Secondary data on school participation and completion highlight that dropping out from school before completing eight years of schooling continues to challenge the achievement of universal elementary education in India. Against the backdrop of high dropout rates at the primary and upper primary level, this article discusses the findings of a field survey conducted in 2008–2009 in a peripheral urban settlement in West Bengal. The same households were surveyed after five years in 2013. The purpose was to contextualise barriers to elementary education among poor children living in a socio-economically backward and low-income settlement. It was found that despite physical access to government schools, the dropout rate escalated with children’s age due to livelihood pressure at home and the double burden of household chores and income-generating work. This along with inadequate support from school made it challenging for children to complete elementary education.
This study examines the relationships between inflation, output growth and their uncertainties for India over the period from 1971 to 2015. The paper extends the existing empirical literature by employing a regime switching model to understand the dynamics of the above linkages in different inflation and output growth regimes of India. Our estimated results indicate that inflation is a positive determinant of output growth in the low‐growth regime. Furthermore, output growth significantly boosts inflation during low‐inflation regime. Thus in a situation, when both inflation and output growth are low, moderate inflation is helpful to growth as well as rise in growth feeds back into inflation. On the other hand, during high‐inflation regime, nominal uncertainty significantly reduces inflation, thus providing evidence in support of the price “stabilization” motive of the monetary authority.
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