Meaning of Environment

Meaning of environment

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1. 1. What is meant by Environment? www.ghadoliyaseconomics-mahendra.blogspot.in
2. 2. Atmosphere The atmosphere implies the protective blanket of gases surrounding the earth. It saves it from the hostile environment of outer space. It sustains life on the Earth. It absorbs most of the cosmic rays from outer space a a major portion of electromagnetic radiation from the sun. It transmits only ultraviolet, visible, near infrared radiation and radio waves while filtering out tissue damaging ultraviolet raysbelow 300 nm. The atmosphere is composed of nitrogen and oxygen. Besides, argon,carbon dioxide and trace gases.
3. 3. • Environment is the sum total of what is around something or someone. • It includes living things and natural forces. • There is a constant interaction among plants, animals, soil, water, temperature, light and other living and non-living things. Earth’s Atmosphere
4. 4. Scope of environment consists of four segments as under: Atmosphere: The atmosphere implies the protective blanket of gases, surrounding the earth: • It sustains life on the earth. • It saves it from the hostile environment of outer space. • It absorbs most of the cosmic rays from outer space and a major portion of the electromagnetic radiation from the sun. • It transmits only ultraviolet, visible, near infrared radiation (300 to 2500mm) and radio waves. (0.14 to 40m) while filtering out tissue- damaging ultraviolet waves below 300 nm. The atmosphere is composed of nitrogen and oxygen. Besides, argon, carbon dioxide, and trace gases.
5. 5. Hydrosphere: The Hydrosphere comprises of all types of water resources oceans, seas, lakes, rivers, streams, reservoir, polar icecaps, glaciers, and ground water. • Nature 97% of the earth’s water supply is in the oceans, • About 2% of the water resources are locked in the polar icecaps and glaciers. • Only about 1% is available as fresh surface water- rivers, lakes streams, and ground water fit to be used for human consumption and other uses.
6. 6. Lithosphere: Lithosphere is the outer mantle of the solid earth. It consists of minerals occurring in the earth’s crust and the soil e.g. minerals, organic matter, air and water. Biosphere: Biosphere indicates the realm of living organisms and their interactions with environment, viz atmosphere, hydrosphere and lithosphere..
7. 7. Hydrosphere The hydrosphere comprises of all type of water resources oceans, seas, lakes, streams, reservoir, polar, icecaps, glaciers and groundwater. Nature 97% of the earth’s water supply is in the oceans. About 2% of the water resources are locked in the polar icecaps and glaciers. Only about 1% is available as fresh surface water- rivers, lakes, streams, and ground water fit to be used for human consumption and other uses. • Thanks

IS-LM Model

Is lm

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1. 1. The IS-LM Model A General Framework for Macroeconomic Analysis Prof. M.K.Ghadoliya Director, JNU Jaipur
2. 2. Chapter 9. Introduction  In this lecture we integrate the elements of our model that you have covered separately It develops a graphical depiction of our theory that is called the IS-LM model. – IS and LM refer to two equilibrium conditions in the model (investment equals saving; money demand, or liquidity preference, equals money supply).
3. 3. The FE Line   I will be using some diagrams that plot the real rate of interest, r, and output Y on the axes. Recall that labor market equilibrium determines a quantity of labor, which, via the production function, determines a full-employment level of output. – Since that level of output presumably does not depend on the rate of interest, we can plot the full-employment line as a vertical line in a diagram in which r and Y appear on vertical and horizontal axes.
4. 4. Figure 9.1 The FE line
5. 5. FE Curve Shifters Variable Increases FE Curve Shifts Productivity Right Labor Supply (Population) Right Capital Stock Right
6. 6. Deriving the IS Curve  Recall the Goods Market Equilibrium Condition: d d S =I
7. 7. Consider a Rise in Income  As income rises, the desired saving curve shifts right, and the equilibrium rate of interest falls as we slide down the desired investment curve (next slide).
8. 8. Goods Market Equilibrium S r r0 I Sd = Id Sd , I d
9. 9. Goods Market Equilibrium S r S (Higher Income) r0 r1 I Sd = Id Sd , I d
10. 10. Deriving IS   The previous slide shows that as income varies and goods market equilibrium is maintained, a higher value of income is associated with a lower value of the expected real interest rate Plot the income-interest rate pairs that satisfy the goods market equilibrium condition to get the IS curve – The inverse relationship between income and interest rate implies that the IS curve is downward sloping
11. 11. Figure 9.2 Deriving the IS curve
12. 12. Shifting IS   Recall that IS was derived by considering how the desired saving curve moved along the desired investment curve as income changed. Suppose a shock (say a government spending increase) causes saving to decline at each level of income – –  Then the interest rate is higher at each level of income. Then we must redraw IS, with higher r for each level of Y. IS has shifted to the right. For other shocks that shift saving or investment schedules, we can also infer how IS shifts.
13. 13. IS Curve Shifters Variable Increases IS Curve Shifts Expected Future Output Right Wealth Right Government Spending Right Taxes None (Ricardian) or Left Expected future MPK Right Effective Tax Rate on K Left
14. 14. The LM Curve  The IS plots income interest-rate pairs such that desired spending is equal to output, or desired saving is equal to desired investment  We will now derive the LM curve, which plots income-interest rate pairs such that the quantity of money demanded is equal to the quantity of money supplied.
15. 15. Money Market Equilibrium Revisited
16. 16. The LM Curve
17. 17. The Derivation of LM
18. 18. LM Curve Shifters Variable Increases LM Curve Shifts Nominal Money Supply Right Price Level Left Expected Inflation Right Nominal interest rate on money im Left Anything Else Increasing the Demand for Money Left
19. 19. General Equilibrium in the IS-LM Model  In general equilibrium, all markets satisfy their respective equilibrium conditions. –  Labor, Goods, and Money Markets Must all be in equilibrium. The logic of general equilibrium: – – – The labor market determines output. Given output (income) the goods market then determines an interest rate. Given output, the interest rate, and the expected inflation rate, then the money market determines the price level.
20. 20. General Equilibrium in the IS-LM Model (Diagram)
21. 21. Equilibrium: A Coincidence?      Labor Market equilibrium requires that the economy be on the FE line Goods Market equilibrium requires that the economy be on the IS Curve Money Market equilibrium requires that the economy be on the LM Curve General equilibrium requires that the economy be on all three curves simultaneously Does this require a happy coincidence? (No)
22. 22. Review on Equilibrium  To review, output is determined by the FE line  Given output the intersection of IS and FE determines the interest rate  Finally, the price level adjusts so that LM intersects both IS and FE
23. 23. Timing of Movement to Equilibrium   Our model, as formulated, does not tell us the order in which variables move—we just infer that the economy moves from one equilibrium to another (after a shock). Here are some thoughts on timing: – – – – Interest rates (and financial markets generally) adjust very quickly Nominal (and real) wages adjust slowly (often wages are set for long periods of time Prices may also adjust slowly The goods market adjusts with intermediate speed (we often see unanticipated inventory movements, but firms may alter production before revising prices)
24. 24. A Look Ahead: Keynesian and Classical Views  We will say much more about “Keynesian” and “Classical” macroeconomic theories  Keynesians emphasize the short-term rigidity of prices and wages  Classical economists emphasize that all markets reach equilibria rather quickly
25. 25. The End

Developing hypothesis and research questions

Developing hypothesis and research questions

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1. 1. Prof. (Dr.) M.K.Ghadoliya Director School of Distance Education and Learning, JNU Jaipur (Raj)
2. 2. Introduction  Processes involved before formulating the hypotheses.  Definition  Nature of Hypothesis  Types  How to formulate a Hypotheses in  Quantitative Research  Qualitative Research  Testing and Errors in Hypotheses  Summary
3. 3. The research structure helps us create research that is : •Quantifiable •Verifiable •Replicable • Defensible •Corollaries among the model, common sense & paper format •MODEL COMMON SENSE PAPER FORMAT •Research Question Why Introduction •Develop a Theory your Answer Methodology •Identify variables How Analysis •Identify hypothesis Expectations result •Test Collect Analyze data conclusion •Evaluate Result What it Means •Critical Review What it doesn't Mean
4. 4. Most research projects share the same general structure, which could be represented in the shape of an “Hourglass”. The ‘Hour Glass’ notion of research allows someone to breakdown what can see an overwhelming amount of information into manageable chunks, and allows you to see the whole picture in an understandable way. BEGIN WITH BROAD QUESTIONS NARROW DOWN, FOCUS IN OPERATIONALIZE OBSERVE ANALYZE DATA REACH CONCLUSIONS GENERALIZE GENERALIZE BACK TO QUESTIONS
5. 5. Where does the problem origination or discovery begin  Preview experience Triggered interest potential problem field Criteria of problem and problem statement Goal and planning Search Explore and Gather the Evidences Generate creative and logical alternative solutions.
6. 6. Definition of Hypothesis:  “Hypotheses are single tentative guesses, good hunches – assumed for use in devising theory or planning experiments intended to be given a direct experimental test when possible”. (Eric Rogers, 1966)  “A hypothesis is a conjectural statement of the relation between two or more variables”. (Kerlinger, 1956)  “Hypothesis is a formal statement that presents the expected relationship between an independent and dependent variable.” (Creswell, 1994) “A research question is essentially a hypothesis asked in the form of a question.”
7. 7. Definition of Hypothesis: “It is a tentative prediction about the nature of the relationship between two or more variables.”  “A hypothesis can be defined as a tentative explanation of the research problem, a possible outcome of the research, or an educated guess about the research outcome.” (Sarantakos, 1993: 1991) “Hypotheses are always in declarative sentence form, and they relate, either generally or specifically , variables to variables.”  “An hypothesis is a statement or explanation that is suggested by knowledge or observation but has not, yet, been proved or disproved.” (Macleod Clark J and Hockey L 1981)
8. 8. Nature of Hypothesis: The hypothesis is a clear statement of what is intended to be investigated. It should be specified before research is conducted and openly stated in reporting the results. This allows to: Identify the research objectives Identify the key abstract concepts involved in the research Identify its relationship to both the problem statement and the literature review A problem cannot be scientifically solved unless it is reduced to hypothesis form It is a powerful tool of advancement of knowledge, consistent with existing knowledge and conducive to further enquiry
9. 9. Nature of Hypothesis:  It can be tested – verifiable or falsifiable Hypotheses are not moral or ethical questions It is neither too specific nor to general It is a prediction of consequences It is considered valuable even if proven false
10. 10. An Example… Imagine the following situation: You are a nutritionist working in a zoo, and one of your responsibilities is to develop a menu plan for the group of monkeys. In order to get all the vitamins they need, the monkeys have to be given fresh leaves as part of their diet. Choices you consider include leaves of the following species: (a) A (b) B (c) C (d) D and (e) E. You know that in the wild the monkeys eat mainly B leaves, but you suspect that this could be because they are safe whilst feeding in B trees, whereas eating any of the other species would make them vulnerable to predation. You design an experiment to find out which type of leaf the monkeys actually like best: You offer the monkeys all five types of leaves in equal quantities, and observe what they eat. There are many different experimental hypotheses you could formulate for the monkey study. For example: When offered all five types of leaves, the monkeys will preferentially feed on B leaves. This statement satisfies both criteria for experimental hypotheses. It is a •Prediction: It predicts the anticipated outcome of the experiment •Testable: Once you have collected and evaluated your data (i.e. observations of what the monkeys eat when all five types of leaves are offered), you know whether or not they ate more B leaves than the other types.
11. 11. Incorrect hypotheses would include: When offered all five types of leaves, the monkeys will preferentially eat the type they like best. This statement certainly sounds predictive, but it does not satisfy the second criterion: there is no way you can test whether it is true once you have the results of your study. Your data will show you whether the monkeys preferred one type of leaf, but not why they preferred it (i.e., they like it best). I would, in fact, regard the above statement as an assumption that is inherent in the design of this experiment, rather than as a hypothesis. When offered all five types of leaves, the monkeys will preferentially eat B leaves because they can eat these safely in their natural habitat. This statement is problematic because its second part ('because they can eat these safely in their natural habitat') also fails to satisfy the criterion of testability. You can tell whether the monkeys preferentially eat those leaves, but the results of this experiment cannot tell you why. In their natural habitat, howler monkeys that feed in B trees are less vulnerable to predation than monkeys that feed on A, C, D, or E.
12. 12. This is a perfectly good experimental hypothesis, but not for the experiment described in the question. You could use this hypothesis if you did a study in the wild looking at how many monkeys get killed by predators whilst feeding on the leaves of A, B etc. However, for the experimental feeding study in the zoo it is neither a prediction nor testable. When offered all five types of leaves, which type will the monkeys eat preferentially? This is a question, and questions fail to satisfy criterion #1: They are not predictive statements. Hence, a question is not a hypothesis.
13. 13. Types of Hypotheses NULL HYPOTHESES Designated by: 𝐻 𝑜 ALTERNATIVE HYPOTHESES Designated by: H1
14. 14. The null hypothesis represents a theory that has been put forward, either because it is believed to be true or because it is to be used as a basis for argument, but has not been proved.  Has serious outcome if incorrect decision is made! The alternative hypothesis is a statement of what a hypothesis test is set up to establish.  Opposite of Null Hypothesis.  Only reached if H0 is rejected. Frequently “alternative” is actual desired conclusion of the researcher!
15. 15. In a clinical trial of a new drug, the null hypothesis might be that the new drug is no better, on average, than the current drug. We would write H0: there is no difference between the two drugs on average. The alternative hypothesis might be that: the new drug has a different effect, on average, compared to that of the current drug. We would write H1: the two drugs have different effects, on average. the new drug is better, on average, than the current drug. We would write H1: the new drug is better than the current drug, on average.
16. 16. We give special consideration to the null hypothesis…  This is due to the fact that the null hypothesis relates to the statement being tested, whereas the alternative hypothesis relates to the statement to be accepted if / when the null is rejected.  The final conclusion, once the test has been carried out, is always given in terms of the null hypothesis. We either 'reject H0 in favour of H1' or 'do not reject H0'; we never conclude 'reject H1', or even 'accept H1 '.  If we conclude 'do not reject H0', this does not necessarily mean that the null hypothesis is true, it only suggests that there is not sufficient evidence against H0 in favour of H1; rejecting the null hypothesis then, suggests that the alternative hypothesis may be true.
17. 17. Formulating a hypothesis  Formulating Hypothesis is important to narrow a question down to one that can reasonably be studied in a research project.  The formulation of the hypothesis basically varies with the kind of research project conducted:  QUALITATIVE  QUANTITATIVE
18. 18. can be divided into; Deductive Inductive Theory Hypothesis Observation Confirmation Pattern Tentative Hypothesis Theory observation
19. 19. Qualitative Approach  The use of Research Questions as opposed to objectives or hypothesis, is more frequent.  Characteristics  Use of words- what or how.  Specify whether the study: discovers, seeks to understand, explores or describes the experiences.  Use of non-directional wording in the question.  These questions describe, rather than relate variables or compare groups during study.  The questions are usually open-ended, without reference to the literature or theory.  Use of a single focus.
20. 20. The rules of Qualitative research  Kleining offers four rules for a scientific and qualitative process of approaching understanding to reality.  Rule 1 (refers to subject / researcher)  "Prior understandings of the phenomenon to be researched should be seen as provisional and should be transcended with [the discovery of] new information with which they are not consistent."
21. 21. The rules of Qualitative research  Rule 2 (refers to the object of study)  "The object is provisional; it is only fully known after the successful completion of the process of discovery."  Rule 3 (refers to action in relation to the subject of research, hence to data collection)  "The object should be approached from "all" sides; rule of the maximum variation of perspectives.“  Rule 4 (refers to the evaluation of information gathered, hence to data analysis)  "Analysis of the data for common elements."
22. 22. Quantitative Approach  In survey projects the use of research questions and objectives is more Frequent.  In experiments the use of hypotheses are more frequent. comparison between variables  Represent, relationship between variables Characteristics :  The testable proposition to be deduced from theory.  Independent and dependent variables to be separated and measured separately.
23. 23. Characteristics contd... Independent and dependent variables to be separated and measured separately. To be either writing-questions, or objectives or hypotheses, but not a combination. Consider the alternative forms for writing and make a choice based on the audience for the research
24. 24. Generation of Research Hypothesis Problem statements become research hypotheses when constructs are operationalized Initial Ideas (often vague and general) Initial observations Search of existing research literature Statement of the problem Operational definitions of constructs Research hypothesis (a specific deductive prediction)
25. 25. Quantitative Approach To be either writing-questions, or objectives or hypotheses, but not a combination. Consider the alternative forms for writing and make a choice based on the audience for the research
26. 26. Example: Consider the example of a simple association between two variables, Y and X. 1.Y and X are associated (or, there is an association between Y and X). 2. Y is related to X (or, Y is dependent on X). 3. As X increases, Y decreases (or, increases in values of X appear to effect reduction in values of Y).
27. 27. Contd…  The first hypothesis provides a simple statement of association between Y and X. Nothing is indicated about the association that would allow the researcher to determine which variable, Y or X, would tend to cause the other variable to change in value.  The second hypothesis is also a simple statement of association between Y and X, but this time it may be inferred that values of Y are in some way contingent upon the condition of the X variable.  The third hypothesis is the most specific of the three. Not only does it say that Y and X are related and that Y is dependent on X for its value, but it also reveals something more about the nature of the association between the two variables.
28. 28. Testing and Chhalenge-  The degree of challenge to the hypothesis will depend on the type of problem and its importance. It can range from just seeking “a good enough” solution to a much more rigorous challenge.  The term Challenge may include  Verification Justification Refutability Validity Rectification Repeatability Falsification  There are two possibilities  1. Nothing Happened the Null Hypothesis - Ho  2. Something Happened the Alternative Hypothesis - H1
29. 29. Hypothesis testing is a four step procedure: 1.Stating the hypothesis (Null or Alternative) 2. Setting the criteria for a decision 3. Collecting data 4. Evaluate the Null hypothesis
30. 30. Hypothesis testing is a four step procedure:  Hypothesis testing involves making a decision concerning some hypothesis or statement about a population parameter such as the population mean, using the sample mean, to decide whether this statement about the value of is valid or not.  The steps of the hypothesis testing : 1- The first step is to formulate a null hypothesis written . The statement for is usually expressed as an equation or inequality as follows: H0: µ = given Value, H0: µ ≤ given Value, H0: µ ≥given Value
31. 31. Hypothesis testing is a four step procedure: The alternative hypothesis suggests the direction of the actual value of the parameter relative to the stated value. The statement of in the form of an inequality that indicates that the investigator has no opinion as to whether the actual value of is more than or less than the stated value but the feeling is that the stated value is incorrect. In this case the test is two-tail test. Statements in the form of strictly greater than or strictly less than relationship indicate that the investigator has an opinion as to the direction of the value of the parameter relative to the stated value. In this case it is called one-tail test.
32. 32. Hypothesis testing is a four step procedure:  State the level of significance of the test and the corresponding Z values (for large sample tests), or the corresponding T values ( for small sample tests). The hypothesis test is frequently conducted at the 5%, 1% and 10% levels of significance. Some can use the Z values. For a test conducted at any other level of significance, we simply use the normal distribution table to determine a corresponding Z value.  3- Calculate the test statistic for the sample that has taken.  4- Determine the boundary (or boundaries) for the area of rejection regions using either or values. A critical value is the boundary or limit value that requires as to reject the statement of the null hypothesis.
33. 33. Hypothesis testing is a four step procedure: Also in this step it is stated an alternative hypothesis, written , a statement that indicates the opinion of the conductor of the test as to the actual value of . is expressed as follows: Ha: µ ≠given Value, Ha: µ >given Value, Ha: µ
34. 34. Two types of mistakes are possible while testing a Hypothesis :  Type I  Type II  Example: Your actual health doctor Sick well Says Sick You are sick Doctor confirms it Get scared nothing RIGHT wrong Type I error Well Doctor missed your real sickness you are really not sick Type II error RIGHT
35. 35.  Type I Error:  A type I error occurs when the null hypothesis (H0) is wrongly rejected.  For example: A type I error would occur if we concluded that the two drugs produced different effects when in fact there was no difference between them.
36. 36.  Type II Error:  A type II error occurs when the null hypothesis H0, is not rejected when it is in fact false.  For example: A type II error would occur if it were concluded that the two drugs produced the same effect, that is, there is no difference between the two drugs on average, when in fact they produced different ones..
37. 37. Reject H0 Don’t Reject Ho H0 Type I Error Right Decision H1 Right Decision Type II Error To Generalise: A type I error is often considered to be more serious, and therefore more important to avoid, than a type II error. T R U T H
38. 38. Research questions and hypotheses become “signposts” for explaining the purpose of the study & guiding the research…”, Creswell A hypothesis is an explanation, tentative and unsure of itself, for specific phenomena about which you have questions. A well-crafted hypothesis very often suggests the best way to perform the research and gives you clues as to your research design
39. 39. There are different types of hypotheses. Deductive Inductive Research Hypothesis can either be non-directional or directional. There exists a hypothesis that is opposite of the positively stated one, i.e. the null hypothesis Thus to conclude it would be fitting to say “hypothesis is perhaps the most powerful tool, man has invented to achieve dependable knowledge” – Fred Kerlinger…

Planning Process in India

Planning process in india copy

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1. 1. Planning in India Prof. Mahendra K. Ghadoliya www.ghadoliyaseconomics-mahendra.blogspot.in
2. 2. Planning in India • On 26 January 1950, the Constitution came into force. As a logical sequence, the Planning Commission was set up on 15 March 1950 and the plan era started from 1 April 1951 with the launching of the First Five Year Plan (1951-56). • We have successfully completed twelve five year plans in the year 2017. • Now the new government at centre has decided to abandon the planning and have changed the structure of Planning Commission now it will be known as NITI Aayog.
3. 3. Brief History of Planning • 1934 • It is rather surprising that blueprints for India’s planning first came from an engineer-administrator, M. Visvervaraya. He is regarded as the pioneer in talking about planning in India as a mere economic exercise. His book ‘Planned Economy for India’ published in 1934 proposed a ten-year plan. He proposed capital investment of Rs. 1,000 crore and a six-fold increase in industrial output per annum.
4. 4. 1938 • In 1938, the Indian National Congress headed by Subhash Chandra Bose appointed the National Planning Committee (NPC) under the chairmanship of Pandit J.L. Nehru to prepare a plan for economic development. The NPC was given the task of formulating a com- prehensive scheme of national planning as a means to solve the problems of poverty and unemployment, of national defence, and of economic regeneration in general. However, with the declaration of the World War II in September 1939 and putting leaders into prison, the NPC could not march ahead and the report could not be prepared.
5. 5. Bombay Plan- Gandhian plan and People’s plan 1944&1945 Sarvodaya Plan 1950 • The Bombay Plan was prepared by 8 leading industrialists of Bombay in 1944, the People’s Plan given by M.N.Roy (1945)and the Gandhian Plan given by S.N.Agrawal (1944): • One of the most widely discussed plan during the 1940s was the Bombay Plan prepared by the Indian capitalists. It was a plan for economic development under considerable amount of government intervention. • It emphasised the industrial sector with an aim of trebling national income and doubling of per capita income within a 15- year period. Under this plan, planning and industrialisation were synonymous.
6. 6. • An alternative to the Bombay Plan was given by M. N. Roy in 1944. His plan came to be known as People’s Plan. His idea of planning was borrowed from the Soviet type planning. In this plan, priorities were given to agriculture and small scale industries. This plan favoured a socialist organisation of society. • In the light of the basic principles of Gandhian economics, Shriman Narayan Agarwal authored ‘The Gandhian Plan’ in 1944 in which he put emphasis on the expansion of small unit production and agriculture. Its fundamental feature was decentralisation of economic structure with self-contained villages and cottage industries. • Sarvodaya plan was given by Jai Prakash Naraian.
7. 7. Planning Commission: • After independence, the Planning Commission was set up by the Government of India in March 1950. The Commission was instructed to: (a) make an assessment of the material capital and human resources of the country, and formulate a plan for the most effective and balanced utilisation of them; (b) determine priorities, define the stages for carrying the plan and pro- pose the allocation of resources for the due completion of each stage; (c) To act as an advisory body to the Union Government; (d) determine the conditions which (in view of the then current socio- political conditions) should be established for the execution of the plan. (e) to advise the centre and the state governments.
8. 8. National Development Council: a) All the plans mase by planning commission have to be approved by NDC first. It was constituted to build cooperation between States and the Planning Commission. b) Like Planning Commission NDC is also an extra constitutional body- legal body. c) It was set-up on 6th August 1952 State Planning Boards is the Apex Planning body at State Level with Chief minister as Chairman, Finance and Planning Ministers of the state and some technical members. District Planning Committee is also there comprising both official and non-official members
9. 9. Timings of Five Year Plans Plan Period • First Plan 1951-56 • Second Plan 1956-61 • Third Plan 1961-66 • Three Annual Plans1966-69 • Fourth Plan 1969-74 • Fifth Plan 1974-78* • Annual Plan 1979-80 Plan Period • Sixth Plan 1980-85 • Seventh Plan 1985-90 • Annual Plan 1990-92 • Eighth Plan 1992-97 • Ninth Plan 1997-02 • Tenth Plan 2002-07 • Eleventh Plan 2007-12 • Twelfth Plan 2012-17
10. 10. Characteristics of Indian Plans • Five year Plans • Developmental Planning • Comprehensive Planning • Indicative Planning • Democratic Planning • Decentralised Planning or Planning from Below • Objectives of Indian Plans: • A higher rate of growth than was being realised in the absence of the plan; • 2. A greater degree of economic equality than was possible under free enterprise; • 3. Full employment opportunities for the growing labour force of the country; • 4. Economic self-reliance; and • 5. Modernisation.
11. 11. Objectives of different plans and Development Strategy • Phase-I Growth Oriented Development Strategy: • First plan- It was a repair Plan made to take care of severe damage caused by war, famine and partition. • Second Plan – It was a import substitution led long term growth based on industrialisation. • Third Plan- Public sector led growth, reducing concentration of economic power • Phase-II Equity Oriented Development strategy: • Annual Plans:Adaptation of new agricultural strategy. • IV Plan:Growth with stability • V Plan: Alleviation of poverty • VI Plan: Target group approach • VII Plan: Direct attack on the problems of poverty
12. 12. Objectives of different plans and Development Strategy • Phase-III Post liberalisation Development Strategy: • Inward looking development model was replaced by Export- led growth strategy. • Liberalisation, Globalisation, Privatisation (LPG) Strategy • IX & X Plans: Growth with social justice • XI Plan: Inclusive growth • XII Plan: Faster sustainable and more inclusive growth • Development strategy • Indicative Planning • Growth with justice • Resource allocation • Advisor to States Skilling India • Think tank • Achieving growth targets • Removal of corruption • Good governance • Democratic values to be strengthened.