World Economic Situation | 2013

Coins

“We have always known that heedless self interest was bad morals, we now know that it is bad economics.”
― Franklin D. Roosevelt

Growth of the world economy has weakened considerably during 2012 and is expected to remain subdued in the coming two years. The global economy is expected to grow at 2.4 per cent in 2013 and 3.2 per cent in 2014 a significant downgrade from the UN’s forecast of half a year ago. The report also foresees a much slower pace of poverty reduction in many developing countries and a narrowing fiscal space for investments in critical areas for achieving the MDGs.

The World Economic Situation and Prospects (WESP) is jointly produced by DESA, the UN Conference on Trade and Development (UNCTAD) and the five United Nations Regional Commissions and is the definitive report on the state of the world economy.

“We have identified three major economic risks,” said Pingfan Hong, Chief of the Global Economic Monitoring Unit of DESA’s Development Policy and Analysis Division, when the report’s first chapter was launched on 18 December 2012. Mr. Hong pointed to the deterioration of the euro crisis, the US fiscal cliff and a possible hard landing for some large developing countries.

“To mitigate these risks, policymakers worldwide are greatly challenged,” underscored Mr. Hong, also describing how the world economy is still struggling to recover five years after the eruption of the global financial crisis.

Global economy is expected to grow at 2.4 per cent in 2013 and 3.2 per cent in 2014, a significant downgrade from the forecast six months ago. This growth pace will not be enough to overcome the continued jobs crisis faced by many countries. With existing policies and growth trends, it may take at least another five years for Europe and the United States to make up for the job losses caused by the Great Recession of 2008-2009.

With the full report being launched this week, it also provides detailed forecasts for different regions of the world.

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Higher Education | Central University in India

Indian education

India’s higher education system is the third largest in the world, next to United States and China. The main governing body at the tertiary level is the University Grants Commission, which enforces its standards, advises the government, and helps coordinate between the centre and the state. Accreditation for higher learning is overseen by 12 autonomous institutions established by the University Grants Commission.

Indian higher education system has expanded at a fast pace by adding nearly 20,000 colleges and more than 8 million students in a decade from 2000-01 to 2010-11..As of 2011, India has 42 central universities, 275 state universities, 130 deemed universities, 90 private universities, 5 institutions established and functioning under the State Act, and 33 Institutes of National Importance.Other institutions include 33,000 colleges as Government Degree Colleges and Private Degree Colleges, including 1800 exclusive women’s colleges, functioning under these universities and institutions as reported by the UGC in 2012. The emphasis in the tertiary level of education lies on science and technology. Indian educational institutions by 2004 consisted of a large number of technology institutes. Distance learning and open education is also a feature of the Indian higher education system, and is looked after by the Distance Education Council.Indira Gandhi National Open University is the largest university in the world by number of students, having approximately 3.5 million students across the globe.

Some institutions of India, such as the Indian Institutes of Technology (IITs), Indian Institutes of Management (IIMs), National Institute of Technology (NITs) and Jawaharlal Nehru University have been globally acclaimed for their standard of education. The IITs enroll about 8000 students annually and the alumni have contributed to both the growth of the private sector and the public sectors of India. However, India has failed to produce world class universities like Harvard or Oxford.

CENTRAL UNIVERSITIES IN INDIA :

University State Location Build Under
Aligarh Muslim University Uttar Pradesh Aligarh 1875 General
Allahabad University Uttar Pradesh Allahabad 1887 General
Assam University Assam Silchar 1994 General
Babasaheb Bhimrao Ambedkar University Uttar Pradesh Lucknow 1996 General
Banaras Hindu University Uttar Pradesh Varanasi 1916 General
Central Agricultural University Manipur Imphal 1993 Agriculture
Central University of Bihar Bihar Gaya 2009 General
Central University of Gujarat Gujarat Gandhinagar 2009 General
Central University of Haryana Haryana Mahendragarh 2009 General
Central University of Himachal Pradesh Himachal Pradesh Dharamsala 2009 General
Central University of Jharkhand Jharkhand Ranchi 2009 General
Central University of Karnataka Karnataka Gulbarga 2009 General
Central University of Kashmir Jammu and Kashmir Srinagar 2009 General
Central University of Kerala Kerala Kasaragod 2009 General
Central University of Orissa Orissa Koraput 2009 General
Central University of Punjab Punjab Bathinda 2009 General
Central University of Rajasthan Rajasthan Jaipur 2009 General
Central University of Tamil Nadu Tamil Nadu Tiruvarur 2009 General
Dr. Hari Singh Gour University Madhya Pradesh Sagar 1946 General
Guru Ghasidas University Chhattisgarh Bilaspur 1983 (2009) General
Hemwati Nandan Bahuguna Garhwal University Uttarakhand Srinagar 1973 General
Indian Maritime University Tamil Nadu Chennai 2008 Marine science
Indira Gandhi National Open University Delhi New Delhi 1985 Distance education
Indira Gandhi National Tribal University Madhya Pradesh Amarkantak 2007 General
Jamia Millia Islamia Delhi New Delhi 1920 (1988) General
Jawaharlal Nehru University Delhi New Delhi 1969 General
Mahatma Gandhi Antarrashtriya Hindi Vishwavidyalaya Maharashtra Wardha 1997 Hindi
Manipur University Manipur Imphal 1980 (2005) General
Maulana Azad National Urdu University Andhra Pradesh Hyderabad 1998 Urdu
Mizoram University Mizoram Aizawl 2000 General
Nagaland University Nagaland Kohima 1994 General
North Eastern Hill University Meghalaya Shillong 1973 General
Pondicherry University Puducherry Pondicherry 1985 General
Rajiv Gandhi University Arunachal Pradesh Itanagar 1984 General
Sikkim University Sikkim Gangtok 2007 General
Tezpur University Assam Tezpur 1994 General
The English and Foreign Languages University Andhra Pradesh Hyderabad 1958 (1973) English and Foreign languages
Tripura University Tripura Agartala 1987 General
University of Delhi Delhi New Delhi 1922 General
University of Hyderabad Andhra Pradesh Hyderabad 1974 General
Visva-Bharati University West Bengal Santiniketan 1951 General

Courtesy to : wikipedia

Child Labour Devastation Statstics | With ILO

child_labour

              Child labor is a devastation, they should concentrate on education

Today, more than 250 million children between the ages of 5 and 14 work. Of those, more than 80 million kids labor in extremely hazardous conditions. They weave carpets in dimly lit factories—at times, shackled to their looms. They crawl through cramped tunnels deep below the earth’s surface hunting for gems and coal. And they struggle not to buckle under the crushing weight of bricks balanced on their heads..ILO estimates that throughout the world, around 215 million children under 18 work, many full-time. In Sub Saharan African 1 in 4 children aged 5-17 work, compared to 1 in 8 in Asia Pacific and 1 in 10 in Latin America . Although aggregate numbers suggest that more boys than girls are involved in child labour, many of the types of work girls are involved in are invisible. It is estimated that roughly 90 per cent of children involved in domestic labour are girls. . Even though the prevalence of child labour has been falling in recent years everywhere apart from Sub Saharan Africa where it is actually increasing with regard to children aged 5-14 (ILO 2010 Facts on Child Labour), it continues to harm the physical and mental development of children and adolescents and interfere with their education.

Child labour reinforces inter generational cycles of poverty, undermines national economies and impedes achieving progress towards the Millennium Development Goals. It is not only a cause, but also a consequence of social inequities reinforced by discrimination. Children from indigenous groups or lower castes are more likely to drop out of school to work. Migrant children are also vulnerable to hidden and illicit labour.

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Courtesy to : guardian,unicef,ILO