Land Woes: LARR Act and The Missing Link

Land has been a controversial subject area and has consistently been regarded as a principal source of inequality. This article from The Pioneer last year sums up the situation- “land (has) become amongst the most commonly violated of Indian liberties”. Problems relating to voluntary vs. forced acquisitions, murky land records, illegal usage of agricultural land and under the table transactions by and large fill this contentious space.

On 13th December 2012, the LARR Act (Land Acquisition and Rehabilitation and Resettlement Bill, now renamed ‘The Right to Fair Compensation, Resettlement, Rehabilitation and Transparency in Land Acquisition Bill 2012’) was approved by the Union Cabinet (currently in the winter session of parliament). The Act calls for a “humane, participatory, informed consultative and transparent process for land acquisition for industrialisation, development of essential infrastructural facilities and … provide just and fair compensation to the affected families whose land has been acquired or proposed to be acquired or are affected by such acquisition and make adequate provisions for such affected persons for their rehabilitation1 . Main features of the Act can be found here on the PRS website. While there have been several reiterations of the Act, in terms of its main goal, it primarily seeks to enhance the land-owners rights through a system via consent, monetary compensation and R&R (Resettlement and Rehabilitation). The revised version of the Bill asks for 80% consent if the land acquisition is for private projects and 70% for PPPs (while no consent is required if the government acquires for ‘public purpose’). Another revised point was that the land, if unused for 10 years, shall be returned to the land bank or be given back to the owners. The R&R will apply to the entire area in which the project is approved.

But how far has the Act been able to address the various issues with respect to land acquisition? Are the processes in place for a more inclusive and transparent procedure for land acquisition? This blog looks at some of the main areas of the discussion that have been addressed either as a debate or a dialogue.

Political patronage, big businesses and land-use

Since the 1894 version of the Land Acquisition Act, there are numerous stories of unlawful taking over of land, unfair compensation and even forceful acquisition. These stories seem to have intensified in the last few years- Bhatta Parsaul, Nandigram, Singur and others point to the delicate nature of the problem – Land grabbing, scams and the complex politico-business nexus have altered the way in which land acquisitions have been conducted but also put enterprises who have political connections and those who have deep pockets substantially ahead of the curve . The POSCO incident a few years ago is a telling example. POSCO was castigated as having evaded the anti-dumping duty and again thereafter for having an agreement with the Orissa state government for the production of 12 million tonnes of steel a year, despite the fact that the Environment Impact Assessment report said the area was only prepared for a third of that amount. All these incidents point to the fact that the final decision and power still remains with the bureaucracy. To what extent can it be made certain that no loopholes are found in the acquisition process once the Bill is implemented?2

Monetary compensation

The revised LARR compensation system includes a sliding scale mechanism in the market price of land – a method in which land within 10 km of the city will be paid for at market rate only, land between 10-20 km will be given 1.4 times the market rate, increasing as you move further away from the city. While the multiplier factor remains at twice the market price, the total compensation paid at the end will be four times the market price for land in the rural areas3. The possibility of these ‘market prices’ being arbitrarily defined is quite high.

An important issue that needs to be addressed is that people may actually be displaced much before the compensation is paid (In the Act, the compensation will be given ‘within 3 months’ of accepting the contract for that piece of land). This may lead to a loss in livelihood. Another aspect of the LARR Act is that in case the land is being used for ‘public purpose’, the former residents are entitled to jobs. To what extent are people going to be trained / how will the government ensure that these jobs remain are questions that still need to be answered.

Questions regarding Resettlement

Following from the above point, when we look into the various layers within the Act, the question of resettlement plays a central role. An article in the Indian Express rightly states that ‘land acquisition is often an occasion for reproducing social distance rather than closing the gap’. A heavily criticised part of the Bill is that in case the government takes over land for a short period of time, the Rehabilitation and Resettlement provisions do not apply – a clause that may lead to heavy misuse.

However, unlike earlier drafts, the current LARR Bill looks more closely into the resettlement problem and seeks to provide project-affected families with dual benefits – a) A package comprising a subsistence grant, resettlement allowance and a transport allowance and; b) Accessibility to transport services, water, public lighting, basic irrigation facilities, etc in the resettlement areas While this certainly adds teeth to the Bill, there are innumerable issues that arise when promising so many things. How will these allowances be settled amongst thousands of families? Would the resettlement areas be worked upon once the project has been approved or would there be a lull period between the approval and the displacement time are questions that still remain to be clear.

Too many oversight bodies

Under this Act, there have been several changes to the number of oversight bodies that have been discussed. The Bill comes under the purview of the Right to Grievance Redressal Bill and in addition, will have Rehabilitation & Resettlement Committees at the project level, a Land Acquisition & Resettlement Authority at the state level and a National Monitoring Committee at the Central level (Section 41, 44 and 45). A cabinet committee on investment (CCI) has been approved to be in charge of projects that will be a one point area to clear large (read: over Rs 1000 cr) infrastructure projects. What would they do? What powers would they possess? All of that (unfortunately) remains unclear. Consequently, there are several other Acts/Bills that deal with a similar issue but have separate authority bodies (eg. Land Ceiling Act, National Bureau of Land Use) – there is very little information on what powers and authority these bodies possess. Will these separate bodies have any say on the viability of certain projects, delay-related problems, or whether the companies are meeting the guidelines for acquisition?

The pro-farmer stance and the reform of the very colonial Land Acquisition Act of 1894 by the government is long overdue. Taking from the long spell of exploitation by private and corrupt public interest, this new Bill seems to be the light at the end of a dark and bungled tunnel. However delays, inefficiencies in the system, violations of the rules continue to haunt countless other Acts and Schemes. To the extent that the ‘Iron Law of Rent-Seeking’4 would leak into the system can only be assessed once the impact is seen post-implementation. Till we can gain access to more information, the onus lies with the central and state governments to use their political will to strengthen transparency processes and tools in order to implement this Act.

1 Text of the Land Acquisition, Rehabilitation and Resettlement Bill, 2011 as introduced in the Lok Sabha

2 Pratap Bhanu Mehta. ‘Its Land. Stupid’. http://www.indianexpress.com/news/it-s-land-stupid/662223

3 Interview with Jairam Ramesh. Business Standard, October 2012. http://www.business-standard.com/india/news/no-land-acquisition-for-ppp-townships-jairam-ramesh/488261/

4 Dennis Mueller, Industrial Economist, postulated the ‘The Iron Law of Rent Seeking – whenever a rent is to be found, a rent seeker will be there trying to get it’

Right to Public Service Acts

I recently wrote this report for Accountability Initiative. It’s based off some research I did in Madhya Pradesh and Bihar on the implementation of the relatively newly passed right to public service acts in those states. I find the development of these Acts – in over a dozen states in the past couple years – fascinating for several reasons.  First, it’s an example of a state-led legislative movement. There have certainly been proponents of a similar act in the center, such as Anna Hazare/IAC and NCPRI, but it’s the states – usually led by their Chief Ministers – that have gotten this rolling (the center still hasn’t passed anything similar). The implementation and political commitment to these acts certainly varies by state, but it’s something that the states seem to be proudly owning and working to be innovators in. The first movers tended to be NDA states, but now the states that are passing such acts encompass a much broader political spectrum.

Second, these acts seem to be an example of the migration of a legal technology from one setting to another. The state acts almost all incorporate a triggered penalty against a bureaucrat if they do not provide a designated service (such as giving an income or residence certificate) within a set number of days. The inspiration for this triggered penalty seems to have clearly come from the Right to Information Act where the penalty was perceived by many to be critical to the success of that Act. In reality, many Right to Information Act activists have criticized the triggered monetary penalty in the RTI Act for not being that effective, but in the struggle to implement laws, policymakers have come across one tool that they perceived to be successful in one context and are now using it in another context.

Third, despite this borrowing from one context to another, it’s unclear whether the triggered monetary penalty is the right tool for the job. There needs to be much more focus on grievance redress for public services, and citizens should have and should demand much stronger procedural safeguards. Too often there is a sense of impunity amongst bureaucrats, especially when they deal with the poor concerning public services. Yet, I couldn’t find another country that has a similar triggered monetary penalty they use to ensure their bureaucrats perform their jobs correctly. They reprimand/demote/fire officials for not following the law or not performing at a certain standard, but this triggered monetary penalty seems different. That certainly doesn’t mean that a triggered monetary penalty can’t be effective at helping ensure officials implement policy, but it should make us wonder about what other reforms might be necessary. This is especially true because some states that have passed Right to Service Acts have had very poor implementation, while in others the implementation has been reasonably good – or rather, service delivery has been seen to improve when a package of reforms has been brought in (such as in Bihar, and to some extent MP). However, it’s not clear which of the reforms are causing the largest impact in the improvement of service delivery.

These Acts are a clear manifestation of the ever-rising demand for better public service delivery in India. Although many lawyers are already deeply and passionately involved in helping meet this demand, I think there is a need for more lawyers, and in particular legal academics, to play a larger role.  Administrative law clearly plays a central role in these debates, but the little I’ve been exposed to how administrative law is taught in India hasn’t convinced me that it’s preparing students to grapple with these challenges – particularly how administrative law relates to and effects policy implementation. (As an aside, I wrote an op-ed a while back on how rulemaking might be reformed to improve responsiveness to citizens). Service law is another natural area that legal academics could contribute more in improving service delivery. What legislative (and constitutional) framework would allow sufficient protections to government employees – for what, after all, is often a thankless and difficult job – while also properly incentivizing employees to do their jobs?  What are the tradeoffs involved with different laws and institutional design proposals?  It strikes me that the Right to Service Acts are in many ways trying to create an alternative penalization mechanism because current service law has proved inadequate to the task. Yet, in the long-term such a bypass strategy is likely simply delaying larger changes that need to be made, including deploying a far broader array of incentives and disincentives for bureaucrats within existing service and administrative law.

For RTE grievances dial 1

An essential pre-requisite to any rights-based approach is the necessity of ensuring its enforceability. What does a citizen do in case their rights are violated or not adhered to? Who does one complain to if the right is not being implemented? Despite two and a half years since the passing of the Right to Education (RTE) Act, the state is still struggling to come up with effective grievance redressal mechanisms (GRMs) for the Act.

As a concept, GRM’s have been a part of several policy conversations. In April 2011, the then Hon’ble Minister of Human Resource Development, remarked about the need for a roadmap for time bound redressal of grievances. The move came around 3 weeks after the National Commission for Protection of Child Rights (NCPCR) – who is the top referee for RTE disputes and complaints raised concerns over the lack of clarity of roles of different implementing agencies. One year later, in a conference of State Secretaries held in New Delhi, GRMs were “an important part of the agenda”. States were requested to set up effective GRMs to address the complaints of the stakeholders in a time bound manner.

At another review of the implementation of the RTE Act earlier this year, the then HRD minister suggested that the GRM should publicly list out legal entitlements guaranteed under the RTE Act. This information could be made available on school and panchayat walls along with a list of designated officers for each of these entitlements. It was suggested that the maximum time within which a complaint should be addressed be limited to 3 months, with specific complaints being assigned different time-bound actions.

However, while the centre has left the exact nature and formation of the GRMs to the states prerogative, there continues to be a lot of confusion regarding the same. The result – a large number of complaints remain unsolved and probably even more, remain unreported. In fact, according to a newspaper article, a RTI filed revealed that over the last two years, NCPCR received 2,850 complaints regarding the RTE Act. However, it has been able to resolve just 692 cases, or just 24 per cent. If one is to look at the year wise numbers, from April 1, 2010, to March 31, 2011, the commission received 1,089 complaints, of which it resolved 592 cases. While in the second year, till March 16, 2012, the commission could solve only 100 of the total 1,761 complaints received.

What does the RTE Act say?

According to Chapter VI of the RTE Act, complaints can be registered at the Gram Panchayat or Block Education Office. Any person having a grievance can thus register a written complaint to the local authority. After receiving the complaint, the local authority shall decide the matter within 3 months.

As mentioned earlier, the NCPCR is the highest body for Grievance Redressal. In addition, all states are supposed to set up a State Commission for Protection of Child Rights (SCPCR) and within six months constitute Right to Education Protection Authority (REPA) which should later be formed as a part of the SCPCR. However, the 2nd Year of RTE report states that only 20 states had constituted the SCPCR by March 2012. Large states such as Andhra Pradesh, Kerala, Tamil Nadu and Uttar Pradesh were still “in the process” of constituting the SCRCR.

Finally complaints can also be taken to the courts, as education is now a justiciable fundamental right of all children in the age group 6-14 years.

Other methods of GRM’s facilitated by the NCPCR have included, social audits (12 have been conducted till date), public hearings(8) and publicity campaigns. In addition, the RTE monitoring cell of the NCPCR has set up an online primer on various issues under the RTE act, but it seems to be a work in progress.

Main Issues/Concerns

There are many problems with the current (and slightly vague) system of GRMs.

First, there can be no specific officer in-charge for different types of violations. For example, a teacher not showing up to school and the money for civil works not reaching the school would fall under the purview of different officers. This can lead to confusion as to whom to approach regarding one’s specific complaint. Moreover, the opportunity cost of being redirected to different people for one complaint is often too high.

Second, there are a large number of ministries and departments that would need to work in coordination. For example, provision of toilets is the responsibility of the Total Sanitation Campaign, water falls under the Accelerated Rural Water Supply Programme; the provision of Mid-Day Meal (MDM) schemes under the MDM directorate. Even within the SSA department there would be different programme officers responsible for specific activities. In fact, in 2010-11, cases before the NCPCR ranged from juvenile justice, child labour, corporal punishment, non-functional toilets, denial of admission, sexual abuse, child health and nutrition. (Ministry of Women and Child Development, Annual Report, 2010-11)

Third, a common problem is that government officials change frequently. So, having the name and number of a specific officer painted on a school wall may become irrelevant in a few months if the officer is transferred.

Finally, even if you actually do manage to file a complaint, another important issue is that of anonymity. A parent wanting to complain against a teacher is often worried about the consequences his complaint may have on the children studying in the school; or a teacher complaining against a Headmaster could face the wrath of the HM after the complaint.

A possible solution

Given these concerns, one possible solution can be utilizing mobile and computer aided technology. We all remember the headline that read– India has more mobile phones than loo’s”. Why not harness that technology to enable an effective GRM?

I therefore propose the creation of a toll-free number where citizens could phone in and be directed (at the click of a number) to the relevant department for their specific problem. This is not something new. The Delhi government for instance has computerized the registration of complaints for telephone connections, electricity and even gas cylinders. Now-a-days if I need to order a replacement cylinder – I just need to call from my registered mobile, press 1 for refill or 2 for leakage and I am good to go. Once the “backend” of the system is set up, the onus on coordinating with different departments no longer falls on the complainant. One can thus be assured that the complaint reaches the specified department/official without facing the wrath of the person being complained about!

An interesting step in this regard has recently been taken in Assam. With a view to check absenteeism among teachers in public schools, the education department unveiled a School Teachers’ Attendance Monitoring System which empowers parents and guardians to report absenteeism among teachers via a helpline. This is a great first step. If this idea could be extended to cover other violations and other states such that a computerized system could automatically redirect the query to the relevant department, maybe we’d finally be closer to achieving the “missing R” in RIGHT to Education.

A note from India’s book: on Pakistan’s Right to Education

Pakistan’s National Assembly passed the Right to Free and Compulsory Education Bill1earlier this November. Like in India, education features on the concurrent list in Pakistan -with the Federal government and provinces sharing responsibilities. Pakistan’s RTE Bill is a step towards making education free and compulsory for 5 to 16 year olds in those schools established by the federal government and local government in Islamabad Capital Territory (ICT), and an attempt to urge all provinces towards uniformly enforcing the implementation of this right.

The Education for All Global Monitoring Report 20122 ranks 120 countries on the basis of their performance on four indicators: universal primary education, gender parity, literacy and quality of education. India ranks 102/120 and Pakistan 113/120; both make it to the list of countries that are far from achieving the six Dakar EFA goals by 2015 (Read more about the goals here).

With more than two years of a head start on the Right to Education (RTE) Act (the Act came into force in India on April 2010), and given the similarities in the RTE mandate in both countries, India’s challenges with implementation can help Pakistan better understand the road that lies ahead.

The table below paraphrases and compares some of the important elements of Pakistan’s Right to Free and Compulsory Education Bill 2012 and India’s The Right of Children to Free and Compulsory Education Act 2009.

Pakistan India
Scope of the provisions Free and compulsory education for all children between 5 – 16 years Free and compulsory education for all children between 6 – 14 years
Responsibility of parents/guardians Except in the case of a reasonable excuse (so deemed by the School Management Committee), or where there is no neighbourhood school, it is the parents’ responsibility to send their child to school. If they fail to do so, they will have to pay a fine that may extend to Pakistani Rupees (PKR) 5000 and PKR 500 for every day after conviction. If they fail to do so, they are liable to imprisonment of up to three months. Every parent is responsible to admit their child or ward to an elementary school. However, no punitive action can be taken against parents who fail to do so.
Private schools (schools that are not receiving any aid from the government)
  • These schools shall admit 10 percent of the total strength of the class, disadvantaged children in the neighbourhood in class 1 or at entry level.

  • Private schools must undergo a registration process based on norms and standards prescribed by the government, schools registered before the Act must comply with standards within two years of the commencement of the Act

  • The appropriate governmental authority has the right to withdraw registration and shut unregistered institutions. Schools that operate without registration may be fined up to PKR 200,000 and a fine of PKR 25,000 for each day post conviction

  • One cannot advertise or promote through a prospectus or brochure schools that have not been registered or provisionally registered. The person failing to comply with this rule will have to pay up to PKR 100,000 or/and an imprisonment term up to 1 year
  • These schools shall admit 25 percent of the total strength of the class, disadvantaged children in the neighbourhood in class 1 or at entry level.

  • Private schools must undergo a registration process based on norms and standards prescribed by the government, schools registered before the Act must comply with standards within three years of the commencement of the Act

  • The appropriate governmental authority has the right to withdraw registration and shut unregistered institutions. Schools that operate without registration may be fined up to INR 100,000 and a fine of INR 10,000 for each day post conviction

  • No such provision exists
School Management Committee (SMC)
  • Composition: All government and government aided schools shall constitute an SMC, 2/3 of which are parents of children attending that school and 1/3 women

  • School Development Plan: will be prepared annually by the SMC

     

  • Punitive powers: Can pass an order to enforce parents enrolling their child into school. A fine will be levied (mentioned above) upon failure to comply

    Can pass an order to prevent employment of children. Failure to comply with this order will ensure a fine of PKR 50,000 and/or 6-month imprisonment and PKR 1,000 for every day after conviction if non-attendance continues

  • Composition: All government and government aided schools shall constitute an SMC, 3/4 of which are parents of children attending that school and 1/2 women

  • School Development Plan: will be prepared (for either 2-3 years, depending on the state’s rules) by the SMC

  • Punitive powers: None 
Teachers
  • Teachers will have to possess government prescribed qualifications. In case a teacher does not have the prescribed qualifications, they will have to obtain them within 2 years from notification of the Act

  • Teachers will not be deployed for non-educational purpose other than population census, disaster relief or election duty. No provisions against private tuition
  • Teachers will have to possess government prescribed qualifications. In case a teacher does not have the prescribed qualifications, they will have to obtain them within 5 years from notification of the Act.

  • Teachers will not be deployed for non-educational purpose other than population census, disaster relief or election duty. Teachers cannot provide private tuitions
Monitoring and Evaluation No specific group defined for monitoring and evaluation The National Commission for Protection of Child Rights and the State Commission for Protection of Child Rights are responsible for recommending measures for implementation, address complains and take steps to uphold the RTE Act. The NCPCR and SCPCR have quasi-judicial powers, thus they can investigate, summon and recommend cases to the courts, but cannot pass judgments and hand out punishments

 

Over the last three years, India has faced problems with implementing the Act in almost all of the areas mentioned above.

Higher enrollment does not guarantee higher learning levels, or even higher attendance

As the Annual Status of Education Reports (ASER) have shown us, year after year, high enrollment rates do not in themselves reflect in greater quality of education being imparted in schools. While India has achieved a laudable high enrollment rate of 96.7% according to ASER’s 2011 estimates, reading and arithmetic levels have declined. The percentage of children in Std V able to read a Std 2 level text has dropped from 53.7% in 2010 to 48.2% in 2011 and the ability of Std V children, to solve basic subtraction problems has dropped from 70.9% in 2010 to 61.0% in 2011. Moreover, there has been a drop in attendance in rural primary schools from 73.4% in 2007 to 70.9% in 2011.3

Reserving seats in private schools does not guarantee inclusive learning environments

Private school owners reluctantly accepted the 25 % percent reservation in April this year, when the court ruled against private schools and in favor of the reservation4. Part of the school managements grouse is owing to the reimbursement amounts offered by the government, which they say are not commensurate with the schools’ fees (Reimbursement amounts are decided based on a state’s calculation of their expenditure per-child or the private school’s fees, whichever is less). Elite schools feel short-changed in the bargain. Moreover, school manage expressed a lack confidence in the government to reimburse them altogether. As a result, they resorted to asking parents to pay fees even if their child is enrolled under 25 percent reservation, with the promise of returning the fees when the government reimburses the school, as has been documented in Tamil Nadu. 5

Instances from reports across the country reveal evidence that entirely undermine the grounds of social inclusion, one of the primary reasons why this clause was included in the Act. Children enrolled under this scheme are discriminated in schools by being made to sit separately. In one case, tufts of children’s hair were cut to identify them as children enrolled under the Economically Weaker Sections of the RTE Act6.

Greater budgetary allocations does not guarantee effective utilisation of grants

Shutting down private schools that do not meet recognition norms does not positively affect the proliferation of higher quality institutions, nor unfortunately does increasing the overall budget for education. This news article7 cites The Pakistan Education Task Force’s estimates that the government would have to spend an extra billion dollars, each year to meet its long-term educational goals.

The RTE Act has resulted in doubling the budgetary allocations for Sarva Shiksha Abhiyan (SSA) to implement RTE, from Rs 26,169 crore in 2009-10 to Rs 55, 746 crore in 2011-12. Despite this, State Education Ministers had sought an extension on the deadline as government schools have not been able to meet infrastructural norms set down in the Act. Earlier this November Human Resource Development (HRD) Minister M M Pallam Raju stated that the Central Advisory Board of Education (CABE) decided against extending the RTE deadline, putting greater pressure on erring states to meet their deadlines8.

The PAISA studies tracks the efficacy of the utilisation grants in nine districts in seven states to find that the challenge lies not in allocating money, but ensuring that it reaches its targets. Most districts received the bulk of their allocated grants in the last quarter of the year; much after the need for funds arise. The lack of knowledge about the timing and amount of money among concerned authorities, a lack of clear delineation of roles and bureaucratic hurdles all add to the delay in the receipt and expenditure of grants at the school level.9

Forming SMCs does not guarantee functioning SMCs

Several states in India are moving towards their second term of SMC formation in India, however anecdotal reports from our PAISA districts indicate that a significant number of SMCs exist only nominally. In conversation with a district official responsible for SMC mobilisation, we were told, rather candidly, that formulating SMCs required no great effort. All that is required is to call a few parents and have them sign in a book. The official went on to add that creating functional SMCs was the real challenge. SMCs often lack expertise on how to create School Development Plans and awareness of their role as monitoring and evaluation officers in the school. To train SMCs to not only create annual development plans and take an active interest in enrollment as mandated by the RTE in Pakistan, but also in creating a school that upholds quality and prevent dropouts appears to require rigorous, continuous training in planning, pedagogy and management. Moreover, it needs the undivided attention and consistent attendance of SMC members, that is often a challenge in India as parents who are daily-wage workers or farmers find it difficult to leave work and attend meetings and trainings.

All of these cases call for the need for strengthening delivery mechanisms in the education sector. The overemphasis on inputs and the lack of focus on outcomes has resulted in a slow start for the RTE Act in India. To meet any of the ideals enshrined in the legislation, building capacity to deliver quality education has to come alongside, if not precede goals to achieve universal primary schooling.

1 Text of RTE Bill: http://www.na.gov.pk/uploads/documents/1352867818_812.pdf

2 GMR-2012-EDI-Tables:   http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/statistics/efa-development-index/

3 ASER: http://www.asercentre.org/ngo-education-india.php?p=Spotlight%3A+ASER+2011

4 Mint: http://www.livemint.com/Politics/v8XGnE7Bw4zVJofReOjvlI/SC-upholds-25-reservation-for-poor-in-schools-through-RTE.html

5 The Hindu: http://www.thehindu.com/todays-paper/tp-national/tp-tamilnadu/school-managements-not-convinced-of-reimbursement-under-rte/article3950744.ece

6 The Hindu: http://www.thehindu.com/news/cities/bangalore/article3650505.ece

7 NYTimes: http://latitude.blogs.nytimes.com/2012/11/16/pakistans-new-education-bill-is-more-old-politics-than-new-policy/

8Deccan Herald: http://www.deccanherald.com/content/291019/march-2013-deadline-rte-school.html

9 Indian Express: http://www.indianexpress.com/news/a-crisis-of-implementation/1020557/0

Sending Money Down the Leaky Pipe: What Does District-level Data Tell Us?

I was reading Ajay Shah’s blog the other day where he made the point that merely sending money down the pipe is problematic because the pipe leaks and we have no idea about what happens at the other end.

That’s true. Mere increased investments may not translate into improved outcomes in the presence of administrative inefficiencies, high administrative costs, and leakages which make accountability for outcomes nearly impossible. This is quite well known, and yet there is surprisingly little empirical data or analysis on the specific processes by which outlays translate into action on the ground. Not much is known in the public domain about planning processes and mechanisms through which expenditure priorities are determined, particularly at the district level. Information on fund flows is even scarcer.

We launched PAISA project as a step toward tackling these problems head-on, in the specific context of elementary education financing in India. We have tracked school level fund flows and expenditures under the Sarva Shiksha Abhiyan (SSA) with a focus on three types of grants which every government school in the country is expected to receive annually (PAISA Reports 2009, 2010, 2011)1. These grants constitute 6-8% of total SSA allocation. To develop a holistic understanding of SSA finances, we undertook a more in-depth study in 9 districts spread across 7 states in India2. One of the main findings of that exercise was that there is huge variation in fund flows across districts and even within districts (i.e. across the schools in the same district), as shown in the table below. In one of the previous blogs, I had discussed the factors creating variation in fund flow within district (i.e. at the school level). This blog looks at what is happening at the district level- what factors influence district level expenditure and whether district level expenditure has any implication for outputs at school level3.


What can explain variation at district level?

Clearly, State level financial performance (measured on the basis of quantum and timing of fund released by the State SSA society) should matter to the district4. Within the Indian federal structure, districts do not raise their own finances and are dependent on State for receiving their allocations. Thus it is plausible that the financial efficacy of a district is dependent on the financial efficacy of the State. The trend in the following graph confirms this hypothesis5.

Figure 1: Relation between State and district Financial Performance 

We also found that even though the relation between financial performance of State and district seems positive when yearly numbers are analysed, it is much weaker when one analyses half-yearly numbers. Our interactions with various district and State level officials have thrown up many possible reasons why a district may take much longer to spend what it has received such as, unpredictability in timing and quantum of fund receipt from State; Orders from the State/ Government of India/ Courts to prioritising certain types of expenditures; limited human resources to carry out expenditures;

We also thought that socio-economic characteristics of a district should also matter. However, a close look at the district expenditure and the socio-economic index suggests that there is no clear relationship between the two6. Jalpaiguri, Sagar, Kangra and Satara differ widely in their socio-economic indicators. Yet their expenditure performance is quite similar.

Figure 2: Relation between financial performance & socio-economic characteristics (district)

Thus it seems that an efficient State administration has the potential to overcome governance challenges faced by poorer districts. To illustrate, Jaipur and Udaipur have significantly different socio-economic characteristics as seen in the above graph. Yet, when it comes to expenditure efficiency, both districts rank amongst the highest in the State SSA releases and the district expenditures. On the other hand, Satara, Maharashtra, is the highest ranking among the sample districts in the socio-economic index. However, it is ranked below Jaipur and Udaipur in the State and district releases. It could thus be argued that efficient State level financial management can ensure efficient district level financial management.

Is there a relation between district spending and outputs in schools?

We analysed the links between the district expenditure and school level outputs- construction activity being undertaken in a school, and student and teacher attendance on the day of the survey. What did we find? The first graph looks at relation between district expenditure and % of schools undertaking infrastructure activity, while the second graph looks at relation between district expenditure and teacher and student attendance.

Figure 3: Relation between district finances and infrastructure activity in schools

Given that infrastructure deficit in schools (as per the RTE norms) is so high and allocation to infrastructure is second largest item in district budgets, one would expect a strong relation between the two. But that does not seem to be the case in our sample districts. To illustrate, Udaipur ranks higher than Nalanda and Purnea in terms of district expenditure but the percentage of schools initiating infrastructure activities is much lower in Udaipur than in either Nalanda or Purnea. In another example, Jalpaiguri’s expenditure performance is not very different to Sagar or Satara. Yet the percentage of schools starting construction activity is much higher in Jalpaiguri than in Sagar or Satara.

Figure 4: Relation between district finances and student & teacher attendance

Like the district infrastructure budget, here too, we find no clear association between how districts spend their teacher salary and student related budgets, and teacher and student attendance in schools. Jalpaiguri, Sagar, Kangra and Satara show similar levels of expenditure on these items. But student and teacher attendance are much higher in Satara and Kangra, compared with Jalpaiguri or Sagar.

Lack of strong correlation between district expenditure and school level outputs points to breakdown of accountability in public expenditure management systems for elementary education. Districts are driven by perverse incentives to show high levels of expenditure in their account books but have little incentive to actually monitor and facilitate spending in schools. In other words, districts are thus held accountable for ‘expenditures’ but not for the consequences of this expenditure. More worryingly, increased allocations and concomitant increased expenditures in elementary education seem to have little relationship with the day-to-day functionality of schools, measured here by initiation of infrastructure activities, and teacher and student attendance. These findings points to a larger failure in the current planning and budgeting system, as increased allocations seem to be disconnected from any real improvements in the functioning of schools.

1 These grants are school development grant (SDG), school maintenance grant (SMG) and teaching learning material (TLM) grant.

2 The results from this exercise are presented in the DRC report.

3The analysis is quite preliminary since there are only 9 districts in our sample, and data is available only for two years. So the analysis is merely indicative.

4 The official term for the State SSA Society is the ‘State Implementation Society’ (SIS).

5 Financial performance at State and district level is measured on the basis of amount of funds released and timing of that release. We have constructed indices to give this performance a numerical presentation. Higher the value of the index, better is the performance.

6Socio-economic index is based on health (infant mortality, immunization, % of institutional deliveries), education (female literacy and enrolment ratios at primary and upper primary level), % of population below poverty line and % of Scheduled Castes (SC) & Scheduled Tribes (ST) in the district population. Higher the value of the index, more better off the district is.

Mid-Day Meal Scheme: The Story So Far

Upon completion of our survey of the Mid-Day Meal Scheme (MDMS) in two states a few months ago – the names of which shall be revealed in due course of time! – my colleagues Ambrish and Mehjabeen shared their thoughts on how monitoring of the MDMS can be improved (see here and here). Since we’re now immersed in the analysis of our survey data, let me take some time to share with you what the literature available on the scheme tells us so far.

Pioneered by the Government of Tamil Nadu in 1956 and launched nationally in 1995 as the National Programme of Nutritional Support to Primary Education, the MDMS only began to be implemented in earnest in government schools across the country after 2001. In a landmark judgment in November 2001, the Supreme Court directed the Government of India to provide “cooked meals” to all primary school children within the next six months. Till that point, school-going children were either being provided with dry rations (grain) or with a cooked meal – with this being left at the discretion of each state. While initial teething problems were experienced, including a lack of initiative from state governments (especially in Bihar, Jharkhand and Uttar Pradesh) and a lack of provision of physical infrastructure , most states had begun large-scale implementation of the scheme by 2004 (Drèze and Goyal, 2003). By 2006, the scheme covered 120 million children across the country, making it the largest school-feeding programme in the world (Khera, 2006).

Potential Benefits

The objectives and potential benefits of the MDM scheme are three-fold: increased enrolment, attendance and retention; improved child nutrition; and social equity (Drèze and Goyal, 2003; Khera, 2006).

Enrolment, Attendance and Retention: The first objective of the MDMS is to increase enrolment and daily class participation by entitling all enrolled children to a hot, cooked nutritious meal at school. Si and Sharma (2008) examined school-level data to find that in Khurda district of Orissa, the gender gap in enrolment decreased considerably between 1995-96 and 2000-01, when cooked meals were provided to the students rather than dry rations. More specifically, during this period the average annual growth rate in enrolment of girls was 3.86%, while that for boys stood at 3.71%. Drèze and Goyal (2003) acknowledge that there may be factors other than MDM at play when they compare school enrolment across nine districts each in Chhattisgarh, Karnataka, and Rajasthan. However, the period they consider falls immediately after the MDM was introduced and they find that enrolment in Class I increased significantly between July 2001 and July 2012 by 14.5%; in particular for girls, it rose by 19%. More rigorously using econometric techniques (rather than just descriptive school data), Afridi (2011) finds that the introduction of the MDMS raised the average monthly attendance of girls in Class 1 by 10 percentage points, significantly closing the gender gap.

Improved child nutrition: The second major objective of the MDMS is improved child nutrition and the elimination of ‘classroom hunger’ (Drèze and Goyal, 2003; Singh et al, 2012). According to the Food and Agriculture Organisation of the United Nations, (FAO), “nutritional well-being is recognised both as a primary objective of development and an important input into the social and economic development process.” A wide range of literature documents how under- and malnutrition can have severe negative impacts on a child’s physical well-being, continuing well into adulthood (for instance, see Black et al., 2008; Alderman et al., 2003, Svedberg, 2000; and Gaiha, Jha & Kulkarni 2010). In particular, using longitudinal data from Pakistan, Alderman et al. (1997) show that with better nutrition among pre-school children, not only does school enrolment rise but more importantly, there are greater productivity gains than would’ve been expected otherwise.1 In the context of the MDMS in India, Afridi (2010) has attempted to quantify the improvement in daily nutrient intake of children availing the meals in Madhya Pradesh to find that it increased from 49% to 100%. In particular, she finds that “per school day the scheme improved nutritional intakes by reducing the daily protein deficiency of a primary school student by 100%, the calorie deficiency by almost 30% and the daily iron deficiency by nearly 10%. In the short-run, therefore, the programme can have a substantial effect on reducing hunger at school and protein-energy malnutrition” of children availing the scheme. Even more recently in Andhra Pradesh, using longitudinal data from the Young Lives project, Singh et al (2012) find that the MDMS acts as a safety net for children in drought-stricken areas. They find that the negative health impacts of a drought, as nutritional intake falls, are in fact significantly compensated by the MDMS, which is mandated to be served even on non-school days in drought-prone areas. In particular, the authors find that in the younger of two cohorts studied, children not affected by drought gained an additional 0.069 standard deviations in weight-for-age indicator; in contrast, those who were affected by drought gained an additional 0.169 standard deviations.

Thus, it can be seen that the MDMS has immense potential to increase the nutritional intake of beneficiaries; but of course, the impact of the scheme is highly dependent on the quantity and quality of the meals served, which still varies greatly from state to state (Khera, 2006).

Social equity: Apart from enhancing school participation and nutritional intake, the MDMS has been envisioned as a programme which can reduce caste- and class-based discrimination among school-children, thereby promoting social equity. However, studies such as Drèze and Goyal (2003), Khera (2006), and Thorat and Lee (2005) show that subtle – and in some cases, outright – forms of discrimination still exist in various parts of the country. Discrimination within the MDMS takes on two forms: 1. segregation of children during meal times on the basis of caste, and 2. opposition to the appointment of dalits as cooks. Drèze and Goyal (2003) found that subtle forms of prejudice and discrimination were still prevalent among upper-caste parents, especially in Rajasthan, where they often sent their children with packed food or asked them to come home for lunch, to avoid eating with lower caste children. In 2005, Thorat and Lee studied discrimination against dalits within the MDMS and the Public Distribution System in Rajasthan, Andhra Pradesh and Tamil Nadu. They found that in those areas where accessibility for dalits is higher, there was less prejudice and exclusion on the basis of caste.

Financing the MDMS

As noted earlier, the potential positive impacts of the MDMS are dependent on the quantity and quality of the meals served. These are, in turn, dependent on the budget provided by the Centre and the states to implement the scheme. According to the minutes of the National Review Meeting with State/Union Territory Secretaries and Nodal Officers held in July 2012, Rs. 11, 937 crores have been allocated for the implementation of the MDMS for the current financial year. Of this, 53% has been allocated towards cooking cost, which is used to buy cooking ingredients such as pulses, vegetables, spices, and fuel, and does not include costs for rice and wheat for which separate allocations are made by the Centre. (Government of India, 2012). The MDMS is a Centrally-Sponsored Scheme, and cooking costs are shared in a ratio of 75:25 between the Centre and the states. Over the past few years, the budget for the MDMS has been steadily rising and MDMS allocations in fact increased by 16% between 2008-09 and 2012-13 (Kapur and Chowdhury, 2012). Similarly, expenditure rates have also improved, increasing from 80% in 2007-08 to 94% in 2009-10. However, there are wide inter-state variations: for instance, Chhattisgarh spent more than 90% of its cooking cost allocations in 2010-11; in contrast, Bihar only spent 67% of its allocations that same year, while Jharkhand spent an even lower 38% (Kapur and Chowdhury, 2012).

Thus, the efficiency with which funds are utilised is crucial to realising the objectives of the MDMS. As pointed out by Khera (2006), inadequate budgetary allocations, as well as inefficient spending, would seriously hamper the quantity and quality of mid-day meals. In turn, insufficient and/or unappetising/low nutritional value meals would not only have a direct negative impact on the nutritional intake of beneficiaries, but also on enrolment and attendance and retention. The experience of states such as Tamil Nadu and Gujarat, where the scheme has been expanded to include older children, pregnant women and the elderly, clearly shows that with a proactive and robust administrative system and adequate staff at the school-level the benefits of the scheme can be immense. Recent quantitative analysis (Afridi, 2010 & 2011; Singh et al, 2012) also demonstrates the significant gains to be made in school participation, classroom productivity, educational attainment, and nutritional intake of children. Watch this space to find out soon what the PAISA survey reveals about the MDMS!

References

Kapur, A. and A. Chowdhury, (2012), “Mid-Day Meal Scheme, GOI, 2012-13,” Budget Briefs Mid-Day Meal, Vol. 4, Issue 4, New Delhi: Accountability Initiative.

Afridi, F., (2010), “Child Welfare Programmes and Child Nutrition: Evidence from a Mandated School Meal Programme in India,” Journal of Development Economics, Vol. 92, No. 2, pp., 152-165. Discussion Paper available at: <http://www.isid.ac.in/~pu/dispapers/dp10-02.pdf>.

Afridi, F., (2011), “The Impact of School Meals on School Participation: Evidence from Rural India,” Journal of Development Studies, Vol. 46, No. 11, pp. 1636-56. Working Paper dated 2007.

Alderman, H., J. R. Behrman, V. Lavy, and R. Menon (1997), “Child Nutrition, Child Health, and School Enrolment: A Longitudinal Analysis,” World Bank Policy Research Working Paper No. 1700, Washington, D.C.: World Bank.

Black, R. E., L. H. Allen, Z.A. Bhutta, L.E. Caulfield, M. de Onis, M. Ezzati, C. Mathers, and J. Rivera, (2008), “Maternal and child undernutrition: global and regional exposures and health consequences,” The Lancet, Vol. 371, No. 9608, pp. 243-260.

CUTS Centre for Consumer Action Research & Training (CART) (2006), Measuring Effectiveness of Mid Day Meal Scheme in Rajasthan: Participatory Expenditure Tracking Survey, Jaipur: CUTS CART.

Drèze, J. and A. Goyal (2003), “Future of Mid Day Meals,” Economics and Political Weekly, Vol. 38, No. 44, pp. 4673-4683.

Food and Agriculture Organisation of the United Nations (FAO), “Contribution of Nutrition to Achieving the Millennium Development Goals,” available at: <http://www.fao.org/ag/agn/nutrition/Contribution%20of%20Nutrition%20to%20Achieving%20the%20Millennium%20Deve.pdf>.

Government of India, Ministry of Human Resource Development, Department of School Education and Literacy, Mid-Day Meal Division (2012), Minutes of the National Review Meeting with State/UT Secretaries/Nodal officers to review implementation of the Mid-Day Meal Scheme, New Delhi, 28 July 2012.

Khera, R. (2006), “Mid-Day Meals in Primary Schools: Achievements and Challenges,” Economics and Political Weekly, Vol. 41, No. 46, pp. 4742-4750.

Si, A.R. and N. K. Sharma (2008), “An Empirical Study of the Mid-Day Meal Programme in Khurda, Orissa,” Economics and Political Weekly, Vol.43, No. 25, pp. 46-55.

Singh, A., A. Park, and S. Dercon (2012), “School Meals as a Safety Net: An Evaluation of the Mid-Day Meal Scheme in India,” Working Paper No. 75, Young Lives, Oxford, UK: University of Oxford.

Svedberg, P., (2000), Poverty and Undernutrition: Theory, Measurement, and Policy, Indian Edition, New Delhi: Oxford University Press.

Thorat, S. and J. Lee (2005), “Caste Discrimination and Food Security Programmes,” Economics and Political Weekly, Vol. 40, No. 39, pp. 198-201.

1 Here, “productivity” refers not only to classroom participation in the short-run, but also longer-term productivity in adulthood.

Financial Inclusion in India – Part 2 : FI since 2005

In my last post, I introduced the idea of Financial Inclusion, traced the extent of financial exclusion in the country and had also outlined some of the first (largely unsuccessful) efforts of the Government of India (GOI) in creating equitable access to financial goods and services to its vast, mostly rural populace. This is the second part of my post on Financial Inclusion in India. In this post, I shall talk about some of the more recent initiatives of GOI and attempt to understand how successful these have been.

Over the last decade, Financial Inclusion has come into focus in the global policy and development discourse, given its irrefutable link with upward economic and social mobility. It was former UN Secretary General Kofi Annan’s statement to the General Assembly in 2003 that most notably brought the idea back into the fore of economic policy discussion. Annan stated, “The stark reality is that most poor people in the world still lack access to sustainable financial services, whether it is savings, credit or insurance. The great challenge before us is to address the constraints that exclude people from full participation in the financial sector. Together, we can and must build inclusive financial sectors that help people improve their lives.”1 Out of the December 29, 2003, statement came four clear goals for financial inclusion. Those goals2 include:

  1. Access to general banking services such as credit, lease, mortgages, insurance, pensions, and money transfers.
  2. Internal and external regulation of financial institutions that would ensure inclusion through policy.
  3. Sustained investment in financial institutions in order to enable access to financial services in the future.
  4. Encourage competition in the banking arena, so that banks may come up with economically viable products and services intended to foster financial inclusion – in order to provide for those excluded from traditional banking system.

In India, a revival of efforts towards financial inclusion, (post the first slew of reforms including bank nationalisation –that was initiated in the 1960’s) occurred in 2005. The Reserve Bank of India (RBI) in its Mid Term Monetary Policy review paper3 urged all national banks to include Financial Inclusion amongst their prime most objectives. This in turn, was in direct response to the several detailed recommendations proposed by the Report of the Committee on Financial Inclusion4, which was released in 2004.

In following with the recommendations, the GOI has since 2005 introduced a host of reforms and initiatives intended to foster financial inclusion. Some of the most important of these are:

  1. Financial Inclusion Plan: In 2010, the RBI launched the Financial Inclusion Plan, with an aim to provide access to financial services to at least 50 per cent (50.77 million) excluded rural households by 2012 and the remaining by 2015. These FIPs contained self-set targets in respect of opening of rural brick and mortar branches, deployment of business correspondents (BCs), coverage of unbanked villages through various modes, opening of no-frills accounts, Kisan Credit Cards (KCCs) and General Credit Cards (GCCs) to be issued etc.(Read about the progress of the plan here)
  2. Introduction of “No Frills Accounts”: Regional Rural Banks (RRB’s) and State and Central Co-operative Banks were advised in December 2005 to make available a basic banking ‘no-frills’ account either with ‘nil’ or very low minimum balance as well as charges that would make such accounts accessible to vast sections of population. While the 2012 annual report of the RBI does not feature the latest figures, the 2011 Annual Report states that as of March 2011, 74.4 million No Frill accounts have been opened by domestic commercial banks with outstanding balance of Rs. 6,566 crore.5
  3. Simplification of Know Your Customer (KYC) norms: The RBI has also eased the ‘Know Your Customer’ (KYC) norms as of 2005 to keep the procedural and logistical hassles involved in opening a bank account to a minimum. This is to enable those belonging to low-income groups to open bank accounts without documents of identity and proof of residence.
  4. Introduction of General Credit Cards: In December 2005, The RBI has also issued a directive to banks wherein General Credit Cards with a credit limit of Rs. 25,000 shall be issued in all rural and semi rural bank branches, with a view to extend basic credit facilities to the rural populace.
  5. Swabhiman Scheme: In order to extend the reach of banking to the rural hinterland, Banks were advised in 2010-11 to provide appropriate banking facilities to habitations having a population in excess of 2000 (as per 2001 census) by March, 2012. The Banks were asked to formulate their road maps for Financial Inclusion through the mechanism of the State Level Bankers Committee – (SLBCs were formed under the RBI’s Lead Bank Scheme in the early 1960’s – they act as an inter institutional forum at State level ensuring co-ordination between government and banks. They facilitate the implementation of financial development programmes in the areas of poverty alleviation, employment, providing banking outlet in un-banked areas, training, financial literacy etc.). Under Swabhiman, approximately 73,000 habitations across the country having a population of over 2000 have been identified for providing banking facilities. These habitations have been allocated to Public Sector Banks, RRBs, Private Sector Banks and Cooperative Banks operating in different parts of the country.
  6. National Pension Scheme Lite: Taking heed of suggestions made by the Project Oasis Report6 commissioned by the Ministry of Social Justice and Empowerment, the Indian government launched in 2009 the National Pension Scheme Lite, a micro pension program focused exclusively on individuals from the unorganized sector. The scheme has four key features. First, it ensures ultra-low administrative and transactional costs; Second, it is portable across the country and thereby suits the migration pattern of workers. Thirdly, its terms are simple to understand by the average rural individual. In addition to the above, the scheme has a strong incentive component, titled “Swavalamban”, wherein eligible individuals who are successful in creating annual savings, receive an annual co-contribution of Rs. 1000 to their corpus from the central government. The NPS Lite is designed to have a concerted focus on making small scale investments viable7.

Despite their many interventions, the RBI has seen mixed results with regard to enlisting the vast rural masses into the formal milieu of financial goods and services. While the Swabhiman scheme has seen resounding success (with over 74,000 habitations been identified and the scheme seeing an extension into several additional areas as of March 20128) this cannot be said for each of the RBI’s interventions. The NPS Lite, for instance has faced challenges in its roll out. Even two years after its initial roll out the Standing Committee on Finance reported in July 2011 that only 51,000 voluntary subscribers from the unorganized sector had enrolled into the scheme. The question that poses itself then is why do these instruments, regardless of their many benefits, fail to capture the imagination of the rural masses? And more importantly, how can they be marketed better?

In 2011, the Report of the Committee to Review Implementation of Informal Sector Pension (CRIISP) suggested that financial products in India are only successful when strong marketing tactics are employed to promote them. In other words, they are essentially marketed by creating a strong, targeted “push” factor in their intended market. In a context where earnings are used to provide for immediate needs, complex financial products such as pensions and insurance don’t feature in the average individual’s common basket of purchases. The challenges with regard to creating equitable access to financial goods and services in the Indian context are complex.

Thus, while it is certainly true that financial inclusion can be substantially enhanced by improving the supply side or the delivery systems, it is also important to note that in order to improve their level of inclusion, demand side efforts need to be undertaken as well. These would include improving human and physical resource endowments and launching strong financial literacy campaigns 9( a case in point being the efforts of Invest India Micro Pension Services10 – that act as an intermediary to demystify, educate and market financial products in a simple and transparent manner to financially excluded populations).

Research contends11 that since people do not choose to purchase financial products – governments could consider making mandatory the subscription to certain financial products (while reforming the regulatory systems governing these products) and continue to simplify the logistical procedures accompanying them. While India has so far stayed clear of making mandatory subscription to financial products, the failures of the many government co-contribution based insurance and pension schemes (NPS Lite – as mentioned earlier) point to a need for more creative ways to get more people to enlist themselves as benefactors of these products.

Financial Inclusion initiatives alone may not effect in the desired upward economic mobility unless accompanying social issues are tackled alongside. The marginalization of women in rural society, for instance could have a direct bearing on the extent to which we succeed in creating inclusion. Known to be better at savings and managing finances12, women would typically make the ideal customer, but since they are often not allowed to own bank accounts, they are left out of formal banking. While community sensitisation initiatives might help, banks could do their bit by creating products that incentivizes women customers.

Banks have only recently acknowledged13 that the rural poor are indeed bankable, and are working towards creating strong business models that while creating financial inclusion amongst the excluded; also make strong business sense to the banks themselves. One can only gauge the extent to which they shall succeed after these plans pan out in communities they are designed to succeed in.


 

1 Statement by Kofi Annan on December 23, 2009, post the adoption of 2005 as the International Year of Micro Credit

2 Building Inclusive Financial Sectors for Development, UNCDF, May 2006, Available online at bluebook.uncdf.org

3 RBI Mid Term Monetary Review Paper, 2005-06, www.rbi.org.in/Upload/Notification/Pdfs/66901.pdf

4 Report of the Committee on Financial Inclusion, January 2008, http://www.nabard.org/report_comfinancial.asp

5 RBI Annual Report 2011-12, Ch 4, Credit Delivery and Financial Inclusion, http://www.rbi.org.in/scripts/AnnualReportPublications.aspx?Id=1001

6 Project OASIS Report, 2000, Ministry of Social Justice and Empowerment, http://www.iief.com/Consulting/oasisreport.pdf

7 National Pension Scheme Lite, Pension Fund and Regulatory Development Agency, http://www.pfrda.org.in/indexmain.asp?linkid=185

8 Response to Lok Sabha unstarred question 4640, 04.05.2012, http://164.100.47.132/LssNew/psearch/QResult15.aspx?qref=122394

9 Project OASIS Report, Ministry of Social Justice and Empowerment, January 1999, pfrda.org.in/writereaddata/linkimages/oasisreport6305547711.pdf

10 Invest India Micro Pensions – http://www.micropensions.com/what-we-do/integrated-implementation

11 Measures for Achieving Financial Inclusion in India, A Thought Paper by Infosys India, Rajesh Jeganathan

12 Enabling Rural Women’s Economic Empowerment, UN Women, September 2011, www.un.org/womenwatch/…/Hill-BP-1-EGM-RW-Sep-2011_CH.pdf

13 “Profitable Models for Financial Inclusion, BANCON 2011 iobbancon2011.com/uploads/CEDocuments/Compdm/Article16.pdf

Data Governance and the mythical character of a ‘Data Scientist’

On Thursday, October 18th, I attended a seminar on “Open Data for Development” by Shaida Baidee and Neil Fantom, director and manager respectively of the Development Data Group at the World Bank . The presentation was fascinating, and the range of work that has been done by the World Bank is frankly quite astounding! From making their vast databases public in a easy to navigate format, to creating micro-data explorers that can help other researcher play with micro-data, their products seem to have covered just about everything. After they made their presentation, they were asked a number of questions by the participants. I have categorized all questions under the following heads. 

Vision – What was the driving force behind the data group?

Business case – “How do you measure your Return on Investment? Clearly, there is a loss in revenue if you are no longer selling data, but putting it out for free. In addition, you are also investing a lot more to maintain a data platform. How do you measure return on this investment?”

Policies – What won’t you put on the website? What makes a country a good candidate or a bad candidate for opening up their data? What are some of the bad effects of putting data online and how can we manage those risks?

Change Management – How did you encourage researchers within the team to put their data up online?1

People – How do you nurture the wider hacker community to engage with your data? How do you engage the wider community for whom the data is meant? What is your in-house capacity to do these things?

These questions are not new. In fact, the repetition of these set of questions by different stakeholders – government officials, non-profits, industry experts, organizations etc at almost every open data meet I have attended indicates that we still haven’t found the correct framework in which to think about data. According to me, all the above categories are inter-related and point to the fact that one needs to take a systems approach to data – essentially, think about ‘Data Governance’ on the whole, rather than any individual question.

The paradigm shift is subtle but very profound. It means not thinking about data alone and the shiny things that can be done with it. Rather one should be thinking about the organizational goals, assets, processes, decisions and stakeholder interactions that data needs to enable. To give you an analogy – when you buy a piece of furniture for your home, you take into account how well it would go with the colors of your house, how well it serves the seating needs of your family and so on. It’s never a decision independent of those factors. Similarly for data. It needs to be thought of against the wider background of the organization. And that’s where a data governance framework helps, of which there are quite a few. The one I found very comprehensive and visually appealing was the one by Informatica, a quick introduction to which can be found here and the visual itself can be found below.

While each of the above facets are equally important to ensuring data’s value, I would like to elaborate on just four of them.

Policies – Increasingly, I find open data policy being pushed as the only possible policy option for governments and non-profits. Having played with open source before, I can see the potential of applying its principles for data, but the evidence is sketchy. For governments, the ethical case seems strong (public data for public good) and there is some evidence of its advantages2. However, in the case of non-profits, especially smaller research-organizations, the business case is very unclear.

Leaving the open vs limited vs closed data policies aside, it’s important to have a detailed data policy in place, and not just as a footnote at the final stage of publishing. This policy needs to talk about issues like data accountability and ownership, organizational roles and responsibilities, standards on data storage, archiving, access, usage, privacy and security and it needs to guide all team-members from the very beginning of a project.

Dependent Processes, People and “Tools and Architecture” – I am taking these three facets together as I believe they are intermeshed. The Informatica blog puts it very succinctly “You can’t govern data until you first understand the life cycle of the data.” For example, for a financial organization, it might be important to keep financial records untouched for 7 years or more due to regulations3. Such organizations should ensure that their data-locking processes are strong. For a research organization, it’s important that the research results are reproducible, hence its important to make sure that all Stata commands used to reach a result (usually documented in do-files) are well-documented. Data processes thus vary according to organization. Below I have mentioned two factors that might help you catalogue your data processes.

  1. Secondary vs Primary research: The starting point of the data life cycle is different for organizations working with secondary and primary data. The former need to start with good, clean data-sets. They thus need to think about things like scraping, database access through programming, political wrangling with departments and so on. Primary research organizations on the other hand need to invest in processes for creating good, clean data-sets4.Organizations like ours which work on primary and secondary data need to think even more deeply about their data life cycles.
  1. Amount and velocity of data: Data processes also depend a lot on the amount of data available. The latest buzzword in the data world in ‘Big Data’ – in simple words, when the amount of data becomes large enough for an organization to start worrying about the bulk, it is referred to as Big Data. Forbes in this article has referred to a Gartner Research (subscription required) which splits the advantages of working with big data by industry. Governments feature very prominently in it. And this makes sense intuitively – governments have vast amount of data, and keeping track of them is a task in itself. In fact, seeing the potential of big data analytics for improving governance, the UK government is in talks with Cloudera, a distributor of Hadoop-based software for working with big-data.For research organizations looking at just limited number of government data sets, the amount of data is of course much lesser, and for efficiency purposes the processes need to be tailored to that amount. However, if the target is to improve government’s data processes, it’s important to keep abreast of ‘Big Data’ tools and trends.

Once the data life cycle in an organization has been identified, the next step is to match people and tools to various steps in it. The Informatica blog talks about hiring ‘Data scientists’ if data forms a major part of an organization’s work. However as I have seen in AI’s work, the skills required of a data scientist are so many that they almost sound like mythical characters5. They combine domain knowledge with hacking skills, math and statistical skills6 and storytelling skills. This visual below taken from “Computing in the Statistics Curricula” breaks down the skills required of a data scientist. Mythical character, I heard someone say?

In my opinion, a better way to think about data-scientists is to think of a team of people with varied skills, who would collectively form this mythical character. The challenge would be to ensure that people talk each other’s language – a person with visualization skills should be able talk to one with statistical skills who can talk to one with computing skills, who can then talk to somebody with just domain knowledge. That I believe is the challenge any organization’s data-governance group would need to figure out.

In conclusion, I believe organizations need to move away from thinking of data as a stand alone good, but rather think of it as one of the many assets an organization has that needs to be managed strategically to ensure maximum value.

 


 

1According to Hans Rosling, they have a Database hugging disorder.

2For governments looking to create their Data Policies, this might be of interest – UK Institutional Data Policies

3The Sarbanes Oxley Act was enacted as a reaction to a number of corporate and accounting scandals. It mandates that the integrity of financial records be maintained for not less than 7 years.

4Before Data Analysis begins, Ambrish Dongre

5In fact, the Harvard Business Review has gone as far as saying that a data scientist is the sexiest job of the 21st century. http://hbr.org/2012/10/data-scientist-the-sexiest-job-of-the-21st-century/ar/pr

6The Data Science Venn Diagram – http://www.drewconway.com/zia/?p=2378

Loopholes: Land ownership and the Bhoomi Project

The real estate sector in India has a large impact on its economic growth story, having ‘added over 1 lakh crore of 2.58 lakh crore in 2010-11 to just Delhi’s GDP.1 According to a 2011 study conducted by KPMG, 50% of the respondents were of the view that the real estate and construction sector are the most corrupt (you can view the study here). The underlying competition in real estate and land has in some ways led to fascinating, and disturbing, state-business relationships. It is not just about the actions of the business elite and their political right hand men or vice-versa, instead, there is now an hazy stratification within this sector – Businesses and the government at the top (with a two way relationship where licenses and large sums of money are), middle level real estate agents in the centre and farmers/small businesses/ordinary citizens at the bottom. These relationships depend on the undeniable value of land as a resource, as private property and as cultural heritage – this value has not only altered over time, but has also presented a curious problem of access and ownership. This blog broadly look at the obscure nature of problems around land as well as land acquisition, and presents some thoughts on a successful land records project and the large gaps in it.

As discussed by Professor RS Deshpande in this article, the problems of land administration has gained momentum in land policy discussions. The emphasis given to more specific, almost logistical, issues within land policy (including tenancy, ownership for the marginalized and minority communities and land records), however, has been intermittent. Post Indian Independence, the main phases of land policy comprise of:

Year Type of land reform
1950- 71 Abolition of the intermediaries, tenancy reform, and the redistribution of land using land ceilings
1972-85 Bringing uncultivated land under cultivation
1985 – 95 Attention towards water and soil conservation through the Watershed Development, Drought-Prone Area Development (DPAP) and Desert-Area Development Programmes (DADP)
1995 Continued with land legislation and efforts to improve land revenue administration and, in particular, clarity in documenting land records
2005 onwards Land Acquisition, Land records

Source: ftp://ftp.fao.org/docrep/fao/006/y5026e/y5026e00.pdf

The acquisition of land as well as transfer/sale of land proposes different policy problems to the rural and urban landscape in India. For example, high land prices have created a skewed dynamic, where realtors are now moving beyond urban centres to buy agricultural land for commercial and non-cultivation purposes. The procedure is easy; you only have to show that you are an ‘agriculturalist’ or a family member of a farmer. Or in some cases, realtors buy ‘uncultivable’ land and after attaining status as a farmer buy large cultivable land for commercial purposes. The complications of transferring land titles, checking to see if farmers have been rehabilitated or checking to see if the transaction was legal are often sidelined. Recent scams show the various methods of infiltrating the loopholes of land and property ownership in urban centres2. To give a few examples –  high profile politicians favouring particular businesses in getting land at lower prices (or vice versa), using front companies to invest in projects and lastly, a new age phenomenon of re-routing black money to Indian shores under the FDI bandwagon. The large rural to urban migration has given rise to further problems with respect to land. According to a 2010 study conducted by McKinsey Global Institute, “projections show India’s urban population soaring from 340 million in 2008 to 590 million in 2030”3 . In order to handle the growing urban slums, encroachment of public land and dubious sale of land and Benami transactions, there is now a greater need for pressure on the government to build adequate policy checks and balances.

A revolutionizing step in terms of making transactions relating to the sale, transfer and ownership of land was the Bhoomi Project. Under Rajeev Chawla, the project began as an effort to digitize land records in Karnataka (back in 2001) to bring down corrupt deals and reduce the power of the middleman. It presents a new focus on using e-governance to ensure accountability and was considered a best practice model of e-governance by the World Bank. It aims to homogenize and structure recordings, and till date, the project has computerized around 20 million records of land ownership of 6.7 million farmers in the state- you can see more details on their website here. This project has now become a model for other states (Kerala and Andhra Pradesh have already started implementing the project) in the country. For the digitization process, the farmer also has to create a ‘Pahani’/ RTC (revenue record that contains the owner’s details- area, water rate, soil type, nature of possession, liabilities, tenancy etc). There are 177 Taluk offices (State Public Information Office) where the farmers can put in their ID numbers into the touch screen kiosk and get their information. They can also print out a copy of the record for Rs 15. There is also a fast track procedure for the ‘Mutation’ process (for selling land, transfer of land)

A paper on increasing acceptance of social accountability in public institutions4 argues that ICT for e-governance can change citizen empowerment processes and communication. However, there are still some unclear points in terms of the reliability of this type of project

1. Collecting the data– The paper records that the farmers have may not be updated. The onus lies on the Taluka officers to sift through this information. The number of officers may not be able to handle all the information they are receiving – In the old system, each Village Accountant handled 3-4 villages (back in 2006, there were about 9000 VA’s)5

2. Segregating the paperwork– The main question after gathering information is whether the Revenue Inspector can validate the information received. Once the records are digitized, the farmers (if illiterate or unaware) are still dependent on the VA’s to act as the middlemen. This can perpetuate unnecessary waiting, and even false information.6

3. Ownership– Since this is not just land, but often times, contested land, for both agricultural and urban use7, there are now growing stories of threat against smaller land occupiers (both land owners and those on leases) from very powerful agents and land developers.

4. Entering and accessing the data: The level of transparency within the records relies on the honesty of the Taluka heads at the kiosks and Taluk offices. An additional problem is that of the data becoming more expensive for small farmers to access their information (Rs 15 per record).

5. Gaping holes: How can such a program ensure that large businesses and agents do not use political/ money power or muscle power to deter small farmers from selling land under duress, for making sure that information is not falsified during the computerization process? We have been reading continuously about the various land scams that have been taking place across the country (herehere and here). How can we ensure that the farmer at the bottom isn’t being taken advantage of?

The intense nexus between information giving, politics and business, civil society and governance is only partly visible, much to the dismay of social science researchers. Another blog post on the growth of the real estate giants under particular political parties seems likely. Watch this space.

1 http://articles.economictimes.indiatimes.com/2011-09-30/news/30228914_1_agricultural-land-farm-land-land-for-non-agricultural-purposes

2 http://www.firstpost.com/economy/how-the-politician-builder-nexus-really-works-490938.html?utm_source=moneycontrol.com&utm_medium=RHS-Widget

3 http://www.mckinsey.com/insights/mgi/research/urbanization/urban_awakening_in_india. April 2010

4 http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2146403 Bhavya Shroff, IIM India

5 http://egovreach.in/uploads/demo/casestudy/Bhoomi.pdf

6 http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2146403 Bhavya Shroff, IIM India

7 Bhoomi: ‘E-Governance’, Or, An Anti-Politics Machine Necessary to Globalize Bangalore? 2007.http://casumm.files.wordpress.com/2008/09/bhoomi-e-governance.pdf

The Court knows best?

Guest Post by Shibani Ghosh, Research Associate, Centre for Policy Research and former Legal Consultant to the CIC

The Supreme Court’s judgment in Namit Sharma v Union of India with respect to the composition of Information Commissions across the country is remarkable, and most unfortunate. In essence it says this: only retired judges can ensure the fair and efficacious administration of justice under the RTI Act. If this assumption were not problematic enough, the Court then effectively appropriates the powers of the legislature and the executive by telling them exactly what they must do.

This piece analyses the judgment from a legal point of view and raises three crucial issues. First, the manner in which the judgment reads the relevant statutory provision relating to eligibility criteria of Information Commissioners is contrary to well-accepted principles of statutory interpretation; second, the Court transgresses the core constitutional principle of separation of powers by performing the role of the legislature and the executive; and third, the analogy drawn between Information Commissions and other tribunals such as the Administrative Tribunals is flawed.

The primary issue before the Court was the constitutionality of the eligibility criteria for Information Commissioners. Currently, Section 12(5) of the RTI Act states that ‘persons of eminence in public life with wide knowledge and experience in law, science and technology, social service, management, journalism, mass media or administration and governance’ are eligible to be Information Commissioners. The Court found this provision to be vague – yet not discriminatory and, importantly, not suffering from any constitutional infirmity. But nevertheless, and strangely, the Court proceeds to rule on how the provision must be read to ensure its constitutionality.

While construing the statutory provision, the Court gives several directions in the judgment. Perhaps the two most significant directions are: first, since Information Commissions possess the essential attributes of a court, and their functions are more judicial than administrative in nature, persons with qualification, experience and knowledge in law should be appointed to the Commissions. As judicial members, they would be able to perform the adjudicatory tasks better. Second, only former or current Supreme Court judges and Chief Justices of High Courts should be appointed Chief Information Commissioners.

This construction of Section 12(5) of the RTI Act is nothing more than a re-writing of the statutory provision. Addition and substitution of words in statutes by Courts is contrary to well-accepted principles of statutory interpretation. This is legally impermissible, more so since the Court finds no constitutional infirmity to begin with. The Court’s detailed directions on the procedure for appointment of judicial and non-judicial members, the criteria for eligibility, and who can be appointed as a Chief Information Commissioner falls squarely within the domain of Parliament.

The judgment violates the core constitutional principle of the separation of powers. Statutes establishing tribunals specifically lay down the qualifications of the Chairman and different categories of members. There are no such provisions in the RTI Act which demonstrates that Parliament did not intend to draw such bright lines. Parliament also did not provide for any special eligibility criterion for the Chief Information Commissioner, perhaps since his adjudicatory powers and functions are precisely the same as the other Commissioners. Even the selection procedure is the same. For the Central Information Commissioners, a committee of the Prime Minister, Leader of the Opposition and a Cabinet Minister make recommendations to the President. Consultation with the Chief Justice of India before appointing one class of Commissioners, i.e. the judicial members, is an additional requirement that the Court has incorporated into the existing provision.

The Court does not stop there, and intrudes even further into the domain of the policy-maker. The direction that the Commission should sit in benches consisting of one judicial and one non-judicial member is a decision about the day-to-day functioning of the Commissions. Such a policy decision ought typically to be taken by the appropriate government, under Sections 27 or 28, after due consideration of various factors including necessity, the pendency of cases and a more general cost-benefit analysis.

The directions pertaining to the appointment of judicial members are legally problematic – the Court’s reasoning for mandatorily requiring judicial members is not above reproach. Part of the reasoning appears to flow from earlier decisions of the Court with respect to the constitutional requirements for the proper constitution of Administrative Tribunals. However, an analogy with those cases may be inapposite. Those tribunals were constituted to hear cases which were earlier heard by High Courts. To ensure that the alternative institutional mechanism was no less efficacious, tribunal members were expected to afford the same judicial treatment to the cases as the High Courts would otherwise have. But in the case of Information Commissions, their adjudicatory role was never previously performed by any Court as the statutory rights under the RTI Act are novel.

The Court’s concerns about the importance of the Information Commission’s functions are not misplaced. The Commissioners are occasionally confronted with complex legal issues, and Commissioners without a legal background may require some assistance initially in appreciating how to conduct a quasi-judicial proceeding, and how to deliver a reasoned decision. But that is hardly an insurmountable problem, nor does it require the drastic overhauling of the RTI Act that the Court seems to deem necessary. The Information Commissioners can be assisted by a well-trained in-house Legal Department. Furthermore, if the Government finds it necessary, it may propose the appointment of one or two Information Commissioners with a legal/judicial background.

As long as the principles of natural justice are observed by the Commissioners, and they perform their functions conscientiously keeping in mind the overarching mandate of the Act, the public has little reason to lose faith in the RTI regime. Unfortunately, the Apex Court has decided otherwise.