Towards conceptualizing child wellbeing in India: The need for a paradigm shift

Globally, there is a vast array of social indicators, many of these specifically oriented to the lives, experience and needs of children. This approach is much more advanced in developed economies and rich countries, where the focus has widened and shifted progressively towards a full recognition of the nonmonetary dimensions of child wellbeing. At present, there would appear to be a propitious academic, activist and policy conjuncture for the widening of the discourse on child deprivation in India. This environment is created partly by the emerging reporting requirements and exhortations of the international development regime. But it is also fuelled by dissatisfaction over the inability of the existing methodologies, dominated by the reductionist monetary poverty line approach, to provide a meaningful intellectual or operational frame for contending with issues of child wellbeing in a holistic manner. The basic argument of this paper is that a double paradigm shift is urgently necessary: from mainstream approaches which tend to focus overwhelmingly on the material poverty and deprivation experienced by some children, deemed by definition to be those in households-in-poverty, to one that widens the field of vision to include both material and non-material dimensions of wellbeing of all children. Clearly, fresh epistemological and methodological challenges will have to be met with innovative and creative responses. It is time for India to catch up with best practices in rich countries, and given the impressive dimensions of India's academic and professional infrastructure, this should not be an unrealistic goal

From Poverty to Wellbeing: Alternative Approaches to the Recognition of Child Deprivation in India

Ways of seeing influence ways of doing; so there is much to be gained potentially by a thorough stock-taking and interrogation of the habitual methods and techniques employed in the field of child poverty measurement in India. The basic argument of this paper is that a paradigm shift is urgently necessary: from the mainstream approach which tends to focus overwhelmingly on the material poverty and deprivation experienced by some children, deemed by definition to be those in households-in-poverty, to one that widens the field of vision to include both material and non-material dimensions of wellbeing of all children. Such a shift carries significant implications for modes of conceptualization and recognition; for the focus and substantive content of analysis, for the choice of methods and tools, for the framing and design of policies and interventions, and more generally for the scope of debates and discourse pertaining to the development rights of children

Improving the health and welfare of people who live in slums

Summary In the first paper in this Series we assessed theoretical and empirical evidence and concluded that the health of people living in slums is a function not only of poverty but of intimately shared physical and social environments. In this paper we extend the theory of so-called neighbourhood effects. Slums offer high returns on investment because beneficial effects are shared across many people in densely populated neighbourhoods. Neighbourhood effects also help explain how and why the benefits of interventions vary between slum and non-slum spaces and between slums. We build on this spatial concept of slums to argue that, in all low-income and-middle-income countries, census tracts should henceforth be designated slum or non-slum both to inform local policy and as the basis for research surveys that build on censuses. We argue that slum health should be promoted as a topic of enquiry alongside poverty and health

Strategic Sensemaking and Political Connections in Unstable Institutional Contexts

Emerging economies are often characterized by pervasive institutional changes and resultant institutional voids. In the absence of strong formal institutions, firms rely on informal institutions to fill these voids. This article argues that the process of sensemaking for firms in turbulent environments is continuous and dependent on cyclical adjustments connecting performance via a feedback loop to scanning and interpretation. Far from being a one-time occurrence, environmental sensemaking is a process operating in accord with continuous environmental changes. This study’s findings derive from an in-depth analysis of a Russian pharmaceutical firm and an Indian telecommunications firm, and demonstrate that entrepreneurs make sense and gain legitimacy through political connections. The study further finds that improvements in institutional environments reduce the salience of political networks, thereby creating a choice for firms to rely on formed market mechanisms or continue along the path of political connections that evolve to public–private partnerships

A Millennium Learning Goal for education post‐2015: a question of outcomes or processes

As the target year for the current Millennium Development Goal of universal completion of primary education approaches, three World Bank economists have proposed its replacement with a Millennium Learning Goal. This is part of a trend of increased privileging of learning outcomes. The proposal is assessed from the perspective of human rights-based and social justice conceptualisations of education quality. A Millennium Learning Goal may enhance information on inclusion, conceived as equal opportunity to achieve learning outcomes. However, there is a danger that it would be misused to generate high stakes tests that can be detrimental to the achievement of goals that are not readily measurable and hence to the relevance of education. It is argued that a process goal with qualitative targets for the assessment of learning, for the monitoring of educational processes and for the processes by which learning goals are determined would be more appropriate for the international level.As the target year for the current Millennium Development Goal of universal completion of primary education approaches, three World Bank economists have proposed its replacement with a Millennium Learning Goal. This is part of a trend of increased privileging of learning outcomes. The proposal is assessed from the perspective of human rights-based and social justice conceptualisations of education quality. A Millennium Learning Goal may enhance information on inclusion, conceived as equal opportunity to achieve learning outcomes. However, there is a danger that it would be misused to generate high stakes tests that can be detrimental to the achievement of goals that are not readily measurable and hence to the relevance of education. It is argued that a process goal with qualitative targets for the assessment of learning, for the monitoring of educational processes and for the processes by which learning goals are determined would be more appropriate for the international level