tag:theconversation.com,2011:/institutions/birla-institute-of-technology-and-science-1412/articlesBirla Institute of Technology and Science2019-04-17T12:36:39Ztag:theconversation.com,2011:article/1154032019-04-17T12:36:39Z2019-04-17T12:36:39ZIndia: widespread food insecurity may be damaging children’s ability to learn – and the future economy<figure><img src="https://images.theconversation.com/files/269644/original/file-20190416-147522-ctx9es.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/download/success?u=http%3A%2F%2Fdownload.shutterstock.com%2Fgatekeeper%2FW3siZSI6MTU1NTQ3MTMyMywiYyI6Il9waG90b19zZXNzaW9uX2lkIiwiZGMiOiJpZGxfMTYzNjczNDI2IiwiayI6InBob3RvLzE2MzY3MzQyNi9tZWRpdW0uanBnIiwibSI6MSwiZCI6InNodXR0ZXJzdG9jay1tZWRpYSJ9LCIxcVdpSjBYMVcrY3dlZENFMmhzS3l4S1RxT1UiXQ%2Fshutterstock_163673426.jpg&pi=33421636&m=163673426&src=M5PPv5C4m81cOK7jZvoZeg-1-19">Shutterstock.</a></span></figcaption></figure><p>There has been an impressive expansion in school enrolment in India since the early 2000s. Despite this, India is in the midst of a “<a href="https://elibrary.worldbank.org/doi/book/10.1596/978-1-4648-1096-1">learning crisis</a>”, with improvements in learning lagging behind increases in enrolment. </p>
<p>Worldwide, India also has one of the highest rates of child <a href="http://in.one.un.org/un-priority-areas-in-india/nutrition-and-food-security/">undernutrition and household food insecurity</a> – that is, inadequate or inconsistent access to enough safe and nutritious food to sustain a healthy life. </p>
<p>Both of these issues have negative implications for the long-term health, well-being and productivity of young people, as well as for the economy more broadly. </p>
<p>In <a href="https://www.sciencedirect.com/science/article/pii/S0272775718302073?dgcid=coauthor">our recent study</a>, we used survey data from the <a href="https://www.younglives.org.uk/">Young Lives study</a> of childhood poverty to examine whether there is a link between food insecurity and learning for Indian adolescents. </p>
<p>There are good theoretical reasons why learning and food insecurity may be linked. When households experience food insecurity, they may have to make difficult decisions in order to meet the family’s nutritional needs. </p>
<p>For instance, households that need money for food might reduce spending on school fees and materials. Children might miss school, have less time available to study, or even drop out altogether so that they can contribute to the household economy.</p>
<p>Food insecurity can also cause children to experience hunger, undernutrition, and micronutrient deficiencies. This can lead children to have <a href="https://academic.oup.com/ajcn/article/67/4/779S/4666104">problems with concentration and memory</a>. It can even <a href="https://www.pnas.org/content/103/27/10155">impair their cognitive development</a>. </p>
<p>Children who experience food insecurity might also feel irritability and shame. This could impact negatively on their interactions with their parents, teachers and peers. </p>
<p>In the Young Lives data, 47% of 12-year-olds had experienced household food insecurity at some stage during the observation period. And even 18% of the wealthiest families had experienced food insecurity; food insecurity is not exclusively a matter of poverty.</p>
<h2>Associations with learning</h2>
<p>The study followed the same children over time, beginning in 2002. It tracked both food insecurity and children’s learning outcomes in four domains: reading, English, maths, and local language vocabulary. </p>
<p>In order to test for a link between food insecurity and learning, we applied statistical modelling. We used information on whether households had experienced food insecurity when the children were aged five and eight, and when they entered adolescence at age 12. </p>
<p>We found that food insecurity was negatively linked to learning outcomes in all four domains. This was true even after we accounted for other important factors. </p>
<p>For example, it could be that poverty affects both food insecurity and learning – and so any link between these outcomes is actually the result of poverty. We accounted for this and other possible explanations in our robust models, and still consistently found a negative association between food insecurity and learning across domains. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/269645/original/file-20190416-147511-1anbcdz.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/269645/original/file-20190416-147511-1anbcdz.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/269645/original/file-20190416-147511-1anbcdz.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/269645/original/file-20190416-147511-1anbcdz.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/269645/original/file-20190416-147511-1anbcdz.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/269645/original/file-20190416-147511-1anbcdz.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/269645/original/file-20190416-147511-1anbcdz.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Without access to regular, nutritious food, children will likely suffer at school.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/download/success?u=http%3A%2F%2Fdownload.shutterstock.com%2Fgatekeeper%2FW3siZSI6MTU1NTQ3MTQ2NywiYyI6Il9waG90b19zZXNzaW9uX2lkIiwiZGMiOiJpZGxfNzk2NTY0OTMzIiwiayI6InBob3RvLzc5NjU2NDkzMy9tZWRpdW0uanBnIiwibSI6MSwiZCI6InNodXR0ZXJzdG9jay1tZWRpYSJ9LCJycTdsdi82Zm0rU3ppeGNQOUd1bStxZ2VwTjAiXQ%2Fshutterstock_796564933.jpg&pi=33421636&m=796564933&src=N7rkTn6a33yOZpFepUUpdw-1-9">Shutterstock</a></span>
</figcaption>
</figure>
<p>We also considered the timing and persistence of food insecurity. Do early life experiences affect later learning? Or can adolescents recover from earlier food insecurity? Are there differences if adolescents experience shorter versus longer periods of food insecurity?</p>
<p>We found that both timing and persistence do matter, but they have different effects in different learning domains. For vocabulary and reading, early and persistent food insecurity were very detrimental for learning. English and maths were more complex.</p>
<p>For English, early food insecurity didn’t matter as much, but later and persistent food insecurity were linked to poorer learning outcomes. This may reflect that, at the time of the study, English language learning happened later in the curriculum. </p>
<p>For maths, food insecurity at any time was strongly and negatively associated with learning. This may reflect the fact that maths learning at one level is built directly on learning at a previous level. In other words, a child who does not learn basic addition due to food insecurity will struggle with more complex maths. In contrast, for subjects such as reading, once foundational skills are established, some catch-up for missed material may be possible in the short term.</p>
<h2>Feeding the future</h2>
<p>Our work demonstrates the lasting effects of early life experiences. Addressing food insecurity may be an important part of resolving India’s learning crisis. </p>
<p>It may also contribute to achieving some of the UN <a href="https://www.un.org/sustainabledevelopment/blog/2015/12/sustainable-development-goals-kick-off-with-start-of-new-year/">Sustainable Development Goals</a>. Goal #2 aims to end hunger and achieve food security. Our findings suggest that meeting this goal may have ripple effects by reducing inequalities (goal #10) and ensuring inclusive, quality education for all (goal #4). </p>
<p>As we have <a href="https://site4society.wordpress.com/2018/07/20/too-hungry-to-learn/">argued elsewhere</a>, early intervention to prevent food insecurity is important to ensure that children are not disadvantaged while learning foundational skills. Scaling up early childhood feeding programs may be useful for targeting early food insecurity. </p>
<p>Offering free remedial learning classes for children who experience food insecurity may also enable them to catch up with peers. Finally, where social protection is inadequate to prevent children from working, providing safe, well-paid employment opportunities over school breaks may help children to work without missing learning opportunities. </p>
<hr>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/266588/original/file-20190329-71003-uc9saw.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/266588/original/file-20190329-71003-uc9saw.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=140&fit=crop&dpr=1 600w, https://images.theconversation.com/files/266588/original/file-20190329-71003-uc9saw.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=140&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/266588/original/file-20190329-71003-uc9saw.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=140&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/266588/original/file-20190329-71003-uc9saw.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=176&fit=crop&dpr=1 754w, https://images.theconversation.com/files/266588/original/file-20190329-71003-uc9saw.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=176&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/266588/original/file-20190329-71003-uc9saw.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=176&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption"></span>
</figcaption>
</figure>
<p><em><a href="https://theconversation.com/india-tomorrow-podcast-series-from-the-anthill-trailer-114641">Listen to the trailer for The Conversation’s podcast series on India from The Anthill.</a></em></p><img src="https://counter.theconversation.com/content/115403/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>New study finds food insecurity is negatively linked to learning outcomes in reading, English, maths, and local language vocabulary.Jasmine Fledderjohann, Lecturer in Sociology and Social Work, Lancaster UniversityElisabetta Aurino, Lecturer, Imperial College LondonSukumar Vellakkal, Assistant professor, Birla Institute of Technology and ScienceLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/243442014-04-20T21:28:00Z2014-04-20T21:28:00ZWhy India’s universities can’t keep up with the masses<figure><img src="https://images.theconversation.com/files/44051/original/r2f9pnnj-1395020569.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Is India's Higher Education sector capable of serving its burgeoning youth population? </span> <span class="attribution"><a class="source" href="http://www.shutterstock.com/downloading_tips.mhtml?code=&id=151780148&size=medium&image_format=jpg&method=download&super_url=http%3A%2F%2Fdownload.shutterstock.com%2Fgatekeeper%2FW3siZSI6MTM5NTA0OTMxMywiYyI6Il9waG90b19zZXNzaW9uX2lkIiwiZGMiOiJpZGxfMTUxNzgwMTQ4IiwicCI6InYxfDEwMTI3NTg4fDE1MTc4MDE0OCIsImsiOiJwaG90by8xNTE3ODAxNDgvbWVkaXVtLmpwZyIsIm0iOiIxIiwiZCI6InNodXR0ZXJzdG9jay1tZWRpYSJ9LCIrdzNSS0RlK3h1TFFvbU1wcGV4WFhmOGVyQjAiXQ%2Fshutterstock_151780148.jpg&racksite_id=ny&chosen_subscription=1&license=standard&src=EGw14Md5sz399uEIpXdUng-1-18">shutterstock</a></span></figcaption></figure><p>How can the Indian government improve the quality of education at the majority of the country’s universities, colleges and institutes? This is more than a question for questioning’s sake: it’s of vital importance in a country of 1.27 billion people, of which half are under the age of 25. </p>
<p>Nearly 190 million Indians are aged 18-25. Their numbers will rise until about 2030 after which they will begin to decline. These young women and men will need a college education or vocational training to secure a better future. </p>
<p>India needs them to succeed as well; otherwise the country’s much talked about demographic dividend – the economic boom that is expected to eventuate when a great majority of the country’s population is of working age – will turn into a demographic disaster.</p>
<p>India already has 700 universities and 48,000-plus colleges and institutes across the country. But it’s evident it must build more higher education institutions to educate its millions. Still a more difficult task before the government is to improve the quality of education at the already-existing institutions. Better access to education will do little to improve the life chances of young Indians if the quality of education isn’t of a high standard.</p>
<p>The Indian government has taken several steps to this end. But the country is still under-prepared to address its higher education needs. It’s highly likely that in 10 or 20 years, the government will still be trying to fix the same problems that exist today.</p>
<p>Given the growing influence of world university rankings, the absence of Indian universities among the world’s top 200 institutions makes headlines frequently in India. But world rankings offer only a partial glimpse of the quality of India’s universities; institutions fare poorly on national-level <a href="http://timesofindia.indiatimes.com/home/education/news/Indian-universities-second-grade/articleshow/30747157.cms">tests of quality</a> as well.</p>
<p>According to the <a href="http://timesofindia.indiatimes.com/home/education/news/Indian-universities-second-grade/articleshow/30747157.cms">data</a> last gathered by the National Assessment and Accreditation Council (NAAC), 62% of universities and 90% of colleges count as average or below-average. </p>
<p>But those numbers are based on <a href="http://www.livemint.com/Politics/vmo0tpo6rsQGWR7zgIxdFO/Govt-may-rope-in-private-players-to-assess-accredit-educati.html">information collected</a> from a mere 20% of the total number of institutions that obtained NAAC-accreditation. The government has now made it mandatory for all institutions to be accredited, meaning we will soon know exactly how good or bad India’s colleges and universities are. </p>
<p>It is thought most of India’s higher education institutions will fall short in NAAC assessments, if they are carried out in a fair manner.</p>
<p>According to <a href="http://timesofindia.indiatimes.com/india/Among-graduates-only-30-job-worthy/articleshow/29570361.cms">recent reports</a>, the employability rates of Indian graduates are estimated at between <a href="http://www.thehindu.com/news/cities/Delhi/nearly-47-per-cent-graduates-in-india-unemployable-says-report/article4850167.ece">34% to 53%</a>. Going by such figures, it seems indisputable India’s colleges and universities are not getting their teaching right. </p>
<p>The problem is in part about the quality of school education (the students entering college are not really prepared for college) and the quality of college education (where college teachers are unable to lift those with potential out of mediocrity).</p>
<p>My pessimism about India’s higher education is based on two factors.</p>
<p>First, it is evident India is in the middle of a higher education crisis – and one that was not produced overnight. Its roots lie in the “lost decades” of the 1980s and the 1990s when national and state governments neglected higher education, whether in terms of funding or proper regulation; predatory private providers began to operate with impunity (they still do); and there was a dramatic decline in the social status of the academic profession. </p>
<p>During this time, it’s fair to assume, many men and women who joined higher education were not hired on the basis of merit. Some 20-to-30 years later, many of them hold powerful positions. In other words, those who participated in and contributed to the making of the higher-education crisis are now expected to revive higher education.</p>
<p>Second, improvements in the quality of education will require the support of a well-qualified faculty. But government and university officials have <a href="http://www.educationinsider.net/detail_news.php?id=643">reported</a> acute and widespread faculty shortages, even at the most <a href="http://www.hindustantimes.com/india-news/iits-continue-to-grapple-with-shortage-of-staff/article1-1164131.aspx">venerated Indian institutions</a> such as the <a href="http://en.wikipedia.org/wiki/Indian_Institutes_of_Technology">Indian Institutes of Technology</a>, which are said to be some of the best in the country.</p>
<p>The irony is that there seems to be a surplus of well-qualified Indian faculty members at Western and Eastern institutions. This is part of a wider social phenomenon in India known as the <a href="http://www.theage.com.au/comment/brain-drain-a-headache-for-india-and-china-20131023-2w1kg.html">“brain drain”</a>, whereby the country’s top minds seek their fame and fortune overseas rather than on home soil. </p>
<p>In India, nothing is as it seems. Government and university officials say all the right things about higher education in their public statements; but lip service won’t be enough when it comes to improving the lot of our citizens. </p><img src="https://counter.theconversation.com/content/24344/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Pushkar P does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>How can the Indian government improve the quality of education at the majority of the country’s universities, colleges and institutes? This is more than a question for questioning’s sake: it’s of vital…Pushkar P, Asst Professor, Humanities & Social Sciences/Pol Science, Birla Institute of Technology and ScienceLicensed as Creative Commons – attribution, no derivatives.