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reforms: How India can be $55-trillion economy by 2047? KV Subramanian explains - Vimarsana News

reforms: How India can be $55-trillion economy by 2047? KV Subramanian explains

Subramanian envisions India's growth potential, projecting an $55 trillion economy with 8% growth. He emphasizes the significance of policy reforms, formalisation, and digital infrastructure in sustaining economic momentum towards a prosperous future. Subramanian further says: "We cannot afford a lost decade like we had from 2004 to 2014 and we also need to double down on reforms."

How Did Penn Get Here? - Vimarsana News

How Did Penn Get Here?

Penn’s Liz Magill was the first Ivy League president felled by the turmoil over campus antisemitism. But the cracks in its foundation are far deeper.

Weekly links March 31: AI's impacts on development, loads of advice for students and young professors, the just (want to) do it theory of education, and more… - Vimarsana News

Weekly links March 31: AI's impacts on development, loads of advice for students and young professors, the just (want to) do it theory of education, and more…

This week's links include part 2 of an interview with Lant Pritchett, three e-books of advice for students and faculty, reproducibility of macro data, and more...

Fair and inclusive markets: Why fostering dynamism matters - Vimarsana News

Fair and inclusive markets: Why fostering dynamism matters

Rising inequality and firms’ market power pose challenges to the aims of inclusive growth and shared prosperity. Nevertheless, growth and equity need not be mutually exclusive. This column argues that economic dynamism is crucial for achieving sustained growth and more equal market outcomes. It shows that countries that experienced faster growth over the last four decades have

Source: voxeu.org
Measuring human capital: Learning matters more than schooling - Vimarsana News

Measuring human capital: Learning matters more than schooling

Richard Baldwin, Rikard Forslid For decades, human capital research has relied on measures of schooling (Mincer 1984, Mankiw et al. 1992). But proxying human capital with schooling assumes that being in school translates into learning. Evidence suggests that this is often not the case (Pritchett 2013). Recent analysis reveals that six out of ten adolescents worldwide cannot meet basic proficiency levels in maths and reading (UNESCO 2017). This gap between schooling and learning is particularly acute in developing countries. In Kenya, Tanzania, and Uganda three quarters of grade 3 students can...

Source: voxeu.org