Underweight and Stunted Children: The Indian Paradox

The Union Cabinet recently approved a multi-sectoral nutritional programme proposed by the Ministry of Women and Child Development to reduce under-nutrition in 200 districts across India. The 1,213 crore initiative will incorporate several schemes to curb malnutrition among children below the age of 3 years, and tackle anaemia in young girls and lactating mothers. 

This nutrition initiative comes against the backdrop of several recent statistics and debates in the media on high levels of child malnutrition in India. In January 2012, Prime Minister Manmohan Singh released the “HUNGaMA Survey Report 2011”prepared by Naandi Foundation that covered 112 districts across India. According to the report, 42.5 per cent of children under five years of age are underweight (low weight for age); 58.8 per cent are stunted (low height for age), and 11.4 per cent are ‘wasted’ (low weight for height).

The alarming figures led Prime Minister Singh to call it a “national shame”. In the “Global Hunger Index 2013”, India scored 21.3 on the level of hunger, placing itself in the category of “alarming levels” of hunger. Apart from India, Haiti and Timor-Leste are the other two non-Sub-Saharan African countries that fall under this category. The report also highlights that South Asia is home to the largest number of hungry people in the world, followed by Sub-Saharan African countries.

Bangladesh that showed high rates of malnutrition until recent times has taken significant steps to improve nutrition, and quantity and quality of food intake. Progress has been made in cereal and non-cereal food production to ensure food security. Educational campaigns on exclusive breastfeeding and hygeine have helped the country to tackle malnutrition. In addition, Bangladesh is one of the 42 countries that are part of the “Scaling up Nutrition” (SUN) movement to implement nutrition specific approaches and interventions to curb malnutrition. India is not a part of the SUN movement.

Thus, what was previously dubbed by researches as the “Asian Enigma” to refer to the phenomenon of South Asian countries falling behind in standards of child growth despite economic growth, now seems to be modified into “Indian Enigma” or the “Indian Paradox” to reflect upon the phenomenon of India having a large number of under-weight and stunted children despite a growing economy.

The UN has estimated that about 2.1 million Indian children die before they reach the age of five years from preventable illnesses such as diarrhoea, malaria, typhoid, pneumonia and measles.

Stunted children are susceptible to infections due to a weak immune system. When they grow up to adulthood, they are likely to have a risk of obesity, diabetes, high blood pressure, and heart disease. Stunting also results in impaired cognitive ability, fatigue, loss of interest and curiousity, and failure to learn motor skills, which results in stunted children falling behind their healthier counterparts, and eventually dropping out of school.

Child malnutrition is directly related to malnutrition among women, says a study titled “Child Malnutrition and Gender Discrimination in South Asia” by Santosh Mehrotra, who is a former Regional Economic Advisor for Poverty (Asia) for UNDP. Poor health of a woman during her infancy, childhood and teenage years leads to low birth-weight of her child. Consequently, children who are born with low birth-weight often experience poor health during their infancy and childhood.

A BMI of less than 18.5 is an indicator of chronic energy deficiency. The study states that 36 per cent of Indian women fall short of that number.  The study further says that on average 52 per cent of Indian women suffer from mild, moderate or severe anaemia which is the underlying cause of maternal mortality and perinatal mortality.

“It is important to target women not only when they are pregnant, but otherwise as well,” said Dr. Amit Sengupta from Delhi Science Forum. “Women are discriminated right from birth, so by the time they reach adulthood, they are already malnourished,” he said.Santosh Mehrotra says in his study that in most poor households, women and young girls eat the leftovers after the males in the family have eaten their meals.

Another cause for stunting and under-weight children in India is aruged to be a consequence of a larger sanitation problem of open defecation. Dean Spears, a visiting researcher at the Delhi School of Economics, has argued that stunting as a phenomenon among Indian children could be linked to open defecation. Spears says that children are exposed to the germs in faeces when those germs are released in the enviornment during open defecation. This exposure to the germs causes children to suffer from diarrhoea and environmental enteropathy (causing chronic changes in the intestines of the children and preventing the body to absorb and use nutrients). Thus, leaving the children stunted.

In his study titled “Open Defecation and Childhood Stunting in India: An ecological analysis of new data from 112 districts”, Spears says that according to the 2011 Indian census, 53 per cent of Indian households did not use any kind of toilets. He further says that Bihar has had a higher rate of open defecation in the past ten years than any other country, and that Uttar Pradesh alone is home to 12 per cent of all the people worldwide who openly defecate.

He argues that the rate of open defecation in India has been higher than that of Congo, Ethiopia, Angola, Zambia, South Africa, Rwanda, Kenya, Ghana and many other Sub-Saharan African countries.

Dr. Vandana Prasad from Public Health Resource Network said, “Many factors contribute to child malnutrition. Lack of food, lack of good quality and diverse food, lack of child care services, malnutrition among the mothers, open defecation… but it becomes problematic when one reason is highlighted as the primary reason.”

newsclick.in/india/underweight-and-stunted-children-indian-paradox

How India can leapfrog to the future

The combination of cheaper devices, easy connectivity and the high aspirations of the population could help India leapfrog development in several areas. Broadband internet can transform primary and secondary schooling by bringing the best teachers and techniques into every classroom. In Reimagining India: Unlocking the Potential of Asia’s Next Superpower, edited by McKinsey & Company, digital educators Salman Khan and Shantanu Sinha argue that “replicating for hundreds of millions of aspiring learners what a few thousand previously experienced in the lecture halls of Harvard, MIT or Stanford would require an absurdly large investment. But now, this information is available to anyone with a cheap laptop and a broadband connection.” Indeed, today, Indian students are the largest users of massive open online courses from MIT and Harvard.

Healthcare offers similar possibilities. Cheap devices (GE’s X-ray costs $50), sensors and broadband connectivity will open up access to healthcare, and at lower costs than the standard brick and mortar solutions (often at a fiftieth of the comparable U.S. cost). Swasthya Slate (a tablet device for patients to perform self-diagnostic tests including electrocardiograms, blood sugar, blood pressure, and heart rate readings) and “m-steth” (mobile stethoscope to transmit heart data) are smart, affordable substitutes for over half of all doctor visits. This is life-changing in a country like India, where the doctor to patient ratio is a meager 1:1,700 (compared with 1:400 in the United States).

The same breakthrough is possible in access to all government services, retail services, banking and financial inclusion, agriculture, medical care, education at all levels and in many other fields that we haven’t even thought of yet, and may help India to drive faster inclusive development for its population. In true Indian tradition, the potential for technology to leapfrog is enormous – and so are the barriers. As experience shows, progress may be fitful, but when India can imagine, mobilize, and leapfrog, ten years can change almost anything.

http://globalpublicsquare.blogs.cnn.com/2013/12/29/how-india-can-leapfrog-to-the-future/

India misses the bus

The much lauded book, An Uncertain Glory, by Jean Drèze and Amartya Sen carries an easily missed subtitle, India and Its Contradictions.

…it is Chapter 5 of the book, The Centrality of Education, that truly excels in identifying education as the key to the liberation of our society from the clutches of a contradiction — an enormous contradiction, in fact — that precludes the majority of the 120-crore-plus Indians from reading a single printed word in the book.

The chapter in question presents in detail the shambles in which India has landed vis-à-vis elementary education. To quote, “About 20 per cent of Indian children between the ages of 6 and 14 years were not attending school even in 2005-06, and about 10 per cent of children of that age group had never been enrolled in any school at all. The neglect is particularly strong for Indian girls, nearly half of whom were out of school in large parts of India…in the same year.” Against this background, a cruel joke stares us in the face when we boast about our nuclear capabilities or launch a Mars-bound spacecraft.

There are no less than nine reasons that Drèze and Sen offer to underline the importance of basic education. First, the ability to read, write and count wins for a person the freedom “to communicate with others”. Second, it improves economic opportunities. Third, it adds to political consciousness in a democratic society. Fourth, schooling opens up the mind to public health issues. Fifth and sixth, education broadens perceptions regarding human as well as legal rights. Seventh, education is directly linked to women’s empowerment. Eighth, it narrows down inequalities related to class and caste. And finally, ninth, the act of studying is itself an enormous source of pleasure.

The authors refer to the Meiji restoration of Japan in 1868 as a case in point. The fundamental Code of Education (1872) ensured that there would be “no community with an illiterate family, nor a family with an illiterate person.” Around 43 per cent of the budget of towns and villages was allocated to education during 1906-1911. Japan, by 1910, was “almost fully literate” and “by 1913, though still very much poorer than Britain or America… was publishing more books than Britain and more than twice as many as the United States.”

First, an educated worker is more efficient, compared to his uneducated counterpart, in the production of commodities. Second, education, especially higher education, opens up avenues for research on production technologies. Both affect the growth prospects of an economy, though the first is probably more intimately linked to the idea of universal education than the second.

Universal education is a concept that should target elementary and secondary school education and, if possible, high school as well. Referring back to Japan, China and the other Asian giants, or even the US, the majority of the labour force is educated but not highly so. A relatively minor section of the population is exposed to post-graduate university education. However, the universal nature of the sort of education that identifies the majority of the population lends an unmistakable shine to productive activities. Further, as Lucas observes, an educated population improves the quality of life in general.

It would appear that post-Independence India laid more stress on higher, than on primary or secondary, education. From its very inception, therefore, the Indian education policy had a bias built into it. While our IITs, IIMs, ISIs, IIScs and TIFRs have succeeded in receiving well-deserved international recognition, we failed miserably in producing primary school teachers for children living in villages or urban slums. The result has been a gaping divide between the haves and the have-nots. Imported cars belonging to a handful of the increasingly affluent middle-class intelligentsia are clogging up our inadequate roadways even as 90 per cent of the labour force (which includes child labour as well) languishes in the so-called unorganized sector in malign neglect.

India, however, followed a lopsided education policy by laying stress on higher education before the country was prepared with the minimal infrastructure — namely, mass-scale literacy.

India misses the bus

Historic WTO deal on India’s terms, food security stand prevails

an important step in the right direction, let’s just hope the subsidized food gets to those who need it most…

In a major victory for India, the World Trade Organisation or WTO on late Friday night agreed to allow countries to provide subsidy on staple food crops without any threat of punitive action

The deal allows nations such as India to fix a Minimum Support Price (MSP) for farm produce and to sell staple grains to the poor at subsidised rates. It also permits countries to store foodgrains to meet contingency requirements.

The draft agreement, which will protect the right to food and allow India to go ahead with its $20 billion food security scheme, is expected to be adopted by the plenary later in the day.

“It’s a victory for Indian farmers and farmers of the developing world. It is also recognition of the right of developing nations for public stock-holding of food grains to ensure food security for their citizens,” Mr Sharma said.

According to the proposal, all schemes providing support in relation to procurement for public stock-holding programmes for staple food crops will be protected from WTO litigation.

http://www.ndtv.com/article/india/historic-wto-deal-on-india-s-terms-food-security-stand-prevails-455488

Maharashtra urges companies to spend CSR money on schools

Maharashtra is trying to persuade companies to put money in the school system as part of their corporate social responsibility (CSR) spending, reinforcing the administration’s efforts to boost educational facilities in a state where 70% of schools are government-run.

The Maharashtra government proposed to spend around Rs.33,952 crore, or 2.21% of the state’s gross domestic product, on school education in fiscal 2014, but as much as 80% of this money will be spent on paying the salaries and pensions of teaching and non-teaching staff.

This will leave only around Rs.6,790 crore for building new schools and facilities like science laboratories and toilets and to carry out repairs on existing infrastructure in the 100,000 schools run by the state government through zilla parishads (district councils).

The new Companies Act requires corporate entities with a net worth of more than Rs.500 crore or revenue of more than Rs.1,000 crore or net profit of more than Rs.5 crore to spend at least 2% of their average net profits of the preceding three years on CSR

Maharashtra’s education department has circulated a booklet titled CSR in Education: 2013-14 among companies that meet the criteria, and industry lobbies such as the Indian Merchants’ Chamber (IMC), Confederation of Indian Industry (CII) and the Federation of Indian Chambers of Commerce and Industry (Ficci).

According to Bloomberg data, India has 433 listed companies that match the criteria and whose combined net profit in fiscal 2013 was Rs.4.66 trillion. Maharashtra alone has 155 listed companies with a combined net profit of Rs.1.83 trillion. These companies will be setting aside around Rs.3,665 crore for CSR efforts.

http://www.livemint.com/Companies/fsfMdViNX9hdF9ZjdfbEXP/Maharashtra-urges-companies-to-spend-CSR-money-on-schools.html