
path of developing its human capital resources, which are citizens of India.
These weaknesses act as challenges for inclusive human resource development in
India, which are as follows: 1)
Inadequate qualitative resources Despite the quantitative expansion that took place to facilitate human
resource development in India still, there is a huge amount of shortfall in the
qualitative factor needed for its human capital-citizens development following
the principles of inclusion from all sides. For example: ·
Till
now, in India, there are many educational institutions, which are schools,
colleges, and universities, to provide education. But still, a large number of children between
ages 6-14 do not attend school in India. At the same time, the position of
dropouts has also increased at a very large in recent years. ·
In
health facilities, we see that the number of doctors, nurses, health centers,
hospitals, etc. is increasing day-by-day in India. But, still maximum doctors,
nurses, etc. avoid working in rural areas of India. ·
At
the same time, India’s public hygiene systems with respect to clean water
supply, drainage, sanitary arrangements, etc. have increased in number. But,
they are still qualitatively inadequate in their position and working systems
related to their cleanliness and hygienic structure. ·
Last
but not least environmental qualitative deficiencies also exist in many areas
of India with respect to dirty-lanes, marshy grounds, stinking ponds, etc. These deficiencies mostly exist in India’s rural areas or
poor-unorganized areas of the urban sector of India. Thus, these facilities
needed for inclusive human resource development are still grossly inadequate
under qualitative terms and conditions in India. 2)
Lack of full and proper adoption of
advanced IT facilities In India, still rural areas, along with the poor and unorganized area
of its urban sectors, lack advancement in the fields of education, health,
on-job training facilities, etc. Further, it is most unsatisfactory due to the
lack of adoption of advanced modern technological facilities. 3)
Existence of socio-economic
imbalances It is because of the existence of inequality related to the development
of the rural and urban sectors of India. Still, in India, the human resource
development system is biased against rural-human resource development,
including the poor and unorganized sector sectors of urban regions. We find
that in these areas, mostly Indian citizens are illiterate and unskilled. Under
this, even the health facilities provided in these areas are not good. As,
still Indian professionalized health resources like doctors, nurses, etc. often
refuse to work in rural, traditional, poor, and unorganized areas of India.
Thus, these imbalances between rural and urban areas of India act as a very big
challenge to implement inclusive human resource development in India. 4)
Presence of Insufficient resources In India, the resources needed for the formation and participation of
human capital are also less than what it is required for meeting the quantity
and quality of education, health, job-training facilities, etc. needed for the
development of the country and its human resources. The smallness of resources
on public accounts creates problems in terms of allocation profiles of the
different sectors, as it is often found that expenditure on education and
health takes place on private account compared to public account. Besides, the
resources used on the ground of social services and development, such as
housing, urban development, etc. are also low. Thus, under the planning period
of India, it is seen that country’s resources consistently used for human
resources development are often less than the resources used for the physical
capital formation. 5)
Presence of serious inefficiencies
in the human capital of India In
India, human-capital formation faces inefficiencies. For example, in cases
related to educated unemployment, many of the educated human capital resources
are highly unemployed. The capabilities of the human capital of India are
either not made use of (in case of open unemployment) or are underutilized (in
case of underemployment). Mostly, because of this “brain-drain”, the educated
personnel of India moves out of the work elsewhere. Still, in many places in
India, many of its citizens face illiteracy. That is why the knowledge level
and skill of Indian citizens remain low. Again, since health facilities are
also not good and health problems are not adequately and properly, attended by
the people residing in the villages of India, the poor are in physique
situations. 9. MEASURES TO BE TAKEN TO IMPLEMENT INCLUSIVE HUMAN RESOURCE DEVELOPMENT in INDIA
The main
focus and real objective of inclusive human resource development is not the
growth of GDP, but to use the group of GDP, for the all-round economic
development of the country, enlarging development of its citizens in terms of
Human Resource Development opportunities available to them. To make inclusive human resource development a reality and advanced
strategy of development, the following measures should be
implemented in India. These are as follows: 1) The
human balance sheet should be maintained and analyzed before starting any
five-year plans in India The
human balance sheet refers to details with respect to assets and liabilities
present in terms of the extent of human resources of the country. The
intervention is to be made for their education, health, skill, etc.
development, heading towards the reduction of the poverty level of the country
in terms of the income distribution, rural-urban human capital development,
rate of employment, etc. Thus, if we start our plans for inclusive human
resource development in India, then the questions related to what amount of
investment to be done for HRD should be answered. For this, the measures
related to rural-urban HRD facilities as to where and in what amount, how can
productive capacity, mental capability, etc. of citizens can be improved
through HRD, should be efficiently implemented in each development plan of India,
positively reducing all challenges with respect to the weakness of HRD. 2)
Improving the
productive capability, mental capacity, along with the physical strength of
human capital This measure is a very important development strategy of inclusive
human resource development, as it can help in raising the production of the
country with innovative technological advancement. Further, the highly
educated, trained, and healthy human capital of the country having the good
productive capability, mental capacity, and physical strength, can raise the
production efficiency, along with the quality of product-output produced in the
country. Thus, measures should be taken concerning the following aspects: ·
Educational facilities-
to improve and increase mental capacity ·
Health facilities- to improve and increase physical strength. ·
On-job skill
development training- to improve and increase production
capability and entrepreneurial ability of the respective employed
citizen-human capital of the concerned country. 3) Socio-economic development plans should focus on the basic needs of
human development The target concerning the basic needs of human development refers to
targets on the development of nutrition, education, health, housing, water
supply, sanitation, etc. These identified targets can help in the planning
under the production and consumption processes of the country. So, the Indian
government should focus on the development of its citizens' basic needs
requirements, as identifying the target of the national requirement and the
specified nation’s resources needed for development for the above mentioned
basic needs under inclusion, heading towards inclusive human resource
development in India. 4)
For inclusive
HRD, the emphasis should be given to equality of both productive and
distributive measures under the human capital formation of the country Under this, all the plans with respect to measures given above should
not only see what is to be produced but, at the same time, should also take
necessary actions to equally distribute it to all. It should be based on both
merits and needs. For this purpose, under the development planning measure, the
following processes are very important to be implemented- ·
Actions
should be taken to initiate programmes and mechanisms related to the production
system and its delivery of services on equitable terms. It should be mostly to
increase the productive capacity of poor citizens, along with wealthy and
stabilized citizens, following all-inclusive terms and conditions. ·
Planning
should be concerned with the creation of adequate employment opportunities.
Further, it should aim to provide it equally with freedom of choice, to improve
stability of citizens by being employed, increasing the rate of employment of
the country. Under the principles of inclusion, that is equality for all. 5) Social
and human development indicators should be evolved and monitored with every
planning process to increase the plan progress in terms of human development In this way, developing the human capital of the country with social
services like housing, educational facilities, social job opportunities, etc.
can reduce the poverty level of the country. Further, if the implementation and
progress of human resource development programmes are monitored and evaluated
under each plan, it will lead to high and progressive inclusive human resource
development in the country. Accordingly, these well-monitored plans will reduce
and remove the defects of previous plans, in true and stable terms and
conditions with sustainability. 6)
Steps should
be taken to ensure full participation of all the country’s human capital in
inclusive growth, heading towards sustainable development We
know that that human resource development helps in the development of the other
sectors of the economy, followed by effective and full human capital formation.
Thus, the objective of economic planning should focus on decentralized human
development strategies. Further, it should aim at full participation in human
resource development, taking the benefits of it, both positively and
progressively, along with the inclusive growth of complete sectors, heading
towards sustainable development of the country’s economy. 10. CONCLUSIONHuman
resource development is always needed for the country’s development, with
respect to its citizens, as per the structural environment of the country.
Thus, in this way, inclusive investment in human resource development act as a
process of increasing the number of citizens who can inclusively increase the
productivity of the country using their education, healthy life,
skill-abilities, etc. It also helps the citizens to adopt new advancement
concerning technology, apprenticeship, entrepreneurial skills, etc. to improve
the productivity of the institutions, companies, organizations, etc. they are
employed-in. It progressively leads to an increase in the country’s
productivity, heading towards an increase in national income, followed by per
capita income. On this
basis, it is proved that the INCLUSIVE
HUMAN RESOURCE DEVELOPMENT acts as the fruit of inclusive growth that arises from activities that help increase of country’s human capital
productivity. It is possible only by providing education, health, and skill development
facilities under employment opportunities, both inclusively and equally to all citizens heading towards human resource development of the
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