Social Science

Understanding Economic Development

SOCIAL SCIENCE TEXTBOOK FOR CLASS - X
Text Book Development Committee

Sri Praveen Prakash IAS Sri. S. Suresh Kumar IAS

Principal Secretary to Government Commissioner of School Education , AP
Department of School Education, AP

Sri. B. Srinivasa Rao IAS Sri. K. Ravindranath Reddy MA., B.Ed.

State Project Director, Samagra Shiksha, AP Director, Government Textbook Press, AP

Dr. B. Pratap Reddy MA., B.Ed., Ph.D.

Director, SCERT, AP

Programme Co-ordinator
Dr. G. Kesava Reddy, MSc, MSc, MEd, MPhil, PhD
Prof. C&T, SCERT, AP

Overall Subject Co-ordinator

Dr. K. Saritha M.A, M.A, M.Sc, M.Ed, M.Phil, PhD
Prof. T.E, SCERT, AP

Subject Co-ordinator
Dr. Padmavathi Tulasi M.A., M.Sc.,M.A., M.Ed., Ph.D.
Lecturur, SCERT

Technical Co-ordinator
Dr. Ch.V.S. Ramesh Kumar
Faculty, SCERT-AP

State Council of Educational Research & Training

Andhra Pradesh

Published by Samagra Shiksha, Government of Andhra Pradesh, Amaravati.

 © Government of Andhra Pradesh, Amaravati

First Published 2024

All rights reserved

No part of this publication may be

reproduced, stored in a retrieval system, or
transmitted, in any form or by any means
without the prior permission in writing of the
publisher, nor be otherwise circulated in any
form of binding or cover other than that in
which it is published and without a similar
condition including this condition being
imposed on the subsequent purchaser.
The copyright holder of this book is the
Commissioner of School Education,
Amaravati, Andhra Pradesh.

This book has been printed on 70 G.S.M. SS Maplitho

Title Page 200 G.S.M. White Art Card

Free distribution by Samagra Shiksha, Government of Andhra Pradesh

Printed in India
at the A.P. Govt. Text Book Press
Amaravati
Andhra Pradesh
 Translation Editors

Sri K. Dasapathi Rao Sri Chapala Sudhakar (SA)

Lecturer (Rtd), STPM Govt IASE, ZPHS, Nagavaram, Chitvel Mandal,
Nellore Dist, Annamayya Dist.

Sri Ramareddy GHM Sri B.V. Sridhar Babu SA

AMO, Kakinada Dist. ZPHS, Narasapuram,Vissannapeta
Mandal, Krishna Dist.

Translators

Sri P. Madhu (SA) Sri K.S.V. Krishna Reddy

ZPHS, Nindra, Nindra Mandal GHM, ZPHS, Ethakota, Ravulapalem (M),
Chittoor District Dr. BR. Ambedkar Konaseema Dist.

Sri K. Ramachadraiah (SA) Sri. M.G. Bala Brahmanandam (SA)

ZPHS, Yakasiri, Chittamuru (M), ZPHS, Nindra, Nindra Mandal
Tirupathi Dist. Chittoor District

Sri. K. Hari Madhusudana Rao (SA)

Dommaranandyala, Mailavaram (M),
YSR Kadapa Dist

DTP & Layout Designing : Durga Graphics, Bapatla.

 FOREWORD

The National Curriculum Framework (NCF), 2005, recommends that children’s life at school must be
linked to their life outside the school. This principle marks a departure from the legacy of bookish learning,
which continues to shape our system, and causes a gap between the school, home and community. The
syllabi and textbooks developed on the basis of NCF signify an attempt to implement this basic idea.
They also attempt to discourage rote learning and the maintenance of sharp boundaries between different
subject areas. We hope these measures will take us significantly further in the direction of a child-centered
system of education outlined in the National Policy on Education (1986).
The success of this effort depends on the steps that school principals and teachers will take to encourage
children to reflect on their own learning and to pursue imaginative activities and questions. We must
recognise that, given space, time and freedom, children generate new knowledge by engaging with the
information passed on to them by adults. Treating the prescribed textbook as the sole basis of examination
is one of the key reasons why other resources and sites of learning are ignored. Inculcating creativity and
initiative is possible if we perceive and treat children as participants in learning, not as receivers of a fixed
body of knowledge.
These aims imply considerable change in school routines and mode of functioning. Flexibility in the daily
time-table is as necessary as rigour in implementing the annual calendar so that the required number of
teaching days are actually devoted to teaching. The methods used for teaching and evaluation will also
determine how effective this textbook proves for making children’s life at school a happy experience,
rather than a source of stress or boredom. Syllabus designers have tried to address the problem of
curricular burden by restructuring and reorienting knowledge at different stages with greater consideration
for child psychology and the time available for teaching. The textbook attempts to enhance this endeavour
by giving higher priority and space to opportunities for contemplation and wondering, discussion in small
groups, and activities requiring hands-on experience.
The National Council of Educational Research and Training (NCERT) appreciates the hard work done
by the textbook development committee responsible for this book. We wish to thank the Chairperson of
the advisory committee for textbooks in Social Sciences, at the secondary level, Professor Hari Vasudevan
and the Chief Advisor for this book, Professor Tapas Majumdar for guiding the work of this committee.
Several teachers contributed to the development of this textbook; we are grateful to their principals for
making this possible. We are indebted to the institutions and organisations, which have generously permitted
us to draw upon their resources, material and personnel. We are especially grateful to the members of the
National Monitoring Committee, appointed by the Department of Secondary and Higher Education,
Ministry of Human Resource Development under the Chairpersonship of Professor Mrinal Miri and
Professor G.P. Deshpande, for their valuable time and contribution. As an organisation committed to
systemic reform and continuous improvement in the quality of its products, NCERT welcomes comments
and suggestions which will enable us to undertake further revision and refinement.

Director
New Delhi National Council of Educational
20 November 2006 Research and Training
 FOREWORD

The Government of Andhra Pradesh has ushered in a new era in school education with comprehensive
curricular reforms implemented from the academic year 2020-21. The primary goal is to enhance children’s
learning outcomes by focusing on building a robust foundational understanding and fostering an environment
conducive to effective teaching and learning. To achieve this, the government has adopted the NCERT
curriculum from Class 8th onwards, aligning with global standards.
As part of these curriculum reforms, NCERT textbooks have been translated into Telugu and printed as
bilingual textbooks, ensuring accessibility for all students. QR codes have been incorporated at the beginning
of each lesson to enrich the content and facilitate learning beyond the classroom. The lessons are structured
around themes such as Development, Sectors of Indian Economy, Money and Credit, Globalization and
The Indian Economy and Consumer Rights, equip students with a comprehensive grasp of economic
principles, financial systems, and global dynamics, nurturing informed citizens and future decision-makers.
To reinforce concepts, various projects and activities are included to instill a research-oriented approach.
Each lesson is adorned with eye-catching illustrations to engage students, and key vocabulary is presented
under “Key Words,” while salient features are summarized under the title “What You Have Learnt” for a
quick review of essential concepts. Recapitulation questions are framed for each lesson to ensure a solid
understanding of concepts and to develop competencies necessary for project works and mapping exercises.
An effort has been made to connect the concepts with real-life events, promoting a deeper understanding
of geographical resources through “Extended Learning - Activities and Projects.”
We are grateful to Honourable Chief Minister, Government of Andhra Pradesh,Sri Y.S. Jagan Mohan
Reddy for being our source of inspiration to carry out this extensivereform in the education department. We
extend our gratitude to Hon’ble Minister forEducation, Government of Andhra Pradesh, Sri Botcha
Satyanarayana for striving towards qualitative education. Our special thanks to Sri Praveen Prakash IAS,
Principle Secretary to Government, School Education Department, Andhra Pradesh and Sri S. Suresh
Kumar, IAS, Commissioner of School Education, Andhra Pradesh, Sri B. Srinivas Rao IAS, State Project
Director, Samagra Shiksha, Andhra Pradesh.
We convey our special thanks to the NCERT for their cooperation and assistance in adopting their curriculum.
We also thank our co-ordinators, editors, translators and layout designers for their contribution in the
development of this textbook. We inviteconstructive feedback from the teachers and the parents in further
refinement of the textbook.

Dr. B. Pratap Reddy

Director
SCERT – Andhra Pradesh
 TEXTBOOK DEVELOPMENT COMMITTEE
CHAIRPERSON, ADVISORY COMMITTEE FOR SOCIAL SCIENCE TEXTBOOKS AT THE
SECONDARY LEVEL
Hari Vasudevan, Professor, Department of History, University of Kolkata,
Kolkata.

CHIEF ADVISOR
Tapas Majumdar, Emeritus Professor, Jawaharlal Nehru University, New Delhi

ADVISOR
Sathish K. Jain, Professor, Centre for Economic Studies and Planning,
Jawaharlal Nehru University, New Delhi

MEMBERS
Arvind Sardana, Eklavya, Institute for Educational Research and Innovative
Action, Madhya Pradesh
Neeraja Rashmi, Reader, Curriculum Group, NCERT, New Delhi
Neeraja Nautiyal, TGT (Social Science), Kendriya Vidyalaya, BEG Centre,
Deccan College Road, Yeravada, Pune
Rajinder Choudhury, Reader, Department of Economics, Maharishi Dayanand
University, Rohtak, Haryana
Rama Gopal, Professor, Department of Economics, Annamalai University,
Annamalai Nagar, Tamil Nadu
Sukanya Bose, Eklavya Fellow, New Delhi
Vijay Shankar, Samaj Pragati Sahyog, Bagli Block, Dewas District,
Madhya Pradesh

MEMBER-COORDINATOR
M.V. Srinivasan, Lecturer, DESSH, NCERT, New Delhi
 ACKNOWLEDGEMENTS
This book is an outcome of ideas, comments and suggestions from academics, practising school teachers,
students, educational activists and all those concerned about education. The National Council of Educational
Research and Training (NCERT) acknowledges Jean Dreze, visiting Professor, G.B.Pant Social Science
Institute, Allahabad; R. Nagaraj, Professor, Indira Gandhi Institute of Development Research, Mumbai;
Rammanohar Reddy, Editor, Economic and Political Weekly, and Sujana Krishnamurthy, Freelance
Researcher, Mumbai; S. Krishnakumar, Sri Venkateswara College, Delhi University, Delhi; Tara Nair,
Institute of Rural Management, Anand; Keshab Das, Gujarat Institute of Development Research,
Ahmedabad; George Cheriyan, Consumer Unity Trust International, Jaipur; Nirmalya Basu, Indian Institute
of Science, Bangalore and Manish Jain, Doctoral Student, Central Institute of Education, Delhi for their
suggestions in enriching the book making it nearer to learners. We also thank our colleagues K. Chandrasekar,
Department of Educational Measurement and Evaluation, R. Meganathan, Department of Languages;
Ashita Raveendran and Jaya Singh, Department of Education in Social Sciences and Humanities, NCERT
for their feedback and suggestions.
We would like to place on record the invaluable advise of (Late) Dipak Banerjee, Professor
(Retd), Presidency College, Kolkata. We could have benefitted much more of his expertise had his health
permitted.
Many teachers have contributed to this book in different ways. Contributions of Kanta Bansal,
Vice Principal, Kendriya Vidyalaya, Sector 47, Chandigarh; A. Manoharan, PGT (Economics), Kendriya
Vidyalaya No.2, Military Hospital Road, Belgaum Cantonment, Belgaum, Karnataka; Renu Deshmana,
TGT (Social Science), Kendriya Vidyalaya No.2, Delhi Cantonment, Gurgaon Road, Delhi; Nalini
Padmanabhan, PGT (Economics), DTEA Senior Secondary School, Janakpuri, New Delhi are duly
acknowledged. The feedback and reflections of students and teachers of Kendriya Vidyalaya, Sector 47,
Chandigarh during the try out were of much value in the improvement of this book.
The Council expresses its gratitude to the following individuals and organisations for providing us
with photograph(s) and allowing us to use them from their archives and books – Jan Breman and Parthiv
Shah from, Working in the mill no more, Oxford University Press, Delhi; Centre for Education and
Communication, Delhi Forum and Nirantar, Delhi and Ananthi, Gujarat; Subha Lakshmi, Delhi; Ambuj
Soni, Dewas, Madhya Pradesh; Karen Haydock, Chandigarh; and M.V. Srinivasan, DESSH; the Press
Information Bureau, Ministry of Information and Broadcasting; Directorate of Extension, Ministry of
Agriculture; Ministry of Heavy Industries and Public Enterprises, Delhi; Madras Port Trust, Chennai and
Sitaram Bhartia Institute of Science & Research, New Delhi.
We are indebted to The Hindu and Times of India for the news clippings used in this book.
We thank Savita Sinha, Professor and Head, Department of Education in Social Sciences and
Humanities for her support.
Special thanks are due to Vandana R. Singh, Consultant Editor for going through the manuscript
and suggesting relevant changes.
The Council also gratefully acknowledges the contributions of DTP Operators Gurinder Singh
Rai, Ishwar Singh and Arvind Sharma; Dinesh Kumar Singh, Incharge Computer Station; Administrative
Staff, DESSH; Neena Chandra, Copy Editor in bringing this book into shape. Finally, the efforts of the
Publication Department, NCERT are also duly acknowledged.
 CONTENTS

Chapter 1

DEVELOPMENT 2
n_Ûeè~∆
Chapter 2

SECTORS OF THE INDIAN ECONOMY 34

uÛ≤s¡‘·<˚X¯ Ä]úø£ e´edüú s¡+>±\T
Chapter 3
MONEY AND CREDIT 74
Á<äe´+ eT]j·TT |üs¡|ü‹
Chapter 4
GLOBALISATION AND THE INDIAN ECONOMY 106
Á|ü|ü+Nø£s¡D eT]j·TT uÛ≤s¡‘·<˚X¯ Ä]úø£ e´edüú
Chapter 5

CONSUMER RIGHTS 146

$ìjÓ÷>∑<ës¡Tì Vü≤≈£îÿ\T

Student Corner
Teacher Corner
 NOTES
NOTESFOR
FORTHE TEACHER
TEACHERS
CHAPTER I : DEVELOPMENT

Development has many aspects. The discussed by bringing the learners closer
purpose of this chapter is to enable to their real-life situations.
students to understand this idea. They There are certain terms used in this
have to understand that people have chapter that would require clarification —
different perspectives on development and Per Capita Income, Literacy Rate, Infant
there are ways by which we can arrive at Mortality Rate, Attendance Ratio, Life
common indicators for development. To Expectancy, Gross Enrolment Ratio, and
do this, we have used situations that they Human Development Index. Though data
can respond to in an intuitive manner; we pertaining to these terms are provided,
have also presented analysis that is more these would need further explanation. You
complex and macro in nature. may also need to clarify the concept of
How can countries or states be Purchasing Power Parity that is used to
compared using some selected calculate per capita income in Table 1.6.
development indicators is another It is necessary to keep in mind that these
question that students would read about terms are used as an aid to the discussion
in this chapter. Economic development and not something to be memorised.
can be measured and income is the most Sources for Information
common method for measuring
The data for this chapter is taken from
development. However, the income
reports published by the Government of
method, though useful, has several
India (Economic Survey, Report of the
weaknesses. Hence, we need newer ways
National Family Health Survey and
of looking at development using indicators
Handbook of Statistics on the Indian
of quality of life and environmental
Economy), United Nations Development
sustainability.
Programme (Human Development Report)
It is necessary for you to expect the and World Bank ( World Development
students to respond actively in the Indicators). Many of these reports are being
classroom and on a topic such as the published every year. It may be interesting
above, there would be wide variation in to look up these reports if they are available
opinion and possibility of debate. Allow in your school library. If not, you may log
students to argue their point of view. At on to the websites of these institutions
the end of each section there are a few (www.budgetindia.nic.in, www.undp.org,
questions and activities. These serve two www.worldbank.org). Data is also available
purposes: first, they recap the ideas from the Reserve Bank’s Handbook of
discussed in the section and second, they Statistics on Indian Economy (available at
enable better understanding of the themes www.rbi.org).
 ñbÕ<Ûë´j·FOR
NOTES TTìøÏ düTEACHERS
÷#·q\T
n<Ûë´j·T+ 1 : n_Ûe~∆
n_Û e ~∆ nH˚ ø £ n+XÊ\qT ø£ * – ñ+≥T+~. <ë«sê #·]Ã+∫q n+XÊ\ô|’ yês¡T eT+∫ ne>±Vü≤q bı+<˚˝≤
$<ë´s¡Tú\T n_Ûe~∆ uÛ≤eqqT ns¡ú+ #˚düTø√H˚˝≤ #˚dTü +Ô ~.
#˚ j · T &É y ˚ T á n<Û ë ´j· T + jÓ T Tø£ ÿ eTTK´ á n<Ûë´j·T+˝À $es¡D nedüs¡eTj˚T´ ø=ìï |ü<ë\T`
ñ<˚›X¯´+. n_Ûe~∆ô|’ Á|ü»\≈£î $_Ûqï <äø√ÿD≤\T ‘·\dü] Ä<ëj·T+, nø£åsêdü´‘· XÊ‘·+, •X¯ó eTs¡D≤\ πs≥T,
ñ+{≤j·Tì, eTq+ kÕ<Ûës¡D n_Ûe~∆ dü÷∫ø£\qT Vü‰»s¡T XÊ‘·+, Äj·TTsê›jT· +, dü÷\ú qyÓ÷<äT ìwüŒ‹Ô eT]j·TT
s¡÷bı+~+#·&ÜìøÏ nH˚ø£ e÷sêZ\THêïj·Tì yês¡T e÷qyê_Ûe~∆ dü÷∫ø£ ` ñ|üj÷Ó –+#·&yÉ TÓ qÆ ~. á n+XÊ\≈£î
ns¡ ú + #˚ d ü T ø√yê*. yês¡ T dü V ü ≤ » |ü < ä ∆ ‘ · T \˝À dü+ã+~Û+∫q <ä‘êÔ+XÊ\T Ç∫Ãq|üŒ{Ïø° ≈£L&Ü Bìô|’
Á|ü ‹ dü Œ +~+#˚ |ü ] dæ ú ‘ · T \qT Bìø√dü + y˚ T eTT eT]+‘· $es¡D nedüs¡+. |ü{Ϻø£ 1.6 ˝Àì ‘·\dü]
ñ|üjÓ÷–+#êeTT. n˝≤π> y˚TeTT dü+øÏ¢wüºyÓTÆq, dü÷ú\ Ä<ëj·T+qT ˝…ø£ÿ>∑≥º&ÜìøÏ ñ|üjÓ÷–+∫q ø=qT>√\T X¯øÏÔ
$X‚¢wüDqT ≈£L&Ü n+~+#êeTT. ‘·T\´‘· nH˚ uÛ≤eqqT $e]+#ê*‡q nedüs¡+ ≈£L&Ü MT≈£î
m+#·T≈£îqï n_Ûe~∆ dü÷∫ø£\qT ñ|üjÓ÷–+∫ ø£\>∑e#·TÃ. Çø£ÿ&É >∑T]Ô+#ê*‡q $wüj·T+ @$T≥+fÒ á
ø=ìï <˚XÊ\T ˝Ò<ë sêÁcÕº\qT m˝≤ b˛\TÑês¡H˚ |ü<ë\˙ï #·s¡Ã≈£î düVü‰j·T+>± ñ|üjÓ÷–+#êy˚T ø±˙
$wüj·T+ á n<Ûë´j·T+˝À $<ë´s¡Tú\T #·~y˚ Ç+ø=ø£ >∑Ts¡TÔ+#·Tø√e&ÜìøÏ ø±<äT.
Á|üX¯ï. Ä]∆ø±_Ûe~∆ì ø=\ee#·TÃ. n_Ûe~∆ì düe÷#ês¡ eqs¡T\T :
ø=\e&ÜìøÏ Ä<ëj·÷ìï yê&É≥+ nH˚~ #ê˝≤ á n<Û ë ´j· T +˝À Çe«ã&ç q <ä ‘ êÔ + XÊ\T uÛ ≤ s¡ ‘ ·
kÕ<Ûës¡D |ü<Ûä∆‹. Ä<ëj·T|ü<Ûä∆‹ ñ|üjÓ÷>∑ø£s¡+>± Á|üuÛÑT‘·«eTT Á|ü#·T]+∫q ìy˚~ø£˝ (Ä]∆ø£ düπs«, C≤rj·T
ñqï|üŒ{Ïø° Ç+<äT˝À #ê˝≤ ˝ÀbÕ\THêïsTT. n+<äTe\¢ ≈£î≥T+ã Äs√>∑´ düπs« ìy˚~ø£, uÛ≤s¡‘·<˚X¯ Ä]∆ø£ e´edüú ô|’
eTq≈£î Jeq HêD´‘·qT, |üsê´es¡D düTdæús¡‘·qT C≤rj· T >∑ D ≤+ø±\ Vü ‰ ´+&é ãTø˘ ) qT+&ç eT]j· T T
ñ|üj÷Ó –+∫ n_Ûe~∆ì ø=*#˚≥Te+{Ï ø=‘·Ô e÷sêZ\T ◊ø£´sê»´dü$T‹ n_Ûe~∆ ø±s¡´Áø£eT+ (e÷qyê_Ûe~∆
nedüs¡+. ìy˚~ø£), Á|ü|ü+#· u≤´+≈£î (Á|ü|ü+#ê_Ûe~∆ dü÷∫ø£\T)
‘· s ¡ > ∑ ‹ >∑ ~ ˝Àì $<ë´s¡ T ú \ T #· T s¡ T ≈£ î >± ìy˚~ø£\ qT+&ç rdüTø√e&ÉyÓTÆq~. Ç≥Te+{Ï ìy˚~ø£\T
Á|ü‹düŒ+~+#ê\ì MTs¡T Ä•+#·≥+ nedüs¡+. ô|’q Á|ü‹ dü+e‘·‡s¡+ Á|ü#·T]kÕÔs¡T. á ìy˚~ø£\T MT bÕsƒ¡XÊ\
ù|s=ÿqï ˝≤+{Ï n+X¯+ô|’ _ÛHêï_ÛÁbÕj·÷\≈£î, #·sá ≈£î Á>∑+<∏ë\j·T+˝À n+<äTu≤≥T˝À ñ+fÒ yê{Ïì yÓ‘ø· ≥£ + MT≈£î
neø±X¯+ ñ+≥T+~. $<ë´s¡Tú\T yê] ø√D+˝À ÄdüøÏÔ ø£s¡+>± ñ+&Ée#·TÃ. ˝Òø£b˛‘˚ MTs¡T á dü+düú\ yÓuŸ
yê~+#·&ÜìøÏ nqTeT‹+#·+&ç. Á|ü‹ $uÛ≤>∑+ ∫es¡˝À ôd{’ \Ÿ ˝À((www.budgetindia.nic.in,www.undp.org,
ø=ìï Á|üX¯ï\T, ø£è‘ê´\T ñ+{≤sTT. Ç$ ¬s+&ÉT www.worldbank.org) log on nsTT #·÷&Ée#·TÃ. á
Á|üjÓ÷»Hê\qT ÇkÕÔsTT. yÓTT<ä{Ï~, yês¡T á <ä‘êÔ+XÊìï ]»s¡T« u≤´+ø˘ Vü‰´+&é ãTø˘ nsTTq uÛ≤s¡‘·<˚X¯
$uÛ ≤ >∑ + ˝À #· ] Ã+∫q n+XÊ\qT |ü ⁄ qX¯ à s¡ D Ä]∆ø£ e´edüú >∑D≤+ø±\T (www.rbi.org) qT+&ç ≈£L&Ü
#˚düT≈£î+{≤s¡T. ¬s+&Ée~, nuÛ≤´dü≈£î\qT yê] ì» bı+<äe#·TÃ.
J$‘· |ü]dæú‘·T\≈£î <ä>∑Zs¡>± rdüT≈£îsêe&É+
 CHAPTER I

DEVELOPMENT
The idea of development or progress
has always been with us. We have
aspirations or desires about what we
would like to do and how we would
like to live. Similarly, we have ideas
about what a country should be like.
What are the essential things that we
require? Can life be better for all? How
should people live together? Can there
be more equality? Development
involves thinking about these
questions and about the ways in
which we can work towards achieving
these goals. This is a complex
task and in this chapter we shall
make a beginning at understanding
development. You will learn more
about these issues in greater depth
in higher classes. Also, you will find
answers to many of these questions
not just in economics but also in your
course in history and political science.
This is because the way we live today
is influenced by the past. We can’t
desire for change without being aware
of this. In the same way, it is only
through a democratic political
process that these hopes and “Without me they cannot develop...
possibilities can be achieved in in this system I cannot develop!”
real life.
4 DEVELOPMENT
 n<Ûë´j·T+ 1
n_Ûe~∆
n_Ûe~∆ ˝Ò<ë Á|ü>∑‹ nH˚ uÛ≤eq eTq‘√ m\¢|ü⁄Œ&É÷
ñ+≥T+~. eTq+ @$T #˚j·÷*, m˝≤ J$+#ê* nH˚
yê{ÏøÏ dü+ã+~Û+∫ eTq≈£î ø=ìï ø√]ø£\T ˝Ò<ë
Äø±+ø£å\T ñHêïsTT. n<˚$<Ûä+>± ˇø£ <˚X¯+ m˝≤
ñ+&Ü\H˚ <ëì >∑ T ]+∫ ≈£ L &Ü eTq≈£ î ø=ìï
n_ÛÁbÕj·÷\T ñHêïsTT. eTq≈£î ø±e\dæq n‘·´edüs¡
edüTÔe⁄\T @$T{Ï? J$‘·+ n+<ä]ø° u≤>± ñ+&É>∑\<ë?
Á|ü»\+‘ê ø£*dæ m˝≤ J$+#ê*? m≈£îÿe düe÷q‘·«+
ñ+≥T+<ë? Ç≥Te+{Ï Á|üX¯ï\ >∑T]+∫, á \øå±´\qT
#˚ s ¡ T ø=H˚ e÷sêZ \ >∑ T ]+∫ Ä˝À∫+#· ≥ + nH˚ ~
n_Ûeè~∆˝À Ç$T&ç ñ+≥T+~. Ç~ #ê˝≤ dü+øÏ¢wüºyÓTÆq
|üì. á n<Ûë´j·T+˝À n_Ûe~∆ì ns¡ú+ #˚düTø√e&ÜìøÏ
eTq+ |üPqT≈£î+<ë+. á düeTdü´\qT >∑T]+∫ ˝À‘Ó’q
düe÷#ês¡+ ñqï‘· ‘·s¡>∑‘·T\˝À MTs¡T ‘Ó\TdüT≈£î+{≤s¡T.
á Á|üX¯ï\˝À #ê˝≤yê{ÏøÏ düe÷<ÛëHê\qT ns¡úXÊÁdüÔ+
qT+&˚ ø±ø£ #·]Á‘·, sê»ø°jT· XÊÁkÕÔ\ qT+&ç ≈£L&Ü MTs¡T
bı+<äT‘ês¡T. m+<äTø£+fÒ á s√E eTq+ J$düTÔqï
$<Ûëq+ >∑‘+· #˚‘· Á|üu≤Û $‘·yTÓ +Æ ~. Bìì ‘Ó\TdüTø√≈£î+&Ü
eTq+ e÷s¡TŒqT n•+#·˝ÒeTT. n˝≤π> ì» J$‘·+˝À
Á|üC≤kÕ«eT´ sê»ø°jT· Á|üÁøÏjT· <ë«sê e÷Á‘·yT˚ á ÄX¯\T,
neø±XÊ\qT kÕ~Û+#·e#·TÃ. ªªH˚qT ˝Ò≈£î+&Ü yês¡T m<ä>∑˝Òs¡T.....
á e´edüú˝À H˚qT m<ä>∑˝ÒqT!μμ
n_Ûe~∆ 5
 WHAT DEVELOPMENT PROMISES —
DIFFERENT PEOPLE, DIFFERENT GOALS
YOU WANT A CAR
CAR? THE WAY OUR COUNTRY IS
L et us try to imagine what SET UP ALL YOU CAN HOPE FOR IS MAY BE TO
ONE DAY OWN THE RICKSHAW YOU PULL!
development or progress is likely to
mean to different persons listed in
Table 1.1. What are their aspirations?
You will find that some columns are
partially filled. Try to complete the
table. You can also add any other
category of persons.

TABLE 1.1 DEVELOPMENTAL GOALS OF DIFFERENT

CATEGORIES OF PERSONS
Category of Person Developmental Goals / Aspirations

More days of work and better wages; local school is able to

Landless rural labourers provide quality education for their children; there is no social
discrimination and they too can become leaders in the village.

Assured a high family income through higher support prices for

Prosperous farmers from Punjab their crops and through hardworking and cheap labourers; they
should be able to settle their children abroad.
Farmers who depend only on
rain for growing crops

A rural woman from a land

owning family

Urban unemployed youth

A boy from a rich urban family

She gets as much freedom as her brother and is able to

A girl from a rich urban family decide what she wants to do in life. She is able to pursue her
studies abroad.

An adivasi from Narmada valley

Having filled Table 1.1, let us now They seek things that are most
examine it. Do all of these persons important for them, i.e., that which
have the same notion of development can fulfil their aspirations or desires.
or progress? Most likely not. Each In fact, at times, two persons or
one of them seeks different things. groups of persons may seek things
6 DEVELOPMENT
 n_Ûe~∆ @ Vü‰MTì ÇdüTÔ+~ `
_ÛqïyÓTÆq Á|ü»\T, _ÛqïyÓTÆq ˝øå±´\T
|ü{øºÏ £ 1.1 ˝À ù|s=ÿqï $$<Ûä esêZ\ Á|ü»\≈£î n_Ûe~∆ MT≈£
î ø±s¡T ø±yê˝≤? eTq <˚X+¯ ˝À
Y nqTdü]düTq
Ô ï $<Ûëq+ Á|üø±s¡+
MTs¡T @$T Ä•+#·e#·Ã+fÒ MTs¡T q&çù| ]øå±qT @<√ ˇø£ s√E≈£î
˝Ò<ë Á|ü>‹∑ n+fÒ @$T{À }Væ≤+#·&ÜìøÏ Á|üjT· ‘·ï+ kı+‘·+ #˚dTü ø√e#·TÃ.
#˚<ë›+. yê] Äø±+ø£å\T @$T{Ï? |ü{Ϻø£˝Àì ø=ìï
ì\Te⁄ >∑&ÉT\T ndü+|üP]Ô>± ì+|æ ñ+&É≥+ MTs¡T
>∑eTìkÕÔs¡T. |ü{Ϻø£qT |üP]Ô #˚j·T&ÜìøÏ Á|üj·T‘·ï+
#˚j·T+&ç. Ç‘·s¡ esêZ\ e´≈£îÔ\qT ≈£L&Ü MTs¡T
#˚sá e#·TÃ.
|ü{Ϻø£ 1.1 $$<Ûä esêZ˝ e´≈£îÔ\ n_Ûe~∆ \øå±´\T
e´øÏÔ es¡Z+ n_Ûe~∆ \øå±´\T / Äø±+ø£å\T
m≈£îÿe s√E\ |üì, yÓTs¡T>¬ q’ ≈£L* ‘·eT |æ\\¢ ≈£î HêD´yÓTqÆ
uÛÑ÷$T˝Òì Á>±MTD ÁXÊ$T≈£î\T $<ä´qT n+~+#·>∑\ kÕúìø£ bÕsƒ¡XÊ\, kÕe÷õø£ $eø£å‘·
˝Òø£b˛e&É+, yêfi¯ófl ≈£L&Ü Á>±eT+˝À Hêj·T≈£î\T ø±>∑\>∑&É+.
‘·eT |ü+≥\≈£î n~Ûø£ eT<䛑·T <Ûäs¡\ <ë«sê, ‘·≈£îÿe ≈£L*
|ü+C≤uŸ ≈£î #Ó+~q <Ûäìø£ ¬s’‘·T\T u≤>± ø£w|ºü &ü ˚ ≈£L©\ <ë«sê n~Ûø£ ≈£î≥T+ã Ä<ëj·÷ìøÏ Vü‰$T
bı+<ä&É+: ‘·eT |æ\¢\T $<˚XÊ\˝À dæús¡|ü&˚˝≤ yês¡T #˚j·T&É+.

|ü+≥\T |ü+&ç+#·&ÜìøÏ es¡¸+ MT<äH˚ Ä<Ûës¡|&ü ˚ s¬ ‘’ T· \T

uÛÑ÷$T ñqï ≈£î≥T+u≤ìøÏ #Ó+~q Á>±MTD eTVæ≤fi¯
|ü≥ºD+˝Àì ìs¡T<√´>∑ j·TTe‘·
|ü≥ºD+˝Àì <Ûäìø£ ≈£î≥T+u≤ìøÏ #Ó+~q nu≤“sTT
‘·q k˛<äs¡TìøÏ \_Û+∫q+‘· ùd«#·Ã¤ ÄyÓT bı+<ä&É+, ‘·q
|ü≥ºD+˝Àì <Ûäìø£ ≈£î≥T+u≤ìøÏ #Ó+~q ne÷àsTT
J$‘·+˝À @$T #Ój·÷´˝À ‘·qT ìs¡ísTT+#·Tø√>∑\>∑&É+. ÄyÓT
$<˚XÊ\˝À ô|’ #·<äTe⁄\T #·<äTe>∑\T>∑T‘·T+~.
qs¡à<ë ˝Àj·T ˝Àì Ä~yêdæ

|ü{Ϻø£ 1.1 qT ì+|æq ‘·s¡Tyê‘· eTq+ <ëìì ø√s¡T≈£î+≥THêïs¡T. yê]øÏ m≈£îÿe Á|ü<ëÛ qyÓTqÆ yê{Ïì, n+fÒ
Ç|ü⁄Œ&ÉT |ü]o*<ë›+. n_Ûe~∆ ˝Ò<ë Á|ü>∑‹ |ü≥¢ yê] Äø±+ø£\å T eT]j·TT ø√]ø£\qT rs¡Ã>∑\ yê{Ïì yês¡T
n+<ä]ø° ˇπø uÛ≤eq ñ+<ë? ãVüQXÊ ñ+&Éø£ ø√s¡T≈£î+≥THêïs¡T. yêdüÔyêìøÏ ø=ìïkÕs¡T¢ Ç<ä›s¡T e´≈£îÔ\T
b˛e#·TÃ. yê]˝À Á|ü‹ˇø£ÿs¡T _ÛqïyÓTÆq yê{Ïì ˝Ò<ë ã+<ë\î |üs¡düŒs¡ $s¡T<ä∆yÓTÆq yê{Ïì ø√s¡Tø√e#·TÃ.
n_Ûe~∆ 7
which are conflicting. A girl expects So, two things are quite clear: one,
as much freedom and opportunity as different persons can have
her brother, and that he also shares different developmental goals and
in the household work. Her brother two,, what may be development for
may not like this. Similarly, to get one may not be development for
more electricity, industrialists may other.. IItt may even be
the other
THOSE PEOPLE
want more dams. But this may destructive for the other
other.. DON’T WANT TO
submerge the land and disrupt the DEVELOP!
lives of people who are displaced – such
as tribals. They might resent this and
may prefer small check dams or tanks
to irrigate their land.

INCOME AND OTHER GOALS

If you go over Table 1.1 again, you more income or more consumption
will notice one common thing: what because material goods are not all
people desire are regular work, better that you need to live.
wages, and decent price for their crops
Money, or material things that one
or other products that they produce.
can buy with it, is one factor on which
In other words, they want more
our life depends. But the quality of our
income.
life also depends on non-material
Besides seeking more income, one- things mentioned above. If it is not
way or the other, people also seek obvious to you, then just think of the
things like equal treatment, freedom, role of your friends in your life. You
A demonstration
security, and respect of others. They may desire their friendship. Similarly, meeting against
resent discrimination. All these are there are many things that are not raising the height
important goals. In fact, in some cases, easily measured but they mean a lot of Sardar
these may be more important than to our lives. These are often ignored. Sarovar Dam on
Narmada River
ˇø£ ne÷àsTT ‘·q k˛<äsT¡ &çøÏ <=]πø≥+‘· ùd«#·Ã, ¬s+&ÉT $wüj·÷\T düŒwüº+>± ø£ì|ædüTÔHêïsTT:
neø±X¯+ ‘·q≈£L ø±yê\ì, Ç+{Ï|ìü ˝À n‘·q÷ yÓTT<ä{Ï~, y˚s¡Ty˚s¡T e´≈£îÔ\≈£î _ÛqïyÓTÆq n_Ûe~∆
bÕ\T|ü+#·Tø√yê\ì Ä•+#·e#·TÃ. ø±˙ nyÓT \øå±´\T ñ+&Ée#·TÃ. ¬s+&Ée~, ˇø£]øÏ n_Ûe~∆
k˛<äs¡TìøÏ Ç~ q#·Ãø£b˛e#·TÃ. n<˚$<Ûä+>± nsTTq~ eTs=ø£]øÏ n_Ûe~∆ ø±ø£b˛e#·TÃ. n~
eT]+‘· $<äT´‘·TÔ ø√dü+ bÕ]ÁXÊ$Tø£ y˚‘·Ô\T
yê]øÏ $<Ûä«+dü+ ≈£L&Ü ø±e#·TÃ. Ä Á|ü»\T n_Ûe~∆
eT]ìï Äqø£≥º\T ø√s¡Tø√e#·TÃ. ø±˙ Ç~
uÛÑ÷eTT\qT eTT+#˚j·Te#·TÃ. ìsê«dæ‘·T˝…’q #Ó+<ë\ì ø√s¡Tø√s¡T!
–]»qT\ e+{Ï Á|ü»\ J$‘ê\qT n\¢ø£˝À¢\+
#˚j·Te#·TÃ. yêfi¯ófl <ëìì ìs¡dæ+∫ ‘·eT
uÛÑ÷eTT\≈£î kÕ>∑T˙{Ïì n+~+#˚≥+<äT≈£î ∫qï
#Óø˘ &Ü´eTT\T ˝Ò<ë #Ós¡Te⁄\qT ø√s¡Tø=qe#·TÃ.
Ä<ëj·T+, Ç‘·s¡ \øå±´\T
eTs=ø£kÕ] MTs¡T |ü{Ϻø£ 1.1 ì |ü]o*ùdÔ ˇø£ m+<äTø£+fÒ MTs¡T J$+#·&ÜìøÏ uÛÖ‹ø£ edüTeÔ ⁄\T
kÕ<Ûës¡D $wüj·T+ MTs¡T >∑eTìkÕÔs¡T: Á|ü‹ s√p e÷Á‘·y˚T dü]b˛e⁄.
|üì, yÓTs¡T¬>’q y˚‘·Hê\T eT]j·TT ‘·eT |ü+≥\≈£î Á<äe´+ ˝Ò<ë me¬s’Hê <ëì‘√ ø=q>∑*–q
˝Ò<ë yês¡T ñ‘·Œ‹Ô #˚ùd Ç‘·s¡ ñ‘·Œ‘·TÔ\≈£î eT+∫ uÛÖ‹ø£ edüTÔe⁄\T nH˚$ eTq J$‘·+ n<Ûës¡|ü&˚
<Ûsä ¡ e+{Ï$ Á|ü»\T ø√s¡T≈£î+≥THêïs¡T. eTs=ø£$<Û+ä >± ˇø£ n+X¯+ e÷Á‘·y˚T. ô|’q ù|s=ÿqï uÛÖ‹ø£+
#ÓbÕŒ\+fÒ yês¡T m≈£îÿe Ä<ëj·T+ ø√s¡T≈£î+≥THêïs¡T. ø±ì n+XÊ\ ô|’q ≈£L&Ü eTq Jeq HêD´‘·
m≈£ î ÿe Ä<ëj· ÷ ìï ø√s¡ T ø√e&É + ‘√ bÕ≥T Ä<Ûës¡|ü&ç ñ+≥T+~. ˇø£y˚fi¯ MT≈£î düŒwüº‘·
düe÷q+>± #·÷&Éã&É≥+, ùd«#·Ã¤, uÛÑÁ<ä‘· eT]j·TT ˝Òøb£ ˛‘˚ MT J$‘·+˝À MT $TÁ‘·T\ bÕÁ‘· >∑T]+∫
Ç‘·s¡T\ qT+∫ >ös¡e+ ˝≤+{Ï yê{Ïì ≈£L&Ü Á|ü»\T Ä˝À∫+#·+&ç. MTs¡T yêfi¯fl ùdïVü‰ìï ø√s¡Tø√e#·TÃ.
@<√ $<Ûä+>± ø√s¡T≈£î+≥THêïs¡T. yêfi¯ófl $eø£å‘·qT n<˚$<Ûä+>± n+‘· ‘˚*ø£>± ø=\e˝Òì nH˚ø£ qs¡à<ë q~ô|’ düsê›sY
e´‹π s øÏ d ü T Ô H êïs¡ T . Çe˙ï eTTK´yÓ T Æ q \øå ± ´˝Ò . n+XÊ\T eTq J$‘ê\≈£î m+‘√ eTTK´yÓTÆq$. düs√esY &Ü´yéT m‘·TÔ
yêdüyÔ êìøÏ ˇø=ÿø£ÿkÕ] m≈£îÿe Ä<ëj·T+ ˝Ò<ë m≈£îÿe M{Ïì ‘·s¡#·T>± $düà]kÕÔeTT. ô|+#·&Üìï e´‹πsøÏdü÷Ô
$ìjÓ÷>∑+ ø£+fÒ Ç$ eT]+‘· eTTK´eTe⁄‘êsTT, ìs¡«Væ≤düTqÔ ï düe÷y˚X+¯
 However, it will be wrong to conclude Similarly, for development,
that what cannot be measured is not people look at a mix of goals.
goals It is
important. true that if women are engaged in paid
work, their dignity in the household
Consider another example. If you
and society increases. However, it is
get a job in a far off place, before
also the case that if there is respect
accepting it you would try to consider
for women there would be more
many factors, apart from income,
sharing of housework and a
such as facilities for your family,
greater acceptance of women
working atmosphere, or opportunity
working outside. A safe and secure
to learn. In another case, a job may
environment may allow more women
give you less pay but may offer regular
to take up a variety of jobs or run
employment that enhances your
a business.
sense of security. Another job,
however, may offer high pay but no Hence, the developmental goals
job security and also leave no time for that people have are not only about
your family. This will reduce your better income but also about other
sense of security and freedom. important things in life.

LET’S WORK THESE OUT

1. Why do different persons have different notions of development? Which of the following
explanations is more important and why?
(a) Because people are different.
(b) Because life situations of persons are different.
2. Do the following two statements mean the same? Justify your answer.
(a) People have different developmental goals.
(b) People have conflicting developmental goals.
3. Give some examples where factors other than income are important aspects of our lives.
4. Explain some of the important ideas of the above section in your own words.

NATIONAL DEVELOPMENT
If, as we have seen above, individuals dif ferent persons could have
seek different goals, then their notion different as well as conflicting
of national development is also likely notions of a country’s development.
to be different. Discuss among
However, can all the ideas be
yourselves on what India should do
considered equally important? Or, if
for development.
there are conflicts how does one
Most likely, you would find that decide? What would be a fair and just
different students in the class have given path for all? We also have to think
different answers to the above question. whether there is a better way of doing
In fact, you might yourself think of things. Would the idea benefit a large
many different answers and not be too number of people or only a small
sure of any of these. It is very group? National development means
important to keep in mind that thinking about these questions.

10 D E V E L O P M E N T
 nsTTq|üŒ{Ïø°, ø=\e˝Òì n+XÊ\T eTTK´+ ø±<äì n<˚$<Ûä+>± n_Ûe~∆øÏ Á|ü»\T $TÁX¯eT
ìX¯ÃsTT+#·≥+ dü¬s’+~ ø±<äT. \øå±´\qT |ü]>∑Dq˝ÀøÏ rdüT≈£î+{≤s¡T. eTVæ≤fi¯\T
Ç+ø=ø£ ñ<ëVü≤s¡DqT |ü]o*+#·+&ç. MTs¡T y˚‘·q+ bı+<˚ |üì#˚düTÔ+fÒ ≈£î≥T+ã+˝Àq÷,
<ä÷s¡ÁbÕ+‘·+˝À ñ<√´>∑+ bı+~q≥¢sTT‘˚, <ëìì düe÷»+˝Àq÷ yêfi¯fl ôVA<ë ô|s¡T>∑T‘·T+<äqï~
n+^ø£]+#˚ eTT+<äT MTs¡T Ä<ëj·T+‘√ bÕ≥T MT ì»+. nsTT‘˚, eTVæ≤fi¯\|ü≥¢ >ös¡e+ ñ+fÒ
≈£î≥T+u≤ìøÏ ñ+&˚ dü<Tä bÕj·÷\T, |üì |ü]dæ‘ú T· \T, Ç+{Ï|üìì eT]+‘·>± |ü+#·Tø√e&É+, eTVæ≤fi¯\T
H˚s¡TÃø√e&ÜìøÏ >∑\ neø±XÊ\T e+{Ï nH˚ø£ ãj·T≥ |üì #Ój·T´{≤ìøÏ eT]+‘· ÄyÓ÷<ä+
n+XÊ\qT |ü]>∑Dq˝ÀøÏ rdüT≈£î+{≤s¡T. eTs=ø£ ‘Ó*j·TCÒj·T&É+ ≈£L&Ü ñ+≥T+~. düTs¡øÏå‘·yÓTÆq,
dü+<äs¡“¤+˝À, ñ<√´>∑+ MT≈£î ‘·≈£îÿe J‘·+ uÛÑÁ<ä‘· >∑\ yê‘êes¡D+ m≈£îÿe eT+~ eTVæ≤fi¯\T
Çe«e#·Tà ø±˙ MT uÛÁÑ <ä‘ê uÛ≤yêìï ô|+#˚ dæsú y¡ TÓ qÆ nH˚ø£ s¡ø±\ ñ<√´>±\T #˚|ü≥º&ÜìøÏ ˝Ò<ë
ñbÕ~Ûì Çe«e#·TÃ. eTs=ø£ ñ<√´>∑+˝À m≈£îÿe yê´bÕsê\T ìs¡ « Væ ≤ +#· & ÜìøÏ neø±X¯ +
J‘·+ ñ+&Ée#·Tà ø±˙ n+<äT˝À ñ<√´>∑ uÛÑÁ<ä‘· ø£*Œ+#·e#·TÃ.
ñ+&É ø £ b ˛e#· T Ã. ≈£ î ≥T+ã+‘√ >∑ & É | ü & ÜìøÏ ø±ã{Ϻ Á|ü»\≈£î ñ+&˚ n_Ûe~∆ \øå±´\T
düeTj·T+ $T>∑\ø£ b˛e#·TÃ. Ç~ MT ùd«#·Ã¤qT, yÓTs¡T¬>’q Ä<ëj·T+ >∑T]+#˚ ø±≈£î+&Ü J$‘·+˝À
uÛÑÁ<ä‘ê uÛ≤yêìï Vü≤]düTÔ+~. eTTK´yÓTqÆ Ç‘·s¡ n+XÊ\ >∑T]+∫ ≈£L&Ü ñ+{≤sTT.
eTq+ Ç|ü⁄Œ&ÉT M{Ïì |ü]wüÿ]<ë›+
1. $$<Ûä e´≈£îÔ\≈£î n_Ûe~∆ |ü≥¢ $_Ûqï uÛ≤eq\T m+<äT≈£î ñ+{≤sTT? øÏ+<ä Ç∫Ãq $es¡D˝À¢ @~
eTTK´yÓTÆq~, m+<äT≈£î?
(a) e´≈£îÔ\T y˚s¡T ø±ã{Ϻ.
(b) e´≈£îÔ\ Jeq |ü]dæú‘·T\T y˚s¡T ø±ã{Ϻ.
2. ÁøÏ+~ ¬s+&ÉT yêø±´\ ns¡ú+ ˇø£fÒHê? MT düe÷<ÛëHêìï m˝≤ düeT]ú+#·T≈£î+{≤s¡T?
(a) Á|ü»\ n_Ûe~∆ \øå±´\T y˚s¡Ty˚s¡T>± ñ+{≤sTT.
(b) Á|ü»\ n_Ûe~∆ \øå±´\T |üs¡düŒs¡ $s¡T<ä∆+>± ñ+{≤sTT.
3. eTq J$‘·+˝À Ä<ëj·T+ø£+fÒ eTTK´yÓTÆq Ç‘·s¡ n+XÊ\≈£î ø=ìï ñ<ëVü≤s¡D\T Çe«+&ç.
4. ô|’ uÛ≤>∑+˝Àì ø=ìï eTTK´yÓTÆq n+XÊ\qT MT kı+‘· e÷≥\˝À $e]+#·+&ç.

C≤rj·÷_Ûe~∆
eTq+ ô|’q #·÷dæq≥T¢>± e´≈£îÔ\T y˚s¡Ty˚s¡T e´≈£îÔ\T _ÛqïyÓTÆq eT]j·TT $s¡T<ä∆yÓTÆq uÛ≤yê\qT
\øå±´\qT ø√s¡T≈£î+fÒ, yê] C≤rj·÷_Ûe~∆ ø£*– ñ+&Ée#·Ãì >∑Ts¡TÔ+#·Tø√e&É+ #ê˝≤ eTTK´+.
uÛ ≤ eq ≈£ L &Ü _Û q ï+>± ñ+&˚ neø±X¯ + nsTT‘˚ á Ä˝À#·q\˙ï düe÷q ÁbÕ<Ûëq´‘·
ñ+≥T+~. n_Ûe~∆ ø√dü+ uÛ≤s¡‘·<˚X¯+ @$T >∑\$>± |ü]>∑D+Ï #·e#êÃ? ˝Ò<ë $uÛ<Ò ë\T ñ+fÒ m˝≤
#˚j·÷˝À MT˝À MTs¡T #·]Ã+#·+&ç. ìs¡ís TTkÕÔs ¡T? n+<ä]ø° Hê´j·T düeTà‘·yÓ T Æ q,
ô|q’ ù|s=ÿqï Á|üXï¯ ≈£î #ê˝≤ es¡≈î£ ‘·s>¡ ‹∑ ˝Àì ìwü Œ ø£ å y Ó T Æ q e÷s¡ Z y ˚ T ~? |ü q T\T #˚ j · T &ÜìøÏ
y˚s¡Ty˚s¡T $<ë´s¡Tú\T _ÛqïyÓTÆq düe÷<ÛëHê\T Ç+‘·ø£+fÒ eT+∫ e÷s¡Zy˚T<Ó’Hê ñ+<ë nì ≈£L&Ü
Ç∫Ãq≥T¢>± MTs¡T ø£qT>=qe#·TÃ. ìC≤ìøÏ MTπs eTq+ Ä˝À∫+#ê*. á Ä˝À#·q m≈£îÿe eT+~
nH˚ø£ _ÛqïyÓTÆq düe÷<ÛëHê\qT Ä˝À∫+∫ Á|ü»\≈£î Á|üjÓ÷»q+ #˚≈£Ls¡TdüTÔ+<ë ˝Ò<ë ˇø£ ∫qï
ñ+&Ée#·TÃ. ø±˙ M{Ï˝À <˚ì >∑T]+∫ ø£∫Ñ·+>± düeT÷Vü‰ìøÏ e÷Á‘·yT˚ Hê? C≤rj·÷_Ûe~∆ n+fÒ á
#Ó|Œü ˝ÒsT¡ . ˇø£ <˚XÊ_Ûe~∆øÏ dü+ã+~Û+∫ y˚sT¡ y˚sT¡ Á|üX¯ï\qT >∑T]+∫ Ä˝À∫+#·&É+.

n_Ûe~∆ 11
 LET’S WORK THESE OUT
Discuss the following situations:
1. Look at the picture on the right. What should
be the developmental goals for such an area?
2. Read this newspaper report and answer the
questions that follow:

0 tonnes
A vessel dumped 50
st es in to
of liq ui d to xic wa
in a cit y and
open-air dumps This
un din g se a.
in the surro lle d
y ca
ha pp en ed in a cit t, a
Co as
Ab id ja n in Iv or y mes
a. Th e fu
country in Afric ste
gh ly to xic wa
fro m th e hi
in ra es,
sh
caused nausea, sk
etc . After a
fainting, diarrhoea
pe rs on s we re
m on th se ve n
ty in ho sp ita l and
dead, twen
treated
twenty six thousand g.
iso nin
for symptoms of po
mpany
A multinational co
m an d
de al in g in pe tro leu loc al
cte d a
metals had contra t to
e Ivo ry Co as
company of th fro m
e tox ic wa ste
dispose th
its ship.

(i) Who are the people who benefited

and who did not?
(ii) What should be the developmental
goal for this country?
3. What can be some of the developmental goals for your village, town or locality?

ACTIVITY 1
If even the idea of what constitutes
development can be varied and
conflicting, then certainly there can be
differences about ways of developing. If
you know of any such
controversy, try to find out
arguments advanced by different
people. You may do so by talking to
different persons or you may find it
from newspapers and television.

12 D E V E L O P M E N T
 eTq+ Ç|ü⁄Œ&ÉT M{Ïì |ü]wüÿ]<ë›+
ÁøÏ+~ |ü]dæú‘·T\qT #·]Ã+#·+&ç:
1. ≈£î&ç yÓ|’ ⁄ü q ñqï ∫Á‘êìï #·÷&É+&ç. n˝≤+{Ï ÁbÕ+‘ê\≈£î
n_Ûe~∆ \øå±´\T m˝≤ ñ+&Ü*?
2. á yêsêÔ|üÁ‹ø£ ìy˚~ø£qT #·~$ <ëì ÁøÏ+<ä ñqï
Á|üX¯ï\≈£î düe÷<Ûëq$Te«+&ç.
¡ú
ˇø£ z&É 500 ≥qTï\ $wü|üP]‘· e´sì
Á< ä e |ü < ës êú \ qT ˇø £ q> ∑ s ¡ + îì ˝À
ãVæ≤s¡+>∑ #Ó‘·Ô ì\«\˝ÀøÏ, <ëìì ÄqT≈£Ç~
ñqï düeTTÁ<ä+˝ÀøÏ bÕs¡uÀdæ+~. é
ÄÁ|òæø±˝Àì ◊eØø√dtº <˚X¯+˝À n_<é C≤H $wü
nH˚ |ü≥ºD+˝À »]–+~. n‘·´+‘· +&ç
|üP]‘·yÓTÆq á e´s¡ú |ü<ësêú\ qT&É+,
yÓ\Te&çq yêj·TTe⁄\ e\¢ ‘·\ Á‹|üŒ É+,
#·s¡à+ô|’ <ä<äT›s¡T¢, düŒVü≤‘·|æŒ |ü&çb˛e&TT.
$s√#·Hê\T e+{Ï düeTdü´\T @s¡Œ&ܶsTs¡T
ˇø£ HÓ\ s√E\ ‘·s¡Tyê‘· @&ÉT>∑ À
#·ìb˛j·÷s¡T. Çs¡yÓ’ eT+~ ÄdüT|üÁ‹˝ ü
$w
ñHêïs¡T. Çs¡yÓ’ Äs¡T y˚\ eT+~
Á|üuÛ≤e \ø£åD≤\≈£î ∫øÏ‘·‡ bı+<ës ùd ¡T.
ô|Á{À*j·T+, ˝ÀVü‰\ yê´bÕs¡+ #˚
Àì
ˇø £ ãV ü Q fi¯ C ≤‹ dü + dü ú ‘· q z& É ˝ √dtº
$wü|ü<ësêú\qT bÕs¡y˚ùd+<äT≈£î ◊eØø ä +
˝À ì ˇø £ kÕ ú ì ø£ dü + dü ú ‘ √ ˇ| ü Œ +<
≈£î<äTs¡TÃ≈£î+~.
(i) Bìe\¢ Á|üjÓ÷»q+ bı+~q yêfi¯ófl mes¡T? bı+<äì yêfi¯ófl mes¡T?
(ii) á <˚XÊìøÏ n_Ûe~∆ \øå±´\T m˝≤ ñ+&Ü*?
3. MT Á>±e÷ìøÏ, |ü≥ºD≤ìøÏ ˝Ò<ë ÁbÕ+‘êìøÏ nedüs¡yÓTÆq ø=ìï n_Ûe~∆ \øå±´\qT ù|s=ÿq+&ç.

ø£‘·´+ 1
n_Ûe~∆ nH˚ uÛ≤eH˚ _ÛqïyÓTÆq~>±, yÓ’s¡T<Ûë´\‘√ ≈£L&ç
ñqï|ü⁄Œ&ÉT n_Ûeè~∆ #˚ùd $<ÛëHê\˝À ø£∫Ñ·+>±
e´‘ê´kÕ\T ñ+&Ée#·TÃ. MT≈£î n˝≤+{Ï $yê<ë\ >∑T]+∫
‘Ó*ùdÔ, y˚s¡Ty˚s¡T e´≈£îÔ\T e´ø£Ô|ü]∫q
yê<äq\qT ‘Ó\TdüTø√q&ÜìøÏ Á|üj·T‘·ï+
#˚j·T+&ç. y˚s¡Ty˚s¡T e´≈£îÔ\‘√ e÷{≤¢&É&É+ ≈£L&Ü
MTs¡T #˚j·Te#·Tà ˝Ò<ë yêsêÔ|üÁ‹ø£\T, f…*$»Hé <ë«sê
MTs¡T ‘Ó\TdüTø=qe#·TÃ.

n_Ûe~∆ 13
 HOW TO COMPARE DIFFERENT COUNTRIES
OR STATES?

You might ask if development can more developed than others with less
mean different things, how come some income. This is based on the
countries are generally called understanding that more income
developed and others under- means more of all things that human
developed? Before we come to this, beings need. Whatever people like,
let us consider another question. and should have, they will be able to
get with greater income. So, greater
When we compare different things,
income itself is considered to be one
they could have similarities as well as
important goal.
differences. Which aspects do we use
to compare them? Let us look at Now, what is the income of a
students in the class itself. How do country? Intuitively, the income of the
we compare different students? They country is the income of all the
differ in their height, health, talents residents of the country. This gives
and interests. The healthiest student us the total income of the country.
may not be the most studious one. However, for comparison between
The most intelligent student may not countries, total income is not such an
be the friendliest one. So, how do we useful measure. Since, countries have
compare students? The criterion we different populations, comparing total
may use depends on the purpose of income will not tell us what an average
comparison. We use different criterion person is likely to earn. Are people in
to choose a sports team, a debate one country better off than others in a
team, a music team or a team to different country? Hence, we compare
organise a picnic. Still, if for some the average income which is the total
purpose, we have to choose the income of the country divided by its
criterion for the all-round progress of total population. The average income
children in the class, how shall we is also called per capita income.
do it? In World Development Reports,
Usually we take one or more brought out by the World Bank, this
important characteristics of criterion is used in classifying
persons and compare them based countries. Countries with per capita
on these characteristics. Of income of US$ 49,300 per annum and
course, there can be differences about above in 2019, are called high income
what are important characteristics or rich countries and those with per
that should form the basis of capita income of US$ 2500 or less are
comparison: friendliness and spirit of called low-income countries. India
cooperation, creativity or marks comes in the category of low middle
secured? income countries because its per
capita income in 2019 was just
This is true of development too. US$ 6700 per annum. The rich
For comparing countries, their countries, excluding countries of
income is considered to be one of Middle East and certain other small
the most important attributes. countries, are generally called
Countries with higher income are developed countries.

14 D E V E L O P M E N T
 $$<ä <˚XÊ\qT ˝Ò<ë sêÁcÕº\qT b˛\Ã&É+ m˝≤?
n_Ûe~∆ n+fÒH˚ _ÛqïyÓTÆq n+XÊ\T nsTTq|ü⁄Œ&ÉT nìï edü T Ô e ⁄\T m≈£ î ÿe>± ñ+{≤j· T qï
ø=ìï <˚XÊ\qT kÕ<Ûës¡D+>± n_Ûe~∆ #Ó+~q$>±, n_Û Á bÕj· T +‘√ Ç˝≤ uÛ ≤ $kÕÔ s ¡ T . Á|ü » \≈£ î
eT] ø=ìï <˚XÊ\qT n_Ûe~∆ #Ó+<äq$>± m˝≤ q∫Ãq<˚<Ó’Hê, bı+<ë\qTø=H˚<˚<Ó’Hê, n~Ûø£
|æ\TkÕÔs¡T nì MTs¡T n&É>∑e#·TÃ? eTq+ Bìì Ä<ëj·T+‘√H˚ yê{Ïì bı+<ä>∑\s¡T. ø±ã{Ϻ n~Ûø£
>∑T]+∫ ‘Ó\TdüTø=H˚ eTT+<äT eTs=ø£ Á|üX¯ïqT Ä<ëj·T+ nH˚~ ˇø£ eTTK´yÓTÆq ÁbÕe÷DÏø£+>±
|ü]o*<ë›+. |ü]>∑DkÏ ÕÔsT¡ .
eTq+ y˚s¡Ty˚s¡T edüTÔe⁄\qT b˛˝ÒÃ≥|ü⁄Œ&ÉT n$ Ç|ü⁄Œ&ÉT, <˚X¯ Ä<ëj·T+ n+fÒ @$T{Ï?
b˛*ø£\T ø£*– ñ+&Ée#·TÃ n<˚ $<Ûä+>± ‘˚&Ü\T <˚ X ¯ y êdü T \+<ä ] Ä<ëj· T + ø£ * |æ ‘ ˚ <˚ X ¯
ø£*– ñ+&Ée#·TÃ. yê{Ïì b˛\Ã&ÜìøÏ eTq+ @ Ä<ëj·TeTì yÓ+≥H˚ #ÓãT‘ê+. Ç~ eTq≈£î <˚X+¯
n+XÊìï rdüT≈£î+{≤+? eTq+ Ç|ü⁄Œ&ÉT ‘·s¡>∑‹˝Àì yÓTT‘·Ô+ Ä<ëj·÷ìï dü÷∫düTÔ+~.
$<ë´s¡T\ú H˚ >∑eTì<›ë+. y˚sT¡ y˚sT¡ $<ë´s¡T\ú qT m˝≤ nsTT‘˚ , <˚ X Ê\qT b˛\Ã{≤ìøÏ yÓ T T‘· Ô +
b˛\TkÕÔ+? yê] m‘·TÔ, Äs√>∑´+, HÓ’|ü⁄D≤´\T, Ä<ëj·T+ n+‘· ñ|üjÓ÷>∑ø£s¡yÓTÆq ÁbÕe÷DÏø£+
Ädü≈£îÔ\˝À ‘˚&Ü\T+{≤sTT. u≤>± Äs√>∑´+>± ñqï ø±<äT. $$<Ûä <˚XÊ\ »HêuÛ≤˝À ‘˚&Ü ñ+≥T+~
$<ë´]ú u≤>± #·~y˚ $<ë´]ú ø±ø£b˛e#·TÃ. u≤>± ø±ã{Ϻ yÓTT‘·Ô+ Ä<ëj·÷ìï b˛*ùdÔ ˇø£ dü>∑≥T
‘Ó*yÓ’q $<ë´]∆ ùdïVü≤|üPs¡«ø£+>± ñ+&Éø£b˛e#·TÃ. e´øÏÔ bı+<ä>∑*π> Ä<ëj·T+ m+‘· ñ+≥T+<√
eT] $<ë´s¡Tú\qT m˝≤ b˛\TkÕÔ+? m+<äT≈£î eTq≈£î #·÷|ü<äT. ˇø£ <˚X¯+˝Àì Á|ü»\T eTs=ø£
b˛\TdüTHÔ êï+ nH˚<ëìï ã{Ϻ m+#·T≈£îH˚ ÁbÕe÷DÏø+£ <˚X+¯ ˝Àì Á|ü»\ø£+fÒ yÓTs¡T>±Z ñHêïsê? n+<äTøπ
Ä<Ûës¡|&ü ç ñ+≥T+~. Ä≥\ »≥Tº≈î£ , eø£Ô ‘·« b˛{°ø,Ï á $wüj·T+ ‘Ó\TdüTø√e&ÜìøÏ eTq+ dü>∑≥T
dü+^‘· ã+<ëìøÏ, ˝Ò<ë $Vü‰s¡j·÷Á‘· ìs¡«Vü≤D≈£î Ä<ëj·÷ìï b˛\TkÕÔ+. <˚X+¯ yÓTT‘·+Ô Ä<ëj·÷ìï
ã+<ëìï m+|æ ø £ #Ó j · T ´{≤ìøÏ y˚ s ¡ T y˚ s ¡ T <˚X¯ »HêuÛ≤‘√ uÛ≤–ùdÔ Ç~ edüTÔ+~. dü>∑≥T
ÁbÕe÷DÏø±\qT rdüT≈£î+{≤+. Ç+ø± @<√ ˇø£ Ä<ëj· ÷ ìï ‘· \ dü ] Ä<ëj· T + nì ≈£ L &Ü
ñ<˚›X¯+ ø√dü+ eTq+ ‘·s¡>∑‹ >∑~˝Àì |æ\¢\ düeTÁ>∑ n+{≤s¡T.
n_Ûe~∆ ø=s¡≈£î ˇø£ Á|üe÷D≤ìï m+#·Tø√yê*. Á|ü|ü+#· u≤´+≈£î $&ÉT<ä\ #˚ùd Á|ü|ü+#·
n|ü⁄Œ&ÉT Bìì m˝≤ #˚kÕÔ+? n_Ûe~∆ ìy˚~ø£\˝À <˚XÊ\qT eØZø£]+#·&ÜìøÏ
eTq+ kÕ<Ûës¡D+>± e´≈£îÔ\ jÓTTø£ÿ ˇø£{Ï ˝Ò<ë á Á|ü e ÷D≤ìï ñ|ü j Ó ÷ –+#ês¡ T . 2019
¬s+&ÉT Á|ü<Ûëq \ø£åD≤\qT rdüT≈£îì, M{Ï Ä<Ûës¡+>± dü+e‘·‡sêìøÏ 49,300 nyÓT]ø£Hé &Ü\s¡T¢ ˝Ò<ë
yê]ì b˛\TÑêeTT. b˛\Ã{≤ìøÏ rdüTø√e\dæq n+‘·ø£+fÒ m≈£îÿe ‘·\dü] Ä<ëj·T+ ñqï
eTTK´yÓTÆq \ø£åD≤\T @$T≥qï<ëìô|’ ãVüQXÊ <˚XÊ\qT n~Ûø£ Ä<ëj·T <˚XÊ\T ˝Òø£ <Ûìä ø£ <˚XÊ\T
n_ÛÁbÕj·T uÛ<Ò ë\T ñ+&Ée#·TÃ: ùdïVü≤o\‘·, düV≤ü ø±s¡ nì, 2500 nyÓT]ø£Hé &Ü\s¡T¢ ˝Ò<ë n+‘·ø£Hêï
dü÷Œ¤]Ô, dü»Hê‘·àø£‘· ˝Ò<ë bı+~q e÷s¡Tÿ\T? ‘·≈£îÿe ‘·\dü] Ä<ëj·T+ ñqï <˚XÊ\qT n\Œ
n_Ûe~∆øÏ ≈£L&Ü Ç<˚ $wüj·T+ e]ÔdüTÔ+~. Ä<ëj·T <˚XÊ\T nì n+{≤s¡T. 2019 ˝À ‘·\dü]
<˚XÊ\qT b˛\Ã{≤ìøÏ yê{Ï Ä<ëj·÷ìï eTTK´yÓTÆq Ä<ëj·T+ dü+e‘·‡sêìøÏ øπ e\+ 6700 nyÓT]ø£Hé
ÁbÕe÷DÏø±˝À¢ ˇø£{Ï>± |ü]>∑DÏkÕÔs¡T. ‘·≈£îÿe &Ü\s¡T¢ e÷Á‘·y˚T ñqï+<äTe\¢ uÛ≤s¡‘·<˚X¯+ n\Œ
Ä<ëj·T+ ñqï <˚XÊ\ø£+fÒ m≈£îÿe Ä<ëj·T+ ñqï eT<Û ä ´ Ä<ëj· T <˚ X Ê\ C≤_‘ê˝À #˚ ] +~.
<˚XÊ\T m≈£îÿe n_Ûe~∆ #Ó+~q$>± #ÓãT‘ês¡T. eT<Ûä´ÁbÕ#·´ <˚XÊ\T, eT]ø=ìï ∫qï <˚XÊ\qT
m≈£îÿe Ä<ëj·T+ ñ+fÒ, eTqTwüß\øÏ nedüs¡yÓTÆq $TqVü ‰ sTT+∫ $T–*q <Û ä ì ø£ <˚ X Ê\qT
kÕ<Ûës¡D+>± n_Ûe~∆ #Ó+~q <˚XÊ\ì n+{≤s¡T.
n_Ûe~∆ 15
 Average Income
While ‘averages’ are useful for comparison, they also hide disparities
For example, let us consider two countries, A assured of being its fifth citizen
and B. For the sake of simplicity, we have assumed but if it is a lottery that decides
that they have only five citizens each. Based on our citizenship number then
data given in Table 1.2, calculate the average perhaps most of us will prefer to
income for both the countries. live in country A. Even though
both the countries have identical
TABLE 1.2 COMPARISON OF TWO average income, country A is
COUNTRIES preferred because it has more
Monthly incomes of citizens equitable distribution. In this
Country (in Rupees) country people are neither very
I II III IV V Average rich nor extremely poor. On the
other hand most citizens in
Country A 9500 10500 9800 10000 10200 country B are poor and one
Country B 500 500 500 500 48000 person is extremely rich. Hence,
while average income is useful for
Will you be equally happy to live in both these comparison it does not tell us how
countries? Are both equally developed? Perhaps this income is distributed among
some of us may like to live in country B if we are people.

COUNTRY WITH NO RICH AND NO POOR COUNTRY WITH RICH AND POOR

WE
MADE THE
CHAIRS
AND WE
USE
THEM.

WE
LET’S WORK THESE OUT MADE THE
CHAIRS
1. Give three examples where an average is used for comparing situations. AND HE
TOOK
2. Why do you think average income is an important criterion for development? Explain. THEM.
3. Besides size of per capita income, what other property of income is important in
comparing two or more societies?
4. Suppose records show that the average income in a country has been increasing
over a period of time. From this, can we conclude that all sections of the economy
have become better? Illustrate your answer with an example.
5. From the text, find out the per capita income level of about 10-15 low-income
countries as per World Development Reports.
6. Write a paragraph on your notion of what should India do, or achieve, to become a
developed country.

16 D E V E L O P M E N T
 dü>∑≥T Ä<ëj·T+
b˛\Ã&ÜìøÏ ªdü>∑≥T\Tμ nH˚$ ñ|üjÓ÷>∑ø£s¡+>± ñHêï n$ Á|ü»\ eT<Ûä´ n+‘·sê\qT ≈£L&Ü ø£|æŒ|ü⁄#·TÑêsTT.
ñ<ëVü≤s¡D≈£î A, B nH˚ ¬s+&ÉT <˚XÊ\qT rdüT≈£î+<ë+. düT\uÛÑ+>±nsTT<äe bÂs¡Tì>± ñ+&˚≥≥¢sTT‘˚ eTq˝À
ñ+&É{≤ìøÏ ¬s+&ÉT <˚XÊ\˝Àq÷ nsTT<äT>∑Ts¡T Á|ü»\T e÷Á‘·y˚T ø=+‘· e T+~ ª B μ <˚ X ¯ + ˝À ñ+&É { ≤ìøÏ
ñHêïs¡qT≈£î+<ë+. |ü{Ϻø£ 1.2˝À Ç∫Ãq $esê\ Ä<Ûës¡+>± ¬s+&ÉT Çwü º | ü & É e #· T Ã. ø±˙ eTq+ @ bÂs¡ T ì>±
<˚XÊ\≈£î dü>∑≥T Ä<ëj·÷ìï ˝…ø£ÿ>∑≥º+&ç. ñ+{≤eTqï~ ˝≤≥Ø MT<ä Ä<Ûës¡|ü&ç ñ+fÒ
eTq˝À #ê˝≤ eT+~ ªAμ <˚X¯+˝À ñ+&É{≤ìøÏ
|ü{øºÏ £ 1.2 s¬ +&ÉT <˚XÊ\qT b˛\Ã&É+ Çwüº|ü&É‘ês¡T. ¬s+&ÉT <˚XÊ\ dü>∑≥T Ä<ëj·T+
ˇø£fÒ nsTTHê ªAμ <˚X¯+˝À düe÷q |ü+|æD°
bÂs¡T\ HÓ\dü] Ä<ëj·T+ (s¡÷bÕj·T\˝À)
<˚X+¯ nH˚~ m≈£îÿe>± ñ+~. á <˚X¯+˝Àì Á|ü»\T
I II III IV V dü>∑≥T eTØ <Ûqä e+‘·T\T ø±<äT n˝≤>∑ì eTØ ù|<äyês¡T
<˚X¯+ ªAμ 9500 10500 9800 10000 10200 ø±<äT. n<˚ ªBμ <˚X¯+˝À m≈£îÿe eT+~ bÂs¡T\T
<˚X¯+ ªBμ 500 500 500 500 48000 ù|<ä\T ø±>±, ˇø£ e´øÏÔ n‘·´+‘· <Ûäqe+‘·T&ÉT>±
ñHêï&ÉT. ø±ã{Ϻ dü>∑≥T Ä<ëj·T+ nH˚~
á ¬s+&ÉT <˚XÊ˝À¢ J$+#·&É+˝Àq÷ ˙≈£î ˇπø s¡ø£yÓTÆq dü+‘√wü+ b˛\Ã&ÜìøÏ ñ|üjÓ÷>∑|ü&çHê, Á|ü»\ eT<Ûä´ á
ñ+≥T+<ë? Ä s¬ +&É÷ ˇπø$<Û+ä >± n_Ûeè~∆ #Ó+~ ñHêïj·÷? eTq+ Ä<ëj·T+ m˝≤ |ü+|æD° nsTT+<√ n~ ‘Ó\T|ü<Tä .

<Ûäì≈£î\T>±˙, ù|<ä\T>±˙ ˝Òì <˚X¯+ <Ûäì≈£î\T, ù|<ä\T ñqï <˚X¯+

á ≈£îØÃ\T
y˚TeTT #˚XÊ+,
yê{Ïì y˚TeTT
ñ|üj÷Ó –kÕÔ+

eTq+ Ç|ü⁄Œ&ÉT M{Ïì |ü]wüÿ]<ë›+ y˚TeTT ≈£îØÃ\T

1. |ü]dæú‘·T\qT b˛\Ã&ÜìøÏ dü>∑≥TqT ñ|üjÓ÷–+#˚ eT÷&ÉT ñ<ëVü≤s¡D\T Çe«+&ç. #˚XÊ+, n‘·qT
2. n_Ûe~∆øÏ dü>≥∑ T Ä<ëj·T+ eTTK´yÓTqÆ ÁbÕe÷DÏøe£ Tì MTs¡T m+<äT≈£î nqT≈£î+≥THêïs¡T? $e]+#·+&ç. yê{Ïì
3. ‘·\dü] Ä<ëj·T |ü]e÷D+‘√ bÕ≥T, ¬s+&ÉT ˝Ò<ë n+‘·ø£+fÒ m≈£îÿe düe÷C≤\qT b˛\Ã&É+˝À @ rdüT≈£îHêï&ÉT
Ç‘·s¡ Ä<ëj·T \ø£åD+ eTTK´yÓTÆq~?
4. ø=+‘· ø±\+>± ˇø£ <˚X¯ dü>∑≥T Ä<ëj·T+ ô|s¡T>∑T‘√+<äì >∑D≤+ø±\T #ÓãT‘·THêïj·Tì nqT≈£î+<ë+.
Ä]∆ø£e´edüú˝Àì nìï esêZ\ Á|ü»\ J$‘·+ yÓTs¡T>∑sTT´+<äì Bì Ä<Ûës¡+>± #Ó|üŒ>∑\e÷? MT
»yêãTqT ˇø£ ñ<ëVü≤s¡D‘√ $e]+#·+&ç.
5. bÕsƒê´+X¯+ #·÷dæ, Á|ü|ü+#· n_Ûe~∆ ìy˚~ø£\ Á|üø±s¡+ 10-15 n\Œ Ä<ëj·T <˚XÊ\ ‘·\dü]
Ä<ëj·TkÕúsTTì ø£qT>=q+&ç.
6. MT≈£î>∑\ Ä˝À#·q Á|üø±s¡+ n_Ûe~∆ #Ó+~q <˚X¯+>± e÷s¡{≤ìøÏ uÛ≤s¡‘·<˚X¯+ @+ #Ój·÷´˝À, ˝Ò<ë
@+ kÕ~Û+#ê˝À ˇø£ ù|sê sêj·T+&ç.
n_Ûe~∆ 17
 INCOME AND OTHER CRITERIA
When we looked at
individual aspirations and TABLE 1.3 PER CAPITA INCOME
goals, we found that people
OF SELECT STATES
not only think of better
income but also have goals State Per Capita Income
such as security, respect for for 2018–19 (in Rs)
others, equal treatment, Haryana 2,36,147
freedom, etc. in mind. Kerala 2,04,105
Similarly, when we think of a Bihar 40,982
nation or a region, we may,
besides average income,
think of other equally Source : Economic Survey 2020–21, P.A 29.
important attributes. income and Bihar is at the bottom.
What could these attributes be? Let This means that, on an average,
us examine this through an example. a person in Haryana earned
Table 1.3 gives the per capita income Rs 2,36,147 in one year whereas, on
of Haryana, Kerala and Bihar. an average, a person in Bihar earned
only around Rs 40,982. So, if per
Actually, these figures are of Per
capita income were to be used as the
Capita Net State Domestic Product at measure of development, Haryana will
Current Prices for 2018–19. Let us be considered the most developed
ignore what this complicated term and Bihar the least developed state of
exactly means. Roughly, we can take the three. Now, let us look at certain
it to be the per capita income of the other data pertaining to these states
state. We find that of the three, given in Table 1.4.
Haryana has the highest per capita

TABLE 1.4 SOME COMPARATIVE DATA ON

HARYANA, KERALA AND BIHAR
State Infant Mortality Literacy Rate % Net Attendance Ratio (per
Rate per 1,000 100 persons) secondary stage
live births (2018) 2017–18 (age 14 and 15 years) 2017–18
Haryana 30 82 61
Kerala 7 94 83
Bihar 32 62 43
Sources : Economic Survey 2020–21, P.A 157, National Sample Survey Organisation (Report No.
585), National statistical office, Government of India.

Explanation of some of the terms used in this table:

Infant Mortality Rate (or IMR
IMR) indicates the number of children that die before the age of one year
as a proportion of 1000 live children born in that particular year.
Literacy Rate measures the proportion of literate population in the 7-and-above age group.
Net Attendance Ratio is the total number of children of age group 14 and 15 years attending
school as a percentage of total number of children in the same age group.

18 D E V E L O P M E N T
 Ä<ëj·T+, Ç‘·s¡ ÁbÕe÷DÏø±\T
e´≈£ î Ô \ Äø±+ø£ å \ qT, \øå ± ´\qT
#·÷dæq|ü⁄Œ&ÉT yÓTs¡T¬>’q Ä<ëj·T+ |ü{øºÏ £ 1.3 ø=ìï m+|æø£ #˚dqæ sêÁcÕº\ ‘·\dü]
>∑T]+#˚ ø±≈£î+&Ü uÛÁÑ <ä‘,· Ç‘·sT¡ \ |ü≥¢
>ös¡e+, düe÷q+>± #·÷&Éã&É≥+ Ä<ëj·T+
eT]j·TT ùd«#·Ã¤ e+{Ï \øå±´\T ≈£L&Ü 2018-19 dü+. ˝À ‘·\dü]
sêÁwüº+ Ä<ëj·T+ (s¡÷.˝À)
eTqdüT˝À ñ+#·T≈£î+{≤s¡ì eTq≈£î
Vü≤sê´Hê 2,36,147
‘Ó\TdüTÔ+~. n<˚$<Ûä+>± ˇø£ <˚X¯+
πøs¡fi¯ 2,04,105
˝Ò<ë ˇø£ ÁbÕ+‘·+ >∑T]+∫ eTq+
;Vü‰sY 40,982
Ä˝À∫+∫+#˚ ≥ |ü ⁄ Œ&É T dü > ∑ ≥ T
Ä<ëj·T+‘√ bÕ≥T Ç‘·s¡ düe÷q
ÁbÕ<Ûëq´‘· >∑\ n+XÊ\ >∑T]+∫ Source : Economic Survey 2020–21, P.A 29.
eTq+ Ä˝À∫+#·e#·TÃ.
á ÁbÕe÷DÏ ø ±\T @yÓ T Æ ñ+&É e #· T Ã? ˇø£ Bì ns¡∆+ dü>∑≥Tq Vü≤sê´Hê˝À ˇø£ e´øÏÔ ˇø£
ñ<ëVü≤s¡D <ë«sê Bìì eTq+ Ç|ü⁄Œ&ÉT |ü]o*<ë›+. dü+e‘·‡s¡+˝À Rs.2,36,147 Ä<ëj·T+
Vü≤sê´Hê, πøs¡fi¯, ;Vü‰sY\ ‘·\dü] Ä<ëj·÷\qT bı+<ä >±, ;Vü‰sY ˝À ˇø£ e´øÏÔ düTe÷s¡T
|ü{Ϻø£1.3 ‘Ó*j·TCÒdüTÔ+~. yêdüÔe+>± á dü+K´\T Rs.40,982 e÷Á‘·y˚T bı+<ë&ÉT. n+fÒ,
2018`19 dü+e‘·‡s¡+Hê{Ï <Ûäs¡\˝À ‘·\dü] ìø£s¡ ‘·\dü] Ä<ëj·÷ìï n_Ûe~∆øÏ ø=\e÷q+>±
sêh <˚ojÓ÷‘·Œ‹Ôì dü÷∫kÕÔsTT. á dü+øÏ¢wüº |ü<ä+ rdüT≈£î+fÒ á eT÷&ç+{Ï˝À Vü≤sê´Hê n‘·´+‘·
ø£∫Ñ·+>± <˚ìì dü÷∫düTÔ+<√ eTq+ ø±ùd|ü⁄ |üø£ÿq n_Ûe~∆ #Ó+~q sêÁwüº+>±q÷, ;Vü‰sY n‹
ô|&É<ë+. s¡e÷s¡$T>± sêh ‘·\dü] Ä<ëj·T+>± eTq+ ‘· ≈ £ î ÿe n_Û e ~∆ #Ó + ~q sêÁwü º + >±q÷
uÛ≤$<ë∆+. á eT÷&ç+{Ï˝À Vü≤sê´Hê n‘·´~Ûø£ ‘·\dü] |ü]>∑DÏkÕÔs¡T. eTq$T|ü⁄Œ&ÉT á sêÁcÕº\≈£î
Ä<ëj·T+ ø£*– ñ+&É>± ;Vü‰sY n≥º&ÉT>∑Tq ñ+~. dü+ã+~Û+∫ |ü{Ϻø£ 1.4˝À Ç∫Ãq eT]ø=ìï
Ç‘·s¡ $esê\qT #·÷<ë›+.
|ü{Ϻø£ 1.4 Vü≤sê´Hê, πøs¡fi¯ eT]j·TT ;Vü‰sY sêÁcÕº\ ø=ìï ‘·T\Hê‘·àø£ >∑D≤+ø±\T
Á|ü‹ 1000 eT+~ düJe »qHê\≈£î nø£åsêdü´‘· XÊ‘·+ % ìø£s¡ Vü‰»s¡T ìwüŒ‹Ô : (Á|ü‹ 100 eT+~øÏ)
sêÁwüº+ >∑\ •X¯ó eTs¡D≤\ πs≥T (2018) ôdø£ + &É Ø <ä X ¯ (14, 15 dü + e‘· ‡ sê\
2017-18 ej·TdüT‡) 2017-18
Vü≤sê´Hê 30 82 61
πøs¡fi¯ 7 94 83
;Vü‰sY 32 62 43
Sources :Economic Survey2020-21, P.A157, National Sample Survey Organisation(Report No.585),
National statistical office, Government of India.
á |ü{Ϻø£˝À ù|s=ÿqï n+XÊ\≈£î $es¡D:
•X¯óeTs¡D≤\ πs≥T (IMR) nH˚~ Ä ì]›wüº dü+e‘·‡s¡+˝À »ìà+∫q 1000 eT+~ düJe |æ\¢\ ìwüŒ‹Ô˝À ˇø£ dü+e‘·‡s¡+
ej·TdüT‡˝Àù| eTs¡DÏ+#˚ |æ\¢\ dü+K´qT dü÷∫düTÔ+~.
nø£åsêdü´‘· XÊ‘·+ nH˚~7, n+‘·ø£+fÒ m≈£îÿe ej·TdüT‡ ø£*–q düeT÷Vü≤+˝À >∑\ nø£åsêdüT´\ »HêuÛ≤ ìwüŒ‹Ôì ˝…øÏÿdüTÔ+~.
ìø£s¡ Vü‰»s¡T ìwüŒ‹Ô nH˚~ 14 eT]j·TT 15 dü+e‘·‡sê\ ej·TdüT‡ >∑\ ã&çøÏ Vü‰»s¡e⁄‘·Tqï |æ\¢\ yÓTT‘·Ô+ dü+K´qT
n<˚ ej·TdüT‡˝À ñqï yÓTT‘·Ô+ |æ\¢\ dü+K´˝À XÊ‘·+>± #·÷|ü⁄‘·T+~.

n_Ûe~∆ 19
 What does this table show? The The problem does not end with
first column of the table shows that Infant Mortality Rate. The last column
in Kerala, out of 1000 children born, of table 1.4 shows that about half of
7 died before completing one year of the children aged 14-15 in Bihar are
age but in Haryana the proportion of not attending school beyond Class 8.
children dying within one year of birth This means that if you went to school
was 30, which is nearly three times in Bihar nearly half of your elementary
more than that of Kerala. On the class friends would be missing. Those
other hand, the per capita income of who could have been in school are not
Haryana is more than that of Kerala there! If this had happened to you,
as shown in Table 1.3. Just think of you would not be able to read what
how dear you are to your parents, you are reading now.
think of how every one is so happy
when a child is born. Now, try to
think of parents whose children die
before they even celebrate their first
birthday. How painful it must be to
these parents? Next, note the year to
which this data pertains. It is 2018.
So we are not talking of old times; it
is 70 years after independence when
our metro cities are full of high rise
buildings and shopping malls! Most babies do not get basic healthcare

PUBLIC FACILITIES
How is it that the average person in Actually for many of the important
Haryana has more income than the things in life the best way, also the
average person in Kerala but lags cheapest way, is to provide these
behind in these crucial areas? The goods and services collectively. Just
reason is — money in your pocket think – will it be cheaper to have
cannot buy all the goods and services collective security for the whole locality
that you may need to live well. So, or for each house to have its own
income by itself is not a completely security staff? What if no one, other
adequate indicator of material goods than you, in your village or locality is
and services that citizens are able to interested in studying? Would you be
use. For example, normally, your money able to study? Not unless your
cannot buy you a pollution-free parents could afford to send you to
environment or ensure that you get some private school elsewhere. So
unadulterated medicines, unless you you are actually able to study because
can afford to shift to a community that many other children also want to
already has all these things. Money study and because many people
may also not be able to protect you from believe that the government should
infectious diseases, unless the whole open schools and provide other
of your community takes preventive facilities so that all children have a
steps. chance to study. Even now, in many
areas, children, particularly girls, are
not able to go to high school because
the government/society has not
provided adequate facilities.
20 D E V E L O P M E N T
á |ü{Ϻø£ @$T #·÷|ü⁄‘·T+~? |ü{Ϻø£˝Àì yÓTT<ä{Ï •X¯ó eTs¡D≤\ πs≥T‘√ düeTdü´ |üP]Ô ø±<äT.
ì\Te⁄>∑&ç πøs¡fi¯˝À |ü⁄{Ϻq 1000 eT+~ |æ\¢\˝À ˇø£ |ü{Ϻø£ 1.4 jÓTTø£ÿ ∫e] ì\Te⁄>∑&ç ;Vü‰sY˝À
dü+e‘·‡s¡+ |üP]Ôø±ø£eTT+<˚ 7 eT+~ eTs¡DÏ+#ês¡ì 14 qT+&ç 15 dü+e‘·‡sê\ ej·TdüT‡ >∑\ |æ\\¢ ˝À
#·÷|ædüTÔ+~. ø±˙ Vü≤sê´Hê˝À |ü⁄{Ϻq ˇø£ dü+e‘·‡s¡+ dü>+∑ eT+~ 8e ‘·s>¡ ‹∑ <ë{Ï bÕsƒX¡ Ê\≈£î Vü‰»s¡T
˝À|ü⁄ eTs¡DÏdüTÔqï |æ\¢\ ìwüŒ‹Ô 30>± ñ+~. Ç~ ø±e&É+ ˝Ò<äì #·÷|ædüTÔ+~. n+fÒ MTs¡T ;Vü‰sY
<ë<ë|ü⁄>± πøs¡fi¯ ø£Hêï eT÷&ÉT ¬s≥T¢ m≈£îÿe. eTs=ø£yÓ’|ü⁄ ˝Àì bÕsƒ¡XÊ\≈£î yÓ[‘˚ dü>∑+ eT+~ ÁbÕ<∏ä$Tø£
|ü{øºÏ £ 1.3˝À #·÷|æq $<Û+ä >± Vü≤sê´Hê ‘·\dü] Ä<ëj·T+ ‘·s¡>∑‹ ùdïVæ≤‘·T\qT ø£\e˝Òs¡T. bÕsƒ¡XÊ\˝À
πøs¡fi¯ ø£Hêï m≈£îÿe. MTs¡T MT ‘·*¢<ä+Á&ÉT\≈£î m+‘· ñ+&Ée\dæq yêfi¯ófl ñ+&É&É+ ˝Ò<äT. ˇø£ y˚fi¯ MT
ÇwüºyÓTÆqyês√ ˇø£ÿkÕ] Ä˝À∫+#·+&ç. _&ɶ |ü⁄{Ϻq|ü⁄Œ&ÉT $wüj·T+˝À n˝≤π> »]– ñ+fÒ MTs¡T Ç|ü⁄Œ&ÉT
Á|ü‹ˇø£ÿs¡T m+‘· dü+‘√wü+>± ñ+{≤s√ Ä˝À∫+#·+&ç. #·<äTe⁄‘·Tqï~ #·~y˚yês¡T ø±<˚yÓ÷.
Ç|ü⁄Œ&ÉT yê] yÓTT<ä{Ï |ü⁄{Ϻq s√E ≈£L&Ü »s¡T|ü⁄ø√ø£
eTT+<˚ #· ì b˛j˚ T |æ \ ¢ \ ‘· * ¢ < ä + Á&É T \ >∑ T ]+∫
Ä˝À∫+#·+&ç. Ç~ Ä ‘·*¢<ä+Á&ÉT\≈£î m+‘· u≤<Ûä
ø£*–düT+Ô ~? ‘·sT¡ yê‘·, á >∑D≤+ø±\T @ dü+e‘·‡sêìøÏ
dü+ã+~Û+∫qy√ >∑eTì+#·+&ç. Ç~ 2018 dü+e‘·‡s¡+
Hê{Ï~. n+fÒ eTq+ eTØ bÕ‘· ø±\+ >∑T]+∫
e÷{≤¢&ÉTø√e&É+ ˝Ò<äT. kÕ«‘·+Á‘·´+ e∫Ãq 70 @fi¯¢
‘·s¡Tyê‘· m‘Ó’Ôq uÛÑeHê\T eT]j·TT cÕ|æ+>¥ e÷˝Ÿ‡‘√ m≈£îÿe eT+~ •X¯óe⁄\T ÁbÕ<∏ä$Tø£ Äs√>∑´
eTq yÓTÁ{À q>∑sê\T ì+&ç b˛sTTq ø±\+ n~! dü+s¡ø£åD bı+<ä&É+ ˝Ò<äT
Á|üC≤ dü<äTbÕj·÷\T
Vü≤sê´Hê˝Àì dü>∑≥T e´øÏÔ Ä<ëj·T+ πøs¡fi¯˝Àì dü>∑≥T yêdüÔyêìøÏ J$‘·+˝À mH√ï eTTK´yÓTÆq yê{Ïì
e´øÏÔ Ä<ëj·T+ ø£+fÒ m≈£îÿe>± ñqï|üŒ{Ïø° á ø°\ø£ n+~+#·&ÜìøÏ ñ‘·ÔeTyÓTÆq e÷s¡Z+, n˝≤π> ‘·≈£îÿe
Ks¡Tà nj˚T´ e÷s¡+Z ≈£L&ÜqT @$T≥+fÒ`Ç≥Te+{Ï
n+XÊ\˝À yêfi¯ ó fl m+<ä T ≈£ î yÓ q ø£ ã &ç ñHêïs¡ T ? edüTùÔ de\qT kÕeT÷Væ≤ø£+>± n+~+#·&+É . ˇø£ÿkÕ]
ø±s¡Dy˚T$T≥+fÒ - u≤>± J$+#·&ÜìøÏ nedüs¡yÓTÆq Ä˝À∫+#· + &ç - ˇø£ ÁbÕ+‘· e T+‘· { Ï ø Ï uÛ Ñ Á <ä ‘ ·
edüTùÔ de\ìï+{Ï˙ MT CÒãT˝À ñqï &ÉãT“ ø=q˝Òøb£ ˛e#·TÃ. ø£*Œ+#·&ÜìøÏ ‘·≈£îÿe Ks¡Tà ne⁄‘·T+<ë, ˝Òø£ Á|ü‹
ø±ã{Ϻ Ä<ëj·T+ nH˚~ bÂs¡T\T ñ|üj÷Ó –+#·>*∑ >π uÛÖ‹ø£ Ç+{Ïø° y˚s¡T y˚s¡T>± ˇø£ uÛÑÁ<ä‘ê dæã“+~ ñ+fÒ
edüTÔe⁄\T, ùde\≈£î |üP]Ô>± dü]|ü&˚ dü÷∫ø£ ø±<äT. ‘·≈£îÿe Ks¡Tà ne⁄‘·T+<ë? MT }fiÀfl, ˝Ò<ë MT
ñ<ëVü≤s¡D≈£î ø±\Twü´+ ˝Òì Á|ü|ü+#·+˝À ˇø£]>± ÁbÕ+‘·+˝À MT ˇø£ÿ]ø° ‘·|æŒ+∫ Ç+¬øe«]ø°
#·<äTe⁄|ü≥¢ ÄdüøÏÔ ˝Ò<äqTø√+&ç. n|ü⁄Œ&ÉT MTs¡T
e÷s¡>\∑ >π es¡≈L£ MT &ÉãT“ ø±\Twü´+ ˝Òì yê‘êes¡D≤ìï #· < ä T e⁄ø√>∑ \ T>∑ T ‘êsê? mø£ ÿ &√ >∑ \ Áô|’ y ˚ ≥ T
MT≈£î ø=ìe«˝Ò<äT ˝Ò<ë ø£©Ô˝Òì eT+<äT\T MTs¡T bı+<˚˝≤ bÕsƒ¡XÊ\≈£î MT ‘·*¢<ä+Á&ÉT\T |ü+|æ+#·>∑*–‘˚ ‘·|üŒ
#˚jT· ˝Ò<Tä . MT ÁbÕ+‘·+˝Àì Á|ü»\+<äs÷¡ ìyês¡D #·s´¡ \T MTs¡T #·<Tä e⁄ø√˝ÒsT¡ . n+fÒ Ç+ø± #ê˝≤eT+~ |æ\\¢ T
#˚|&ü ‘ç ˚ ‘·|Œü n+≥Ts√>±\ qT+∫ ≈£L&Ü &ÉãT“ $TeTà*ï #·<äTe⁄ø√yê\qT≈£î+≥Tqï+<äTe\¢, |æ\¢\+<ä]ø°
s¡ø+åÏ #·˝øÒ b£ ˛e#·TÃ. #·<äTe⁄ø√e{≤ìøÏ neø±X¯+ ñ+&˚˝≤ Á|üuÛÑT‘·«+
bÕsƒ¡XÊ\\T ‘Ó]∫, Ç‘·s¡ kÂø£sê´\T ø£*Œ+#ê\ì
#ê˝≤eT+~ uÛ≤$+#·&É+ e\¢ MTs¡T #·<äTe⁄ø√
>∑\T>∑T‘·THêïs¡T. Ç|üŒ{Ïø° ≈£L&Ü #ê˝≤ ÁbÕ+‘ê\˝À
Á|üuÛÑT‘·«+/düe÷»+ ‘·–qìï kÂø£sê´\T ø£*Œ+#·ø£
b˛e&É+ e\q |æ\¢\T, Á|ü‘˚´øÏ+∫ Ä&É|æ\¢\T
ñqï‘· bÕsƒ¡XÊ\≈£î yÓfi¯fl˝Òø£b˛‘·THêïs¡T.
n_Ûe~∆ 21
 Kerala has a low Infant Mortality some states, the Public Distribution
Rate because it has adequate System (PDS) functions well. Health
provision of basic health and and nutritional status of people of
educational facilities. Similarly, in such states is certainly likely to be
better.

LET’S WORK THESE OUT

1. Look at data in Tables 1.3 and 1.4. Is Haryana ahead of Kerala
in literacy rate etc., as it is in terms of per capita income?
2. Think of other examples where collective provision of goods
and services is cheaper than individual provision.
3. Does availability of good health and educational facilities depend
only on amount of money spent by the government on these
facilities? What other factors could be relevant?
4. In Tamil Nadu, 90 per cent of the people living in rural areas use
a ration shop, whereas in West Bengal only 35 per cent of rural
people do so. Where would people be better off and why?

ACTIVITY 2
Study Table 1.5 carefully and fill in the blanks in the following paragraphs. For this,
you may need to make calculations based on the table.

TABLE 1.5 EDUCATIONAL ACHIEVEMENT OF RURAL

POPULATION OF UTTAR PRADESH
Category Male Female
Literacy rate for rural population 76% 54%
Literacy rate for rural children in age group 10-14 years 90% 87%
Percentage of rural children aged 10-14 attending school 85% 82%

(a) The literacy rate for all age groups, including young and old, is _____ for rural
males and _____ for rural females. However, it is not just that these many
adults could not attend school but that there are _____ who are currently not in
school.
(b) It is clear from the table that _____ % of rural girls and _____% of rural boys are
not attending school. Therefore, illiteracy among children in the age group 10-
14 is as high as _____% for rural females and _____% for rural males.
(c) This high level of illiteracy among __________ age group, even after more than
70 years of our independence, is most disturbing. In many other states also we
are nowhere near realisation of the constitutional goal of free and compulsory
education for all children up to the age of 14, which was expected to be achieved
by 1960.

22 D E V E L O P M E N T
 πøs¡fi¯˝À eTÚ*ø£ Äs√>∑´ dü<äTbÕj·÷\T, $<ë´ #˚k˛Ô+~. Ç≥Te+{Ï sêÁcÕº\˝À Á|ü»\
kÂø£ s ê´\T ‘· – q+‘· > ± ñqï+<ä T e\¢ •X¯ ó Äs√>∑´+, b˛wüø±Vü‰s¡ kÕúsTT yÓTs¡T>±Z ñ+&˚
eTs¡D≤\ πs≥T ‘·≈£îÿe>± ñ+~. n<˚$<Ûä+>±, neø±XÊ\T ñHêïsTT.
ø=ìï sêÁcÕº\˝À Á|üC≤ |ü+|æD° e´edüú u≤>± |üì

eTq+ Ç|ü⁄Œ&ÉT M{Ïì |ü]wüÿ]<ë›+

1. |ü{Ϻø£ 1.3 eT]j·TT 1.4 \˝Àì $esê\T #·÷&É+&ç. ‘·\dü] Ä<ëj·T+˝À
πøs¡fi¯ ø£+fÒ Vü≤sê´Hê eTT+<äTqï≥T¢>± nø£åsêdü´‘·˝À ≈£L&Ü ñ+<ë?
2. e´≈£îÔ\T>± düeT≈£Ls¡TÃø√e&É+ ø£+fÒ kÕeT÷Væ≤ø£+>± edüTÔe⁄\T, ùde\T
düeT≈£Ls¡TÃø√e&ÜìøÏ ‘·≈£îÿe Ks¡Tà nj˚T´ eT]ø=ìï ñ<ëVü≤s¡D\T ù|s=ÿq+&ç.
3. eT+∫ Äs√>∑´+, $<ë´ kÂø£sê´\T n+<äTu≤≥T nH˚~ Ä kÂø£sê´\ MT<ä Á|üuÛÑT‘·«+
#˚ùd Ks¡TÃô|’H˚ Ä<Ûës¡|ü&ç ñ+≥T+<ë? @ Ç‘·s¡ n+XÊ\T M{Ï‘√ dü+ã+<Ûä+
ø£*– ñ+&Ée#·TÃ?
4. ‘·$Tfi¯Hê&ÉT˝Àì Á>±MTD ÁbÕ+‘ê\˝À ìedæ+#˚ yê]˝À 90 XÊ‘·+ Á|ü»\T
#Íø£ <Ûäs¡\ <äTø±D≤\qT $ìjÓ÷–+#·T≈£î+≥T+&É>±, |ü•ÃeT u…+>±˝Ÿ ˝Àì
Á>±MTD Á|ü»\˝À 35 XÊ‘·+ eT+~ e÷Á‘·y˚T $ìjÓ÷–+#·T≈£î+≥THêïs¡T.
@ sêÁcÕº\ Á|ü»\T yÓTs¡T>±Z ñ+&˚ neø±X¯+ ñ+~? m+<äT≈£î?
ø£‘·´+ 2
|ü{Ϻø£ 1.5 ì C≤Á>∑‘·Ô>± #·~$ ÁøÏ+~ ù|sêÁ>±|òt ˝À Ç∫Ãq U≤∞\qT |üP]+#·+&ç. Bìø=s¡≈£î |ü{Ϻø£
Ä<Ûës¡+>± ø=ìï >∑Dq\qT #˚j·Te\dæ ñ+≥T+~.

|ü{Ϻø£ 1.5 ñ‘·Ôs¡ Á|ü<˚XŸ Á>±MTD »HêuÛ≤ $<ë´ Á|ü>∑‹

$uÛ≤>∑+ |ü⁄s¡Twüß\T Ád”Ô\T
Á>±MTD »HêuÛ≤ nø£åsêdü´‘ê XÊ‘·+ 76% 54%
10 -14 dü+e‘·‡sê\ ej·TdüT‡ >∑\ Á>±MTD |æ\¢\ nø£åsêdü´‘· πs≥T 90% 87%
10-14 dü+e‘·‡sê\ ej·TdüT‡ >∑\ Á>±MTD|æ\\¢ T ã&çøÏ Vü‰»s¡e⁄‘T· qï XÊ‘·+ 85% 82%
(i) j·TTe≈£î\T eT]j·TT ô|<ä›\‘√ düVü‰ nìï ej·TdüT‡\ yê]˝À nø£åsêdü´‘· πs≥T, Á>±MTD
|ü⁄s¡Twüß\≈£î ________ >±, Á>±MTD eTVæ≤fi¯\≈£î________>± ñ+~. ô|<ä›\T #ê˝≤ eT+~
bÕsƒ¡XÊ\≈£î Vü‰»s¡T ø±˝Òø£b˛e&Éy˚T >±ø£, Ç+ø± _________ ≈£L&Ü Á|üdüTÔ‘·+ bÕsƒ¡XÊ\˝À ˝Òs¡T.
(ii) Á>±MTD u≤*ø£\˝À ________ XÊ‘·+ eT+~ eT]j·TT Á>±MTD u≤\Ts¡\˝À ________ XÊ‘·+
eT+~ bÕsƒ¡XÊ\\≈£î Vü‰»s¡T ø±e&É+ ˝Ò<äì |ü{Ϻø£ qT+&ç düŒwüºyÓT+Æ ~. n+<äTe\¢ 10-14
dü+e‘·‡sê\ ej·TdüT‡ >∑\ |æ\¢\˝À ìs¡ø£åsêdü´‘· Á>±MTD Ád”Ô\˝À ________ XÊ‘·+ ˝≤>±
eT]j·TT Á>±MTD |ü⁄s¡Twüß\˝À ________ XÊ‘·+ ˝≤>± m≈£îÿe>± ñ+~.
(iii) eTq≈£î kÕ«‘·+Á‘·´+ e∫à 70@fi¯ófl <ë{ÏHê ≈£L&Ü ________ dü+e‘·‡sê\ eT<Ûä´ ñqï yê]˝Àì
ìs¡ø£åsêdü´‘· Ä+<√fi¯q ø£*–k˛Ô+~. 1960 Hê{ÏøÏ kÕ~Û+#ê\ì uÛ≤$+∫q 14 @fi¯¢ ˝À|ü⁄
|æ\¢\+<ä]ø° ñ∫‘· ìs¡“¤+<Ûä $<ä´ nH˚ sêC≤´+>∑ \ø£å´+ Ç‘·s¡ sêÁcÕº\˝À ≈£L&Ü kÕø±s¡+
ø±˝Ò<Tä .

n_Ûe~∆ 23
ACTIVITY 3 HUMAN DEVELOPMENT
One way to find out if we are properly nourished is to REPOR
REPORTT
calculate what nutrition scientists call Body Mass Index Once it is realised that even though
(BMI). This is easy to calculate. Let each student in
the class find out his or her weight and height. Take the the level of income is important, yet it
weight of each student in kilograms (kg). Then, take is an inadequate measure of the level
the height by drawing up a scale on the wall and of development, we begin to think of
measuring accurately with the head straight. Convert other criterion. There could be a long
the height recorded in centimeters into meters. Divide list of such criterion but then it would
the weight in kg by the square of the height. The number not be so useful. What we need is a
you get is called BMI. Then, look at the BMI-for-Age
small number of the most important
tables given on pages
90–91. A student’s BMI things. Health and education
could be within the normal indicators, such as the ones we used
range or less than that in comparison of Kerala and Haryana,
(underweight) or more are among them. Over the past decade
(obesity). For example, if or so, health and education indicators
a girl student is 14 years
have come to be widely used along
and 8 month old and the
BMI is 15.2, then she is with income as a measure of
undernourished. Similarly, development. For instance, Human
if the BMI of a boy aged Development Report published by
15 years and 6 months is UNDP compares countries based on
28, then he is overweight. the educational levels of the people,
Discuss the life situation, their health status and per capita
food and exercise habits
of students, in general,
income. It would be interesting to look
without body shaming at certain relevant data regarding
anyone. India and its neighbours from Human
Development Report 2020.

TABLE 1.6 SOME DATA REGARDING INDIA AND ITS NEIGHBOURS

FOR 2019
Country Gross National Life Mean Years of HDI Rank in
Income (GNI) Expectancy Schooling of the world
per capita at birth People aged 25 (2018)
(2011 PPP $) and above
Sri Lanka 12,707 77 10.6 73
India 6,681 69.7 6.5 130
Myanmar 4,961 67.1 5.0 148
Pakistan 5,005 67.3 5.2 154
Nepal 3,457 70.8 5.0 143
Bangladesh 4,976 72.6 6.2 134
Source : Human Development Report, 2020, United Nations Development Programme, New York.
NOTES
1. HDI stands for Human Development Index. HDI ranks in above table are out of 189 countries in
all.
2. Life Expectancy at birth denotes, as the name suggests, average expected length of life of a person
at the time of birth.
3. Per Capita Income is calculated in dollars for all countries so that it can be compared. It is also
done in a way so that every dollar would buy the same amount of goods and services in any
country.

24 D E V E L O P M E N T
 ø£‘·´+ 3
eTq+ dü¬s’q b˛wüø±Vü‰s¡+ ø£*– ñHêïe÷ nH˚~ ‘Ó\TdüTø√e&ÜìøÏ
e÷qyê_Ûe~∆ ìy˚~ø£
b˛wüø±Vü‰s¡ XÊÁdüÔy˚‘·Ô\T s¡÷bı+~+∫q X¯Øs¡ uÛ≤s¡ dü÷∫ø£ (BMI)qT Ä<ëj·T kÕúsTT eTTK´yÓTÆq|üŒ{Ïø° n_Ûe~∆ kÕúsTTì
˝…øÏÿ+#·&É+ ˇø£ |ü<ä∆‹. Bìì ˝…øÏÿ+#·&É+ düT\uÛÑ+. ‘·s¡>∑‹˝Àì Á|ü‹ dü÷∫+#·&ÜìøÏ Ç~ dü]b˛<äì >∑T]Ô+∫q ‘·s¡Tyê‘·
$<ë´]ú jÓTTø£ÿ m‘·TÔ eT]j·TT ãs¡Te⁄qT ø£qT>=q+&ç. Á|ü‹ $<ë´]ú ãs¡Te⁄qT
øÏ˝ÀÁ>±eTT (kg)\˝ÀrdüTø√+&ç. >√&É MT<ä ùdÿ\TqT ^∫, ‘·\ ì{≤s¡T>± eTq+ Ç‘·s¡ ÁbÕe÷DÏø±\ >∑T]+∫ Ä˝À∫+#·&É+
ñ+&˚˝≤ ì\u…{Ϻ K∫Ñ·+>± ø=\e&É+ <ë«sê m‘·TÔqT qyÓ÷<äT #˚j·T+&ç. yÓTT<ä\Tô|&É‘ê+. Ç≥Te+{Ï ÁbÕe÷DÏø±\ C≤_‘ê
ôd+{° M T≥s¡ ¢ ˝ À qyÓ ÷ <ä T #˚ d æ q m‘· T Ô q T MT≥s¡ ¢ ˝ ÀìøÏ e÷s¡ à +&ç . #ê˝≤ ô|<ä › > ± ñ+fÒ n|ü ⁄ Œ&É ~ n+‘· > ±
øÏ˝ÀÁ>±eTT\˝À ñqï ãs¡Te⁄ì m‘·TÔ jÓTTø£ÿ es¡Z+ #˚‘· uÛ≤–+#·+&ç. MTs¡T
bı+~q dü+K´qT BMI n+{≤s¡T. 90-91 ù|J\˝À Ç∫Ãq BMI |ü{øºÏ \£ qT ñ|üjÓ÷>∑|ü&É<äT. #ê˝≤ eTTK´yÓTÆq n+XÊ\ ∫qï
#· ÷ &É + &ç . $<ë´]ú jÓ T Tø£ ÿ BMI C≤_‘ê eTq≈£î ø±yê*. πøs¡fi¯, Vü≤sê´Hê\qT
kÕ<Ûës¡D |ü]~Û˝À ˝Ò<ë n+‘·ø£Hêï
‘·≈î£ ÿe (‘·≈î£ ÿe ãs¡Te⁄) ˝Ò<ë m≈£îÿe b˛\Ã&ÜìøÏ ñ|ü j Ó ÷ –+∫q Äs√>∑ ´ +, $<ë´
(}ãø±j· T +) ñ+&É e #· T Ã. dü÷∫ø£\T e+{Ï$ yê{Ï˝À ñHêïsTT. >∑‘· <äXÊã›
ñ<ëVü≤s¡D≈£î 14 dü+e‘·‡sê\ 8 ø±\+ qT+∫ n_Ûe~∆øÏ ø=\e÷q+>± Ä<ëj·T+‘√
HÓ\\ ej·TdüT‡ >∑\ ˇø£ ne÷àsTT
jÓTTø£ÿ BMI 15.2 ñ+fÒ ÄyÓT bÕ≥T Äs√>∑´+, $<ë´ dü÷∫ø£\qT ≈£L&Ü $düÔ ‘·+>±
b˛wü ø ±Vü ‰ s¡ ˝À|ü + ‘√ ñ|üjÓ÷–düTÔHêïs¡T. ñ<ëVü≤s¡D≈£î ◊ø£´sê»´dü$T‹
u≤<Û ä | ü & É T ‘· T qï≥T¢ uÛ ≤ $+#ê*. n_Û e ~∆ ø±s¡ ´ Áø£ e T+ (UNDP) Á|ü # · T ]+∫q
n<˚$<Û+ä >± 15 dü+e‘·‡sê\ 6 HÓ\\
ej·TdüT‡ >∑\ ˇø£ nu≤“sTT jÓTTø£ÿ e÷qyê_Ûe~∆ ìy˚~ø£ (HDR) <˚XÊ\qT Á|ü»\
BMI 28 nsTT‘˚ n‘·&ÉT n~Ûø£ $<ë´kÕúsTT, Äs√>∑´ dæú‹, ‘·\dü] Ä<ëj·÷\qT ã{Ϻ
ãs¡Te⁄‘√ ñqï≥T¢ uÛ≤$+#ê*. me]
X¯Øsêø£‹˙ nee÷q|üs¡#·≈£î+&Ü b˛\TdüTÔ+~. e÷qyê_Ûe~∆ ìy˚~ø£ - 2020˝À
$<ë´s¡Tú\ kÕ<Ûës¡D Jeq |ü]dæú‹, uÛ≤s¡‘·<˚X¯+, <ëì bıs¡T>∑T <˚XÊ\≈£î dü+ã+~Û+∫
ÄVü‰s¡eTT, yê´j·÷eT n\yê≥¢qT ø=ìï >∑D≤+ø±\qT |ü]o*+#·&É+ ÄdüøÏÔø£s¡+>±
>∑T]+∫ #·]Ã+#·+&ç.
ñ+≥T+~.
|ü{øºÏ £ 1.6 : 2019 ˝À uÛ≤s¡‘<· X˚ +¯ , <ëì bıs¡T>∑T <˚XÊ\≈£î dü+ã+~Û+∫q ø=ìï >∑D≤+ø±\T
‘·\dü] dü÷ú\ C≤rj·T |ü⁄≥Tºø£ e<ä› 25 eT]j·TT n+‘·ø£+fÒ m≈£îÿe Á|ü|+ü #·+˝À HDI
<˚X+¯ Ä<ëj·T+ (GNI) ej·TdüT‡ >∑\ e´≈£îÔ\T dü>∑≥Tq
(2011 PPP $)
Äj·TTsê∆jT· + ã&ç˝À >∑&ç|æq dü+e‘·‡sê\T sê´+ø˘ (2018)
Áo\+ø£ 12,707 77 10.6 73
uÛ≤s¡‘<· X˚ +¯ 6,681 69.7 6.5 130
eTj·THêàsY 4,961 67.1 5.0 148
bÕøÏkÕÔHé 5,005 67.3 5.2 154
H˚bÕ˝Ÿ 3,457 70.8 5.0 143
ã+>±¢<X˚ Ÿ 4,976 72.6 6.2 134
Source : Human Development Report, 2020, United Nations Development Programme, New York.
>∑eTìø£
1. HDInq>± e÷qyê_Ûe~∆ dü÷∫ø£. ô|’ |ü{Ϻø£˝Àì e÷qyê_Ûe~∆ dü÷∫ø£ yÓTT‘·Ô+ 189 <˚XÊ\˝À Äj·÷ <˚XÊ\
sê´+≈£î\qT #·÷∫düT+Ô ~.
2. |ü⁄≥Tºø£ e<ä› Äj·TTsê›j·T+ nH˚~ <ëì ù|s¡T˝À ñqï≥T¢ ˇø£ e´øÏÔ |ü⁄{Ϻq|ü⁄Œ&ÉT ñqï eTs¡D≤\ XË’* ‘·q J$‘ê+‘·+ n˝≤¬π>
ø=qkÕ–‘˚ mìï dü+‘·‡sê\T ‘·qT J$+#˚ neø±X¯+ ñ+<√ ‘Ó*j·TCÒdüTÔ+~.
3. b˛\Ã{≤ìøÏ M\T>± nìï <˚XÊ\ ‘·\dü] Ä<ëj·÷ìï &Ü\s¡¢˝À ˝…øÏÿkÕÔs¡T. Á|ü‹
<˚X¯+˝Àq÷ Á|ü‹ &Ü\s¡T n+‘˚ yÓTT‘·Ô+˝À düs¡T≈£î\T, ùde\T ø=q>∑*π>˝≤ Bìì ˝…øÏÿkÕÔs¡T.

n_Ûe~∆ 25
 Isn’t it surprising that a small many new components have been
country in our neighbourhood, Sri added to the Human Development
Lanka, is much ahead of India in every Report but, by pre-fixing Human to
respect and a big country like ours has Development, it has made it very clear
such a low rank in the world? Table that what is important in development
is what is happening to citizens of a
1.6 also shows that though Nepal and
country. It is people, their health,
Bangladesh have low per capita their well being, that is most
income than that of India, yet they are important.
better than India in life expectancy.
Do you think there are certain
Many improvements have been other aspects that should be
suggested in calculating HDI and considered in measuring human
development?

SUSTAINABILITY OF DEVELOPMENT
Suppose for the present that a
particular country is quite developed. “We have not inherited
We would certainly like this level of the world from our
development to go up further or at forefathers — we have
least be maintained for future borrowed it from our
generations. This is obviously children.”
desirable. However, since the second
half of the twentieth century, a
number of scientists have been
warning that the present type, and
levels, of development are not
sustainable.
ND WHY
LET’S UNDERSTA
IS IS SO TH RO UGH THE
TH
PLE:
FOLLOWING EXAM

Example 1: Groundwater in India

“Recent evidence suggests that the groundwater is under serious
threat of overuse in many parts of the country. About 300 districts
have reported a water level decline of over 4 metres during the
past 20 years. Nearly one-third of the country is overusing their
groundwater reserves. In another 25 years,
60 per cent of the country would be doing the same if the present
way of using this resource continues. Groundwater overuse is
particularly found in the agriculturally prosperous regions of
Punjab and Western U.P., hard rock plateau areas of central and
south India, some coastal areas and the rapidly growing urban
settlements.”
(a) Why groundwater is overused?
(b) Can there be development without overuse?

26 D E V E L O P M E N T
 eTq bıs¡T>∑Tq ñqï Áo\+ø£ e+{Ï ∫qï <˚X¯+ dü÷∫+#·&É+ »]–+~. e÷qyê_Ûe~∆ ìy˚~ø£≈£î
Á|ü‹ n+X¯+˝Àq÷ eTq ø£+fÒ m+‘√ eTT+<äT mH√ï ø=‘·Ô n+XÊ\qT #˚sêÃs¡T. nsTT‘˚, n_Ûe~∆øÏ
ñ+&É≥+, eTq <˚X¯+ e+{Ï ô|<ä› <˚X¯+ Á|ü|ü+#· eTT+<äT e÷qe nì #˚s¡Ã&É+‘√ ˇø£ <˚X¯+˝Àì
<˚XÊ\˝À #ê˝≤ n&ÉT>∑Tq ñ+&É≥+ ÄX¯Ãs¡´+>± bÂs¡T\≈£î dæú‹>∑‘·T\T m˝≤ ñHêïsTT nqï~
˝Ò<ä÷? H˚bÕ˝Ÿ eT]j·TT ã+>±¢<˚XŸ <˚XÊ\ ‘·\dü] n_Ûe~∆˝À #ê˝≤ eTTK´eTH˚ $wüj·÷ìï Ç~
Ä<ëj·T+ uÛ≤s¡‘<· X˚ +¯ ‘√ b˛*ùdÔ ‘·≈î£ ÿe>± ñqï|üŒ{Ïø° düŒwüº|üs¡Tk˛Ô+~. Ç~ Á|ü»\T, yê] Äs√>∑´+,
n$ Äj·TT'Á|üe÷D+˝À uÛ≤s¡‘·<˚X¯+ ø£+fÒ yÓTs¡T>±Z dü+πøåeT+ #ê˝≤ eTTK´eTì ‘Ó\T|ü⁄‘·T+~.
ñHêïj·Tì |ü{Ϻø£ 1.6 ‘Ó\T|ü⁄‘·T+~. e÷qyê_Ûe~∆ì ø=\e&ÜìøÏ eT]ø=ìï Ç‘·s¡
HDIqT ˝…øÏÿ+#·&É+˝À #ê˝≤ yÓTfi¯≈£îe\qT n+XÊ\qT |ü]>∑DÏ+#ê\ì MTs¡T uÛ≤$düTÔHêïsê?

düTdæús¡‘ê_Ûe~∆
Á|üdüTÔ‘êìøÏ ˇø£ <˚X¯+ #ê˝≤ n_Ûe~∆ #Ó+~+<äì
nqT≈£î+<ë+. á n_Ûe~∆ kÕúsTT eT]+‘· ªªeTq+ á Á|ü|ü+#êìï eTq |üPØ«≈£î\
ô|s¡>±\ì ˝Ò<ë uÛÑ$wü´‘·TÔ ‘·sê\ø√dü+ Ç˝≤π> qT+&ç yês¡dü‘·«+>± bı+<ä˝Ò<äT. eTq
ñ+&Ü\ì eTq+ Ä•kÕÔ + . Ç~ ì»+>± |æ\¢\ qT+&ç eTq+ n|ü⁄Œ>± rdüT≈£îHêï+.μμ
ø√s¡<–ä q<˚. nsTT‘˚ nH˚øe£ T+~ XÊÁdüyÔ ‘˚ \Ô· T 20e
X¯‘êã›|ü⁄ ¬s+&Ée ns¡úuÛ≤>∑+ qT+&ç á n_Ûe~∆
rs¡T, kÕúsTT\T ì\ø£&>É ± ˝Òeì ôV≤#·Ã]düTHÔ êïs¡T.

ìï
Ç~ m+<äT≈£î nH˚ $wüj·÷
sê
Áø Ï + ~ ñ < ëV ü ≤ s¡ D < ë«
ë+:
eTq$T|ü⁄Œ&ÉT ns¡ú+ #˚düT≈£î+<
ñ<ëVü≤s¡D 1 : uÛ≤s¡‘·<˚X¯+˝À uÛÑ÷>∑s¡“¤»˝≤\T
ªª<˚X¯+˝Àì nH˚ø£ ÁbÕ+‘ê\˝À n~Ûø£ $ìjÓ÷>∑+ e\¢ uÛÑ÷>∑s¡“¤»˝≤\T rÁeyÓTÆq eTT|ü⁄ŒqT
m<äTs=ÿ+≥THêïj·Tì Ç{°e* Ä<Ûësê\T dü÷∫düTÔHêïsTT. >∑&É∫q 20 dü+e‘·‡sê\˝À <ë<ë|ü⁄
300 õ˝≤¢\˝À ˙{Ï eT≥º+ 4 MT≥s¡¢ y˚Ts¡ ø°åDÏ+∫+~. <˚X¯+˝À <ë<ë|ü⁄>± eT÷&ç+≥ ˇø£
e+‘·T uÛ≤>∑+˝À uÛ÷Ñ >∑s“¡ »¤ ˝ ì\«\qT $T‹MT] $ìjÓ÷–düTHÔ êïs¡T. Ç<˚$<Û+ä >± á eqs¡T\qT
ñ|üjÓ÷–+#˚ $<Ûëq+ ø=qkÕ–‘˚ sêuÀj˚T 25 dü+e‘·‡sê\˝À <˚X¯+˝À 60 XÊ‘·+ uÛ≤>∑+˝À
Ç˝≤π> »s¡T>∑T‘·T+~. e´ekÕj·T|üs¡+>± dü+|üqï ÁbÕ+‘ê˝…’q |ü+C≤uŸ eT]j·TT |ü•ÃeT ñ‘·Ôs¡
Á|ü<˚XŸ, ø£]ƒqyÓTÆq •\\‘√ ≈£L&ÉT≈£îqï eT<Ûä´ eT]j·TT <äøÏåD uÛ≤s¡‘·<˚X¯ ÁbÕ+‘ê\˝Àq÷, ø=ìï
rs¡ ÁbÕ+‘ê\˝Àq÷ eT]j·TT y˚>+∑ >± n_Ûe~∆ #Ó+<äT‘·Tqï |ü≥Dº ÁbÕ+‘ê\˝Àq÷ uÛ÷Ñ >∑s“¡ »¤ ˝≤\
$ìjÓ÷>∑+ #ê˝≤ m≈£îÿe>± ñ+~.
(a) uÛÑ÷>∑s¡“¤»˝≤\T m+<äT≈£î $T‹MT] yê&ÉT‘·THêïs¡T?
(b) $T‹MT] yê&É≈£î+&Ü n_Ûe~∆ kÕ<Ûä´y˚THê?

n_Ûe~∆ 27
 Groundwater is an example of Non-renewable resources are
renewable resources. These resources those which will get exhausted after
are replenished by nature as in the a few years of use. We have a fixed
case of crops and plants. However, stock on earth which cannot be
even these resources may be replenished. We do discover new
overused. For example, in the case resources that we did not know of
of groundwater, if we use more than earlier. New sources in this way add
what is being replenished by rain to the stock. However, over time, even
then we would be overusing this this will get exhausted.
resource. UDE OIL THAT WE
FOR EXAMPLE, CR
E EARTH IS A NON-
EXTRACT FROM TH
URCE. HOWEVER WE
RENEWABLE RESO DID
CE OF OIL THAT WE
MAY FIND A SOUR NS
RLIER. EXPLORATIO
NOT KNOW OF EA TIME.
RTAKEN ALL THE
ARE BEING UNDE

Example 2: Exhaustion of
Natural Resources
Look at the following data for crude oil.

TABLE 1.7 CRUDE OIL RESERVES

Region/Country Reserves (2017) Number of Years
(Thousand Million Barrels) Reserves will last
Middle East 808 70
United States of America 50 10.5
World 1697 50.2
Source : BP Statistical Review of World Energy, June 2018, P.12.
The table gives an estimate of reserves of crude oil (column1). More
important, it also tells us for how many years the stock of crude oil will
last if people continue to extract it at the present rate. The reserves would
last only 50 years more. This is for the world as a whole. However,
different countries face different situations. Countries like India depend
on importing oil from abroad because they do not have enough stocks
of their own. If prices of oil increase this becomes a burden for everyone.
There are countries like USA which have low reserves and hence want to
secure oil through military or economic power.
The question of sustainability of development raises many
fundamentally new issues about the nature and process of development.
(a) Is crude oil essential for the development process in a country?
Discuss.
(b) India has to import crude oil. What problems do you anticipate
for the country looking at the above situation?

28 D E V E L O P M E N T
 uÛ÷Ñ >∑s“¡ »¤ ˝≤\T |ü⁄qs¡T‘êŒ<äø£ eqs¡T\≈£î ø=ìï dü + e‘· ‡ sê\ $ìjÓ ÷ >∑ + ‘· s ¡ T yê‘·
ˇø£ ñ<ëVü≤s¡D. á eqs¡T\T |ü+≥\T ‘·]–b˛j˚Tyê{Ïì |ü⁄qs¡T‘êŒ<äø£+ø±ì eqs¡T\T nì
eT]j·TT yÓTTø£ÿ\ $wüj·T+˝À »]–q≥T¢ #Ó|üŒe#·TÃ. |ü⁄qs¡T<ä∆]+#·˝Òì, dæús¡yÓTÆq ì\«\T uÛÑ÷$T
Á|üø£ ‹ <ë«sê uÛØÑ Ô ne⁄‘êsTT. nsTTq|üŒ{Ïø° MT<ä eTq≈£î ñHêïsTT. Ç+‘·≈î£ eTT+<äT eTq≈£î ‘Ó*j·Tì
á eqs¡T\qT ≈£L&Ü $T‹MT] yê&Ée#·TÃ. eqs¡T\qT eTq+ ø£qT>=Hê*. á $<Ûä+>± ø=‘·Ô
ñ<ëVü≤s¡D≈£î uÛÑ÷>∑s¡“¤ »˝≤\ $wüj·T+˝À eqs¡ T \T ì\«\≈£ î CÀ&ç + #· ã &É ‘ êsTT. nsTT‘˚
es¡¸+ <ë«sê uÛØÑ Ô nj˚T´ <ëìø£Hêï m≈£îÿe>± ø±\Áø£eT+˝À á eqs¡T\T ≈£L&Ü ‘·]–b˛‘êsTT.
eTq+ $ìjÓ÷–ùdÔ á eqs¡TqT $T‹MT]
qT+&ç dü+Á>∑Væ≤+#˚
ñ|üjÓ÷–+∫q≥T¢ ne⁄‘·T+~. ñ<ëVü≤s¡D≈£î eTq+ uÛÑ÷$T Œ<øä +£ ø±ì eqs¡T.
T¡ ‘ê
eTT&#ç e· TTsT¡ nH~˚ ˇø£ |ü⁄qs eTq≈£î ‘Ó*j·Tì
T
nsTTq|üŒ{Ïø° Ç+‘·≈£îeTT+<ä ˚ neø±X¯+ ñ+~.
=H
#·eTTs¡T eqs¡Tì eTq+ ø£qT> |ü≥º&É+ »]–+~.
#˚
<ëìø√dü+ ìs¡+‘·s¡ nH˚«wüD

ñ<ëVü≤s¡D 2 : düVü≤» eqs¡T\ ø°åD‘·

eTT&ç#·eTTs¡T ì\«\ ø√dü+ ÁøÏ+~ <ä‘êÔ+X¯eTTqT #·÷&É+&ç.
|ü{Ϻø£ 1.7 eTT&ç#·eTTs¡T ì\«\T
ÁbÕ+‘·+ / <˚X¯+ ì\«\T (2017) (yÓsTT´ ì\«\T \uÛÑ´eTj˚T´
$T*j·THé u≤´¬s˝Ÿ‡) dü+e‘·‡sê\T
eT<Ûä´ ÁbÕ#·´+ 808 70
nyÓT]ø± dü+j·TTø£Ô sêÁcÕº\T 50 10.5
Á|ü|ü+#·+ 1697 50.2
Source : BP Statistical Review of World Energy, June 2018, P.12.
á |ü{Ϻø£ eTT&ç#·eTTs¡T ì\«\ n+#·HêqT ‘Ó\T|ü⁄‘·T+~ (ì\Te⁄ >∑&ç 1). eTs=ø£ eTTK´yÓTÆq
$wüj·T+ @$T≥+fÒ Á|ü»\T Á|üdüTÔ‘·+ #˚düTÔqï kÕúsTT˝À eTT&ç#·eTTs¡T yÓ*øÏr‘·qT ø=qkÕ–ùdÔ á
ì\«\T mìï dü+e‘·‡sê\T ñ+{≤jÓ÷ ≈£L&Ü ‘Ó*j·TCÒdüTÔ+~. Ç$ Ç+ø√ j·÷uÛ…’ dü+e‘·‡sê\T
e÷Á‘·y˚T \_Û+#·e#·TÃ. Ç~ Á|ü|ü+#·+ yÓTT‘êÔìøÏ dü+ã+~Û+∫q $wüj·T+. nsTT‘˚ $$<Ûä <˚XÊ\T
$_ÛqïyÓTqÆ |ü]dæ‘ú T· \qT m<äTs=ÿ+{≤sTT. uÛ≤s¡‘<· X˚ +¯ ˝≤+{Ï <˚XÊ\T ‘·eT≈£î kı+‘· ì\«\T ‘·–q+‘·>±
˝Òq+<äTe\¢ $<˚XÊ\ qT+&ç #·eTTs¡T ~>∑TeT‹ #˚düTø√e&É+ MT<ä Ä<Ûës¡|ü&ÉT‘·THêïsTT. ˇø£y˚fi¯
#·eTTs¡T <Ûäs¡ ô|]–‘˚ Ç~ Á|ü‹ ˇø£ÿ]ø° uÛ≤s¡+>± e÷s¡T‘·T+~. nyÓT]ø± ˝≤+{Ï <˚XÊ\T #·eTTs¡T
ì\«\T ‘·≈£îÿe>± ø£*– ñqï+<äTe\¢ ôd’ìø£ ˝Ò<ë Ä]∆ø£ X¯øÏÔì ñ|üjÓ÷–+∫ #·eTTs¡TqT
bı+<ë\qT≈£î+≥THêïsTT.
düTdæús¡‘ê_Ûe~∆ nH˚ Á|üX¯ï n_Ûe~∆ dü«uÛ≤eeTT eT]j·TT Á|üÁøÏjT· >∑T]+∫ ÁbÕ<Ûä$Tø£+>± nH˚ø£
ø=‘·Ô düeTdü´\qT ˝ÒeHÓ‘·TÔ‘·T+~.
(m) ˇø£ <˚X¯+˝À n_Ûe~∆ Á|üÁøÏj·T≈£î eTT&ç#·eTTs¡T n‘·´edüs¡e÷? #·]Ã+#·+&ç.
(_) uÛ≤s¡‘·<˚X¯+ eTT&ç#·eTTs¡TqT ~>∑TeT‹ #˚düTø√yê*. á |ü]dæú‹ì ã{Ϻ <˚XÊìøÏ m≥Te+{Ï
düeTdü´\T ekÕÔj·Tì MTs¡T }Væ≤düTÔHêïs¡T?

n_Ûe~∆ 29
 Consequences of environmental social scientists are working
degradation do not respect national together.
or state boundaries; this issue is In general, the question of
no longer region or nation specific. development or progress is perennial.
Our future is linked together. At all times as a member of society
Sustainability of development is and as individuals we need to ask
comparatively a new area of where we want to go, what we wish
knowledge in which scientists, to become and what our goals are.
economists, philosophers and other So the debate on development
continues.

EXERCISES
1. Development of a country can generally be determined by
(i) its per capita income
(ii) its average literacy level
(iii) health status of its people
(iv) all the above
2. Which of the following neighbouring countries has better performance in terms of
human development than India?
(i) Bangladesh
(ii) Sri Lanka
(iii) Nepal
(iv) Pakistan
3. Assume there are four families in a country. The average per capita income of
these families is Rs 5000. If the income of three families is Rs 4000, Rs 7000
and Rs 3000 respectively, what is the income of the fourth family?
(i) Rs 7500
(ii) Rs 3000
(iii) Rs 2000
(iv) Rs 6000
4. What is the main criterion used by the World Bank in classifying different
countries? What are the limitations of this criterion, if any?
5. In what respects is the criterion used by the UNDP for measuring development
different from the one used by the World Bank?
6. Why do we use averages? Are there any limitations to their use? Illustrate with
your own examples related to development.
7. Kerala, with lower per capita income has a better human development ranking
than Haryana. Hence, per capita income is not a useful criterion at all and should
not be used to compare states. Do you agree? Discuss.
8. Find out the present sources of energy that are used by the people in India. What
could be the other possibilities fifty years from now?
9. Why is the issue of sustainability important for development?

30 D E V E L O P M E N T
 |üsê´es¡D ø°åD‘· sêÁwüº ˝Ò<ë <˚X¯ dü]Vü≤<äT›\qT <ë{Ï kÕ<Ûës¡D+>± n_Ûe~∆ ˝Ò<ë |ü⁄s√>∑‹ nH˚
ñ+≥T+~. á düeTdü´ ˇø£ ì]›wyºü TÓ qÆ ÁbÕ+‘êìøÏ ˝Ò<ë n+X¯ + XÊX¯ « ‘· y Ó T Æ q ~. dü e ÷»+˝À ˇø£
<˚XÊìøÏ #Ó+~q~ ø±<äT. eTq uÛÑ$wü´‘·TÔ ˇø£]‘√ dü u Û Ñ T ´&É T >±, e´≈£ î Ô \ T>± eTq+ mø£ ÿ &É ø Ï
ˇø£]øÏ eTT&ç|ü&ç ñ+~. ‘·T\Hê‘·àø£+>± #·÷ùdÔ #˚ s ¡ T ø√e\qT≈£ î +≥THêï+, eTq+ m˝≤
düTdæús¡‘ê_Ûe~∆ nH˚~ XÊÁdüÔy˚‘·Ô\T, Ä]úø£y˚‘Ô·\T, e÷sê\qT≈£î+≥THêï+ eT]j·TT eTq \øå±´\T
‘·‘«· y˚‘\Ô· T eT]j·TT Ç‘·s¡ kÕe÷õø£ XÊÁdüyÔ ‘˚ \Ô· +<äs÷¡ @$T{Ï nì Á|ü•ï+#·Tø√yê*‡q nedüs¡+ m˝¢
ø£*dæ ø£wæ #˚düTÔqï ˇø£ q÷‘·q $C≤„q n+X¯+. y˚fi¯˝≤ eTq≈£î ñ+~. n|ü⁄Œ&˚ n_Ûe~∆ô|’q #·s¡Ã
ø=qkÕ>∑T‘·T+~.

nuÛ≤´kÕ\T
1.ˇø£ <˚X¯+ jÓTTø£ÿ n_Ûe~∆ì kÕ<Ûës¡D+>± Bìì ã{Ϻ ìs¡ísTT+#·e#·TÃ.
(i) ‘·\dü] Ä<ëj·T+
(ii) dü>∑≥T nø£åsêdü´‘ê XÊ‘·+
(iii) Á|ü»\ Äs√>∑´ kÕúsTT
(iv) ô|’e˙ï
2. á ÁøÏ+~ bıs¡T>∑T <˚XÊ˝À¢ uÛ≤s¡‘·<˚X¯+ ø£Hêï e÷qyê_Ûe~∆˝À yÓTs¡T¬>’q kÕúsTT ø£*–q <˚X¯y˚T~?
(i) ã+>±¢<˚XŸ
(ii) Áo\+ø£
(iii) H˚bÕ˝Ÿ
(iv) bÕøÏkÕÔHé
3. ˇø£ <˚X¯+˝À Hê\T>∑T ≈£î≥T+u≤\T ñHêïj·TqT≈£î+<ë+. á ≈£î≥T+u≤\ dü>∑≥T ‘·\dü] Ä<ëj·T+ 5000s¡÷bÕj·T\T. á
≈£î≥T+u≤\ Ä<ëj·T+ es¡Tdü>± s¡÷. 4000,s¡÷.7000,s¡÷.3000 nsTT‘˚ Hê\Ze≈£î≥T+ã+ Ä<ëj·T+ m+‘·?
(i) s¡÷. 7500
(ii) s¡÷. 3000
(iii) s¡÷. 2000
(iv) s¡÷. 6000
4. $$<Ûä <˚XÊ\qT eØZø£]+#·&É+˝À Á|ü|ü+#· u≤´+≈£î ñ|üjÓ÷–+#˚ eTTK´yÓTÆq ÁbÕe÷DÏø±\T @$T{Ï? ô|’ ÁbÕe÷DÏø±\˝À
@yÓTÆHê |ü]$T‘·T\T ñ+fÒ yê{Ïì ù|s=ÿq+&ç.
5. n_Ûe~∆ì ø=\e&ÜìøÏ UNDP ñ|üjÓ÷–+#˚ Á|üe÷D+, Á|ü|ü+#· u≤´+≈£î Á|üe÷D≤ìøÏ @ n+XÊ\˝À _Ûqï+>±
ñ+≥T+~?
6. ªdü>∑≥TμqT m+<äT≈£î ñ|üjÓ÷–kÕÔ+? Bìì ñ|üjÓ÷–+#·&É+˝À @yÓTÆHê |ü]$T‘·T\T ñHêïj·÷? n_Ûe~∆øÏ dü+ã+~Û+∫
MT kı+‘· ñ<ëVü≤s¡D\qT rdüTø=ì Bìì $e]+#·+&ç.
7. ‘·\dü] Ä<ëj·T+ ‘·≈£îÿe>± ñqï πøs¡fi¯ e÷qyê_Ûe~∆ sê´+ø˘˝À Vü≤sê´Hê ø£Hêï yÓTs¡T¬>’q kÕúq+˝À ñ+~. n+<äTe\¢
sêÁcÕº\qT b˛\Ã&ÜìøÏ ‘·\dü] Ä<ëj·T+ ñ|üjÓ÷>∑ø£s¡yÓTÆq Á|üe÷D+ ø±<äT. Bìì MTs¡T n+^ø£]kÕÔsê? #·]Ã+#·+&ç.
8. uÛ≤s¡‘·<˚X¯+˝À Á|ü»\T Á|üdüTÔ‘·+ ñ|üjÓ÷–düTÔqï X¯øÏÔ eqs¡T\T ‘Ó\|ü+&ç. 50 dü+e‘·‡sê\ ‘·sê«‘· m˝≤+{Ï X¯øÏÔ eqs¡T\≈£î
neø±XÊ\T ñ+&Ée#·TÃ?
9. düTdæús¡‘· nH˚ n+X¯+ n_Ûe~∆˝À m+<äT≈£î eTTK´yÓTÆq~?
n_Ûe~∆ 31
10. “The Earth has enough resources to meet the needs of all but not enough to
satisfy the greed of even one person”. How is this statement relevant to the
disscusion of development? Discuss.
11. List a few examples of environmental degradation that you may have observed
around you.
12. For each of the items given in Table 1.6, find out which country is at the top and
which is at the bottom.
13. The following table shows the proportion of adults (aged 15-49 years) whose BMI
is below normal (BMI <18.5 kg/m2) in India. It is based on a survey of various
states for the year 2015-16. Look at the table and answer the following questions.

State Male Female

(%) (%)
Kerala 8.5 10
Karnataka 17 21
Madhya Pradesh 28 28
All States 20 23

Source: National Family Health Survey-4,

2015-16, http://rchiips.org

(i) Compare the nutritional level of people in Kerala and Madhya Pradesh.
(ii) Can you guess why around one-fifth of people in the country are
undernourished even though it is argued that there is enough food in the
country? Describe in your own words.

ADDITIONAL PROJECT / ACTIVITY

Invite three different speakers to talk to you about the development of your region. Ask
them all the questions that come to your mind. Discuss these ideas in groups. Each
group should prepare a wall chart, giving reasons about ideas that you agree or do
not agree with.

32 D E V E L O P M E N T
10. ªªuÛÑ÷$T MT<ä n+<ä] nedüsê\qT rs¡Ã&ÜìøÏ ‘·–q+‘· eqs¡T\T ñHêïsTT ø±˙, ˇø£ÿ e´øÏÔ <äTsêX¯qT
rs¡Ã&ÜìøÏ ‘·–qìï eqs¡T\T ˝Òe⁄. n_Ûe~∆ì >∑T]+∫ #·]Ã+&ÜìøÏ á yêø£´+ m˝≤ ‘·–q~? #·]Ã+#·+&ç.
11. MT #·T≥Tº|üø£ÿ\ MTs¡T >∑eTì+∫q |üsê´es¡D ø°åD‘· >∑T]+∫ ø=ìï ñ<ëVü≤s¡D\T Áyêj·T+&ç.
12. |ü{Ϻø£ 1.6˝À Çe«ã&çq Á|ü‹ n+X¯+˝À nÁ>∑kÕúq+˝À ñqï <˚XÊìï eT]j·TT n≥º&ÉT>∑Tq ñqï <˚XÊìï >∑T]Ô+#·+&ç.
13. uÛ≤s¡‘·<˚X¯+˝À kÕ<Ûës¡D BMI ø£+fÒ ~>∑Teq >∑\ (BMI <18.5 kg/m ) ejÓ÷»qT\ (15`49 dü+ˆˆ ej·TdüT) ìwüŒ‹Ôì
2

á ÁøÏ+~ |ü{øºÏ £ dü÷∫düT+Ô ~. Ç~ 2015-16 dü+e‘·‡s¡+˝À $$<Ûä sêÁcÕº\ MT<ä #˚dqæ düsπ « Ä<Ûës¡+>± s¡÷bı+~+#ês¡T.
|ü{Ϻø£qT >∑eTì+∫ á ÁøÏ+~ Á|üX¯ï\≈£î düe÷<ÛëHê\qT Áyêj·T+&ç.

sêÁwüº+ |ü⁄s¡Twüß\T (%) Ád”Ô\T (%)

πøs¡fi¯ 8.5 10
ø£sêï≥ø£ 17 21
eT<Ûä´Á|ü<˚XŸ 28 28
nìï sêÁcÕº\T 20 23
Source: National Family Health Survey-4,
2015-16, http://rchiips.org

(i) πøs¡fi¯ eT]j·TT eT<Ûä´Á|ü<˚XŸ ˝Àì Á|ü»\ b˛wüø±Vü‰s¡ kÕúsTTì b˛\Ã+&ç.

(ii) <˚X¯+˝À ‘·–q+‘· ÄVü‰s¡+ ñ+<äì yê~+∫q|üŒ{Ïø° nsTT<äe e+‘·T Á|ü»\T b˛wüø±Vü‰s¡ ˝À|ü+‘√
u≤<Ûä |ü&ÉT‘·THêïs¡T. MT kı+‘· e÷≥˝À¢ $e]+#·+&ç.
n<äq|ü⁄ ÁbÕC…≈£îº / ø£‘·´+
MT ÁbÕ+‘·|ü⁄ n_Ûe~∆ì >∑T]+∫ MT‘√ e÷{≤¢&É{≤ìøÏ eTT>∑TZs¡T eø£Ô\qT ÄVü‰«ì+#·+&ç. MT≈£î ‘√∫q
nìï Á|üX¯ï\qT yê]ì n&É>∑+&ç. á Ä˝À#·q\qT >∑T]+∫ Á>∑÷|t˝À #·]Ã+#·+&ç. Á|ü‹ Á>∑÷|t yês¡T, ‘êeTT
n+^ø£]+∫q, n+^ø£]+#·ì n+XÊ\‘√ ˇø£ >√&É |üÁ‹ø£qT ‘·j·÷s¡T #˚j·÷*.

n_Ûe~∆ 33
 NOTES FOR THE TEACHER
CHAPTER 2: SECTORS OF THE INDIAN ECONOMY
An economy is best understood when we industry and services should be related
study its components or sectors. Sectoral to the experience of the children by taking
classification can be done on the basis of more examples that they may observe in
several criteria. In this chapter, three their day-to-day life. Information derived
types of classifications are discussed: from the media could be used for this
primary/secondary/tertiary; organised/ purpose. You may encourage the students
unorganised; and public/private. You can to bring important cuttings and stories
create a discussion about these types by from newspapers, which could be
taking examples familiar to the students prominently displayed in storyboards, and
and relate them to their daily life. It is encourage the class to discuss these
important to emphasise the changing issues. While discussing the unorganised
roles of sectors. This can be highlighted sector, the key issue of protecting the
further by drawing attention of the workers engaged in the sector should be
students to the rapid growth of service highlighted. You may also encourage the
sector. While elaborating the ideas students to visit persons and enterprises
provided in the chapter, the students may in the unorganised sector and get a first
need to be familiarised with a few hand experience from real life situation.
fundamental concepts such as Gross
Domestic Product, Employment etc. Since Sources for Information
the students may find this difficult to The GDP data used in this chapter
understand, it is necessary to explain to pertaining to Gross Domestic Product at
them through examples. Several activities Factor Cost by Industry of Origin at
and exercises are suggested in the chapter 2011–12 prices is taken from Real Time
to help the students understand how a Handbook of Statistics on Indian Economy.
person’s activity could be placed — It is a valuable source of GDP and other
whether in the primary, secondary or information relating to the Indian economy.
tertiary, organised or unorganised, and For evaluation purposes, particularly to
public or private sector. You may develop the analytical ability of learners,
encourage the students to talk to various teachers can refer to this report through
working people around them (such as the Internet to get data for different years.
shop owners, casual workers, vegetable Due to change in methodology, latest data
vendors, workshop mechanics, domestic is not used in the chapter.
workers etc.) to know more about how they
The employment figures are based
live and work. Based on such information,
on data taken from the five-yearly surveys
the students can be encouraged to
on employment and unemployment
develop their own classification of
conducted by the National Sample Survey
economic activities.
Organisation (NSSO) now known as
Another important issue to be National Statistical Office (NSO). NSO is
highlighted is about the problems caused an organisation under the Ministry of
by the changes in the roles of sectors. Statistics and Programme Implementation,
The chapter has taken the example of Government of India. The website you can
unemployment and what the government log onto is: http:/mospi.gov.in. Employment
can do to solve it. The declining importance data is also available from other sources
of agriculture and growing importance of such as Census of India.

34 U NDERST ANDING E CONOMIC D EVEL

NDERSTANDING OPMENT
EVELOPMENT
 ñbÕ<Ûë´j·TT\≈£î dü÷#·q\T
Ä<Ûë´j·T+ ` 2 uÛ≤s¡‘·<˚X¯ Ä]úø£ e´edüú s¡+>±\T
ˇø£ Ä]úø£ e´edüú jÓTTø£ÿ n+XÊ\T ˝Ò<ë s¡+>±\qT eTq+ m≈£îÿe ñ<ëVü≤s¡D\T>± rdüTø√e&É+ <ë«sê ø°åDÏdüTÔqï
n<Ûä´j·Tq+ #˚dæq|ü⁄Œ&˚ Ä Ä]úø£ e´edüúqT u≤>± ns¡ú+ e´ekÕj·T s¡+>∑ ÁbÕeTTK´‘·qT, ô|s¡T>∑T‘·Tqï bÕ]ÁXÊ$Tø£,
#˚düTø√e#·TÃ. nH˚ø£ Á|üe÷D≤\ Ä<Ûës¡+>± á s¡+>±\qT ùdyê s¡ + >±\ ÁbÕeTTK´‘· q T |æ \ ¢ \ nqTuÛ Ñ ÷ ‘· T \‘√
eØZø£]+#·e#·TÃ. á n<Ûë´j·T+˝À eT÷&ÉT s¡ø±˝…’q nqTdü+<Ûëì+#ê*. Bìø√dü+ Á|ükÕs¡e÷<Ûä´e÷\ qT+∫
eØZø£s¡D: ÁbÕ<∏ä$Tø£ / ~«rj·T / ‘·rj·T, e´ed”úø£‘· / ùdø£]+∫q düe÷#êsêìï ñ|üjÓ÷–+#·e#·TÃ. yêsêÔ|üÁ‹ø£\
ne´ed”úø£‘· eT]j·TT |ü_¢ø˘ / Áô|’y˚{Ÿ s¡+>±\ >∑T]+∫ ø£<∏äHê\qT, Á|ü<ÛëqyÓTÆq n+XÊ\qT ø£‹Ô]+∫ ‘Ó∫à yê{Ïì
#·]Ã+#êeTT. $<ë´s¡Tú\≈£î u≤>± ‘Ó*dæq ñ<ëVü≤s¡D\T k˛ºØ uÀs¡T\¶ ˝À Á|ü<ëÛ q+>± Á|ü<]ä Ù+#·e#·TÃ. á n+XÊ\ ô|q’
rdüTø=ì, yê{Ïì yê] <Óq’ +~q J$‘êìøÏ nq«sTT+#·&+É #·]Ã+#˚˝≤ $<ë´s¡T∆\qT Áb˛‘·‡Væ≤+#·e#·TÃ. ne´ed”úø£‘·
<ë«sê á eT÷&ÉT s¡ø±\ eØZø£s¡D\ >∑T]+∫ #·s¡ÃqT s¡+>∑+ >∑T]+∫ #·]Ã+#˚≥|ü⁄Œ&ÉT á s¡+>∑+˝À ñqï
Áb˛‘·‡Væ≤+#·e#·TÃ. Çø£ÿ&É e÷s¡T‘·Tqï s¡+>±\ bÕÁ‘·qT H=øÏÿ ø±]à≈£î\qT dü+s¡øÏå+#·&É+ nH˚ ø°Ï\ø£ n+XÊìøÏ ÁbÕ<Ûëq´‘·
#Ó|üŒ&É+ eTTK´+. ùdyês¡+>∑+ y˚>∑+>± eè~› #Ó+<ä&É+ |ü≥¢ Çyê«*. yêdüÔ$ø£ |ü]dæ‘·Tú\ qT+&ç Á|ü‘·´ø£å nqTuÛÑe+
$<ë´s¡ T ú \ <ä  wæ º ì Äø£ ] ¸+#˚ ˝ ≤ #˚ d æ Bìì Ç+ø± bı+<ä&Üì¬ø’ ne´ed”úø£‘· s¡+>∑+ ˝Àì e´≈£îÔ\qT, dü+düú\qT
Á|ü<ÛëqyÓTÆq~>± #·÷|üe#·TÃ. á n<Ûë´j·T+˝À Ç∫Ãq dü+<ä]Ù+#˚˝≤ ≈£L&Ü MTs¡T $<ë´s¡Tú\qT Áb˛‘·‡Væ≤+#·e#·TÃ.
uÛ≤eq\qT $e]+#˚≥|ü⁄Œ&ÉT $<ë´s¡T\ú ≈£î dü÷\ú <˚ojÓ÷‘·Œ‹Ô,
ñbÕ~Û yÓTT<ä\>∑T ø=ìï ÁbÕ<∏$ä Tø£ n+XÊ\T ‘Ó*dæ ñ+&Ü*‡ düe÷#ês¡ eqs¡T\T:
ñ+≥T+~. $<ë´s¡Tú\≈£î Bìì ns¡ú+ #˚düTø√e&É+ ø£wüº+>± á n<Ûë´j·T+˝À ñ|üjÓ÷–+∫q GDP >∑D≤+ø±\T
nì|æ+#·e#·TÃ. ø±ã{Ϻ ñ<ëVü≤s¡D\ <ë«sê yê]øÏ 2011`12 <Ûäs¡\ Á|üø±s¡+ eT÷&ÉT s¡+>±\ jÓTTø£ÿ ñ‘·Œ‹Ô
$e]+#·&É+ nedüs¡+. á n<Ûë´j·T+˝À ˇø£ e´øÏÔ |üìì ø±s¡ø±\ <äcÕº´ dü÷ú\ <˚ojÓ÷‘·Œ‹ÔøÏ dü+ã+~Û+∫q$. Bìì
@ s¡+>∑+ ÁøÏ+<ä #·÷|üe#·TÃ` ÁbÕ<∏ä$Tø£, ~«rj·T ˝Ò<ë ªªReal Time Handbook of Statistics on Indian
Economyμμ qT+&ç rdüTø√e&ÉyÓTÆq~. uÛ≤s¡‘·<˚X¯ Ä]∆ø£
‘·rj·T s¡+>∑+˝ÀHê, e´ed”úø£‘· ˝Ò<ë ne´ed”úø£‘·
s¡+>∑+˝ÀHê eT]j·TT |ü_ø¢ ˘ ˝Ò<ë Áô|y’ ≥˚ T s¡+>∑+˝ÀHê nH˚~ e´edüú≈£î dü+ã+~Û+∫q GDP, Ç‘·s¡ düe÷#êsêìøÏ Ç<=ø£
$<ë´s¡T\ú T ns¡+ú #˚dTü ø√e&ÜìøÏ nH˚ø£ ø£è‘ê´\T, nuÛ≤´kÕ\T eTTK´yÓTÆq Ä<Ûës¡+. eT÷˝≤´+ø£q ø√dü+ eTTK´+>±
dü÷∫+#êeTT. yês¡T m˝≤ J$düTHÔ êïs√, m˝≤ |üì #˚dTü HÔ êïs√ nuÛ≤´dü≈£î\ $X‚¢wüD≤‘·àø£ kÕeTsêú´ìï ô|+bı+~+#·&ÜìøÏ
u≤>± ‘Ó\TdüTø√&ÜìøÏ yê] #·T≥÷ºº ñqï ÁXÊ$Tø£ Á|ü»\‘√ $$<Ûä dü+e‘·‡sê\ >∑D≤+ø±\ ø√dü+ á ìy˚~ø£qT
(<äTø±D ˝Ò<ë <äTø±D≤\ j·T»e÷qT\T, ~qdü] ≈£L©\T, n+‘·sê®\+ <ë«sê ñbÕ<Ûë´j·TT\T bı+<äe#·TÃ. n<Ûä´j·Tq
≈£Ls¡>±j·T\T ny˚Tàyês¡T, esYÿ cÕ|ü⁄ yÓTø±ìø˘\T, >∑Vü≤ |ü<‹∆ä ˝À e∫Ãq e÷s¡TŒ ø±s¡D+>± á n<Ûë´j·T+˝À Ç{°e*
ø±]à≈£î\T yÓTT<ä˝…’qyês¡T) ø£*dæ e÷{≤¢&˚˝≤ $<ë´s¡Tú\qT >∑D≤+ø±\qT ñ|üjÓ÷–+#·˝Ò<äT.
MTs¡T Áb˛‘·‡Væ≤+#·e#·TÃ. Ç≥Te+{Ï düe÷#ês¡+ Ä<Ûës¡+>± Á|üdüTÔ‘·+ C≤rj·T >∑D≤+ø£ dü+düú>± |æ\TdüTÔqï C≤rj·T
yês¡T kı+‘·+>± Ä]∆ø£ ø±s¡´ø±\bÕ\qT eØZø£]+#˚˝≤ qeT÷Hê düsπ « dü+düú (NSSO) ñbÕ~Û eT]j·TT ìs¡T<√´>∑+ô|’
$<ë´s¡T\ú qT b˛‘·‡Væ≤+#·e#·TÃ. ◊<äT dü+e‘·‡sê\≈£î ˇø£ÿkÕ] ìs¡«Væ≤+#˚ düπs«\ qT+&ç
e÷s¡T‘·Tqï s¡+>±\ bÕÁ‘·\ e\q ø£*π> düeTdü´\qT rdüT≈£îqï >∑D≤+ø±\ MT<ä ñbÕ~Û ˝…ø£ÿ\T Ä<Ûës¡|ü&ç ñqï$.
NSO nH˚~ ªª>∑D≤+ø±\T eT]j·TT ø±s¡´Áø£e÷\ neT\T
m‹Ô#·÷|ü&É+ nH˚~ Ç+ø=ø£ eTTK´yÓTÆq n+X¯+. á
n<Ûë´j·T+˝À ìs¡T<√´>±ìï ñ<ëVü≤s¡D>± rdüTø=ì <ëìì eT+Á‹‘·« XÊKμμ øÏ+<ä ñqï ˇø£ uÛ≤s¡‘· Á|üuÛÑT‘·« dü+düú.
|ü]wüÿ]+#·&ÜìøÏ Á|üuÛÑT‘·«+ @$T #˚j·T>∑\<√ ‘Ó\|ü&É+ Bìø√dü+ MTs¡T http://www.mospi.gov.in yÓuŸôd{’ Ÿ˝À
»]–+~. yês¡T <Ó’q+~‘· J$‘·+˝À >∑eTì+#˚ yê{Ïì ˝≤–Hé ne«e#·TÃ. uÛ≤s¡‘·<˚X¯ »q>∑Dq e+{Ï Ç‘·s¡ eqs¡T\
qT+&ç ≈£L&Ü ñbÕ~Û >∑D≤+ø±\T bı+<äe#·TÃ.
uÛ≤s¡‘·<˚X¯ Ä]úø£ e´edüú s¡+>±\T 35
 CHAPTER 2

SECTORS
OF THE INDIAN ECONOMY

SECTORS OF ECONOMIC ACTIVITIES

Let us look at these pictures. You will find that people are
engaged in various economic activities. Some of these are
activities producing goods. Some others are producing
services. These activities are happening around us every
minute even as we speak. How do we understand these
activities? One way of doing this is to group them (classify
them) using some important criterion. These groups are also
called sectors.
 n<Ûë´j·T+ 2
uÛ≤s¡‘·<˚X¯ Ä]úø£ e´edüú s¡+>±\T

Ä]úø£ ø±s¡´ø±\bÕ\ s¡+>±\T

á ∫Á‘ê\qT eTq$T|ü⁄Œ&ÉT #·÷<ë›+. Á|ü»\T $$<Ûä Ä]úø£ ø±s¡´ø£˝≤bÕ\˝À ìeT>∑ïyÓTÆ
ñHêïs¡ì MTs¡T >∑eTìkÕÔs¡T. M{Ï˝À edüTÔe⁄\qT ñ‘·Œ‹Ô #˚ùd ø±s¡´ø£˝≤bÕ\T ø=ìï
ñHêïsTT. eT]ø=ìï ùde\T n+~#˚$ ñHêïsTT. á ø±s¡´ø£˝≤bÕ\T Á|ü‹ ì$Twü+,
eTq+ e÷{≤¢&≥˚ |ü⁄Œ&ÉT ≈£L&Ü eTq #·T≥÷º »s¡T>∑T‘·÷H˚ ñ+{≤sTT. á ø±s¡´ø£˝≤bÕ\qT
eTq+ m˝≤ ns¡ú+ #˚düTø√yê*. ø=ìï eTTK´yÓTÆq Á|üe÷D≤\ Ä<Ûës¡+>± yê{Ïì
düMTø£]+#·&É+ (eØZø£]+#·&É+) n+<äT˝À ˇø£ e÷s¡Z+. á esêZ\qT s¡+>±\T nì
≈£L&Ü n+{≤s¡T.
 spin yarn and weave cloth. Using
at different
We begin by looking sugarcane as a raw material, we make
ities.
kind of economic activ sugar or gur. We convert earth into
bricks and use bricks to make houses
There are many activities that are and buildings. Since this sector
undertaken by directly using gradually became associated with the
natural resources. Take, for different kinds of industries that came
Primary example, the cultivation of cotton. It
(Agriculture
Agriculture)) up, it is also called as industrial sector.
takes place within a crop season. For
Sector the growth of the cotton plant, we After primary and secondary, there
depend mainly, but not entirely, is a third category of activities that falls
on natural factors like rainfall, under tertiary sector and is different
sunshine and climate. The product from the above two. These are
of this activity, cotton, is a natural activities that help in the development
product. Similarly, in the case of an of the primary and secondary sectors.
activity like dairy, we are dependent These activities, by themselves, do not
on the biological process of produce a good but they are an aid
the animals and availability or a support for the production
Tertiary
(Service) of fodder etc. The product process. For example, goods that are
Sector here, milk, also is a natural produced in the primary or secondary
product. Similarly, minerals sector would need to be transported
and ores are also natural by trucks or trains and then sold in
products. When we produce wholesale and retail shops. At times,
a good by exploiting natural it may be necessary to store these in
produces resources, it is an activity of godowns. We also may need to talk to
natural the primary sector
sector. Why others over telephone or send letters
goods (communication) or borrow money
primary? This is because it
forms the base for all from banks (banking) to help
other products that we production and trade. Transport,
subsequently make. Since storage, communication, banking,
most of the natural trade are some examples of tertiary
helps to develop products we get are from activities. Since these activities
Secondary other sectors generate services rather than goods,
agriculture, dairy, fishing,
(Industrial) the tertiary sector is also called the
forestry, this sector is also
Sector
called agriculture and related service sector
sector.
sector
sector. Service sector also includes some
The secondary sector covers essential services that may not directly
activities in which natural products help in the production of goods. For
are changed into other forms through example, we require teachers, doctors,
ways of manufacturing that we and those who provide personal
associate with industrial activity. It is services such as washermen, barbers,
the next step after primary. The cobblers, lawyers, and people to do
product is not produced by nature administrative and accounting works.
but has to be made and therefore In recent times, certain new services
some process of manufacturing is based on information technology such
produces essential. This could be in a factory, a as internet cafe, ATM booths, call
manufactured centres, software companies etc have
goods workshop or at home. For example,
using cotton fibre from the plant, we become important.

38 SECTORS OF THE INDIAN ECONOMY

 ˝≤bÕ\qT ˝Ò<ë u…\¢+qT ‘·j·÷s¡T #˚kÕÔeTT. eTq+ eT{Ϻì
eTq+ $$<Ûä s¡ø±\ Ä]úø£ ø±s¡´ø£ Ç≥Tø£\T>± e÷]Ã Ä Ç≥Tø£\‘√ Çfi¯ófl eT]j·TT
.
#·÷&É≥+ <ë«sê yÓTT<ä\Tô|&É<ë+ uÛÑeHê\qT ì]àkÕÔ+. @sêŒf…Æq $$<Ûä s¡ø±\
|ü]ÁX¯eT\‘√ á s¡+>∑+ Áø£eT+>± nqTdü+<Ûëq+
düVü≤» eqs¡T\qT H˚s¡T>± ñ|üjÓ÷–+#·&É+ <ë«sê ø±e&É+ ÁbÕs¡+_Û+∫+~. ø±ã{Ϻ Bìì bÕ]ÁXÊ$Tø£
#˚|üfÒº ø±s¡´ø£˝≤bÕ\T nH˚ø£+ ñHêïsTT. ñ<ëVü≤s¡DøÏ s¡+>∑+ nì ≈£L&Ü |æ\TkÕÔs¡T.
ÁbÕ<∏ä$Tø£ |ü‹Ô kÕ>∑TH˚ rdüTø√+&ç. Ç~ ˇø£ |ü+≥ ø±\+˝ÀH˚
(e´ekÕj·T+) ÁbÕ<∏ä$Tø£, ~«rj·T ø±s¡´ø£˝≤bÕ\ ‘·s¡Tyê‘·
»s¡T>∑T‘·T+~. |ü‹ìÔ ô|+#·&ÜìøÏ |üP]Ô>± ø±ø£b˛sTTHê, ‘·rj·T s¡+>∑+ ÁøÏ+<ä≈£î #˚πs eT÷&Ée ‘·s¡Vü‰
s¡+>∑+ Á|ü<Ûëq+>± es¡¸bÕ‘·+, dü÷s¡´s¡•à, o‘√wüídæú‹ e+{Ï ø±s¡´ø£˝≤bÕ\T ñHêïsTT. Ç$ ô|’ ¬s+&ç+{Ïø°
düVü≤» ø±s¡ø±\ô|’ Ä<Ûës¡|ü&É‘êeTT. á ø±s¡´ø£˝≤|ü _Ûqï+>± ñ+{≤sTT. Ç$ ÁbÕ<∏$ä Tø£ ~«rj·T s¡+>±\
edüTÔe⁄ nsTTq |ü‹Ô ˇø£ düVü≤» ñ‘·Œ‹Ô. n<˚$<Ûä+>± n_Û e ~∆ ø Ï dü V ü ‰ j· T |ü & ˚ ø±s¡ ´ ø£ ˝ ≤bÕ\T. á
bÕ\ ñ‘·Œ‹Ô e+{Ï ø±s¡´ø£˝≤|ü+˝À eTq+ »+‘·Te⁄\ ø±s¡´ø£˝≤bÕ\T ‘·eT+‘·≥ ‘êeTT>± edüTÔe⁄qT
jÓTTø£ÿ Je dü+ã+<Ûä Á|üÁøÏj·T\ô|’q, |üX¯óe⁄\ y˚T‘· ñ‘·Œ‹Ô #˚j·Te⁄ ø±˙ ñ‘·Œ‹Ô Á|üÁøÏj·T≈£î düVü‰j·T+
\uÛÑ´‘·ô|’q Ä<Ûës¡|ü&É‘êeTT. Çø£ÿ&É ñ‘·Œ‹Ô nsTTq ˝Ò<ë eT<ä‘› T· >± ñ+{≤sTT. ñ<ëVü≤s¡D≈£î ÁbÕ<∏$ä Tø£
‘·èrj·T bÕ\T ≈£L&Ü düV≤ü »yÓTqÆ ñ‘·Œ‹Ô. n<˚ ˝Ò<ë ~«rj·T s¡+>∑+˝À ñ‘·Œ‹Ô nsTTq edüTeÔ ⁄\qT,
(ùdyê) $<Û+ä >± KìC≤\T, <ë‘·Te⁄\T ≈£L&Ü
s¡+>∑+ Á≥≈£îÿ\T ˝Ò<ë ¬s’fi¯¢ <ë«sê s¡yêD≤ #˚dæq ‘·sê«‘˚
düV≤ü » ñ‘·Œ‘·T˝Ô .Ò düV≤ü » eqs¡T\qT {À≈£î eT]j·TT ∫\¢s¡ <äTø±D≤˝À¢ $Áø£sTT+#ê*‡
$ìjÓ ÷ –+#· & É + <ë«sê eTq+ ñ+≥T+~. ø=ìïkÕs¡T¢ M{Ïì >√<ëeTT˝À¢ ì\«
edüTÔe⁄qT ñ‘·Œ‹Ô #˚dæq|ü⁄Œ&ÉT n~ #˚jT· &É+ ‘·|Œü ìdü] ne⁄‘·T+~. ñ‘·Œ‹Ô, yê´bÕsêìøÏ
düV≤ü » ÁbÕ<∏ ä $ Tø£ s¡ + >∑ ø±s¡ ´ ø£ ˝ ≤|ü + ‘√&ÉŒ&É&ÜìøÏ Ç‘·s¡T\‘√ f…*bò˛Hé <ë«sê eTq+
edüTeÔ ⁄\qT ne⁄‘·T+~. n~ m+<äT≈£î ÁbÕ<∏ä$Tø£
ñ‘·Œ‹Ô #˚düTÔ+~ e÷{≤¢&Ée\dæ sêe#·Tà ˝Ò<ë ñ‘·Ôsê\T |ü+bÕ*‡
s¡+>∑+ ne⁄‘·T+~? m+<äTø£+fÒ sêe#·Tà (düe÷#ês¡+) ˝Ò<ë u≤´+≈£î\ qT+&ç
eTq+ ‘·s¡Tyê‘· ñ‘·Œ‹Ô #˚ùd nìï &ÉãT“qT n|ü⁄Œ rdüTø√yê*‡ sêe#·TÃ. s¡yêD≤, ì\«,
edüTÔe⁄\≈£î Ç~ Ä<Ûës¡eTe⁄‘·T+~. düe÷#ês¡+, u≤´+øÏ+>¥, yê´bÕs¡+ e+{Ï$ ‘·rj·T
Ç‘·s¡ s¡+>±\
eTq≈£î \_Û+#˚ düVü≤» ñ‘·Œ‘·TÔ\T s¡+>±ìøÏ ø=ìï ñ<ëVü≤s¡D\T. á ø±s¡´ø£˝≤bÕ\T
n_Ûeè~∆øÏ m≈£îÿe uÛ≤>∑+ e´ekÕj·T+, bÕ&ç edüTÔe⁄\ ø£+fÒ ùde\qT ñ‘·Œ‹Ô #˚kÕÔsTT ø±ã{Ϻ
~«rj·T ‘√&ÉŒ&ÉT‘·T+~ |ü ] ÁX¯ e T, #˚ | ü \ T |ü ≥ º & É + ,
(bÕ]ÁXÊ$Tø£) ‘·rj·T s¡+>±ìï ùdyês¡+>∑+ nì ≈£L&Ü |æ\TkÕÔsT¡ .
n≥Ms¡+>∑+ qT+&ç ekÕÔsTT ø±ã{Ϻ
s¡+>∑+ á s¡+>±ìï e´ekÕj·T+ eT]j·TT e´ekÕj·÷qTã+<Ûä edüTÔe⁄\ ñ‘·Œ‹Ô˝À H˚s¡T>± düVü‰j·T |ü&Éì ø=ìï
s¡+>∑+ nì ≈£L&Ü |æ\TkÕÔs¡T. eTTK´yÓTqÆ ùde\T ≈£L&Ü ùdyê s¡+>∑+˝À ñHêïsTT.
eTq+ bÕ]ÁXÊ$Tø£ ø±s¡ ´ ø£ ˝ ≤|ü + ‘√ ñ<ëVü≤s¡D≈£î ñbÕ<Ûë´j·TT\T, yÓ’<äT´\T eT]j·TT
nqTdü+<Ûëì+#˚, ñ‘êŒ<äø£ e÷sêZ\ <ë«sê düVü≤» e´øÏÔ>∑‘· ùde\+~+#˚ ã≥º\T ñ‹πø yês¡T, E≥Tº
ñ‘·Œ‘·T\Ô qT Ç‘·s¡ s¡÷bÕ\˝ÀøÏ e÷πsà ø±s¡´ø£˝≤bÕ\˙ï ø£‹]Ô +#˚ yês¡T, #Ó|⁄ü Œ\T ≈£îfÒyº ês¡T, Hê´j·Tyê<äT\T,
~«rj·T s¡+>∑+ ÁøÏ+<äøÏ ekÕÔsTT. Ç~ ÁbÕ<∏ä$Tø£ s¡+>∑ |ü]bÕ\q eT]j·TT nøö+{Ï+>¥ |üqT\T #˚ùde+{Ï
‘·<äT|ü] <äX¯. á edüTÔe⁄qT Á|üø£‹ ñ‘·Œ‹Ô #˚j·T<äT. yês¡T eTq≈£î nedüs+¡ . Ç{°e\ ø±\+˝À düe÷#ês¡
Bìì ‘·j·÷s¡T #˚j·÷*. n+<äT#˚‘· ø=+‘· ñ‘êŒ<äø£ kÕ+πø‹ø£‘·ô|’ Ä<Ûës¡|ü&˚ ø=ìï ø=‘·Ô ùde\T `
Á|üÁøÏj·T nedüs¡+. Ç~ bòÕ´ø£ºØ˝À, esYÿ cÕ|t˝À ˝Ò<ë Ç+≥¬sï{Ÿ πø|òt, @{°m+ ã÷‘Y\T, ø±˝Ÿ ôd+≥sY\T,
ñ‘êŒ<äø£ Ç+{À¢ »s¡>∑e#·TÃ. ñ<ëVü≤s¡D≈£î |ü‹Ô yÓTTø£ÿ qT+&ç kÕ|tyº s˚ Y ø£+ô|˙\T yÓTT<ä˝q’… ≥Te+{Ï$ Á|ü<ëÛ q+>±
edüTeÔ ⁄\qT e÷sêsTT.
ñ‘·Œ‹Ô #˚düTÔ+~
e#˚Ã |ü‹ìÔ ñ|üj÷Ó –+∫ eTq+ q÷\TqT e&çø,Ï eÁkÕÔìï
H˚kÕÔeTT. #Ós¡T≈£îqT eTT&ç düs¡T≈£î>± yê&ç #·¬øÿs¡
uÛ≤s¡‘·<˚X¯ Ä]úø£ e´edüú s¡+>±\T 39
 nt categories,
, th ou gh , ar e grouped into three differe
Economic activities ples.
interdepe nd en t. Le t us look at some exam
are highly

TABLE 2.1 EXAMPLES OF ECONOMIC ACTIVITIES

EXAMPLE WHAT DOES THIS SHOW?
Imagine what would happen if farmers This is an example of the secondary or
refuse to sell sugarcane to a particular industrial sector being dependent on
sugar mill. The mill will have to shut the primary.
down.
Imagine what would happen to cotton
cultivation if companies decide not to
buy from the Indian market and import
all cotton they need from other
countries. Indian cotton cultivation will
become less profitable and the farmers
may even go bankrupt, if they cannot
quickly switch to other crops. Cotton
prices will fall.
Farmers buy many goods such as
tractors, pumpsets, electricity,
pesticides and fertilisers. Imagine what
would happen if the price of fertilisers
or pumpsets go up. Cost of cultivation
of the farmers will rise and their profits
will be reduced.
People working in industrial and service
sectors need food. Imagine what would
happen if there is a strike by
transporters and lorries refuse to take
vegetables, milk, etc. from rural areas.
Food will become scarce in urban areas
whereas farmers will be unable to sell
their products.

LET’S WORK THESE OUT

1. Complete the above table to show how sectors are dependent on each other.
2. Explain the difference between primary, secondary and tertiary sectors using
examples other than those mentioned in the text.
3. Classify the following list of occupations under primary, secondary and tertiary sectors:
• Tailor • Workers in match factory
• Basket weaver • Moneylender
• Flower cultivator • Gardener
• Milk vendor • Potter
• Fishermen • Bee-keeper
• Priest • Astronaut
• Courier • Call centre employee
4. Students in a school are often classified into primary and secondary or junior and
senior. What is the criterion that is used? Do you think this is a useful classification?
Discuss.

40 SECTORS OF THE INDIAN ECONOMY

 î
eT ÷& ÉT y˚s¡Ty˚s¡T esêZ\T>± eØ Zø£]+∫q|üŒ{Ïø° n$ #ê˝≤ eT≥T≈£
Ä]úø£ ø±s¡´ø£˝≤bÕ\qT T. eTq$ T| ü⁄Œ&ÉT ø=ìï ñ<ëVü≤s¡D\T #·÷<ë›+.
Ûës¡|ü& ç ñ+ {≤ sT
ˇø£<ëìô|’ eTs=ø£{Ï Ä<
|ü{Ϻø£ 2.1 Ä]úø£ ø±s¡´ø£˝≤bÕ\≈£î ñ<ëVü≤s¡D\T
ñ<ëVü≤s¡D Ç~ @$T #·÷|ædüTÔ+~?
¬ s ’ ‘ · T \T ˇø£ ì]› w ü º #· ¬ ø ÿs¡ $T\T¢ ≈ £ î #Ó s ¡ T ≈£ î qT ÁbÕ<∏ä$Tø£ s¡+>∑+ô|’ ~«rj·T ˝Ò<ë
$Áø£sTT+#·&ÜìøÏ ìsêø£]ùdÔ @$T »s¡T>∑T‘·T+<√ bÕ]ÁXÊ$Tø£ s¡ + >∑ + Ä<Û ë s¡ | ü & ç
}Væ≤+#·+&ç. $T\T¢qT eT÷dæy˚j·÷*‡ ñ+≥T+~. ñ+&É{≤ìøÏ Ç~ ˇø£ ñ<ëVü≤s¡D.
ø£+ô|˙\T uÛ≤s¡rj·T e÷¬sÿ{Ÿ qT+&ç |ü‹Ôì ø=qT>√\T
#˚j·T≈£L&É<äì ìs¡ísTT+#·T≈£îì Ç‘·s¡ <˚XÊ\ qT+&ç
‘·eTøÏ nedüs¡yÓTÆq |ü‹Ôì ~>∑TeT‹ #˚düT≈£î+fÒ |ü‹Ô
kÕ>∑T≈£î @$T »s¡T>∑T‘·T+<√ }Væ≤+#·+&ç. uÛ≤s¡‘<· X˚ +¯ ˝À
|ü‹Ô kÕ>∑T ‘·≈î£ ÿe ˝≤uÛ<Ñ ëj·Tø£+>± e÷s¡T‘·T+~. s¬ ‘’ T· \T
‘·«s¡>± Ç‘·s¡ |ü+≥\≈£î e÷s¡ø£b˛‘˚ ~yê˝≤ ≈£L&Ü
rj·Te#·TÃ. |ü‹Ô <Ûäs¡\T ‘·–Zb˛‘êsTT.
Á{≤ø£ºs¡T¢, |ü+|ü⁄ ôd≥T¢, $<äT´‘Y, |ü⁄s¡T>∑TeT+<äT\T,
ms¡Te⁄\T e+{Ï nH˚ø£ edüTÔe⁄\qT ¬s’‘·T\T ø=qT>√\T
#˚kÕÔs¡T. ms¡Te⁄\T ˝Ò<ë |ü+|ü⁄ ôd≥¢ <Ûäs¡\T ô|]–‘˚
@$T »s¡T>∑T‘·T+<√ }Væ≤+#·+&ç. s¬ ‘’ T· \≈£î kÕ>∑T Ks¡TÃ
ô|]–, yê] ˝≤uÛ≤\T ‘·>∑TZ‘êsTT.
bÕ]ÁXÊ$Tø£, ùdyê s¡+>±\˝À |üì#˚ùd Á|ü»\≈£î ÄVü‰s¡+
nedüs¡+. s¡yêD≤ <ës¡T\T, ˝≤Ø\T Á>±MTD ÁbÕ+‘ê\
qT+&ç ≈£ L s¡ > ±j· T \T bÕ\T yÓ T T<ä ˝ … ’ q yê{Ï ì .
rdüTø=ìsêe&ÜìøÏ ìsêø£]+∫ düyÓTà #˚ùdÔ @$T
»s¡T>∑T‘·T+<√ }Væ≤+#·+&ç. |ü≥ºD ÁbÕ+‘ê˝À¢ ÄVü‰s¡
ø=s¡‘· @s¡Œ&ÉT‘·T+~. n<˚$<Ûä+>± ¬s’‘·T\T ‘·eT
ñ‘·Œ‘·TÔ\qT neTTàø√˝Òs¡T.
eTq+ Ç|ü⁄Œ&ÉT M{Ïì |ü]wüÿ]<ë›+
1. s¡+>±\T ˇø£<ëìô|’ ˇø£{Ï m˝≤ Ä<Ûës¡|ü&ç ñHêïjÓ÷ #·÷|æ+#·&ÜìøÏ ô|’ |ü{Ϻø£qT |üP]Ô #˚j·T+&ç.
2. bÕsƒê´+X¯+˝À ù|s=ÿqï$ ø±≈£î+&Ü Ç‘·s¡ ñ<ëVü≤s¡D\T ñ|üj÷Ó –+∫ ÁbÕ<∏$ä Tø£, ~«rj·T eT]j·TT
‘·rj·T s¡+>±\ eT<Ûä´>∑\ uÛÒ<ëìï $e]+#·+&ç.
3. ÁøÏ+<ä ù|s=ÿqï e‘·TÔ\qT ÁbÕ<∏ä$Tø£, ~«rj·T eT]j·TT ‘·rj·T s¡+>±\T>± eØZø£]+#·+&ç.
• ã≥º\T ≈£îfÒº yês¡T • n–Zô|f…º\ ø£sêà>±s¡+˝À |üì#˚ùdyês¡T
• ãT≥º\T n˝Ò¢yês¡T. • e&û¶ yê´bÕs¡T\T
• |üP\T kÕ>∑T #˚ùdyês¡T. • ‘√≥e÷*
• bÕ\T ny˚Tàyês¡T • ≈£î+&É\T #˚ùdyês¡T
• #˚|ü\T |üfÒºyês¡T • ‘˚HÓ{°>∑\T ô|+#˚yês¡T
• |üPC≤s¡T\T, eT‘· uÀ<Ûä≈£î\T • y√´eT>±$T
• ø=]j·TsY • ø±˝Ÿ ôd+≥sY ñ<√´>∑T\T
4. ˇø£ bÕsƒ¡XÊ\˝À $<ë´s¡Tú\qT ‘·s¡#·T>± ÁbÕ<∏ä$Tø£, ~«rj·T ˝Ò<ë pìj·TsY, d”ìj·Ts¡T¢>±
eØZø£]düTÔHêïs¡T. @ Á|üe÷D≤ìï ñ|üjÓ÷–+∫ á eØZø£s¡D #˚düTÔHêïs¡T? á eØZø£s¡D
ñ|üjÓ÷>∑ø£s¡yÓTÆq<äì ˙e⁄ nqT≈£î+≥THêïyê? #·]Ã+#·+&ç.
uÛ≤s¡‘·<˚X¯ Ä]úø£ e´edüú s¡+>±\T 41
 COMPARING THE THREE SECTORS
The various production activities in the primary, secondary
and tertiary sectors produce a very large number of goods
and services. Also, the three sectors have a large number of
people working in them to produce these goods and services.
The next step, therefore, is to see how much goods and services
are produced and how many people work in each sector. In
an economy there could be one or more sectors which are
dominant in terms of total production and employment, while
other sectors are relatively small in size.
How do we count the various goods and
services and know the total production in
each sector?
With so many thousands of goods and services produced,
you might think this is an impossible task! Not only would
the task be enormous, you might also wonder how we can
add up cars and computers and nails and furniture. It won’t
make sense!!!
You are right in thinking so. To get around this problem,
economists suggest that the values of goods and services
should be used rather than adding up the actual numbers.
For example, if 10,000 kgs of wheat is sold at Rs 20 per kg,
the value of wheat will be Rs 2,00,000. The value of 5000
coconuts at Rs 15 per coconut will be Rs 75,000. Similarly,
the value of goods and services in the three sectors are
calculated, and then added up.
Remember, there is one precaution one has to take. Not
every good (or service) that is produced and sold needs to be
counted. It makes sense only to include the final goods and
services
services. Take, for instance, a farmer who sells wheat to a
flour mill for Rs 20 per kg. The mill grinds the wheat and sells
the flour to a biscuit company for Rs 25 per kg. The biscuit
company uses the flour and things such as sugar and oil to
make four packets of biscuits. It sells biscuits in the market to
the consumers for Rs 80 (Rs 20 per packet). Biscuits are the
final goods, i.e., goods that reach the consumers.
Why are only ‘final goods and services’ counted? In
contrast to final goods, goods such as wheat and the wheat
flour in this example are intermediate goods. Intermediate
goods are used up in producing final goods and services.
The value of final goods already includes the value of all
the intermediate goods that are used in making the final
...BUT I SHOULD BE PAID THE good. Hence, the value of Rs 80 for the biscuits (final good)
FULL VALUE OF THE WHEAT already includes the value of flour (Rs 25). Similarly, the
THAT I PRODUCE !
value of all other intermediate goods would have been
included. To count the value of the flour and wheat
42 SECTORS OF THE INDIAN ECONOMY
 eT÷&ÉT s¡+>±\qT b˛\Ã&É+:
ÁbÕ<∏ä$Tø£, ~«rj·T eT]j·TT ‘·rj·T s¡+>±\˝Àì $$<Ûä ñ‘·Œ‹Ô ø±s¡´ø£˝≤bÕ\T #ê˝≤
ô|<ä› yÓTT‘·Ô+˝À edüTÔùde\qT ñ‘·Œ‹Ô #˚kÕÔsTT. n˝≤π> á edüTÔùde\qT ñ‘·Œ‹Ô #˚j·T&ÜìøÏ
á eT÷&ÉT s¡+>±\˝À #ê˝≤ ô|<ä› dü+K´˝À Á|ü»\T |üì#˚düTÔHêïs¡T. Á|ü‹ s¡+>∑+˝À m+‘·
edüTùÔ de\ ñ‘·Œ‹Ô »]–+~, m+‘·eT+~ e´≈£î\Ô T |üì#˚dTü HÔ êïs¡H~˚ ‘Ó\TdüTø√e&É+ ‘·sT¡ yê‘·
<äX¯. ˇø£ Ä]úø£ e´edüú˝À ñ‘·Œ‹Ô, ñbÕ~Û |üs¡+>± ø=ìï s¡+>±\T Á|ü<Ûëq+>± ñ+fÒ
Ç+ø=ìï s¡+>±\T kÕù|ø£å+>± ∫qï$>± ñ+&Ée#·TÃ.
Á|ü‹ s¡+>∑+˝À $$<Ûä edüTÔùde\qT m˝≤ ˝…øÏÿkÕÔeTT? yÓTT‘·Ô+ ñ‘·Œ‹Ôì m˝≤
‘Ó\TdüT≈£î+{≤eTT?
nH˚ø£ y˚\ edüTÔùde\T ñ‘·Œ‹Ô ø±e&É+‘√ Ç~ nkÕ<Ûä´yÓTÆq |üì nì MTs¡T nqTø√e#·TÃ.
|üì #ê˝≤ m≈£îÿe>± ñ+&É≥y˚T ø±≈£î+&Ü, eTq+ ø±s¡T¢, ø£+|üP´≥s¡T¢ eT]j·TT y˚T≈£î\T,
|ò]ü ï#·sqY T m˝≤ ø£\|ü>\∑ + nì MTs¡T ÄX¯Ãs¡´b˛e#·TÃ. Ç<ä+‘ê ns¡sú V¡ ≤æ ‘·+>± ñ+≥T+~!!!
MTs¡T n˝≤ Ä˝À∫+#·&+É düs¬ q’ <˚. á düeTdü´qT n~Û>$∑ T+#·&ÜìøÏ j·T<Ûës¡∆ dü+K´\qT
CÀ&ç+#·&+É ø£+fÒ edüTeÔ ⁄\T eT]j·TT ùde\ $\Te\qT ñ|üj÷Ó –+#ê\ì ns¡ú XÊÁdüyÔ ‘˚ \Ô· T
dü÷∫düTÔHêïs¡T. ñ<ëVü≤s¡D≈£î 10,000 øÏ˝À\ >√<ÛäTeT\T øÏ˝À 20 s¡÷bÕj·T\ #=|ü⁄Œq
n$Tà‘˚ >√<ÛTä eT\ $\Te Rs. 2,00000 ne⁄‘·T+~. ˇø=ÿø£ÿ ø=ã“]ø±j·T 15 s¡÷bÕj·T\T
#=|ü⁄Œq 5000 ø=ã“]ø±j·T\ $\Te Rs. 75000 ne⁄‘·T+~. n<˚$<Ûä+>± eT÷&ÉT
s¡+>±\˝Àì edüTÔùde\ $\TeqT ˝…øÏÿ+∫ Ä ‘·sê«‘· ø£\T|ü⁄‘ês¡T.
eTq+ rdüTø√e\dæq C≤Á>∑‘Ô· ˇø£{Ï ñ+<äì >∑Ts¡T+Ô #·Tø√+&ç. ñ‘·Œ‹Ô #˚dqæ , $Áø£sTT+∫q
Á|ü‹ edüTÔe⁄ (˝Ò<ë ùdeqT) ˝…øÏÿ+#·e\dæq nedüs¡+ ˝Ò<äT. n+‹eT edüTÔe⁄\T eT]j·TT
ùde\qT e÷Á‘·y˚T #˚]ùdÔ dü]b˛‘·T+~. ñ<ëVü≤s¡D≈£î >√<ÛäTeT\qT øÏ˝À Rs. 20 #=|ü⁄Œq
|æ+&ç $T\T¢≈£î $Áø£sTT+#˚ ˇø£ ¬s’‘·TqT rdüTø√+&ç. >√<ÛäTeT\qT eTs¡|ü{Ϻ Ä |æ+&çì
_ôdÿ≥T¢ ‘·j÷· s¡T #˚ùd ø£+ô|˙øÏ øÏ˝À 25 s¡÷bÕj·T\≈£î #=|ü⁄Œq |æ+&ç $T\T¢ $Áø£sTTdüT+Ô ~.
_ôdÿ{Ÿ ø£+ô|˙ |æ+&ç‘√bÕ≥T #·¬øÿs¡, q÷HÓ e+{Ï edüTÔe⁄\qT yê&ç Hê\T>∑T _ôdÿ{Ÿ
bÕ´¬ø≥¢qT ‘·j·÷s¡T #˚düTÔ+~. Ç~ e÷¬sÿ{À¢ _ôdÿ≥¢qT 80 s¡÷bÕj·T\øÏ (ˇø=ÿø£ÿ bÕ´¬ø{Ÿ
20 s¡÷bÕj·T\ #=|ü⁄Œq) $ìjÓ÷>∑<ës¡T\≈£î $Áø£sTTdüTÔ+~. _ôdÿ≥T¢ Çø£ÿ&É n+‹eT
edüTÔe⁄\T, n+fÒ $ìjÓ÷>∑<ës¡T\≈£î #˚πs edüTÔe⁄\T.
n+‹eT edüTeÔ ⁄\T eT]j·TT ùde\qT e÷Á‘·yT˚ m+<äT≈£î ˝…øÿÏ +#ê*? á ñ<ëVü≤s¡D˝À
>√<ÛäTeT\T, >√<ÛäTeT |æ+&ç e+{Ï$ e÷<Ûä´$Tø£ edüTÔe⁄\T. n+‹eT edüTÔe⁄\T ø±e⁄.
n+‹eTedüTÔ ùde\qT ñ‘·Œ‹Ô #˚jT· &É+˝À e÷<Û´ä $Tø£ edüTeÔ ⁄\qT ñ|üj÷Ó –kÕÔsT¡ . n+‹eT
edüTeÔ ⁄\qT ‘·j÷· s¡T #˚jT· &É+˝À ñ|üj÷Ó –+∫q nìï e÷<Û´ä $Tø£ edüTeÔ ⁄\ $\Te n+‹eT
edüTÔe⁄ $\Te˝À n|üŒ{Ïπø ø£\dæ ñ+~. _ôdÿ{Ÿ\ $\Te nsTTq 80 s¡÷bÕj·T\ (n+‹eT
edüTÔe⁄)˝À |æ+&ç $\Te (25 s¡÷bÕj·T\T) n|üŒ{Ïπø ø£\dæ ñ+~. n<˚ $<Ûä+>± nìï
H˚qT ñ‘·Œ‹Ô #˚dæq >√<ÛäTeT\øÏ |üP]Ô e÷<Û´ä $Tø£ edüTeÔ ⁄\ $\TeqT ø£\T|ü⁄‘ês¡T. |æ+&ç eT]j·TT >√<ÛäTeT\ $\TeqT $&ç$&ç>±
$\TeqT Hê≈£î #Ó*¢+#ê*. ˝…øÿÏ +#·&+É dü]ø±<äT.

uÛ≤s¡‘·<˚X¯ Ä]úø£ e´edüú s¡+>±\T 43

separately is therefore not correct Over a long time (more than
because then we would be counting hundred years), and especially
the value of the same things a number because new methods of
of times. First as wheat, then as flour manufacturing were introduced,
and finally as biscuits. factories came up and started
The value of final goods and expanding. Those people who had
services produced in each sector earlier worked on farms now began
during a particular year provides to work in factories in large numbers.
the total production of the sector They were forced to do so as you read
for that year
year.. A nd the sum of in history chapters. People began to
production in the three sectors gives use many more goods that were
what is called the Gross Domestic produced in factories at cheap rates.
Product (GDP) of a country. It is the Secondary sector gradually became
value of all final goods and services the most important in total production
produced within a country during a and employment. Hence, over time, a
particular year. GDP shows how big shift had taken place. This means that
the economy is. the importance of the sectors had
changed.
In India, the mammoth task of
measuring GDP is undertaken by a In the past 100 years, there has
central government ministry. This been a further shift from secondary to
Ministry, with the help of various tertiary sector in developed countries.
government departments of all the The service sector has become the most
Indian states and union territories, important in terms of total production.
collects information relating to total Most of the working people are also
volume of goods and services and their employed in the service sector. This is
prices and then estimates the GDP. the general pattern observed in
developed countries.
Historical Change in Sectors
What is the total production and
Generally, it has been noted from the
employment in the three sectors in
histories of many, now developed,
India? Over the years have there been
countries that at initial stages of
changes similar to the pattern
development, primary sector was the
observed for the developed countries?
most important sector of economic
We shall see in the next section.
activity.
As the methods of farming
changed and agriculture sector began LET’S WORK THESE OUT
to prosper, it produced much more
food than before. Many people could 1. What does the history of developed countries indicate
now take up other activities. There about the shifts that have taken place between sectors?
were increasing number of craft- 2. Correct and arrange the important aspects for calculating
persons and traders. Buying and GDP from this Jumble.
selling activities increased many times. To count goods and services we add the numbers that
Besides, there were also transporters, are produced. We count all those that were produced in
administrators, army etc. However, at the last five years. Since we shouldn’t leave out anything
this stage, most of the goods produced we add up all these goods and services.
were natural products from the 3. Discuss with your teacher how you could calculate the
primary sector and most people were total value of a good or service by using the method of
also employed in this sector. value added at each stage.

44 SECTORS OF THE INDIAN ECONOMY

m+<ä T ø£ + fÒ n|ü ⁄ Œ&É T eTq+ n<˚ edü T Ô e ⁄\ Bs¡È ø±\+˝À (100 dü+e‘·‡sê\≈£î ô|’>±),
$\TeqT nH˚ ø £ k Õs¡ T ¢ ˝…øÏÿ+∫q≥T¢ ne⁄‘·T+~. Á|ü‘´˚ øÏ+∫ ø=‘·Ô ñ‘êŒ<äø£ |ü<‘∆ä T· \T Á|üyX˚ ô¯ |≥º&+É ‘√
n+fÒ yÓTT<ä≥ >√<ÛäTeT\T>±, ‘·sê«‘· |æ+&ç>± ø£sêà>±sê\T @s¡Œ&ç $dü]Ô +#·kÕ>±sTT. Ç+‘·≈î£ eTT+<äT
eT]j· T ∫es¡ ˝ À _ôdÿ≥T¢ > ± ˝… ø Ï ÿ +∫q≥T¢ bı˝≤˝¢À |üì #˚ùd yêfi¯ófl Ç|ü⁄Œ&ÉT ô|<ä› dü+K´˝À
ñ+≥T+~. ø£sêà>±sê\˝À |üì #˚j·T&É+ yÓTT<ä\Tô|{≤ºs¡T. MTs¡T
ˇø£ ì]›wüº dü+e‘·‡s¡+˝À Á|ü‹ s¡+>∑+˝À #·]Á‘· n<Ûë´j·÷\˝À #·~$q≥T¢>± yês¡T n˝≤
ñ‘·Œ‹Ô #˚dæq n+‹eT edüTÔùde\ $\TeqT Ä #˚j·Te\dæ e∫Ã+~. ø£sêà>±sê\˝À ‘·≈£îÿe <Ûäs¡\≈£î
dü + e‘· ‡ sêìøÏ Ä s¡ + >∑ + jÓ T Tø£ ÿ yÓ T T‘· Ô + ñ‘· Œ ‹Ô nsTTq nH˚ ø £ edü T Ô e ⁄\qT Á|ü » \T
ñ‘· Œ ‹Ô dü ÷ ∫dü T Ô + ~. Ä $<Û ä + >± eT÷&É T ñ|üjÓ÷–+#·&É+ ÁbÕs¡+_Û+#ês¡T. yÓTT‘·Ô+ ñ‘·Œ‹Ô,
s¡+>±\˝Àì yÓTT‘·Ô+ ñ‘·Œ‹Ôì ø£*|æ‘˚ ˇø£ <˚X¯+ ñbÕ~Û˝À ~«rj·T s¡+>∑+ Áø£eT+>± n‘·´+‘·
jÓTTø£ÿ dü÷ú\ <˚ojÓ÷‘·Œ‹Ô (GDP) edüTÔ+~. Ç~ eTTK´yÓTqÆ ~>± e÷]+~. á $<Û+ä >± ø±\Áø£eT+˝À
ˇø£ <˚X+¯ ˝À ˇø£ dü+e‘·‡s¡ ø±\+˝À ñ‘·Œ‹Ô #˚dqæ e÷s¡TŒ dü+uÛÑ$+∫+~. n+fÒ s¡+>±\ ÁbÕeTTK´‘·
nìï n+‹eT edüTÔ ùde\ $\TeqT dü÷∫düTÔ+~. e÷]+~.
Ä]úø£ e´edüú m+‘· ô|<ä<› √ GDP ‘Ó*j·TCÒdTü +Ô ~. >∑&É∫q 100 dü+e‘·‡sê\˝À n_Ûe~∆ #Ó+~q
uÛ≤s¡‘·<˚X¯+˝À dü÷ú\<˚ojÓ÷‘·Œ‹Ôì ˝…øÏÿ+#˚ <˚XÊ\˝À ~«rj·T s¡+>∑+ qT+&ç ‘·rj·T s¡+>±ìøÏ
eTVü‰ø±sê´ìï πø+Á<ä Á|üuÛÑT‘·« eT+Á‹‘·« XÊK e÷s¡TŒ »]–+~. yÓTT‘·+Ô ñ‘·Œ‹Ô |üs+¡ >± ùdyês¡+>∑+
#˚|ü{Ϻ+~. á eT+Á‹‘·« XÊK nìï uÛ≤s¡rj·T n‘·´+‘· eTTK´yÓTÆq~>± e÷]+~. #ê˝≤eT+~
sêÁcÕº\T eT]j·TT πø+Á<äbÕ*‘· ÁbÕ+‘ê\˝Àì ÁXÊ$Tø£ Á|ü»\T ≈£L&Ü ùdyês¡+>∑+˝À |üì#˚dTü HÔ êïs¡T.
$$<Ûä Á|üuÛÑT‘·« $uÛ≤>±\ düVü‰j·T+‘√ yÓTT‘·Ô+ á s¡ø£yÓTÆq kÕ<Ûës¡D XË’*ì eTq+ n_Ûe~∆ #Ó+~q
edü T ùde˝ |ü ] e÷D+, yê{Ï <Û ä s ¡ \ ≈£ î <˚XÊ\˝À >∑eTì+#·e#·TÃ.
dü+ã+~Û+∫q düe÷#êsêìï ùdø£]düT+Ô ~. ‘·<ë«sê uÛ≤s¡‘·<˚X¯+˝À á eT÷&ÉT s¡+>±\˝Àì yÓTT‘·Ô+
GDPì n+#·Hê y˚düTÔ+~. ñ‘·Œ‹Ô, ñbÕ~Û m+‘·? n_Ûeè~∆ #Ó+~q <˚XÊ˝˝À
s¡+>±\˝À #ê]Á‘·ø£ e÷s¡TŒ »]–q XË’*˝ÀH˚ Bs¡È ø±\+˝À Çø£ÿ&É ≈£L&Ü
Á|üdüTÔ‘·+ n_Ûe~∆ #Ó+~q #ê˝≤ <˚XÊ\ e÷s¡TŒ\T »]>±j·÷? e#˚à $uÛ≤>∑+˝À eTq+
#·]Á‘·qT |ü]o*ùdÔ yê{Ï n_Ûeè~∆ ‘=* <äX¯\˝À |ü]o*<ë›+.
eTTK´yÓTqÆ n]∆ø£ ø±s¡´ø£˝≤|ü+>± ÁbÕ<∏$ä Tø£ s¡+>∑+
ñ+&˚<äì ‘Ó\TdüTÔ+~.
kÕ>∑T |ü<‘∆ä T· \T e÷s¡&+É ‘√, e´ekÕj·T+ e~∆
#Ó+<ä&É+ ÁbÕs¡+_Û+∫ eTTqT|ü{Ï ø£+fÒ Ç~ eTq+ Ç|ü⁄Œ&ÉT M{Ïì |ü]wüÿ]<ë›+
Ç|ü⁄Œ&ÉT m≈£îÿe ÄVü‰sêìï ñ‘·Œ‹Ô #˚d+æ ~. <ë+‘√ 1. s¡+>±\ eT<Ûä´ »]–q e÷s¡TŒ >∑T]+∫ n_Ûe~∆ #Ó+~q <˚XÊ\ #·]Á‘·
#ê˝≤eT+~ Ç‘·s¡ |üqT\T #˚|ü≥º kÕ>±s¡T. #˚‹ @$T ‘Ó*j·TCÒdüTÔ+~?
e‘·TÔ\ yês¡T, yê´bÕs¡düTÔ\T ô|s¡>∑kÕ>±s¡T. 2. ÁøÏ+<ä >∑õ_õ>± ñqï <ëì qT+&ç GDP ì ˝…øÿÏ +#·&ÜìøÏ >∑\ eTTK´yÓTqÆ
ø=qT>√fi¯ófl, neTàø±\T mH√ï ¬s≥T¢ ô|]>±sTT. n+XÊ\qT dü]#˚dæ neTs¡Ã+&ç.
Bì‘√ bÕ≥T s¡yêD≤ <ës¡T\T, |ü]bÕ\≈£î\T, edüTÔ ùde\qT ˝…øÿÏ +#·&ÜìøÏ eTqeTT ñ‘·Œ‹Ô #˚dqæ dü+K´\qT qyÓ÷<äT #˚kÕÔeTT.
ôd’q´+ yÓTT<ä\>∑T yês¡T ≈£L&Ü ô|]>±s¡T. nsTT‘˚ eTqeTT >∑‘· ◊<˚fi¯¢˝À ñ‘·Œ‹Ô #˚dæq yê≥ìï+{Ï˙ ˝…øÏÿ+#êeTT. eTq+ <˚ì˙
e~*ô|≥º≈£L&É<äT. ø±ã{Ϻ á edüTÔùde\ìï+{Ï˙ ≈£L&É‘êeTT.
á <äX˝¯ À ÁbÕ<∏$ä Tø£ s¡+>∑+ qT+&ç ñ‘·Œ‹Ô nsTTq
3. Á|ü‹ <äX¯˝ÀqT $\TeqT CÀ&ç+#˚ |ü<ä∆‹ì ñ|üjÓ÷–+∫ edüTÔ ùde\
edüTÔe⁄\˝À #ê˝≤ uÛ≤>∑+ düVü≤» edüTÔe⁄\T ø±>±, yÓTT‘·Ô+ $\TeqT m˝≤ ˝…øÏÿ+#·e#√à MT ñbÕ<Ûë´j·TTì‘√ #·]Ã+#·+&ç.
#ê˝≤eT+~ Á|ü»\T á s¡+>∑+˝ÀH˚ |üì#˚ùdyês¡T.
uÛ≤s¡‘·<˚X¯ Ä]úø£ e´edüú s¡+>±\T 45
 PRIMARY, SECONDARY AND TERTIARY
SECTORS IN INDIA
Graph 1 shows the
production of goods and Graph 1 : GDP by Primary, Secondary and
services in the three sectors. Tertiary Sectors
This is shown for two years,
1973-74 and 2013-14. We
have used the data for these
two years because the data
are comparable and
authentic. You can see how
the total production has
grown over the forty years.

LET’S WORK THESE

OUT
Answer the following questions by
looking at the graph:
1. Which was the largest producing
sector in 1973-74?
2. Which is the largest producing
sector in 2013-14?
3 . Can you say which sector has
grown the most over forty years?
4. What was the GDP of India in
2013-14?

Why is the tertiary sector becoming

so important in India? There could be
rison between
What does the compa several reasons.
4 show?
1973-74 and 2013-1
n we draw
What conclusions ca First, in any country several
?
from the comparison services such as hospitals,
Let’s find ou t. educational institutions, post and
telegraph services, police stations,
courts, village administrative offices,
Rising Importance of the municipal corporations, defence,
Tertiary Sector in Production transport, banks, insurance
companies, etc. are required. These
Over the forty years between 1973-74
can be considered as basic services.
and 2013-14, while production in all
In a developing country the
the three sectors has increased, it has
government has to take responsibility
increased the most in the tertiary sector.
for the provision of these services.
As a result, in the year 2013-14, the
tertiary sector has emerged as the Second, the development of
largest producing sector in India agriculture and industry leads to the
replacing the primary sector. development of services such as
46 SECTORS OF THE INDIAN ECONOMY
 uÛ≤s¡‘<· X˚ +¯ ˝À ÁbÕ<∏$ä Tø£, ~«rj·T eT]j·TT ‘·rj·T s¡+>±\T
eT÷&ÉT s¡+>±\˝Àì edüTÔ ùde\ ñ
‘·Œ‹Ôì sπ U≤∫Á‘·+ 1 dü÷∫düT+Ô ~. Ç~ πsU≤∫Á‘·+ 1 : ÁbÕ<∏ä$Tø£, ~«rj·T eT]j·TT ‘·rj·T
1973`74 eT]j· T T 2013`14 s¡+>±\ yêØ>± dü÷ú\<˚ojÓ÷‘·Œ‹Ô.
¬ s +&É T Ä]∆ ø £ dü + e‘· ‡ s¡ e TT\qT?
dü÷∫düT+Ô ~. á s¬ +&ÉT dü+e‘·‡s¡eTT\
˝Àì >∑D≤+ø±\T b˛\Ã<ä–q$ eT]j·TT
ÁbÕe÷DÏø£yÓTÆq$. ø±ã{Ϻ eTqeTT á
>∑D≤+ø±\qT ñ|üjÓ÷–+#êeTT. 40
@fi¯¢˝À yÓTT‘·Ô+ ñ‘·Œ‹Ô m˝≤ ô|]–+<√
MTs¡T #·÷&Ée#·TÃ.

eTq+ Ç|ü⁄Œ&ÉT M{Ïì |ü]wüÿ]<ë›+

πsU≤∫Á‘·+ 1 #·~$ ÁøÏ+~ Á|üX¯ï\≈£î düe÷<ÛëHê\T
sêj·T+&ç.
1. 1973`74˝À n~Ûø£ ñ‘·Œ‹Ô ñqï s¡+>∑+ @~?
2. 2013`14˝À n~Ûø£ ñ‘·Œ‹Ô ñqï s¡+>∑+ @~?
3. >∑‘· 40 dü+e‘·‡s¡eTT\˝À @ s¡+>∑+ m≈£îÿe>±
e~∆ #Ó+~q<√ MTs¡T #Ó|üŒ>∑\sê?
4. 2013`14˝À uÛ≤s¡‘· <˚X¯ dü÷ú\<˚ojÓ÷‘·Œ‹Ô ÁbÕ<∏$ä Tø£ ~«rj·T ‘·rj·T
m+‘·?
‘·rj·T s¡+>∑+ uÛ≤s¡‘·<˚X¯+˝À m+<äT≈£î n+‘·
`7 4 eT]j ·TT 20 13 `1 4 dü+ˆˆ\ eT<Ûä´ eTTK´yÓTÆq~>± e÷s¡T‘·Tqï~. BìøÏ nH˚ø£ ø±s¡D≤\T
1973
~. b˛*ø£\ qT+&ç ñ+&Ée#·TÃ.
b˛*ø£ @$T ‘Ó*j·TCÒdüTÔ+
≈£î sêe#·TÃ? yÓ T T<ä { Ï ~ , @ <˚ X ¯ + ˝ÀHÓ ’ H ê Ädü T |ü Á ‘· T \T,
eTq+ m˝≤+{Ï ìs¡íj·÷\ .
eTq+ Ç|ü⁄Œ&ÉT |ü]o*<ë›+ $<ë´dü+dü\ú T, b˛dtº eT]j·TT f…*Á>±|òt ùde\T, b˛©dt
ùdº w ü q T¢ , ø√s¡ T º \ T, Á>±eT |ü ] bÕ\q dü + dü ú \ T,
ñ‘· Œ ‹Ô ˝ À ô|s¡ T >∑ T ‘· T qï ‘·  rj· T s¡ + >∑ q>∑sb¡ Õ\ø£ dü+dü\ú T, s¡øDå£ , s¡yêD≤, u≤´+≈£î\T, ;e÷
ÁbÕeTTK´‘· dü+düú\T yÓTT<ä˝…’q nH˚ø£ ùde\T nedüs¡+. M{Ïì
1973`74 eT]j·TT 2013`14 \ eT<Ûä´>∑\ 40 ÁbÕ<∏ä$Tø£ ùde\T>± |ü]>∑DÏ+#·e#·TÃ. n_Ûe~∆
dü+e‘·‡sê\˝À eT÷&ÉT s¡+>±\˝À ñ‘·Œ‹Ô ô|]–+~. #Ó+<äT‘·Tqï <˚X+¯ ˝À Á|üuTÑÛ ‘·«+ á ùde\qT n+~+#˚
nsTT‘˚ ‘·rj·T s¡+>∑+˝À Ç~ #ê˝≤ m≈£îÿe>± u≤<Ûä´‘· rdüTø√yê*.
ñ+~. |òü*‘·+>± 2013`14 dü+e‘·‡s¡+ Hê{ÏøÏ ¬s+&Ée~, e´ekÕj·T+ eT]j·TT |ü]ÁX¯eT\
‘·rj·T s¡+>∑+ ÁbÕ<∏ä$Tø£ s¡+>∑ kÕúHêìï ÄÁø£$T+∫ n_Ûe~∆ eTq+ Ç|üŒ{Ïπø >∑eTì+∫q≥T¢>± s¡yêD≤,
uÛ≤s¡‘·<˚X¯+˝À n‹ô|<ä› ñ‘·Œ‹Ô s¡+>∑+>± e÷]+~. yê´bÕs¡+, –&ɶ+>∑T\T eT]j·TT n≥Te+{Ï ùde\
n_Ûe~∆øÏ <ë]rdüTÔ+~.
uÛ≤s¡‘·<˚X¯ Ä]úø£ e´edüú s¡+>±\T 47
transport, trade, storage and the like,
as we have already seen. Greater the Graph 2 : Share of Sectors in GDP (%)
development of the primary and
secondary sectors, more would be the
demand for such services.
Third, as income levels rise, certain
sections of people start demanding
many more services like eating out,
tourism, shopping, private hospitals,
private schools, professional training
etc. You can see this change quite
sharply in cities, especially in big cities.
Fourth, over the past decade or so,
certain new services such as
those based on information and
communication technology have A remarkable fact about India is
become important and essential. The that while there has been a change
production of these services has been in the share of the three sectors in
rising rapidly. In Chapter 4, we shall GDP, a similar shift has not taken
see examples of these new services place in employment. Graph 3
and the reasons for their expansion. shows the share of employment in
the three sectors in 1977-78 and
However, you must remember that
2017-18. T h e p r i m a r y s e c t o r
not all of the service sector is growing
continues to be the largest
equally well. Service sector in India
employer even now.
employs many different kinds of
people. At one end there are a limited
number of services that employ highly
Graph 3 : Share of Sectors in Employment (%)
skilled and educated workers. At the
other end, there are a very large
number of workers engaged in
services such as small shopkeepers,
repair persons, transport persons,
etc. These people barely manage to
earn a living and yet they perform
these services because no alternative
opportunities for work are available
to them. Hence, only a part of this
sector is growing in importance. You
shall read more about this in the next
section.
Where are most of the people
employed? Why didn’t a similar shift out of
Graph 2 presents percentage share of primary sector happen in case of
the three sectors in GDP. Now you can employment? It is because not
directly see the changing importance enough jobs were created in the
of the sectors over the forty years. secondary and tertiary sectors.

48 SECTORS OF THE INDIAN ECONOMY

ÁbÕ<∏ä$Tø£, ~«rj·T s¡+>±\ n_Ûe~∆ m≈£îÿej˚T´
ø=B› n≥Te+{Ï ùde\≈£ î eT]+‘· –sêø° πsU≤∫Á‘·+ 2 : dü÷ú\<˚ojÓ÷‘·Œ‹Ô˝À $$<Ûä s¡+>±\ yê{≤ (%)
ô|s¡T>∑T‘·T+~.
eT÷&Ée~, Ä<ëj·T kÕúsTT ô|]π> ø=B› ø=ìï
esêZ\ Á|ü»\T ãj·T≥ ‹q&É+, |üsê´≥ø£+,
cÕ|æ+>¥, Áô|y’ {˚ Ÿ ÄdüT|üÁ‘·T\T, Áô|y’ {˚ Ÿ bÕsƒX¡ Ê\\T,
e‹Ô|üs¡yÓTÆq •ø£åD yÓTT<ä˝…’q #ê˝≤ ùde\qT
ø√s¡Tø√e&É+ ÁbÕs¡+_ÛkÕÔs¡T. MTs¡T q>∑sê˝À¢,
eTTK´+>± ô|<ä› q>∑sê˝À¢ á e÷s¡TŒqT #ê˝≤ u≤>±
#·÷&Ée#·TÃ.
Hê\Ze~, >∑‘· <äXÊã› ø±\+>± düe÷#ês¡
eT]j·TT Á|ükÕs¡ kÕ+πø‹ø£ |ü]C≤„q+ô|’ Ä<Ûës¡|&ü qç ÁbÕ<∏$ä Tø£ ~«rj·T ‘·rj·T
ø=ìï ø=‘· Ô ùde\T eTTK´yÓ T Æ q $>±,
n‘·´edüs¡yÓTÆq$>± e÷sêsTT. á ùde˝ ñ‘·Œ‹Ô
#ê˝≤ y˚>+∑ >± ô|s¡T>∑T‘·÷ ñqï~. n<Ûë´j·T+ 4˝À uÛ≤s¡‘<· X˚ +¯ >∑T]+∫ #Ó|⁄ü Œø√<ä>Z∑ yêdüeÔ + @$T≥+fÒ.
á ø=‘·Ô ùde\≈£î ñ<ëVü≤s¡D\T eT]j·TT yê{Ï dü÷\ú <˚ojÓ÷‘·Œ‹Ô˝À eT÷&ÉT s¡+>±\˝À e÷s¡TŒ düŒwü+º >±
jÓTTø£ÿ $düsÔ D¡ ≈£î >∑\ ø±s¡D≤\qT eTq+ #·÷kÕÔeTT. ñqï|üŒ{Ïø° ñbÕ~Û˝À n˝≤+{Ï e÷s¡TŒ »s¡>∑˝Ò<äT.
nsTTq|üŒ{Ïø° ùdyês¡+>∑+˝Àì nìï s¡+>±\T πsU≤∫Á‘·+ 3 1977`78 eT]j·TT 2017`18 \˝À
düe÷q+>± n_Ûe~∆ #Ó+<ä&É+ ˝Ò<äì MTs¡T eT÷&ÉT s¡+>±\˝À >∑\ ñbÕ~Û yê{≤qT #·÷|ü⁄‘·T+~.
>∑Ts¡TÔ+#·Tø√yê*. uÛ≤s¡‘·<˚X¯+˝Àì ùdyês¡+>∑+ Ç|ü Œ {Ï ø ° ÁbÕ<∏ ä $ Tø£ s¡ + >∑ y ˚ T n‹ô|<ä › ñbÕ~Û
nH˚ø£ s¡ø±\ e´≈£î\Ô ≈£î ñbÕ~Û ø£*Œk˛Ô+~. ˇø£y|’Ó ⁄ü ø£\ŒHê<ës¡T>± ø=qkÕ>∑T‘·÷ ñqï~.
n~Ûø£ HÓ’|ü⁄D´+ ø£*–q eT]j·TT $<ë´e+‘·T˝…’q
ø±]à≈£î\qT ìj·T$T+#˚ ùde\T |ü]$T‘· dü+K´˝À
ñHêïsTT. eTs=ø£yÓ’|ü⁄ ∫qï <äTø±D <ës¡T\T, πsU≤∫Á‘·+ 3: ñbÕ~Û˝À $$<Ûä s¡+>±\ yê{≤ (%)
eTs¡eTà‘·T\T #˚ùdyês¡T, s¡yêD≤ #˚ùd e´≈£îÔ\T
yÓTT<ä˝…’q ùde\˝À ìeT>∑ïyÓTÆq ø±]à≈£î\T #ê˝≤
ô|<ä› dü+K´˝À ñHêïs¡T. á e´≈£îÔ\T M{Ï ô|’H˚
Ä<Ûës¡|&ü ç JeH√bÕ~Ûì bı+<ä˝sÒ T¡ . nsTTq|üŒ{Ïø°
yê] ùde\qT n+~kÕÔs¡T. m+<äTø£+fÒ yê]øÏ ‘·rj·T
~«rj·T
Á|ü‘ê´e÷ïj·T ñbÕ~Û neø±XÊ\T n+<äTu≤≥T˝À ÁbÕ<∏$ä Tø£
˝Òe⁄. n+<äTe\¢ á s¡+>∑+˝À ˇø£ uÛ≤>±ìøÏ
e÷Á‘·y˚T ÁbÕeTTK´‘· ô|s¡T>∑T‘·Tqï~. Bì >∑T]+∫
MTs¡T ‘·<äT|ü] $uÛ≤>∑+˝À eT]+‘· #·<äTe⁄‘ês¡T.
m≈£îÿe eT+~ mø£ÿ&É ñbÕ~Û bı+<äT‘·THêïs¡T?
dü÷ú\ <˚ojÓ÷‘·Œ‹Ô˝À eT÷&ÉT s¡+>±\ XÊ‘êìï ñbÕ~Û $wüj·T+˝À ÁbÕ<∏ä$Tø£ s¡+>∑+˝À n˝≤+{Ï
πsU≤∫Á‘·+ 2 ‘Ó*j·TCÒdüTÔ+~. Ç|ü⁄Œ&ÉT MTs¡T >∑‘· e÷s¡TŒ m+<äT≈£î »s¡>∑˝Ò<äT? m+<äTø£+fÒ ~«rj·T,
q\u… ’ dü + e‘· ‡ sê\˝À á s¡ + >±\ jÓ T Tø£ ÿ ‘·rj·T s¡+>±\˝À ‘·–q+‘· ñ<√´>±\T ø£*Œ+#·˝Ò<äT.
e÷s¡T‘·Tqï ÁbÕeTTK´‘·qT H˚s¡T>± #·÷&Ée#·TÃ.
uÛ≤s¡‘·<˚X¯ Ä]úø£ e´edüú s¡+>±\T 49
 Even though industrial output or than their potential. This kind of
the production of goods went up underemployment is hidden in
by more than nine times during the contrast to someone who does not
period, employment in the have a job and is clearly visible as
industry went up by around three unemployed. Hence, it is also
times. The same applies to the called disguised unemployment.
tertiary sector as well. While
production in the service sector Now, supposing a landlord,
rose by 14 times, employment in Sukhram, comes and hires one or
the service sector rose around five two members of the family to work
times. on his land. Laxmi’s family is now
able to earn some extra income
As a result, more than half of the through wages. Since you do not
workers in the country are working need five people to look after that
in the primary sector, mainly in small plot, two people moving out
agriculture, producing only about does not affect production on their
one sixth of the GDP. In contrast to farm. In the above example, two
this, the secondary and tertiary people may move to work in a
sectors produce the rest of the factory. Once again the earnings of
produce whereas they employ less the family would increase and they
about half the people. Does this mean
would also continue to produce as
that the workers in agriculture
much from their land.
are not producing as much as
they could? There are lakhs of farmers like
Laxmi in India. This means that even
What it means is that there
if we remove a lot of people from
are more people in agriculture than
agricultural sector and provide them
is necessary. So, even if you move
with proper work elsewhere,
a few people out, production will
agricultural production will not
not be affected. In other words,
suffer. The incomes of the people who
workers in the agricultural sector are
underemployed
underemployed. take up other work would increase
the total family income.
For instance, take the case of a
small farmer, Laxmi, owning about This underemployment can also
two hectares of unirrigated land happen in other sectors. For
dependent only on rain and example there are thousands of
growing crops, like jowar and arhar. casual workers in the service
All five members of her family work sector in urban areas who search
in the plot throughout the year. for daily employment. They are
Why? They have nowhere else to go employed as painters, plumbers,
for work. You will see that everyone repair persons and others doing
is working, none remains idle, but odd jobs. Many of them don’t find
in actual fact, their labour effort work everyday. Similarly, we see
gets divided. Each one is doing other people of the service sector
some work but no one is fully on the street pushing a cart or
employed. This is the situation of selling something where they may
underemployment, where people spend the whole day but earn
are apparently working but all very little. They are doing this
of them are made to work less work because they do not have
better opportunities.
50 SECTORS OF THE INDIAN ECONOMY
á ø±\+˝À bÕ]ÁXÊ$Tø£ ñ‘·Œ‹Ô ˝Ò<ë edüTÔe⁄\ $s¡T<ä∆+>± á s¡ø£yÓTÆq n\Œ ñbÕ~Û nH˚~ me]ø°
ñ‘·Œ‹Ô ‘=$Tà~ ¬s≥T¢ ô|]–q|üŒ{Ïø° |ü]ÁX¯eT˝À¢ ø£q|ü&É<äT. n+<äTπø Bìì Á|ü#·Ã¤qï ìs¡T<√´>∑+ nì
ñbÕ~Û düTe÷s¡T eT÷&ÉT ¬s≥T¢ e÷Á‘·y˚T ô|]–+~. ≈£L&Ü n+{≤s¡T.
n<˚ $<Û+ä >± Ç~ ‘·rj·T s¡+>±ìøÏ ≈£L&Ü e]ÔdTü +Ô ~. Ç|ü⁄Œ&ÉT düTUŸ sêyéT nH˚ ˇø£ uÛÑ÷kÕ«$T á
ùdyê s¡+>∑+˝À ñ‘·Œ‹Ô 14 ¬s≥T¢ ô|]–q|üŒ{Ïø° ≈£ î ≥T+ã+˝Àì ˇø£ ] <ä › ] ì ‘· q uÛ Ñ ÷ $T˝À
ñbÕ~Û <ë<ë|ü⁄ 5 ¬s≥T¢ ô|]–+~. |üì#˚j·T&ÜìøÏ ô|≥Tº≈£îHêï&Éì nqT≈£î+<ë+.
|òü*‘·+>± <˚X¯+˝À dü>±ìøÏ ô|’>± ø±]à≈£î\T Bìe\¢ \øÏàå ≈£î≥T+u≤ìøÏ y˚‘H· ê\ <ë«sê n<äq|ü⁄
ÁbÕ<∏ä$Tø£ s¡+>∑+˝À Á|ü<Ûëq+>± e´ekÕj·T s¡+>∑+˝À Ä<ëj·T+ düeT≈£Ls¡T‘·T+~. yêfi¯¢≈£îqï ‘·≈£îÿe
|üì#˚dTü HÔ êïs¡T. dü÷\ú <˚ojÓ÷‘·Œ‹Ô˝À ÁbÕ<∏$ä Tø£ s¡+>∑+ uÛ÷Ñ $T˝À ◊<äT>∑Ts¡T |üì #˚jT· e\dæq nedüs+¡ ˝Ò<Tä .
Äs¡e e+‘·T e÷Á‘·y˚T ñ‘·Œ‹Ô #˚düTÔqï~. BìøÏ Ç<ä›s¡T ãj·T≥ |üìøÏ yÓfi¯¢&É+ e\q yê] ñ‘·Œ‹Ô
$s¡T<ä+∆ >± ~«rj·T eT]j·TT ‘·rj·T s¡+>±\T $T–*q <Óã“ ‹q<äT. ô|’ ñ<ëVü≤s¡D˝À Ç<ä›s¡T |ü]ÁX¯eT˝À¢
ñ‘·Œ‹Ôì n+~düTÔHêïsTT. nsTT‘˚ n$ dü>∑+ ø£+fÒ |üì#˚j·T&ÜìøÏ ≈£L&Ü yÓ[¢ ñ+&Ée#·TÃ. ‘·<ë«sê Ä
‘· ≈ £ î ÿe eT+~øÏ ñbÕ~Û ø£ * Œdü T Ô H êïsTT. n+fÒ ≈£î≥T+ã dü+bÕ<äq ô|s¡T>∑T‘·T+~. yê] uÛÑ÷$T
e´ekÕj·T+˝À |üì#˚ùd ø±]à≈£î\T ‘·eT X¯øÏÔ y˚Ts¡≈£î qT+&ç yês¡T n+‘˚ ñ‘·Œ‹Ôì #˚j·T>∑\s¡T.
ñ‘·Œ‹Ô #˚j·T&É+ ˝Ò<äì Bì ns¡úe÷ ? uÛ≤s¡‘<· X˚ +¯ ˝À \øÏàå ˝≤+{Ï s¬ ‘’ T· \T \ø£\å eT+~
e´ekÕj·T+˝À nedüs¡yÓTÆq <ëì ø£+fÒ m≈£îÿe ñHêïs¡T. Bì ns¡+ú e´ekÕj·T s¡+>∑+ qT+&ç #ê˝≤
eT+~ ñHêïs¡ì Bì ns¡+ú . ø±ã{Ϻ MTs¡T ø=+‘·eT+~ì eT+~ì ‘=\–+∫ yê]øÏ ‘·–q |üìì y˚πs#√≥
ãj·T≥≈£î ‘·s*¡ +∫Hê ñ‘·Œ‹Ô Á|üu≤Û $‘·+ ø±<äT. eTs=ø£ ø£*Œ+∫Hê e´ekÕj·T ñ‘·Œ‹Ô Á|üuÛ≤$‘·+ ø±<äT.
e÷≥˝À #ÓbÕŒ\+fÒ e´ekÕj·T s¡+>∑+˝À ø±]à≈£î\T y˚πs |üìì #˚|üfÒº düuÛÑT´\ Ä<ëj·T+ yÓTT‘·Ô+
n\Œ ñbÕ~Ûì bı+<äT‘·THêïs¡T. ≈£î≥T+ã Ä<ëj·÷ìï ô|+#·T‘·T+~.
ñ<ëVü≤s¡D≈£î \øÏàå nH˚ ∫qï s¬ ‘’ T· qT rdüT≈£î+<ë+. á s¡ø£yÓTÆq n\Œ ñbÕ~Û Ç‘·s¡ s¡+>±\˝À
ÄyÓT≈£î πøe\+ esê¸<Ûës¡yÓTÆq kÕ>∑T ˙{Ï edü‹˝Òì ≈£ L &Ü @s¡ Œ &É e #· T Ã. ñ<ëVü ≤ s¡ D ≈£ î |ü ≥ º D
¬s+&ÉT ôV≤ø±ºs¡¢ uÛÑ÷$T ñ+~. ÄyÓT C§qï, ø£+<äT\T ÁbÕ+‘ê\˝À, ùdyês¡+>∑+˝À, s√E ≈£L© ø√dü+
e+{Ï |ü+≥\T |ü+&çdüTÔ+~. ÄyÓT ≈£î≥T+ã+˝Àì yÓ‘·T≈£îÿH˚ ~qdü] ø±]à≈£î\T y˚˝≤~>± ñHêïs¡T.
◊<äT>∑Ts¡T düuÛÑT´\T dü+e‘·‡s¡+ n+‘ê n+<äT˝ÀH˚ yês¡T s¡+>∑T\T y˚ùdyês¡T>±, ˙{Ï ô|’|ü⁄\ |üì#˚ùd
|üì#˚kÕÔs¡T. m+<äT≈£î? yêfi¯¢≈£î |üì#˚j·T&ÜìøÏ y˚πs yês¡T>±, eTs¡eTà‘·T\T #˚ùd yês¡T>± ñbÕ~Û bı+<ä>±
|üì ˝Ò<äT. mes¡÷ U≤∞>± ˝Ò≈£î+&Ü n+<äs¡÷ Ç+ø=+<äsT¡ ∫Hêï ∫‘·ø£ |üqT\T #˚dTü HÔ êïs¡T. Mfi¯˝¢ À
|üì#˚düTÔqï≥T¢ MTs¡T >∑eTìkÕÔs¡T. ø±˙ yêdüÔyêìøÏ. #ê˝≤eT+~øÏ Á|ü‹s√p |üì <=s¡ø<£ Tä . n<˚$<Û+ä >±
yê] ÁXÊ$Tø£ ø£èwæ $uÛÑõ+#·ã&ÉT‘·T+~. Á|ü‹ ˇø£ÿs¡T ùdyês¡+>∑+˝Àì ø=+<äsT¡ ã+&çì ‘√düT≈£î+≥÷ ˝Ò<ë
@<√ ˇø£ |üì #˚düTÔHêïs¡T ø±˙ mes¡÷ |üP]ÔkÕ∆sTT @<Ó ’ H ê neTTà≈£î+≥÷ ñ+&˚ yêfi¯ fl qT eTq+
ñbÕ~Ûì bı+<ä˝<Ò Tä . Ç~ n\ŒñbÕ~Û jÓTTø£ÿ |ü]dæ‹ú . #·÷düT+Ô {≤eTT. yês¡T s√»+‘ê Ä |üì #˚kÕÔsT¡ ø±˙
Çø£ÿ&É n+<äs¡÷ |üì #˚düTÔqï≥T¢ ñ+≥T+~. ø±˙ #ê˝≤ ‘·≈î£ ÿe>± dü+bÕ~kÕÔsT¡ . yÓTs¡T>¬ q’ neø±XÊ\T
yês¡+<ä]ø° ‘·eT |üP]Ô kÕeTsê∆´ìøÏ ‘·–q≥Tº>± |üì ˝Òq+<äTq Ms¡T á |üqT\T #˚düTÔHêïs¡T.
ñ+&É<Tä . |üì ˝Òø£ düŒwü+º >± ìs¡T<√´–>± ø£q|ü&y˚ ê]øÏ

uÛ≤s¡‘·<˚X¯ Ä]úø£ e´edüú s¡+>±\T 51

 LET’S WORK THESE OUT
1. Complete the table using the data given in Graphs 2 and 3 and answer the question
that follows. Ignore if data are not available for some years.

TABLE 2.2 SHARE OF PRIMARY SECTOR IN

GDP AND EMPLOYMENT
1973-74 1977-78 2013-14 2017-18
Share in GDP

Share in employment

What are the changes that you observe in the primary sector over a span of forty
years?
2. Choose the correct answer:
Underemployment occurs when people
(i) do not want to work
(ii) are working in a lazy manner
(iii) are working less than what they are capable of doing
(iv) are not paid for their work
3. Compare and contrast the changes in India with the pattern that was observed for
developed countries. What kind of changes between sectors were desired but did
not happen in India?
4. Why should we be worried about underemployment?

How to Create More

Employment?
From the above discussion, we can see
that there continues to be considerable
underemployment in agriculture.
There are also people who are not
employed at all. In what ways can one
increase employment for people? Let
us look at some of them.
Take the case of Laxmi with her
two-hectare plot of unirrigated land.
The government can spend some
money or banks can provide a loan,
to construct a well for her family to
irrigate the land. Laxmi will then be
able to irrigate her land and take a
second crop, wheat, during the rabi
season. Let us suppose that one
hectare of wheat can provide
employment to two people for 50 days
(including sowing, watering, fertiliser

52 SECTORS OF THE INDIAN ECONOMY

 eTq+ Ç|ü⁄Œ&ÉT M{Ïì kÕ<Ûäq #˚<ë›+
1. πsU≤∫Á‘·+ 2 eT]j·TT 3˝À Çe«ã&çq >∑D≤+ø±\qT ñ|üjÓ÷–+∫ ÁøÏ+~ |ü{Ϻø£qT |üP]Ô #˚j·T+&ç. ÁøÏ+~
Á|üXï¯ \≈£î düe÷<ÛëHê\T Çe«+&ç. ø=ìï dü+e‘·‡sê\≈£î >∑D≤+ø±\T n+<äTu≤≥T˝À ˝Òøb£ ˛‘˚ yê{Ïì e~˝ÒjT· +&ç.

|ü{Ϻø£ 2.2 dü÷ú\<˚ojÓ÷‘·Œ‹Ô, ñbÕ~Û˝À ÁbÕ<∏ä$Tø£ s¡+>∑+ yê{≤

1973-74 1977-78 2013-14 2017-18

GDP˝À yê{≤
ñbÕ~Û˝À yê{≤

40 dü+e‘·‡sê\ e´e~Û˝À ÁbÕ<∏ä$Tø£ s¡+>∑+˝À MTs¡T >∑eTì+∫q e÷s¡TŒ\T @$T{Ï?

2. dü¬s’q düe÷<ÛëHêìï m+#·Tø√+&ç.
n\Œ ñbÕ~Û m|ü⁄Œ&ÉT @s¡Œ&ÉT‘·T+<ä+fÒ, Á|ü»\T.
i) |üì e<äT› nì nqT≈£î+fÒ
ii) k˛eT]‘·q+‘√ |üì #˚düTÔqï|ü⁄Œ&ÉT
iii) yês¡T #˚j·T>∑*–q <ëìø£+fÒ ‘·≈£îÿe |üì #˚düTÔqï|ü⁄Œ&ÉT
iV) yê] |üìøÏ J‘·+ Çe«q|ü⁄Œ&ÉT.
3. n_Ûe~∆ #Ó+~q <˚XÊ\˝À >∑eTì+∫q qeT÷Hê≈£î uÛ≤s¡‘·<˚X¯+˝Àì e÷s¡TŒ\≈£î >∑\ b˛*ø£\T uÛ…˚<ë\qT
dü]b˛\Ã+&ç. s¡+>±\ eT<Û´ä m˝≤+{Ï e÷s¡TŒ\T »s¡>±\ì ø√s¡T≈£îHêïs¡T ø±˙ uÛ≤s¡‘<· X˚ +¯ ˝À @$ »s¡>˝∑ <Ò Tä ?
4. n\Œ ñbÕ~Û >∑T]+∫ eTq+ m+<äT≈£î Ä+<√fi¯q #Ó+<ë*?

m≈£îÿe ñbÕ~Ûì m˝≤ düwæº+#ê*?

ô|’ #·s¡Ã qT+&ç e´ekÕj·T s¡+>∑+˝À >∑D˙j·TyÓTÆq
kÕúsTT˝À n\Œ ñ<√´–‘· ø=qkÕ>∑T‘·÷ ñ+<äì eTq+
#·÷&Ée#·TÃ. ndü\T ñbÕ<Û˚ ˝Òì e´≈£îÔ\T ≈£L&Ü
ñHêïs¡ T . @ @ $<Û ë \T>± Á|ü » \≈£ î ñbÕ~Û ì
ô|+#·e#·TÃ? yê{Ï˝À ø=ìï+{Ïì eTq+ Ç|ü⁄Œ&ÉT
#·÷<ë›+.
¬s+&ÉT ôV≤ø±ºs¡¢ kÕ>∑T˙{Ï dü<äTbÕj·T+ ˝Òì uÛÑ÷$T
>∑\ \øÏåà $wüj·Ty˚T rdüTø√+&ç. uÛÑ÷$TøÏ kÕ>∑T˙s¡T
n+~+#·&ÜìøÏ >±qT, ÄyÓT ≈£î≥T+ã+ ø√dü+ ˇø£
u≤$ì ì]à+#·Tø√e&ÜìøÏ>±qT Á|üuTÑÛ ‘·«+ ø=+‘· &ÉãT“
Ks¡ T à #˚ j · T e#· T à ˝Ò < ë u≤´+≈£ î \T s¡ T D≤ìï
n+~e«e#·TÃ. n|ü⁄Œ&ÉT \øÏåà ‘·q uÛÑ÷$TøÏ kÕ>∑T˙s¡T
n+~+∫, s¡; ø±\+˝À >√<ÛäTeTqT ¬s+&Ée |ü+≥>±
kÕ>∑T #˚jT· >∑\T>∑T‘·T+~. ˇø£ ôV≤ø±ºsT¡ >√<ÛTä eT |ü+≥
($‘·Ô&É+, ˙fi¯ó¢ ô|≥º&É+, ms¡Te⁄\T #·\¢&É+, ø√‘·
ø√j·T&É+ e+{Ï |üqT\‘√ ø£*|æ) Ç<ä›s¡T e´≈£îÔ\≈£î
50 s√E\ bÕ≥T ñbÕ~Û ì n+~+#· > ∑ \ <ä ì
nqT≈£î+<ë+.
uÛ≤s¡‘·<˚X¯ Ä]úø£ e´edüú s¡+>±\T 53
 application and harvesting). So, two she will have to borrow money from
more members of the family can be moneylenders and pay a high rate of
employed in her own field. Now interest. If the local bank gives her
suppose a new dam is constructed credit at a reasonable rate of interest,
and canals are dug to irrigate many she will be able to buy all these in time
such farms. This could lead to a lot and cultivate her land. This means that
of employment generation within along with water, we also need to
the agricultural sector itself provide cheap agricultural credit to the
reducing the problem of farmers for farming to improve. We will
underemployment. look at some of these needs in Chapter
3, Money and Credit..
Now, suppose Laxmi and other
farmers produce much more than Another way by which we can
before. They would also need to sell some tackle this problem is to identify,
of this. For this they may be required to promote and locate industries and
transport their products to a nearby services in semi-rural areas where a
town. If the government invests some large number of people may be
money in transportation and storage of employed. For instance, suppose
crops, or makes better rural roads so many farmers decide to grow arhar
that mini-trucks reach everywhere and chickpea (pulse crops). Setting
several farmers like Laxmi, who now up a dal mill to procure and process
have access to water, can continue to these and sell in the cities is one such
grow and sell these crops. This activity example. Opening a cold storage could
can provide productive employment to give an opportunity for farmers to
not just farmers but also others such store their products like potatoes and
as those in services like transport or onions and sell them when the price
trade. is good. In villages near forest areas,
we can start honey collection
Laxmi’s need is not confined to
centres where farmers can come and
water alone. To cultivate the land, she
sell wild honey. It is also possible to
also needs seeds, fertilisers,
set up industries that process
agricultural equipment and pumpsets
vegetables and agricultural produce
to draw water. Being a poor farmer,
Gur Making in like potato, sweet potato, rice, wheat,
Haryana she cannot afford many of these. So,
tomato, fruits, which can be sold in
outside markets. This will provide
employment in industries located in
semi-rural areas and not necessarily
in large urban centres.
What groups of peop
le do
you think are unempl
oyed
or underemployed in
your
area? Can you thin
k of
some measures that
could
be taken up for them
?

Do you know that in India about

60 per cent of the population belongs
to the age group 5-29 years? Out of
this, only about 51 per cent are
attending educational institutions.
The rest and particularly those aged
less than 18 years may be at home
 n+fÒ ≈£î≥T+ã+˝Àì Ç+ø√ Ç<ä›s¡T e´≈£îÔ\≈£î ÄyÓT≈£îqï BìøÏ n~Ûø£ e&û¶ #Ó*+¢ #ê*‡ ñ+≥T+~. kÕúìø£ u≤´+≈£î
uÛÑ÷$T˝À ñbÕ~Û ø£*Œ+#·e#·TÃ. ˇø£ Äqø£≥º ø£{Ϻ düs¡düyÓTÆq e&û¶øÏ düø±\+˝À n|ü⁄Œ n+~+#·>∑*–‘˚
Ç≥Te+{Ï nH˚ ø £ ¬ s ’ ‘ · T \ uÛ Ñ ÷ eTT\≈£ î kÕ>∑ T ˙s¡ T M≥ìï{Ïì ÄyÓT düø±\+˝À ø=qTø=ÿì uÛÑ÷$Tì kÕ>∑T
n+~+#·&ÜìøÏ ø±\Te\T ‘·yê«s¡T nqT≈£î+<ë+. Ç~ #˚j·T>∑\T>∑T‘·T+~. n+fÒ e´ekÕj·÷ìï n_Ûe~∆
e´ekÕj·T s¡+>∑+˝ÀH˚ ñbÕ~Û neø±XÊ\T @s¡Œ]∫ n\Œ #˚j·÷\+fÒ kÕ>∑T˙{Ï‘√ bÕ≥T ¬s’‘·T\≈£î ‘·≈£îÿe e&û¶øÏ
ñbÕ~Û düeTdü´qT ‘·–Z+#·e#·TÃ. e´ekÕj·T |üs¡|ü‹ n+~+#ê*‡ ñ+≥T+~. á
nedüsê\˝À ø=ìï+{Ïì >∑T]+∫ eTq+ 3e n<Ûë´j·T+
\øÏåà, Ç+ø± Ç‘·s¡ ¬s’‘·T\T eTTqT|ü{Ï ø£+fÒ m≈£îÿe Á<äe´+ eT]j·TT |üs¡|ü‹˝À #·÷<ë›+.
|ü+≥ |ü+&çdüTÔHêïs¡ì nqT≈£î+<ë+. B+{À¢ ø=+‘· yêfi¯ó¢
ø=+#Ó+ ô|<ä› ô|<ä› Á>±e÷\˝À #ê˝≤eT+~øÏ
ne÷à*‡ ≈£L&Ü ñ+≥T+~. Bì ø√dü+ <ä>∑Zs¡˝Àì ñbÕ~Û ø£*Œ+#˚˝≤ |ü]ÁX¯eT\T, ùde\qT >∑T]Ô+∫,
|ü≥ºD≤ìøÏ ‘·eT ñ‘·Œ‘·TÔ\qT yês¡T s¡yêD≤ #˚j·÷*‡ Áb˛‘·‡Væ≤+∫ eT]j·TT nø£ÿ&É kÕú|æ+#˚˝≤ #·÷&É≥+ á
ñ+≥T+~. |ü+≥\T ì\« #˚jT· &ÜìøÏ, s¡yêD≤≈£î Á|üuTÑÛ ‘·«+ düeTdü´qT |ü]wüÿ]+#·&ÜìøÏ >∑\ eTs=ø£ e÷s¡Z+.
ø=+‘· ô|≥Tºã&ÉT\T ô|&ç‘˚ ˝Ò<ë ∫qï ˝≤Ø\T nìï ñ<ëVü≤s¡D≈£î #ê˝≤eT+~ s¬ ‘’ T· \T ø£+~|ü|⁄ü Œ, X¯q>∑\T
ÁbÕ+‘ê\≈£î #˚πs˝≤ yÓTs¡T¬>’q s√&ÉT¢ ì]àùdÔ \øÏåà e+{Ï |ü+&ç+#ê\ì nqTø√e#·TÃ. M{Ïì ø=qT>√\T #˚dæ,
¬s’‘·T\≈£î Ç|ü⁄Œ&ÉT kÕ>∑T˙s¡T n+<äTu≤≥T˝À ñ+&É≥+ ÁbÕôddt #˚ d æ ( ñÁ<ä Z V ü ≤ D+), |ü ≥ º D ÁbÕ+‘ê\˝À
e\q |ü+≥\T |ü+&ç+#·&É+, á |ü+≥\ì e÷¬sÿ{À¢ neTà&ÜìøÏ |ü|⁄ü Œ $T\T¢qT kÕú|+æ #·&+É ˇø£ ñ<ëVü≤s¡D.
neTà&É+ ≈£L&Ü #˚j·T>∑\s¡T. Ç≥Te+{Ï ø±s¡´ø£˝≤bÕ\ o‘· \ –&É ¶ + >∑ T \qT ÁbÕs¡ + _Û + #· & É + e\q
<ë«sê ¬s’‘·T\πø ø±≈£î+&Ü s¡yêD≤ ˝Ò<ë yê´bÕs¡+ e+{Ï ã+>±fi¯<äT+|ü\T, ñ*¢ e+{Ï ñ‘·Œ‘·TÔ\qT ì\«
ùde\˝À ñqï yêfi¯ ¢ ≈ £ î ≈£ L &Ü ñ‘êŒ<ä ø £ ñbÕ~Û #˚düTø=ì, <Ûäs¡ u≤>∑Tqï|ü⁄&ÉT yê{Ïì neTTàø√>∑\
<=s¡T≈£î‘·T+~. neø±X¯+ ¬s’‘·T\≈£î ø£\T>∑T‘·T+~. n≥M ÁbÕ+‘ê\≈£î
<ä>∑Zs¡>± ñqï Á>±e÷\˝À ‘˚HÓ ùdø£s¡D πø+Á<ë\T
\øÏåà nedüsê\T ˙{ÏøÏ e÷Á‘·y˚T |ü]$T‘·+ ø±˝Ò<äT. ÁbÕs¡+_Û+#·e#·TÃ. n≥M ‘˚HÓqT ¬s’‘·T\T nø£ÿ&ÉøÏ ‘Ó∫Ã
uÛÑ÷$Tì kÕ>∑T #˚j·T&ÜìøÏ ÄyÓT≈£î $‘·ÔHê\T, ms¡Te⁄\T, neTà>∑\s¡T. ãj·T≥ e÷¬sÿ≥¢˝À $Áø£sTT+#·>∑*π>
e´ekÕj·T |ü]ø£sê\T eT]j·TT ˙{Ïì ‘√&É&ÜìøÏ |ü+|ü⁄ ã+>±fi¯ < ä T +|ü \ T, ∫\>∑ & É <ä T +|ü \ T, _j· T ´+,
ôd≥T¢ e+{Ï$ ≈£L&Ü ø±yê*. ù|<ä ¬s’‘·T ø±e&É+ e\q >√<ÛäTeT\T, ≥yÓ÷{≤ |ü+&ÉT¢ e+{Ï e´ekÕj·T
Vü≤sê´Hê˝À u…\+¢ ÄyÓT M{Ï˝À¢ #ê˝≤ yê{Ïì ø=qTø√ÿ˝Ò<äT. ø±ã{Ϻ ÄyÓT ñ‘·Œ‘·TÔ\qT eT]j·TT ≈£Ls¡>±j·T\qT ÁbÕôddt #˚ùd
‘·j·÷Ø e&û¶ yê´bÕs¡düTÔ˝ e<ä› qT+∫ n|ü⁄Œ #˚j·÷*‡ ñ+≥T+~. (ñÅ<ä Z V ü ≤ D+) |ü ] ÁX¯ e T\T kÕú | æ + #· & É + ≈£ L &Ü
kÕ<Ûä´eTe⁄‘·T+~. Ç~ ô|<ä› |ü≥ºD≤\˝ÀH˚ ø±≈£î+&Ü
ø=+#Ó+ ô|<ä› ô|<ä› Á>±e÷\˝À ñ+&˚ |ü]ÁX¯eT\˝À
≈£L&Ü ñbÕ~Ûì ø£*ŒdüTÔ+~.
M T Áb Õ+ ‘ · + ˝ À @ e
s êZ \ Á| ü » \ T
ìsT¡ <√´>T∑ \T>± ˝Ò<ë n\Œ ñ
bÕ~Û bı+<Tä ‘·Tqï
yê]>± ñHêïs¡ì MTs¡T n
qT≈£î+≥THêïs¡T?
yê] ø√dü+ #˚|ü≥º>∑*π> ø=
ìï #·s¡´\T MTs¡T
Ä˝À∫+#·>∑˝sê?
uÛ≤s¡‘<· X˚ +¯ ˝À düTe÷s¡T 60 XÊ‘·+ eT+~ 5 qT+&ç
29 dü+e‘·‡sê\ eT<Û´ä ejÓ÷ esêZìøÏ #Ó+~q yês¡H~˚
MT≈£ î ‘Ó \ TkÕ? Ç+<ä T ˝À $<ë´dü + dü ú \ ≈£ î
Vü ‰ »s¡ e ⁄‘· T qï~ düTe÷s¡T 51 XÊ‘· + e÷Á‘· y ˚ T .
$T–*q yês¡T eTTK´+>± 18 dü+e‘·‡sê\˝À|ü⁄
or many of them may be working as
child labourers. If these children are
to attend schools, we will require
more buildings, more teachers and
other staff. A study conducted by the
erstwhile Planning Commission (now
known as NITI Aayog) estimates that
nearly 20 lakh jobs can be created in
the education sector alone. Similarly,
if we are to improve the health
situation, we need many more doctors,
nurses, health workers etc. to work
in rural areas. These are some ways
by which jobs would be created and
we would also be able to address the
important aspects of development
talked about in Chapter 1.
Every state or region has potential
for increasing the income and
employment for people in that area.
It could be tourism, or regional craft
Work in about 625 districts of India.
industry, or new services like IT. Some
It is called Mahatma Gandhi
of these would require proper
National Rural Employment
planning and support from the
government. For example, the same Guarantee Act 2005 (MGNREGA
study by the Planning Commission 2005
2005). Under MGNREGA 2005, all
says that if tourism as a sector is those who are able to, and are in
improved, every year we can give need of, work in rural areas are
additional employment to more than guaranteed 100 days of employment
35 lakh people. in a year by the government. If the
We must realise that some of the government fails in its duty to
suggestions discussed above would provide employment, it will give
take a long time to implement. For the unemployment allowances to the
short-term, we need some quick people. The types of work that would
measures. Recognising this, the in future help to increase the
central government in India made production from land will be given
a law implementing the Right to preference under the Act.

LET’S WORK THESE OUT

1. Why do you think MGNREGA 2005 is referred to as ‘ Right to work’ ?
2. Imagine that you are the village head. In that capacity suggest some activities that
you think should be taken up under this Act that would also increase the income of
people? Discuss.
3. How would income and employment increase if farmers were provided with irrigation
and marketing facilities?
4. In what ways can employment be increased in urban areas?

56 SECTORS OF THE INDIAN ECONOMY

 ñqïyês¡T Ç+{À¢ ñ+≥THêïs¡T ˝Ò<ë M]˝À #ê˝≤eT+~
u≤\ ø±]à≈£î\T>± |üì#˚düTÔ+&Ée#·TÃ. á |æ\¢\T
bÕsƒ¡XÊ\≈£î Vü‰»s¡T ø±yê\+fÒ eTq≈£î eT]ìï
uÛeÑ Hê\T, m≈£îÿe eT+~ ñbÕ<Ûë´j·TT\T eT]j·TT Ç‘·s¡
dæã“+~ nedüs+¡ . |üPs¡«|ü⁄ Á|üD≤[ø£ dü+|òTü + (Á|üdTü ‘Ô +·
NITI Aayog) ìs¡«Væ≤+∫q ˇø£ n<Û´ä j·Tq+ Á|üø±s¡+
øπ e\+ $<ë´s¡+>∑+˝ÀH˚ <ë<ë|ü⁄ 20 \ø£\å ñ<√´>±\T
düwæº+#·e#·Ãì n+#·Hê y˚dæ+~. n<˚$<Ûä+>± eTq+
Äs√>∑´ dü<äTbÕj·÷\qT yÓTs¡T>∑T|üs¡#ê\qT≈£î+fÒ
Á>±MTD ÁbÕ+‘ê˝À¢ |üì#˚jT· &ÜìøÏ eTq≈£î #ê˝≤eT+~
&Üø£ºs¡T¢, qs¡T‡\T Äs√>∑´ ø±s¡´ø£s¡Ô\T yÓTT<ä\>∑T yês¡T
nedüs¡+ ne⁄‘ês¡T. Ç$ ñ<√´>±\T düwæº+#·&ÜìøÏ
>∑\ ø=ìï e÷sêZ\T. M{Ï <ë«sê ˇø£≥e n<Ûë´j·T+˝À
#·]Ã+∫q n_Ûe~∆ jÓTTø£ÿ eTTK´yÓTqÆ n+XÊ\qT ≈£L&Ü
eTq+ |ü]wüÿ]+#·e#·TÃ.
Á|ü‹ sêÁwü+º ˝Ò<ë ÁbÕ+‘·+ Ä ÁbÕ+‘·+˝Àì e´≈£î\Ô
Ä<ëj·÷ìï, ñbÕ~Ûì ô|+#˚ kÕeTsêú´ìï ø£*– >∑T]Ô+∫ uÛ≤s¡‘<· X˚ +¯ ˝Àì øπ +Á<ä Á|üuTÑÛ ‘·«+ |üì Vü≤≈£îÿ
ñ+≥T+~. n~ |üsê´≥ø£+ ø±e#·Tà ˝Ò<ë ÁbÕ+rj·T #·{≤ºìï #˚dæ, uÛ≤s¡‘·<˚X¯+˝À <ë<ë|ü⁄ 625 õ˝≤¢˝À¢
#˚‹ eè‘·TÔ\ |ü]ÁX¯eT ˝Ò<ë ◊{° e+{Ï ø=‘·Ô ùde\T neT\T #˚d÷ü Ô ñqï~. BìH˚ eTVü‰‘êà >±+BÛ C≤rj·T
ø±e#·TÃ. M{Ï˝À ø=ìï+{ÏøÏ dü¬s’q Á|üD≤[ø£, Á|üuÛÑT‘·«+ Á>±MTD ñbÕ~Û Vü‰MT #·≥+º 2005 (MGNREGA
2005
2005) n+{≤s¡T. á |ü<∏äø£+ øÏ+<ä Á>±MTD
qT+&ç eT<ä‘› T· nedüs+¡ . ñ<ëVü≤s¡D≈£î Ç<˚ $wüjT· +ô|’
Á|üD≤[ø± dü+|òüT+ #˚dæq n<Ûä´j·Tq+ Á|üø±s¡+ ˇø£y˚fi¯ ÁbÕ+‘ê˝À¢ |üì#˚j·T>∑*–q, |üì nedüs¡yÓTÆq
|üsê´≥ø±ìï ˇø£ s¡+>∑+>± n_Ûe~∆ #˚ùdÔ Á|ü‹ yês¡+<ä]ø° @&Ü~˝À 100 s√E\bÕ≥T ñbÕ~ÛøÏ
dü+e‘·‡s¡+ 35 \ø£å\ eT+~øÏ ô|’>± n<äq|ü⁄ ñbÕ~Ûì Á|üuTÑÛ ‘·«+ Vü‰MT ÇdüT+Ô ~. ˇø£yfi˚ ¯ ñbÕ~Û ø£*Œ+#·&+É
eTq+ ø£*Œ+#·e#·TÃ. nH˚ ‘·q ø£s¡Ôe´ ìs¡«Vü≤D˝À Á|üuÛÑT‘·«+ $|òü\yÓTÆ‘˚
Á|ü»\≈£î ìs¡T<√´>∑ uÛÑ ‹ ÇdüT+Ô ~. uÛ$Ñ wü´‘·T˝Ô À uÛ÷Ñ $T
ô|q’ #·]Ã+∫q ø=ìï dü÷#·q\T neT\T #˚jT· &ÜìøÏ qT+∫ ñ‘·Œ‹Ôì ô|+#·&ÜìøÏ düVü‰j·T|ü&˚ |üqT\≈£î
#ê˝≤ düeTj·T+ |ü&TÉ ‘·T+<äì eTq+ Á>∑V≤æ +#ê*. dü«\Œ á #·≥º+ øÏ+<ä ÁbÕ<Ûëq´‘· ÇkÕÔs¡T
ø±˝≤ìøÏ eTq≈£î ø=ìï ‘·«]‘· #·s¡´\T nedüs¡+. Bìì

eTq+ Ç|ü⁄Œ&ÉT M{Ïì |ü]wüÿ]<ë›+

1. á MGNREGA 2005 |ü<Ûäø±ìï |üì Vü≤≈£îÿ>± dü÷∫düTÔHêïs¡ì MTs¡T m+<äT≈£î nqT≈£î+≥THêïs¡T?
2. $TeTà*ï Á>±eT ô|<ä›>± }Væ≤+#·Tø√+&ç. MTs¡T Ä ôVA<ë˝À Á|ü»\ Ä<ëj·÷ìï ô|+#˚ $<Ûä+>± á
#·≥º+ ÁøÏ+<ä #˚|ü{≤º\ì uÛ≤$düTÔqï ø=ìï ø±s¡´ø£˝≤bÕ\qT dü÷∫+#·+&ç. yê{Ïô|’ #·]Ã+#·+&ç.
3. ˙{ÏbÕs¡T<ä\, e÷¬sÿ{Ï+>¥ dü<äTbÕj·÷\T ¬s’‘·T\≈£î ø£*ŒùdÔ Ä<ëj·T+ eT]j·TT ñbÕ~Û m˝≤ ô|s¡T>∑T‘·T+~?
4. |ü≥ºD ÁbÕ+‘ê˝À¢ @ @ e÷sêZ˝À¢ ñbÕ~Ûì ô|+#·e#·TÃ?

uÛ≤s¡‘·<˚X¯ Ä]úø£ e´edüú s¡+>±\T 57

 DIVISION OF SECTORS AS ORGANISED AND
UNORGANISED
Let us examine another way of classifying activities in the economy. This
looks at the way people are employed. What are their conditions of work?
Are there any rules and regulations that are followed as regards their
employment?

Ka n ta
nds her office from
Kanta works in an office. She atte
her salary regularly
9.30 a.m. to 5.30 p.m. She gets
ition to the salary,
at the end of every month. In add
the rules laid down
she also gets provident fund as per
s medical and other
by the government. She also get
to office on Sundays.
allowances. Kanta does not go
joined work, she
This is a paid holiday. When she
stating all the terms
was given an appointment letter
and conditions of work.
Kamal
Kamal is Kanta’s neighbour.
He is a
dai ly wa ge lab ou rer in a
nea rby
grocery shop. He goes to the
shop at
7:30 in the morning and works
till 8:00
p.m. in the evening. He gets no
other
allowances apart from his wa
ges. He
is not paid for the days he doe
s not
work. He has therefore no leave
or paid
holidays. Nor was he given any
formal
let ter say ing tha t he ha
s bee n
employed in the shop. He can be
asked
to leave anytime by his employer
.
fferences in
Do you see the di
s of w or k
th e co n d it io n procedures. Some of these people may
and Kamal?
between Kanta not be employed by anyone but may
work on their own but they too have to
Kanta works in the organised sector. register themselves with the
Organised sector covers those enterprises
government and follow the rules and
or places of work where the terms of
regulations.
employment are regular and therefore,
people have assured work. They are Workers in the organised sector
registered by the government and have to enjoy security of employment. They are
follow its rules and regulations which are expected to work only a fixed number
given in various laws such as the Factories of hours. If they work more, they have
Act, Minimum Wages Act, Payment of to be paid overtime by the employer.
Gratuity Act, Shops and Establishments They also get several other benefits
Act etc. It is called organised because it from the employers. What are
has some formal processes and
58 SECTORS OF THE INDIAN ECONOMY
 e´ed”úø£‘· eT]j·TT ne´ed”úø£‘·yÓTÆq$>± s¡+>±\ $uÛÑ»q
Ä]úø£ e´edüú˝Àì ø±s¡´ø£˝≤bÕ\qT eØZø£]+#˚ eTs=ø£ e÷sêZìï eTq+ Ç|ü⁄Œ&ÉT |ü]o*<ë›+. Ç~ Á|ü»\T
ñbÕ~Û bı+<äT‘·Tqï $<ÛëHêìï |ü]o*düTÔ+~. yê] |üì |ü]dæú‘·T\T @$T{Ï? yê] ñbÕ~ÛøÏ dü+ã+~Û+∫
nqTdü]düTÔqï ìj·TeT ìã+<Ûäq\T @yÓTÆHê ñHêïj·÷?

ø±+‘· ·T+ 9:30 qT+∫

ø±+‘· ˇø£ ø±sê´\j·T+˝À |üì#˚düTÔ+~ ÄyÓT ñ<äj
⁄‘·T+~. Á|ü‹ HÓ\
kÕj·T+Á‘·+ 5:30 >∑+. es¡≈£î ø±sê´\j·÷ìøÏ Vü‰»s¡e
bÕ≥T Á|üuÛÑT‘·«
∫es¡˝À ÄyÓT J‘·+ $~Û>± bı+<äT‘·T+~. J‘·+‘√ T+~. ÄyÓTøÏ
<äT‘·
ìj·Te÷\ Á|üø±s¡+ uÛÑ$wü´ ì~Û, |æm|òt ≈£L&Ü ÄyÓT bı+
Ä~ yês ¡ + Hê& É T
yÓ ’ < ä ´ , Ç‘· s ¡ uÛ Ñ ‘ ê´\ T ≈£ L &Ü \_ Û k ÕÔ s TT. ø±+ ‘·
q ôd\e⁄ ~q+.
ø±sê´\j·÷ìøÏ yÓfi¯fl<äT. Ç~ áyÓTøÏ y˚‘·q+‘√ ≈£L&ç ≥÷ ÄyÓT≈£î
ù|s=ÿ+
ÄyÓT |üì˝À #˚]q|ü⁄Œ&ÉT |üì wüs¡‘·T\T, ìã+<Ûäq\˙ï
ìj·÷eTø£ |üÁ‘·+ Ç#êÃs¡T.
ø£eT˝Ÿ
ø£eT˝Ÿ ø±+‘· jÓTTø£ÿ bısT¡ >∑Tyê&TÉ . <ä>sZ∑ ˝¡ À ñq
ï
cÕ|ü⁄˝À n‘·H=ø£ ~qdü] ≈£L©. n‘·qT øÏsêD≤
ñ<
7:30>∑+.\≈£î <äTø±D≤ìøÏ yÓ[¢ sêÁ‹ 8 >∑+ äj·T+
.\
|üì#˚kÕÔ&ÉT. n‘·qT ‘·q y˚‘·q+‘√ bÕ≥T es¡≈£î
@
uÛÑ‘ê´˙ï bı+<ä&ÉT. |üì#˚j·Tì s√E\≈£î n‘ Ç‘·s¡
·ìøÏ J‘·+
Çe«s¡T. n+<äTe\¢ n‘·ìøÏ ôd\e⁄ ˝Ò<ë
y˚‘·q+‘√
≈£ L &ç q ôd\ e⁄ \T ˝Ò e ⁄. øÏ s êD ≤
cÕ
ìj·T$T+#·T≈£îqï≥T¢>± n~Ûø±]ø£+>± ìj·÷ |ü ⁄ ˝À
eTø
≈£L&Ü Çe«˝Ò<äT. n‘·ì j·T»e÷ì m|ü⁄Œ&Ó’H £|üÁ‘·+
ê n‘·ìì
|üì e÷qTø√eTì #Ó|üŒe#·TÃ.
<Ûä´ |üì
ø±+‘· eT]j·TT ø£eT˝Ÿ\ eT MTs¡T
|ü]dæú‘·T˝À¢ >∑\ uÛÒ<ë\qT ñ+&É≥+ e\¢ Bìì e´ed”úø£‘· s¡+>∑+ n+{≤s¡T.
>∑eTì+#·>∑\sê? M]˝À ø=+<ä]ì mes¡÷ ìj·T$T+#·Tø√s¡T. ø±˙ yês¡T
ø±+‘· e´ed”úø£‘· s¡+>∑+˝À |üì#˚düTÔ+~. ñbÕ~Û kı+‘·+>± |üì#˚jT· e#·TÃ. nsTT‘˚ yês¡T ≈£L&Ü Á|üuTÑÛ ‘·«+
wüs¡‘·T\T $~Û>± ñ+&˚, Á|ü»\≈£î |üì uÛÑÁ<ä‘·qT ø£*Œ+#˚ <ä>∑Zs¡ qyÓ÷<äT #˚düT≈£îì Á|üuÛÑT‘·« ìj·TeT ìã+<Ûäq\T
dü+düú\T ˝Ò<ë |üì Á|ü<˚XÊ\˙ï e´ed”úø£‘·s¡+>∑+ ÁøÏ+<äøÏ bÕ{Ï+#ê*.
ekÕÔsTT. Ç$ Á|üuÛÑT‘·«+ e<ä› qyÓ÷<äT #˚düT≈£îì ñ+{≤sTT e´ed”úø£‘· s¡+>∑+˝Àì ø±]à≈£î\≈£î ñ<√´>∑ uÛÑÁ<ä‘·
ø±ã{Ϻ. ø£sêà>±sê\ #·≥º+, ø£˙dü y˚‘·Hê\ #·≥º+, Á>±&ÉT´{Ï ñ+≥T+~. yês¡T ìsê∆]‘· >∑+≥\T e÷Á‘·y˚T |üì
#Ó*¢+|ü⁄ #·≥º+, <äTø±D≤\T eT]j·TT dü+düú\ @sêŒ≥T #·≥º+ #˚j·÷*‡ ñ+≥T+~. ˇø£y˚fi¯ yês¡T n+‘·ø£+fÒ m≈£îÿe
e+{Ï yê{Ï˝À¢ ñqï Á|üuÛÑT‘·« ìj·TeT ìã+<Ûäq\qT Ç$ |üì#˚ùdÔ j·T»e÷ì n<äq|ü⁄ düeTj·÷ìøÏ y˚‘·q+
nqTdü]+#ê*. ø=ìï ìj·T‘· Á|üÁøÏj·T\T, $<ÛëHê\T Bì˝À #Ó*¢+#ê*. yês¡T j·T»e÷qT\ qT+∫ nH˚ø£ Ç‘·s¡
Á|üjÓ÷»Hê\T ≈£L&Ü bı+<äT‘ês¡T.
uÛ≤s¡‘·<˚X¯ Ä]úø£ e´edüú s¡+>±\T 59
these benefits? They get paid leave, often not regular. There is no
payment during holidays, provident provision for overtime, paid leave,
fund, gratuity etc. They are supposed holidays, leave due to sickness etc.
to get medical benefits and, under Employment is not secure. People
the laws, the factory manager has to can be asked to leave without any
ensure facilities like drinking water reason. When there is less work,
and a safe working environment. such as during some seasons, some
When they retire, these workers get people may be asked to leave. A lot
pensions as well. also depends on the whims of the
In contrast, Kamal works in the employer. This sector includes a
unorganised sector. The large number of people who are
unorganised sector is characterised employed on their own doing small
by small and scattered units which jobs such as selling on the street or
are largely outside the control of the doing repair work. Similarly, farmers
government. There are rules and
work on their own and hire
regulations but these are not
labourers as and when they require.
followed. Jobs here are low-paid and
LET’S WORK THESE OUT
1. Look at the following examples. Which of these are unorganised sector activities?
(i) A teacher taking classes in a school
(ii) A headload worker carrying a bag of cement on his back in a market
(iii) A farmer irrigating her field
(iv) A doctor in a hospital treating a patient
(v) A daily wage labourer working under a contractor
(vi) A factory worker going to work in a big factory
(vii) A handloom weaver working in her house
2. Talk to someone who has a regular job in the organised sector and another who works in the unorganised
sector. Compare and contrast their working conditions in all aspects.
3. How would you distinguish between organised and unorganised sectors? Explain in your own words.
4. The table below shows the estimated number of workers in India in the organised and unorganised
sectors. Read the table carefully. Fill in the missing data and answer the questions that follow.

TABLE 2.3 WORKERS IN DIFFERENT SECTORS (IN MILLIONS)

Sector Organised Unorganised Total
Primary 1 232
Secondary 41 74 115
Tertiary 40 88 128
Total 82
Total in Percentage 100%

· What is the percentage of people in the unorganised sector in agriculture?

· Do you agree that agriculture is an unorganised sector activity? Why?
· If we look at the country as a whole, we find that ———% of the workers in India are in the
unorganised sector. Organised sector employment is available to only about ———% of the
workers in India.

60 SECTORS OF THE INDIAN ECONOMY

á Á|üj÷Ó »Hê\T @$T{Ï? y˚‘q· +‘√ ≈£L&çq ôd\e⁄\T. nìj·T‘·yTÓ qÆ $>± ñ+{≤sTT. n<äq|ü⁄ |üìøÏ n<äq|ü⁄
ôd\e⁄\˝À y˚‘q· eTT, uÛ$Ñ wü´ ì~Û(provident fund), y˚‘·q+, y˚‘·q+‘√ ≈£L&çq ôd\e⁄\T, ôd\e⁄\T,
ñ∫‘ês¡ú bÕ]‘√wæø£+ (gratuity) yÓTT<ä˝…’q yê{Ïì nHês√>∑´ ôd\e⁄ ~Hê\T e+{Ï$ ≈£L&Ü ñ+&Ée⁄.
bı+<äT‘ês¡T. yêfi¯ó¢ yÓ<’ ´ä dü<Tä bÕj·T+ ≈£L&Ü bı+<ë*. ñbÕ~ÛøÏ uÛÑÁ<ä‘· ñ+&É<äT. ø±s¡D+ ˝Ò≈£î+&Ü Á|ü»\qT
#·≥º+ Á|üø±s¡+ Á‘ê>∑T˙s¡T, düTs¡øÏå‘· |üì yê‘êes¡D |üì qT+&ç yÓ’<=\>∑eTì #Ó|üŒe#·TÃ. ø=ìï ø±˝≤˝À¢
dü<äTbÕj·÷\qT j·T»e÷qT\T ø£*Œ+#ê*. |ü<äM |üì ‘·≈£îÿe>± ñqï|ü⁄Œ&ÉT ø=+<ä]ì |üì qT+∫
$s¡eTD #˚dæq|ü⁄Œ&ÉT |æ+#Û·Hé dü<äTbÕj·T+ ≈£L&Ü yÓ’<=\>∑eTqe#·TÃqT. Ç~ j·T»e÷qT\ jÓTTø£ÿ
bı+<äT‘ês¡T. ÇcÕºsTTcÕº\ô|’ #ê˝≤ Ä<Ûës¡|ü&ç ñ+≥T+~. M~Û˝À
BìøÏ _Ûqï+>± ø£eT˝Ÿ, ne´ed”úø£‘· s¡+>∑+˝À |üì düsT¡ ≈£î\T neTà&É+ ˝Ò<ë eTs¡eTà‘·T\T #˚jT· &É+ e+{Ï
#˚düTÔHêï&ÉT. #ê˝≤eT≥T≈£î Á|üuÛÑT‘·« ìj·T+Á‘·D˝À ˝Òì ∫qï ∫qï ñ<√´>±\T #˚dü÷Ô kı+‘·+>± ñbÕ~Û
∫qï, $ø°s¡í dü+düú\T ñ+&É≥+ nH˚~ ne´ed”úø£‘· ø£*Œ+#·T≈£îqï yêfi¯ó¢ á s¡+>∑+˝À ô|<ä› dü+K´˝À
s¡+>∑ \ø£åD+>± ñ+≥T+~. ìj·TeT ìã+<Ûäq\T ñHêïs¡T. n<˚ $<Ûä+>± dü«j·T+ ñbÕ~Û bı+<˚ ¬s’‘·T\T
ñ+{≤sTT ø±˙ yê{Ïì bÕ{Ï+#·s¡T. á s¡+>∑+˝Àì yê]øÏ ø±e\dæ q |ü ⁄ Œ&É T ≈£ L ©\qT |ü ì ˝À
ñ<√´>±\≈£î ‘·≈£îÿe J‘·+ #Ó*¢kÕÔs¡T. ñ<√´>±\T ô|≥Tº≈£î+{≤s¡T.
eTq+ Ç|ü⁄Œ&ÉT M{Ïì |ü]wüÿ]<ë›+
1. ÁøÏ+~ ñ<ëVü≤s¡D\T #·÷&É+&ç. M{Ï˝À @$ ne´ed”úø£‘· s¡+>±ìøÏ #Ó+~q ø±s¡´ø£˝≤bÕ\T?
i) bÕsƒ¡XÊ\˝À ‘·s¡>∑‘·T\T rdüT≈£î+≥Tqï ñbÕ<Ûë´j·TT&ÉT.
ii) e÷¬sÿ{À¢ ‘·q M|ü⁄ô|’ dæyÓT+≥T dü+∫ì yÓ÷düT≈£î yÓfi¯ó‘·Tqï ø±]à≈£î&ÉT.
iii) ‘·q bı˝≤ìøÏ ˙s¡T ô|&ÉT‘·Tqï ¬s’‘·T.
iv) s√–øÏ yÓ’<ä´+ #˚düTÔqï ÄdüT|üÁ‹˝Àì yÓ’<äT´&ÉT.
v) >∑T‘˚Ô<ës¡T&ÉT (contractor) <ä>∑Zs¡ |üì #˚düTÔqï ~qdü] y˚‘·q ÁXÊ$T≈£î&ÉT.
vi) ˇø£ ô|<ä› ø£sêà>±s¡+˝À |üì #˚j·T&ÜìøÏ yÓfi¯ó‘·Tqï ˇø£ ø£sêà>±s¡ ÁXÊ$T≈£î&ÉT.
vii) ‘·q Ç+{À¢ |üì#˚ùd ˇø£ #˚H˚‘· ÁXÊ$T≈£î&ÉT.
2. e´ed”úø£‘· s¡+>∑+˝À ìj·T‘· ñ<√´>∑+ #˚ùd ˇø£ e´øÏÔ‘√, ne´ed”úø£‘· s¡+>∑+˝À |üì#˚ùd eTs=ø£ e´øÏÔ‘√ e÷{≤¢&É+&ç.
nìï n+XÊ˝À¢ yê] |üì |ü]dæú‘·T\ eT<Ûä´>∑\ b˛*ø£\T, uÒ<Ûë\T #Ó|üŒ+&ç.
3. e´ed”úø£‘·, ne´ed”úø£‘· s¡+>±\ eT<Ûä´>∑\ uÛÒ<ë\qT m˝≤ #ÓãT‘ês¡T? MT kı+‘·e÷≥˝À¢ $e]+#·+&ç.
4. ÁøÏ+~ |ü{Ϻø£ uÛ≤s¡‘·<˚X¯+˝Àì e´ed”úø£‘·, ne´ed”úø£‘· s¡+>∑+˝À |üì#˚ùd ø±]à≈£î\ n+#·Hê dü+K´qT #·÷|ædüTÔ+~.
|ü{Ϻø£qT C≤Á>∑‘·Ô>± #·~$ U≤∞>± ñqï >∑&ÉT\qT >∑D≤+ø±\‘√ |üP]+∫ ÁøÏ+<ä >∑\ Á|üX¯ï\≈£î »yêãT\T Áyêj·T+&ç.
|ü{Ϻø£ 2.3 $$<Ûä s¡+>±˝À¢ >∑\ ø±]à≈£î\T ($T*j·Tq¢˝À)
s¡+>∑+ e´ed”úø£‘· ne´ed”úø£‘· yÓTT‘·Ô+
ÁbÕ<∏$ä Tø£ 1 232
~«rj·T 41 74 115
‘·rj·T 40 88 128
yÓTT‘·+Ô 82
yÓTT‘·Ô+ XÊ‘·+ 100%

• e´ekÕj·T+˝À ne´ed”úø£‘· s¡+>∑+˝À |üì#˚ùd yê] XÊ‘·+ m+‘· ?

• e´ekÕj·T+ ˇø£ nee´ed”úø£‘· s¡+>∑ ø±s¡´ø£˝≤|üeTì MTs¡T n+^ø£]kÕÔsê? m+<äT≈£î?
• <˚X¯+ yÓTT‘êÔìï |ü]o*ùdÔ uÛ≤s¡‘·<˚X¯+˝À ——— % eT+~ ø±]à≈£î\T ne´ed”úø£‘· s¡+>∑+˝À ñqï≥T¢ eTq+
>∑T]Ô+#·e#·TÃ. uÛ≤s¡‘·<˚X¯+˝À——— % eT+~ ø±]à≈£î\≈£î e÷Á‘·y˚T e´ed”úø£‘· s¡+>∑+˝À ñbÕ~Û n+<äTu≤≥T˝À ñ+~.
uÛ≤s¡‘·<˚X¯ Ä]úø£ e´edüú s¡+>±\T 61
 How to Protect Workers in Who are these vulnerable people
the Unorganised Sector? who need protection? In the rural
areas, the unorganised sector mostly
The organised sector offers jobs that
comprises of landless agricultural
are the most sought-after. But the
labourers, small and marginal
employment opportunities in the
farmers, sharecroppers and artisans
organised sector have been
(such as weavers, blacksmiths,
expanding very slowly. It is also
carpenters and goldsmiths). Nearly
common to find many organised
80 per cent of rural households in
sector enterprises in the
India are in small and marginal
unorganised sector. They adopt
farmer category. These farmers need
such strategies to evade taxes and
to be supported through adequate
refuse to follow laws that protect
facility for timely delivery of seeds,
labourers. As a result, a large
agricultural inputs, credit, storage
number of workers are forced to
facilities and marketing outlets.
enter the unorganised sector jobs,
which pay a very low salary. They are In the urban areas, unorganised
often exploited and not paid a fair sector comprises mainly of workers
wage. Their earnings are low and not in small-scale industry, casual
regular. These jobs are not secure workers in construction, trade and
and have no other benefits. transport etc., and those who work
as street vendors, head load workers,
Since the 1990s, it is also
garment makers, rag pickers etc.
common to see a large number of
Small-scale industry also needs
workers losing their jobs in the
government’s support for procuring
organised sector. These workers are
raw material and marketing of
forced to take up jobs in the
output. The casual workers in both
unorganised sector with low
rural and urban areas need to be
earnings. Hence, besides the need
protected.
for more work, there is also a need
for protection and support of the We also find that majority of
workers in the unorganised sector. workers from scheduled castes,
tribes and backward
communities find themselves
in the unorganised sector.
Besides getting the irregular
and low paid work, these
workers also face social
discrimination. Protection
and support to
the unorganised sector
workers is thus necessary
for both economic and
social development.

When factories close down, many

once regular workers are found
selling goods or pushing a cart or
doing some other odd job

62 SECTORS OF THE INDIAN ECONOMY

ne´ed”úø£‘· s¡+>∑+˝Àì ø±]à≈£î\qT m˝≤ s¡øDå£ nedüsy¡ TÓ qÆ á u≤~Û‘· Á|ü»\T mes¡T? Á>±MTD
s¡ø+åÏ #ê*? ÁbÕ+‘ê\˝Àì uÛÑ÷$T˝Òì e´ekÕj·T ≈£L©\T, ∫qï,
e´ed”úø£‘· s¡+>∑+˝Àì ñ<√´>±\qT n+<äs¡÷ ñbÕ+‘· ¬s’‘·T\T, øö\T <ës¡T\T, #˚‹e‘·TÔ\ yês¡T (#˚H˚‘·,
ø√s¡T≈£î+{≤s¡T ø±˙ á s¡+>∑+˝À ñ<√´>∑ neø±XÊ\T ø£eTà], eÁ&É+–, ø£+kÕ*) ne´ed”úø£‘· s¡+>∑˝À ñHêïs¡T.
#ê˝≤ HÓeTà~>± ô|s¡T>∑T‘·THêïsTT. ne´ed”úø£‘· uÛ≤s¡‘<· X˚ +¯ ˝Àì Á>±MTD ÁbÕ+‘ê\˝Àì düTe÷s¡T 80 XÊ‘·+
s¡+>∑+˝À nH˚ø£ e´ed”úø£‘· s¡+>∑ dü+düú\T ≈£L&Ü
eT+~ ≈£î≥T+u≤\T ∫qï, ñbÕ+‘· ¬s’‘·T\ ÁøÏ+<äøÏ ekÕÔs¡T.
kÕ<Û ë s¡ D +>± ø£ q ã&É ‘ êsTT. yês¡ T |ü q Tï\T
m>=Z ≥ º { ≤ìø° , ø±]à≈£ î \qT s¡ ø Ï å + #˚ #· { ≤º \ qT Ç≥Te+{Ï ¬s’‘·T\≈£î düø±\+˝À $‘·ÔHê\T, e´ekÕj·T
nqTdü]+#·≈£î+&Ü ìsêø£]+#·&Üìø° Ç≥Te+{Ï ñ‘êŒ<äø±\T, s¡TD dü<Tä bÕj·÷\T, ì\« kÂø£sê´\T, $Áø£jT·
eP´Vü‰\qT ne\+_düTÔHêïs¡T. |òü*‘·+>± #ê˝≤ πø+Á<ë\ e+{Ï yê{Ï <ë«sê eT<䛑·T n+~+#ê*.
‘·≈£îÿe J‘·+ e#˚à ne´ed”úø£‘· s¡+>∑ ñ<√´>±˝À¢øÏ |ü≥ºD ÁbÕ+‘ê\˝À ∫qï ‘·s¡Vü‰ |ü]ÁX¯eT\˝Àì
ô|<ä› dü+K´˝À ø±]à≈£î\T Á|üy˚•+#˚˝≤ #˚düTÔHêïs¡T. ø±]à≈£î\T, uÛÑeq ìsêàD+, yê´bÕs¡+ eT]j·TT s¡yêD≤
yê]ì ‘·s¡#·÷ <√#·T≈£î+{≤s¡T. yê]øÏ dü¬s’q y˚‘·q+ e+{Ï yê{Ï˝À |üì#˚ùd ~qdü] ≈£L©\T, M<ÛTä ˝À¢ neTàø±\T
#Ó*+¢ #·sT¡ . yê] dü+bÕ<äq #ê˝≤ ‘·≈î£ ÿe. n~ ≈£L&Ü #˚ùdyês¡T, ãs¡Te⁄\T yÓ÷ùd yêfi¯ó¢, ã≥º\T ≈£îfÒºyêfi¯ófl, ∫‘·TÔ
$~Û>± ñ+&É<äT. á ñ<√´>±\T düTs¡øÏå‘·+ ø±<äT.
ø±–‘ê\T @s¡T≈£îH˚ yêfi¯ófl yÓTT<ä˝q’… yês¡T ne´ed”øú £ ‘· s¡+>∑
Ç‘·s¡ dü<äTbÕj·÷\T ≈£L&Ü ñ+&Ée⁄.
ø±]à≈£î\ ÁøÏ+~øÏ ekÕÔs¡T. eTT&ç düs¡T≈£î\ ø=qT>√\T≈£î,
1990 \ qT+&ç e´ed”úø£‘· (dü+|òüT{Ï‘·)
ñ‘·Œ‘·T\Ô T neTTàø√e&ÜìøÏ ∫qï ‘·sV¡ ‰ü |ü]ÁX¯eT\≈£î ≈£L&Ü
s¡+>∑+˝À ô|<ä› dü+K´˝À ø±]à≈£î\T ‘·eT ñ<√´>±\qT
ø√˝ÀŒe&É + #· ÷ XÊs¡ T . á ø±]à≈£ î \T ‘· ≈ £ î ÿe Á|üuÛÑT‘·« eT<䛑·T ø±yê*. |ü≥ºD, Á>±MTD ÁbÕ+‘ê˝À¢ì
dü+bÕ<äq‘√ ne´ed”úø£‘· s¡+>∑+˝À ñ<√´>±\T ~qdü] ≈£L©\qT s¡øÏå+#ê*‡q nedüs¡+ ñ+~.
#˚j·Te\dæ e∫Ã+~. n+<äTe\¢ ne´ed”úø£‘· ôw&É÷´˝Ÿ¶ ≈£î˝≤\T, ‘Ó>∑\T eT]j·TT yÓqTø£ã&çq
s¡+>∑+˝Àì ø±]à≈£î\≈£î m≈£îÿe |üì‘√ bÕ≥T s¡ø£åD ‘·s¡>∑‘·T\≈£î #Ó+~q n~Ûø£ XÊ‘·+ ø±]à≈£î\T ne´ed”úø£‘·
eT]j·TT eT<䛑·T nedüs¡+ ≈£L&Ü ñ+~. s¡+>∑+˝À ñ+&É≥+ eTq+ >∑eTì+#·e#·TÃ. s√p |üì
<=s¡ø£ø£b˛e&É+, ‘·≈£îÿe y˚‘·q+
bı+<˚ |üìì bı+<ä&Éy˚T ø±≈£î+&Ü
á ø±]à≈£î\T kÕe÷õø£ $eø£å‘·qT
≈£L&Ü m<äTs=ÿ+{≤s¡T. á ø±s¡D≤\
e\¢ ne´ed”úø£è‘· s¡+>∑ ø±]à≈£î\
Ä]úø£, kÕe÷õø£ n_Ûeè~∆øÏ s¡ø£åD,
eT<䛑·T nedüs¡+.

ø£sêà>±sê\T eT÷‘· |ü&çq|ü⁄Œ&ÉT #ê˝≤eT+~

ˇø£|Œü {Ï ìj·T‘· ø±]à≈£î\T edüTeÔ ⁄\qT neTà&É+
˝Ò<ë ã+&çì ‘√j·T&É+ ˝Ò<ë @<ÓH’ ê ∫Hêï ∫‘·ø±
|üqT\T #˚j·T&É+ e+{Ï$ #˚kÕÔs¡T.

uÛ≤s¡‘·<˚X¯ Ä]úø£ e´edüú s¡+>±\T 63

 LET’S RECALL
With so many activities taking place around us, one needs to use the
process of classification to think in a useful manner. The criterion for
classification could be many depending on what we desire to find
out. The process of classification helps to analyse a situation.
In dividing the economic activities into three sectors — primary,
secondary, tertiary — the criterion used was the ‘nature of activity’.
On the basis of this classification, we were able to analyse the pattern
of total production and employment in India. Similarly, we divided
the economic activities into organised and unorganised and used the
classification to look at employment in the two sectors.
What was the most important conclusion that was derived from the
classification exercises? What were the problems and solutions that
were indicated? Can you summarise the information in the following
table?
TABLE 2.4 CLASSIFYING ECONOMIC ACTIVITIES
Sector Criteria used Most important Problems indicated and
conclusion how they can be tackled
Primary, Nature
Secondary, of activity
Tertiary
Organised,
Unorganised

SECTORS IN TERMS OF OWNERSHIP: PUBLIC

AND PRIVATE SECTORS
Another way of classifying economic To get such services we have to pay
activities into sectors could be on money to these individuals and
the basis of who owns assets and is companies. The purpose of the public
responsible for the delivery of services. sector is not just to earn profits.
In the public sector, the government Governments raise money through
owns most of the assets and provides taxes and other ways to meet expenses
all the services. In the private sector, on the services rendered by it. Modern
ownership of assets and delivery of day governments spend on a whole
services is in the hands of private range of activities. What are these
individuals or companies. Railways or activities? Why do governments spend
post office is an example of the public on such activities? Let’s find out.
sector whereas companies like Tata
There are several things needed
Iron and Steel Company Limited
by the society as a whole but which
(TISCO) or Reliance Industries
the private sector will not provide
Limited (RIL) are privately owned.
at a reasonable cost. Why? Some of
Activities in the private sector are these need spending large sums of
guided by the motive to earn profits. money, which is beyond the capacity

64 SECTORS OF THE INDIAN ECONOMY

 eTq+ Ç|ü⁄Œ&ÉT >∑Ts¡TÔ‘Ó#·TÃ≈£î+<ë+
eTq #·T≥÷º nH˚ø£ ø±s¡´ø£˝≤bÕ\T »s¡T>∑T‘·Tqï+<äTq, ˇø£ ñ|üjÓ÷>∑ø£s¡yÓTÆq |ü<ä∆‹˝À Ä˝À∫+#·&ÜìøÏ
eØZø£s¡D Á|üÁøÏj·TqT ñ|üjÓ÷–+#ê*‡q nedüs¡+ eTq≈£î ñ+~. <˚ìì ø£qT>=Hê\ì eTq+
Ä•düTHÔ êïeTH˚ <ëìô|’ Ä<Ûës¡|&ü ç á eØZøs£ D¡ Á|üe÷D≤\T #ê˝≤ ñ+{≤sTT. ˇø£ |ü]dæ‹ú ì $X‚w¢ +æ #·&ÜìøÏ
á eØZø£s¡D Á|üÁøÏj·T düVü‰j·T|ü&ÉT‘·T+~.
Ä]úø£ ø±s¡´ø£˝≤bÕ\qT eT÷&ÉT s¡+>±\T>± $uÛõÑ +#·&+É ˝À`ÁbÕ<∏$ä Tø£, ~«rj·T eT]j·TT ‘·rj·T`
ª|üì dü«uÛ≤yêìïμ Á|üe÷D+>± ñ|üjÓ÷–+#êeTT. á eØZø£s¡D Ä<Ûës¡+>± eTq+ uÛ≤s¡‘·<˚X¯+˝Àì
yÓTT‘·Ô+ ñ‘·Œ‹Ô eT]j·TT ñbÕ~Û XË’*ì $X‚¢wæ+#·>∑*>±eTT. n<˚$<Ûä+>± eTq+ Ä]úø£ ø±s¡´ø£˝≤bÕ\qT
e´ed”úø£‘· eT]j·TT ne´ed”úø£‘· s¡+>±\T>± $uÛÑõ+#êeTT.á ¬s+&ÉT s¡+>±\˝Àì ñbÕ~Ûì
|ü]o*+#˚+<äT≈£î á eØZø£s¡DqT ñ|üjÓ÷–+#êeTT.
eØZø£s¡D nuÛ≤´kÕ\ qT+&ç bı+~q n‘·´+‘· eTTK´yÓTÆq ìsê›s¡D @$T{Ï? dü÷∫+∫q düeTdü´\T,
|ü]cÕÿsê\T @$T{Ï? MTs¡T á düe÷#êsêìï ÁøÏ+~ |ü{Ϻø£˝À bı+<äT|üs#¡ ·>∑\sê?
|ü{Ϻø£ 2.4 Ä]úø£ ø±s¡´ø£˝≤bÕ\qT eØZø£]+#·&É+
n‘·´+‘· eTTK´yÓTÆq dü÷∫+∫q düeTdü´\T eT]j·TT
s¡+>∑+ yê&çq Á|üe÷D+ ìs¡íj·T+ yê{Ïì m˝≤ |ü]wüÿ]+#·e#·TÃ
ÁbÕ<∏$ä Tø£ ø±s¡´ø£˝≤|ü
~«rj·T
‘·rj·T dü«uÛ≤e+
e´ed”úø£‘·
ne´ed”úø£‘·

j·÷»e÷q´+ Ä<Ûës¡+>± s¡+>±\T : Á|üuÛÑT‘·« eT]j·TT

Áô|’y˚≥T s¡+>±\T
ÄdüTÔ\≈£î j·T»e÷ì mes¡T, ùde\+~+#·+&É+˝À ø£+ô|˙\≈£î &ÉãT“ #Ó*¢+#ê*. Á|üuÛÑT‘·« s¡+>∑+
mes¡T u≤<Ûä´‘· eVæ≤düTÔHêïs¡H˚ <ëì Ä<Ûës¡+>± Ä]úø£ jÓTTø£ÿ ñ<˚›X¯+ πøe\+ ˝≤uÛ≤\T Ä]®+#·&É+ ø±<äT.
ø±s¡´ø£˝≤bÕ\qT ¬s+&ÉT s¡+>±\T>± eØZø£]+#·&É+ Á|üuÛÑT‘ê«\T n+~+#˚ ùde\ô|’ Ks¡TÃ\≈£î>±qT,
eTs=ø£ |ü<䛋. Á|üuÛÑT‘·« s¡+>∑+˝À #ê˝≤eT≥T≈£î |üqTï\T eT]j·TT Ç‘·s¡ e÷sêZ\ <ë«sê &ÉãT“qT
ÄdüTÔ\qT Á|üuÛÑT‘·«+ ø£*– ñ+&ç, nìï ùde\q÷ ùdø£]kÕÔsTT. Ä<ÛTä ìø£ Á|üuTÑÛ ‘ê«\T $düèÔ ‘· kÕúsTT˝À
n+~düT+Ô ~. Áô|y’ {˚ Ÿ s¡+>∑+˝À ÄdüT\Ô j·÷»e÷q´+, ø±s¡´Áø£e÷\T ìs¡«Væ≤+#·&ÜìøÏ &ÉãT“ Ks¡Tà #˚kÕÔsTT.
ùde\ |ü+|æD° Áô|y’ ≥˚ T e´≈£î\Ô ˝Ò<ë ø£+ô|˙\ #˚‘T· ˝À¢ á ø±s¡´ø£˝≤bÕ\T @$T{Ï? á ø±s¡´ø£˝≤bÕ\ô|’
ñ+≥T+~. ¬s’˝Ò«\T ˝Ò<ë b˛dtº Ä|ò”düT\T Á|üuÛÑT‘·« Á|üuÛÑT‘ê«\T m+<äT≈£î Ks¡Tà #˚kÕÔsTT? eTq+
s¡+>±ìøÏ ñ<ëVü≤s¡D ø±>± {≤{≤ ◊s¡Hé n+&é d”º˝Ÿ Ç|ü⁄Œ&ÉT ‘Ó\TdüT≈£î+<ë+.
ø£+ô|˙ *$Tf…&é ˝Ò<ë ]\j·THé‡ Ç+&ÉÁd”ºdt *$Tf…&é dü$Twæº>± düe÷C≤ìøÏ nedüs¡yÓTÆq n+XÊ\T
e+{Ï$ Áô|’y˚{Ÿ j·÷»e÷q´+˝À ñHêïsTT. #ê˝≤ ñHêïsTT. ø±˙ Áô|’y˚{Ÿ s¡+>∑+ düs¡düyÓTÆq
˝≤uÛ≤\qT Ä]®+#˚ ñ<˚›X¯+‘√ Áô|’y˚{Ÿ s¡+>∑+˝Àì <Ûäs¡\≈£î M{Ïì n+~+#·<äT. m+<äT≈£î? M{Ï ˝ À¢
ø±s¡´ø£˝≤bÕ\qT e÷s¡Z ìπs›X¯+ #˚kÕÔs¡T. n≥Te+{Ï ø=ìï+{ÏøÏ ô|<ä› yÓTT‘·+Ô ˝À &ÉãT“ Ks¡Tà #˚j÷· *‡
ùde\qT bı+<ä&ÜìøÏ eTq+ Ä e´≈£îÔ\≈£î eT]j·TT
uÛ≤s¡‘·<˚X¯ Ä]úø£ e´edüú s¡+>±\T 65
 of the private sector. Also, collecting government has to bear some of the
money from thousands of people who cost. In this way, the government
use these facilities is not easy. Even supports both farmers and consumers.
if they do provide these things they
would charge a high rate for their There are a large number of
use. Examples are construction of activities which are the primary
roads, bridges, railways, harbours, responsibility of the government. The
generating electricity, providing government must spend on these.
irrigation through dams etc. Thus, Providing health and education
governments have to undertake such facilities for all is one example. We
heavy spending and ensure that have discussed some of these issues
these facilities are available for in the first chapter. Running proper
everyone. schools and providing quality
education, particularly elementary
There are some activities, which education, is the duty of the
the government has to support
support. The government. India’s size of illiterate
private sector may not continue their population is one of the largest in the
production or business unless
world.
government encourages it. For
example, selling electricity at the cost Similarly, we know that nearly half
of generation may push up the costs of India’s children are malnourished
of production of goods in many and a quarter of them are critically
industries. Many units, especially ill. We have read about Infant
small-scale units, might have to shut Mortality Rates. The infant mortality
down. Government here steps in by rate of Odisha (40) or Madhya Pradesh
producing and supplying electricity (48) is higher than some of the poorest
at rates which these industries can regions of the world. Government
afford. Government has to bear part also needs to pay attention to aspects
of the cost. of human development such as
Similarly, the Government in India availability of safe drinking water,
buys wheat and rice from farmers at housing facilities for the poor and
a ‘fair price’. This it stores in its food and nutrition. It is also the duty
godowns and sells at a lower price to of the government to take care of the
consumers through ration shops. You poorest and most ignored regions of
have read about this in the chapter the country through increased
on Food Security in Class IX. The spending in such areas.

SUMMING UP
In this chapter we have looked at ways of what all can be done for increasing
classifying economic activities into some employment opportunities in the country.
meaningful groups. One way of doing this Another classification is to consider whether
is to examine whether the activity relates people are working in organised or
to the primary, secondary or tertiary unorganised sectors. Most people are
sectors. The data for India, for the last thirty working in the unorganised sectors and
years, shows that while goods and services protection is necessary for them. We also
produced in the tertiary sector contribute looked at the difference between private and
the most to GDP, the employment remains public activities, and why it is important for
in the primary sector. We have also seen public activities to focus on certain areas.

66 SECTORS OF THE INDIAN ECONOMY

 ñ+≥T+~. Ç~ Áô|’y˚{Ÿ s¡+>∑ kÕeTsê∆´ìøÏ $T+∫q~. $Áø£sTTdüTÔ+~. Bì >∑T]+∫ MTs¡T ‘=$Tà<äe ‘·s¡>∑‹˝À
n˝≤π> á kÂø£sê´\qT $ìjÓ÷–+#·T≈£îH˚ y˚˝≤~eT+~ ÄVü‰s¡ uÛÑÁ<ä‘· nH˚ n<Ûë´j·T+˝À #·~yês¡T. Á|üuÛÑT‘·«+
qT+∫ &ÉãT“qT edü÷\T #˚j·T&É+ n+‘· düT\Te⁄ ø±<äT. ø=+‘· Ks¡TÃqT uÛÑ]+#ê*. á $<Ûä+>± Á|üuÛÑT‘·«+
yês¡ T á edü T Ô e ⁄\qT n+~+∫q|ü Œ {Ï ø ° yê{Ï ì ¬s’‘·T\≈£î, $ìjÓ÷>∑<ës¡T\≈£î Ç<ä›]ø° eT<䛑·T ÇdüTÔ+~.
yê&ÉT≈£îqï+<äT≈£î n~Ûø£ πs≥TqT edü÷\T #˚kÕÔs¡T. s√&ÉT¢ Á|üuÛÑT‘·«+ jÓTTø£ÿ ÁbÕ<∏ä$Tø£ u≤<Ûä´‘· nsTTq
ì]à+#·&É+, e+‘Óq\T, ¬s’˝Ò«\T, HÍø±ÁX¯j·÷\T, $<äT´‘Y ø±s¡´ø£˝≤bÕ\T ô|<ä› dü+K´˝À ñHêïsTT. Á|üuÛÑT‘·«+
ñ‘·Œ‹Ô, Äqø£≥º\T <ë«sê ˙{ÏbÕs¡T<ä\ kÂø£s¡´+ M{Ïô|’q ‘·|üŒ≈£î+&Ü Ks¡Tà ô|{≤º*. n+<ä]ø° yÓ’<ä´,
ø£*Œ+#·&É+ yÓTT<ä\>∑Tq$ yê{ÏøÏ ñ<ëVü≤s¡D\T>± $<ë´ kÂø£sê´\T ø£*Œ+#·&É+ BìøÏ ˇø£ ñ<ëVü≤s¡D.
#Ó|Œü e#·TÃ. n+<äT#˚‘· Á|üuTÑÛ ‘ê«\T n≥Te+{Ï n~Ûø£ Ks¡Tà M{Ï˝À ø=ìï n+XÊ\qT eTq+ yÓTT<ä{Ï n<Ûë´j·T+˝À
>∑\ yê{Ïì #˚|ü{Ϻ, Á|ü‹ ˇø£ÿ]ø° yê{Ïì n+<äTu≤≥T˝À #·]Ã+#êeTT. dü¬s’q bÕsƒ¡XÊ\\qT q&É|ü&É+, HêD´yÓTÆq
ñ+&˚˝≤>± #·÷&Ü*. $<ä´qT n+~+#·&É+, eTTK´+>± ÁbÕ<∏ä$Tø£ $<ä´qT
Á|üuÛÑT‘·«+ eT<䛑·T Çyê«*‡q ø±s¡´ø£˝≤bÕ\T ø=ìï n+~+#· & É + Á|ü u Û Ñ T ‘· « $~Û . uÛ ≤ s¡ ‘ · < ˚ X ¯ + ˝Àì
ñHêïsTT. Á|üuÛÑT‘·«+ Áb˛‘·‡Væ≤ùdÔ ‘·|üŒ Áô|’y˚≥T s¡+>∑+ ìs¡øså£ êdüT´\ »HêuÛ≤ |ü]e÷D+ Á|ü|+ü #·+˝ÀH˚ n‹ô|<ä›
yê{Ï ñ‘·Œ‹Ô ˝Ò<ë yê´bÕsêìï ø=qkÕ–+#·˝Ò<äT. ìs¡ø£åsêdüT´\ »HêuÛ≤˝À ˇø£{Ï.
ñ<ëVü≤s¡D≈£î ‘·j·÷s¡T #˚j·T&Üì¬ø’q m+‘· e´j·T+ n<˚$<Ûä+>± uÛ≤s¡‘·<˚X¯+˝Àì |æ\¢˝À¢ <ë<ë|ü⁄ dü>∑+
nsTT+<√ n+‘˚ <Ûäs¡øÏ $<äT´‘·TÔqT $Áø£sTT+#·&É+ e\q eT+~ b˛wüø±Vü‰s¡ ˝À|ü+‘√ u≤<Û|ä &ü TÉ ‘·THêïs¡ì, yê]˝À
nH˚ ø £ |ü ] ÁX¯ e T\˝À edü T Ô e ⁄\ ñ‘· Œ ‹Ô e´j· ÷ \T Hê\T>∑e e+‘·T rÁe nHês√>∑´+‘√ ñHêïs¡ì eTq≈£î
ô|s¡>∑e#·TÃ. #ê˝≤ dü+düú\T, eTTK´+>± ∫qï‘·s¡Vü≤ ‘Ó\TdüT. •X¯ó eTs¡D≤\ sπ ≥T >∑T]+∫ eTq+ #·~yêeTT.
dü+düú\T eT÷dæy˚j·Te\dæ ñ+≥T+~. á |ü]ÁX¯eT\T ˇ&çkÕ‡ (40) ˝Ò<ë eT<Û´ä Á|ü<X˚ Ÿ (48)\˝À •X¯ó eTs¡D≤\
#Ó*¢+#·>∑*π> <Ûäs¡\πø Á|üuÛÑT‘·«+ $<äT´‘YqT ñ‘·Œ‹Ô #˚dæ πs≥T Á|ü|ü+#·+˝Àì ø=ìï n‹ ù|<ä ÁbÕ+‘ê\ ø£+fÒ
düs|¡ süò ê #˚dTü +Ô ~. á Ks¡TÃ˝À ø=+‘· uÛ≤>±ìï Á|üuTÑÛ ‘·«y˚T m≈£îÿe. s¡øÏå‘· eT+∫˙{Ï \uÛÑ´‘·, ù|<ä\≈£î >∑Vü≤
uÛÑ]+#ê*‡ ñ+≥T+~. kÂø£sê´\T, bÂwæºø±Vü‰s¡+ e+{Ï e÷qe n_Ûe~∆øÏ
uÛ≤s¡‘·<˚X¯+˝Àì Á|üuÛÑT‘·«+ ¬s’‘·T\ <ä>∑Zs¡ qT+&ç dü+ã+~Û+∫q n+XÊ\ô|’ ≈£L&Ü Á|üuTÑÛ ‘·«+ <äwæº ô|{≤º*.
>√<ÛäTeT\T, _j·÷´ìï ª–≥Tºu≤≥T <Ûäs¡≈£îμ ø=qT>√\T <˚X¯+˝Àì n‘·´+‘· ìs¡Tù|<ä, u≤>± $düà]+#·ã&çq
#˚dTü +Ô ~. M{Ïì Á|üuTÑÛ ‘·«+ >√<ëeTT\˝À ì\« #˚d,æ sπ wüHé ÁbÕ+‘ê\˝À Ks¡TÃ\T ô|+#·&É+ <ë«sê n˝≤+{Ï
<äTø±D≤\ <ë«sê $ìjÓ÷>∑<ës¡T\≈£î ‘·≈£îÿe <Ûäs¡\πø ÁbÕ+‘ê\ |ü≥¢ ÁX¯<›ä eVæ≤+#·&+É ≈£L&Ü Á|üuTÑÛ ‘·« u≤<Û´ä ‘˚.

kÕsê+X¯+
Ä]ú ø £ ø±s¡ ´ ø£ ˝ ≤bÕ\qT ø=ìï ns¡ ú e +‘· y Ó T Æ q esêZ \ T>± neø±XÊ\qT ô|+#·&ÜìøÏ @y˚T$T #˚j·Te#√à eTq+ #·÷kÕ+.
eØZ ø £ ] +#˚ e÷sêZ \ qT á n<Û ë ´j· T +˝À eTqeTT Á|ü»\T e´ed”øú £ ‘· s¡+>∑+˝À |üì#˚dTü HÔ êïsê? ˝Ò<ë ne´ed”øú £ ‘·
|ü]o*+#êeTT. ˇø£ |üì ÁbÕ<∏ä$Tø£, ~«rj·T ˝Ò<ë ‘·rj·T s¡+>∑+˝À |üì#˚düTÔHêïsê? nì |ü]>∑D˝ÀøÏ rdüTø√e&É+ eTs=ø£
s¡+>±\˝À <˚ìøÏ dü+ã+~Û+∫q~ nì |ü]o*+#·&É+ BìøÏ eØZø£s¡D. m≈£îÿeeT+~ Á|ü»\T ne´ed”úø£‘· s¡+>∑+˝ÀH˚
ˇø£ e÷s¡Z+. ‘·rj·T s¡+>∑+˝À ñ‘·Œ‹Ô nsTTq edüTÔe⁄\T |üì#˚dTü HÔ êïs¡T. yê]øÏ s¡øDå£ nedüs+¡ . eTqeTT Áô|y’ {˚ Ÿ, Á|üuTÑÛ ‘·«
eT]j·TT ùde\T n‘·´~Ûø£+>± GDP øÏ <√Vü≤<ä|ü&ÉT‘·T+&É>±, s¡+>±\ eT<Ûä´>∑\ e´‘ê´kÕìï ≈£L&Ü |ü]o*+#êeTT. ø=ìï
n‘· ´ ~Û ø £ ñbÕ~Û e÷Á‘· + ÁbÕ<∏ ä $ Tø£ s¡ + >∑ + ˝ÀH˚ $wüj·÷\ |ü≥¢ <äwæº ô|≥º&É+ Á|üuÛÑT‘·« ø±s¡´ø±\bÕ\≈£î
ø=qkÕ>∑T‘·Tqï<äì >∑‘· 30 dü+e‘·‡sê\T>± uÛ≤s¡‘·<˚XÊìøÏ m+<äT≈£î eTTK´yÓ÷ eTq+ |ü]o*+#êeTT.
dü+ã+~Û+∫q >∑D≤+ø±\T dü÷∫düTÔHêïsTT. <˚X¯+˝À ñbÕ~Û

uÛ≤s¡‘·<˚X¯ Ä]úø£ e´edüú s¡+>±\T 67

EXERCISES
1. Fill in the blanks using the correct option given in the bracket:

(i) Employment in the service sector _________ increased to the same extent
as production. (has / has not)
(ii) Workers in the _________ sector do not produce goods.
(tertiary / agricultural)
(iii) Most of the workers in the _________ sector enjoy job security.
(organised / unorganised)
(iv) A _________ proportion of labourers in India are working in the unorganised
sector. (large / small)
(v) Cotton is a _________ product and cloth is a _________ product.
[natural /manufactured]
(vi) The activities in primary, secondary and tertiary sectors are_________
[independent / interdependent]

2. Choose the most appropriate answer.

(a) The sectors are classified into public and private sector on the basis of:
(i) employment conditions
(ii) the nature of economic activity
(iii) ownership of enterprises
(iv) number of workers employed in the enterprise

(b) Production of a commodity, mostly through the natural process, is an

activity in _________ sector.
(i) primary
(ii) secondary
(iii) tertiary
(iv) information technology

(c) GDP is the total value of _________ produced during a particular year.
(i) all goods and services
(ii) all final goods and services
(iii) all intermediate goods and services
(iv) all intermediate and final goods and services

(d) In terms of GDP the share of tertiary sector in 2013-14 is between

_________ per cent.

(i) 20 to 30
(ii) 30 to 40

(iii) 50 to 60
(iv) 60 to 70
nuÛ≤´kÕ\T
1. Áu≤¬ø{À¢ Ç∫Ãq dü¬s’q ◊∫Ãø±ìï ñ|üjÓ÷–+∫ U≤∞\qT |üP]+#·+&ç.
i) ñ‘·Œ‹Ô‘√ düe÷q+>± ùdyê s¡+>∑+˝À ñbÕ~Û _______ (ô|]–+~/ô|s¡>∑˝Ò<äT)
ii) _______s¡+>∑+˝Àì ø±]à≈£î\T edüTÔe⁄\qT ñ‘·Œ‹Ô #˚j·Ts¡T. ( ‘·rj·T /e´ekÕj·T+)
iii) _______s¡+>∑+˝À n~Ûø£ XÊ‘·+ ø±]à≈£î\≈£î ñ<√´>∑ uÛÑÁ<ä‘· ñ+~. (e´ed”úø£ ‘· /ne´ed”úø£‘·).
iv) uÛ≤s¡‘·<˚X¯+˝Àì ø±]à≈£î\˝À _______ XÊ‘·+ ne´ed”úø£‘· s¡+>∑+˝À |üì#˚düTÔHêïs¡T.(m≈£îÿe/
‘·≈£îÿe).
v) |ü‹Ô _______ ñ‘·Œ‹Ô , >∑T&ÉT¶ _______ ñ‘·Œ‹Ô. (düVü≤»/ bÕ]ÁXÊ$Tø£).
vi) ÁbÕ<∏$ ä Tø£, ~«rj·T, ‘·rj·T s¡+>±\˝Àì ø±s¡´ø£˝≤bÕ\T _______ (dü«‘·+Á‘·yTÓ qÆ $ /|üsd¡ Œü s¡ Ä<Ûë]‘ê\T).
2. dü¬s’q düe÷<ÛëHêìï m+#·Tø√+&ç.
(m) Bì Ä<Ûës¡+>± s¡+>±\qT Á|üuÛÑT‘·« eT]j·TT Áô|’y˚≥T s¡+>±\T>± eØZø£]+#ês¡T.
i) ñbÕ~Û |ü]dæú‘·T\T
ii) Ä]úø£ ø±s¡´ø£˝≤|ü dü«uÛ≤e+.

iii) dü+düú\ j·÷»e÷q´+

iv) dü+düú˝À |üì#˚düTÔqï ø±]à≈£î\ dü+K´.

(_) düVü≤» Á|üÁøÏj·T <ë«sê m≈£îÿe>± _______ s¡+>∑+˝À edüTÔe⁄\T ñ‘·Œ‹Ô #˚kÕÔs¡T.
i) ÁbÕ<∏ä$Tø£
ii) ~«rj·T
iii) ‘·rj·T

iv) düe÷#ês¡ kÕ+πø‹ø£‘·

(dæ) dü÷ú\<˚ojÓ÷‘·Œ‹Ô nH˚~ ˇø£ dü+e‘·‡s¡+˝À ñ‘·Œ‹Ô #˚dæq _______ yÓTT‘·Ô+ $\Te.
i) nìï edüTÔùde\
ii) nìï n+‹eT edüTÔùde\
iii) nìï e÷<Ûä´$Tø£ edüTÔùde\

iv) nìï n+‹eT, e÷<Ûä´$Tø£ edüTÔùde\

(&ç) 2013`14˝À dü÷ú\ <˚ojÓ÷‘·Œ‹Ô˝À ùdyês¡+>∑+ yê{≤ _______ XÊ‘·+ eT<Ûä´˝À ñ+~.
i) 20 qT+∫ 30

ii) 30 qT+∫ 40

iii) 50 qT+∫ 60
iv) 60 qT+∫ 70
 3. Match the following:
Problems faced by farming sector Some possible measures
1. Unirrigated land (a) Setting up agro-based mills
2. Low prices for crops (b) Cooperative marketing societies
3. Debt burden (c) Procurement of food grains by government
4. No job in the off season (d) Construction of canals by the government
5. Compelled to sell their grains to (e) Banks to provide credit with low interest
the local traders soon after harvest

4. Find the odd one out and say why.

(i) Tourist guide, dhobi, tailor, potter
(ii) Teacher, doctor, vegetable vendor, lawyer
(iii) Postman, cobbler, soldier, police constable
(iv) MTNL, Indian Railways, Air India, Jet Airways, All India Radio
5. A research scholar looked at the working people in the city of Surat and found
the following.

Place of work Nature of employment Percentage of working people

In offices and factories registered Organised 15
with the government
Own shops, office, clinics in
15
marketplaces with formal license
People working on the street,
construction workers, domestic 20
workers
Working in small workshops
usually not registered with the
government

Complete the table. What is the percentage of workers in the unorganised

sector in this city?
6. Do you think the classification of economic activities into primary, secondary
and tertiary is useful? Explain how.
7. For each of the sectors that we came across in this chapter why should one
focus on employment and GDP? Could there be other issues which should be
examined? Discuss.
8. Make a long list of all kinds of work that you find adults around you doing for a
living. In what way can you classify them? Explain your choice.
9. How is the tertiary sector different from other sectors? Illustrate with a few
examples.
10. What do you understand by disguised unemployment? Explain with an example
each from the urban and rural areas.
11. Distinguish between open unemployment and disguised unemployment.
12. “Tertiary sector is not playing any significant role in the development of Indian
economy.” Do you agree? Give reasons in support of your answer.

70 SECTORS OF THE INDIAN ECONOMY

3. øÏ+~ yê{Ïì »‘·|üs¡#·+&ç.
e´ekÕj·T s¡+>∑+ m<äTs=ÿ+≥Tqï düeTdü´\T ø=ìï rdüTø√>∑*–q #·s¡´\T
1. kÕ>∑T˙s¡T ˝Òì uÛÑ÷$T m) e´ekÕj·T<Ûë]‘· $T\T¢\qT @sêŒ≥T #˚j·T&É+.
2. |ü+≥\≈£î ‘·≈£îÿe <Ûäs¡\T _) düVü≤ø±s¡ e÷¬sÿ{Ï+>¥ dü+düú\T.
3. n|ü⁄Œ\ uÛ≤s¡+. dæ) Á|üuÛÑT‘·«+ ÄVü‰s¡ <ÛëHê´\T ùdø£]+#·&É+.
4. |ü+≥˝Òì ø±\+˝À ñbÕ~Û ˝Òø£b˛e&É+. &ç) Á|üuÛÑT‘·«+ ø±\Te\T ì]à+#·&É+.
5. |ü+≥ ø√‘· ‘·sê«‘· yÓ+≥H˚ kÕúìø£ yê´bÕs¡T\≈£î Ç) u≤´+≈£î\T ‘·≈£îÿe e&û¶‘√ s¡TD≤\T n+~e«&É+.
‘·eT <ÛëHê´ìï $Áø£sTT+#ê*‡ sêe&É+.
4. y˚s¡T>± ñqï <ëìì >∑T]Ô+#·+&ç. ø±s¡D+ #Ó|üŒ+&ç.
i) ≥÷]dtº ¬>’&é, <Û√_, <äØ®, ≈£îeTà].
ii) ñbÕ<Ûë´j·TT&ÉT, yÓ’<äT´&ÉT, ≈£Ls¡>±j·T\T ny˚Tàyê&ÉT, Hê´j·Tyê~.
iii) b˛dtºe÷´Hé, #Ó|ü⁄Œ\T ≈£îfÒº e´øÏÔ, ôd’ì≈£î&ÉT, b˛©dt ø±ìùdºãT˝Ÿ.
iv) MTNL, uÛ≤s¡rj·T ¬s’˝Ò«\T, msTTsY Ç+&çj·÷, C…{Ÿ msTTπs«dt, Ä˝Ÿ Ç+&çj÷ · πs&çjÓ÷.
5. ˇø£ |ü]XÀ<Ûä≈£î&ÉT dü÷s¡‘Yq>∑s¡+˝Àì ÁXÊ$Tø£ Á|ü»\qT |ü]o*+∫ á øÏ+~ yê{Ïì ø£qT>=Hêï&ÉT.
|üì#˚ùd Á|ü<˚X¯+ ñbÕ~Û dü«uÛ≤e+ ÁXÊ$Tø£ Á|ü»\ XÊ‘·+
Á|üuÛÑT‘·«+ e<ä› qyÓ÷<äT #˚düT≈£îqï
ø±sê´\j·÷\T, |ü]ÁX¯eT\T e´ed”úø£‘· / dü+|òüT{Ï‘· 15
n~Ûø±]ø£ nqTeT‹‘√ e÷¬sÿ{Ÿ dü˝ú ≤\˝À kı+‘·
<äTø±D≤\T, ø±sê´\j·T+, ÄdüT|üÁ‘·T\T 15
M<ÛTä ˝˝À |üì#ù̊dyês¡T, ìsêàD ø±]à≈£î\T,
Çfi¯fl˝À¢ |üì#˚ùd yês¡T 20
kÕ<Ûës¡D+>± Á|üuTÑÛ ‘·«+ e<ä› qyÓ÷<äT ø±ì
∫qï ø£sêà>±sê\˝À |üì #˚ùdyês¡T
|ü{Ϻø£qT |üP]Ô#˚j·T+&ç. á q>∑s¡+˝À ne´ed”úø£‘· s¡+>∑+˝À |üì#˚ùd ø±]à≈£î\ XÊ‘·+ m+‘·?
6. Ä]úø£ ø±s¡´ø£˝≤bÕ\qT ÁbÕ<∏$ä Tø£, ~«rj·T eT]j·TT ‘·rj·T s¡+>±\T>± eØZø]£ +#·&+É y˚T\ì MTs¡T nqT≈£î+≥THêïsê?
m+<äTø√ $e]+#·+&ç.
7. á n<Ûë´j·T+˝À eTq+ #·÷dæq Á|ürs¡+>∑+˝À dü÷ú\ <˚ojÓ÷‘·Œ‹Ôô|’q, ñbÕ~Ûô|’q m+<äT≈£î <äwæº πø+ÁBø£]+#ê*?
|ü]o*+#ê*‡q Ç‘·s¡ n+XÊ\T Ç+ø± @yÓTÆHê ñHêïj·÷? #·]Ã+#·+&ç.
8. MT #·T≥÷º ñqï ô|<ä›yês¡T JeH√bÕ~Û ø√dü+ #˚düTÔqï nìï s¡ø±\ |üqT\ jÓTTø£ÿ ô|<ä› C≤_‘êqT s¡÷bı+~+#·+&ç
MTs¡T yê{Ïì @ $<Ûä+>± eØZø£]kÕÔs¡T? MT m+|æø£qT $e]+#·+&ç.
9. ‘·rj·T s¡+>∑+ Ç‘·s¡ s¡+>±\ ø£+fÒ m˝≤ _ÛqïyÓTÆq~? ø=ìï ñ<ëVü≤s¡D\‘√ $e]+#·+&ç.
10. Á|ü#·Ã¤qï ìs¡T<√´>∑+ n+fÒ MTs¡T @$T ns¡ú+ #˚düT≈£îHêïs¡T? |ü≥ºD, Á>±MTD ÁbÕ+‘ê\ qT+∫ ˇø=ÿø£ÿ ñ<ëVü≤s¡D‘√
$e]+#·+&ç.
11. ãVæ≤s¡+>∑ ìs¡T<√´>∑+ eT]j·TT Á|ü#·Ã¤qï ìs¡T<√´>±\ eT<Ûä´ >∑\ ‘˚&ÜqT >∑T]Ô+#·+&ç.
12. ªªuÛ≤s¡‘· Ä]úø£ e´edüú n_Ûe~∆˝À ‘·rj·T s¡+>∑+ >∑D˙j·TyÓTÆq bÕÁ‘·qT b˛wæ+#·&É+ ˝Ò<äTμμ. ˙e⁄ n+^ø£]kÕÔyê? MT
düe÷<ÛëHêìï düeT]∆+#˚ ø±s¡D≤\T ‘Ó*j·TCÒj·T+&ç.

uÛ≤s¡‘·<˚X¯ Ä]úø£ e´edüú s¡+>±\T 71

13. Service sector in India employs two different kinds of people. Who are these?
14. Workers are exploited in the unorganised sector. Do you agree with this view?
Give reasons in support of your answer.
15. How are the activities in the economy classified on the basis of employment
conditions?
16. Compare the employment conditions prevailing in the organised and unorganised
sectors.
17. Explain the objective of implementing the NREGA 2005.
18. Using examples from your area compare and contrast that activities and functions
of private and public sectors.
19. Discuss and fill the following table giving one example each from your area.

Well managed organisation Badly managed organisation

Public sector
Private Sector

20. Give a few examples of public sector activities and explain why the government
has taken them up.
21. Explain how public sector contributes to the economic development of a nation.
22. The workers in the unorganised sector need protection on the following issues :
wages, safety and health. Explain with examples.
23. A study in Ahmedabad found that out of 15,00,000 workers in the city, 11,00,000
worked in the unorganised sector. The total income of the city in this year
(1997-1998) was Rs 60,000 million. Out of this Rs 32,000 million was generated
in the organised sector. Present this data as a table. What kind of ways should
be thought of for generating more employment in the city?

24. The following table gives the GDP in Rupees (Crores) by the three sectors:

Year Primary Secondary Tertiary

2000 52,000 48,500 1,33,500
2013 8,00,500 10,74,000 38,68,000

(i) Calculate the share of the three sectors in GDP for 2000 and 2013.
(ii) Show the data as a bar diagram similar to Graph 2 in the chapter.
(iii) What conclusions can we draw from the bar graph?

72 SECTORS OF THE INDIAN ECONOMY

13. uÛ≤s¡‘·<˚X¯ ùdyês¡+>∑+˝À ¬s+&ÉT s¡ø±\ Á|ü»\T ìj·T$T‘·T˝…’ ñ+{≤s¡T. M¬ses¡T?
14. ne´ed”úø£‘· s¡+>∑+˝Àì ø±]à≈£î\T <√|æ&ûøÏ >∑Ts¡e⁄‘·THêïs¡H˚ n_ÛÁbÕj·T+‘√ MTs¡T @ø°uÛÑ$kÕÔsê? MT düe÷<ÛëHêìï
düeT]∆+#˚ ø±s¡D≤\qT ‘Ó*j·TCÒj·T+&ç.
15. ñbÕ~Û |ü]dæú‘·T\ Ä<Ûës¡+>± Ä]úø£ e´edüú˝Àì ø±s¡´ø£˝≤bÕ\qT m˝≤ eØZø£]+#ês¡T?
16. e´ed”úø£‘· eT]j·TT ne´ed”úø£‘· s¡+>∑+˝À ñqï ñbÕ~Û |ü]dæú‘·T\qT b˛\Ã+&ç.
17. NREGA 2005 #·≥º+ neT\T #˚j·T*‡q ñ<˚›XÊìï $e]+#·+&ç.
18. MT ÁbÕ+‘êìøÏ #Ó+~q ñ<ëVü≤s¡D\qT ñ|üjÓ÷–+∫ Áô|’y˚≥T, Á|üuÛÑT‘·« s¡+>±\ ø±s¡´ø£˝≤bÕ\T eT]j·TT $<ÛäT\
eT<Ûä´ b˛*ø£\T, uÒ<Ûë\qT ‘Ó\|ü+&ç.
19. MT ÁbÕ+‘·+ qT+&ç ˇø=ÿø£ÿ ñ<ëVü≤s¡D Çdü÷Ô ÁøÏ+~ |ü{Ϻø£qT #·]Ã+∫ |üP]+#·+&ç.
u≤>± ìs¡«Væ≤+#˚ dü+düú u≤>± ìs¡«Væ≤+#·ì dü+düú
Á|üuÛÑT‘·« s¡+>∑+
Áô|’y˚≥T s¡+>∑+
20. Á|üuÛÑT‘·« s¡+>∑ ø±s¡´ø£˝≤bÕ\≈£î ø=ìï ñ<ëVü≤s¡D\T Çe«+&ç. Á|üuÛÑT‘·«+ yê{Ïì m+<äT≈£î #˚|ü{Ϻ+<√ $e]+#·+&ç.
21. ˇø£ <˚X¯ Ä]úø±_Ûe~∆øÏ Á|üuÛÑT‘·« s¡+>∑+ m˝≤ <√Vü≤<ä|ü&ÉT‘·T+<√ $e]+#·+&ç.
22. ne´ed”úø£‘· s¡+>∑+˝Àì ø±]à≈£î\≈£î á øÏ+~ n+XÊ\˝À s¡ø£åD ø±yê*:
y˚‘·Hê\T, uÛÑÁ<ä‘·, yÓ’<ä´+ ñ<ëVü≤s¡D\‘√ M{Ïì $e]+#·+&ç.
23. nVü≤à<ëu≤<é q>∑s¡+˝À »]–q n<Ûä´j·Tq+˝À 15,00,000 ø±]à≈£î\T ñqï≥T¢ >∑T]Ô+#·>± n+<äT˝À 11,00,000
eT+~ ne´ed”úø£‘· s¡+>∑+˝À |üì#˚düTÔHêïs¡T. (1997`98) e dü+e‘·‡s¡+˝À q>∑s¡+ yÓTT‘·Ô+ Ä<ëj·T+ s¡÷. 60,000
$T*j·THé\T. n+<äT˝À e´ed”úø£‘· s¡+>∑+ qT+&ç s¡÷. 32,000 $T*j·THé\T e∫Ãq~. á >∑D≤+ø±\qT ˇø£ |ü{Ϻø£
s¡÷|ü+˝À #·÷|ü+&ç. q>∑s¡+˝À m≈£îÿe ñbÕ~Ûì ø£*Œ+#˚+<äT≈£î m˝≤+{Ï e÷sêZ\ >∑T]+∫ Ä˝À∫+#ê*?
24. á ÁøÏ+~ |ü{Ϻø£ eT÷&ÉT s¡+>±\ GDPì s¡÷bÕj·T\˝À (ø√≥¢˝À) #·÷|ü⁄‘·T+~.

dü+e‘·‡s¡+ ÁbÕ<∏ä$Tø£ ~«rj·T ‘·rj·T

2000 52,000 48,500 1,33,500
2013 8,00,500 10,74,000 38,68,000

i) 2000 eT]j·TT 2013 dü+e‘·‡sê\≈£î>±qT GDP˝À eT÷&ÉT s¡+>±\ yê{≤qT ˝…øÏÿ+#·+&ç.

ii) á n<Ûë´j·T+˝Àì πsU≤∫Á‘·+`2 e÷~]>± ô|’ >∑D≤+ø±\qT ø£MTà πsU≤∫Á‘·+>± #·÷|ü+&ç.
iii) ø£MTà πsU≤∫Á‘·+ qT+&ç eTq+ @ ìsê∆s¡D≈£î sêe#·TÃ?

uÛ≤s¡‘·<˚X¯ Ä]úø£ e´edüú s¡+>±\T 73

 NOTES FOR THE TEACHER
CHAPTER 3 : MONEY AND CREDIT
Money is a fascinating subject and full of a collage of the major areas where people use
curiosities. It is important to capture this digital and cash transactions which are
element for the students. The history of legitimate and legal. They can also discuss the
money and how various forms were used at transactions which are legal and why. It is also
different times is an interesting story. At this important to intimate students that different
stage the purpose is to allow students to types of plastic cards are used in place of cash
realise the social situation in which these transactions but not all of them money per se.
forms were used. Modern forms of money are
Credit is a crucial element in economic
linked to the banking system. This is the
life and it is, therefore, important to first
central idea of the first part of the chapter.
understand this in a conceptual manner.
The present situation in India, where What are the aspects that one looks at in
newer forms of money are slowly spreading any credit arrangement and how this affects
with computerisation of the banking system, people is the main focus of the second part
offers many opportunities to students to of the chapter. The world around us offers a
explore on their own. We need not get into a tremendous variety of such arrangements
formal discussion of the ‘functions of money’ and it would be ideal to explain these
but let it come up as questions. There are aspects of credit from situations that are
certain areas that are not covered, such as familiar to your students. The other crucial
‘creation of money’ (money multiplier) or the issue of credit is its availability to all,
backing of the modern system that may be especially the poor, and on reasonable
discussed if you desire. terms. We need to emphasise that this is a
As you would see in the chapter, the stock right of the people and without which a large
of money consists of currency held by the section of them would be kept out of the
public and the demand deposits that they hold development process. There are many
with the banks. This is the money that people innovative interventions, such as that of
can use as they wish and the government has Grameen Bank, of which students may be
to ensure that the system works smoothy. made familiar with but it is important to
What would happen when the government realise that we don’t have answers to all
declares that some of the currency notes used questions. We need to find new ways and
by people would be made invalid and would be this is one of the social challenges that
replaced by new currency? In India, during developing countries face.
November 2016, currency notes in the Sources for Information
denomination of Rs. 500 and Rs. 1,000 were
declared invalid. People were asked to The data on formal and informal sector credit
surrender these notes to the bank by a specific used in this chapter is drawn from the
period and receive new Rs. 500, Rs. 2,000 or survey on rural debt by the National Sample
Survey Organisation (All India Debt and
other currency notes. This is known as
Investment Survey, 70 th Round 2013,
‘demonetisation’. Since then, people were also
conducted by NSSO) now known as National
encouraged to use their bank deposits rather
Statistical Office (NSO). The information and
than cash for transactions. Hence, digital
data on Grameen Bank is taken from
transactions started by using bank-to-bank newspaper reports and websites. In order
transfer through the internet or mobile to get the details of bank-related statistics
phones, cheques, ATM cards, credit cards, or a particular detail of a bank, you can log
and Point of Sale (POS) swipe machines at on to the websites of the Reserve Bank of
shops. This is promoted to reduce the India (www.rbi.org) and the concerned
requirement of cash for transactions and also banks. Data on self-help groups is provided
control corruption. Students could be asked on the website of the National Bank for
to debate on the process and the impact of Agriculture and Rural Development
demonetisation. They can be guided to make (NABARD) (www.nabard.org).

74 M ONEY AND C REDIT

 ñbÕ<Ûë´j·TT\≈£î dü÷#·q\T
n<Ûë´j·T+ 3 : Á<äe´+ eT]j·TT |üs¡|ü‹
Á<äe´+ nH˚~ ñ‘·T‡ø£‘·\‘√ ì+&ç ñqï n<äT“¤‘·yÓTÆq n+X¯+. kÕúq+˝À $$<Ûä s¡ø±\ bÕ¢døº æ ˘ ø±s¡T\¶ T ñ|üj÷Ó –düTHÔ êïs¡ì $<ë´s¡T\ú ≈£î
$<ë´s¡T\ú ≈£î á n+XÊìï Äø£[+|ü⁄ #˚jT· &É+ #ê˝≤ eTTK´+. Á<äe´+ ‘Ó*j·TCÒj·T&É+ ≈£L&Ü #ê˝≤ eTTK´+. ø±˙ ne˙ï Á<äe´+>±
#·]Á‘· eT]j·TT $$<Ûä düeTj·÷˝À¢ $$<Ûä s¡÷bÕ\˝À Ç~ m˝≤ #Ó|Œü ≈£L&É<Tä .
ñ|üjÓ÷–+#·ã&ç+~ nH˚~ ˇø£ ÄdüøÏÔø£s¡yÓTÆq ø£<∏ä. á <äX¯˝À Ä]úø£ J$‘·+˝À |üs|¡ ‹ü (s¡TD+) nH˚~ ˇø£ ø°\ø£yTÓ qÆ n+X¯+.
$<ë´s¡Tú\T á s¡÷bÕ\qT ñ|üjÓ÷–+∫q kÕe÷õø£ |ü]dæú‹ì n+<äTe\¢, Bìì yÓTT<ä{>Ï ± ˇø£ uÛ≤eq Ø‹˝À ns¡+ú #˚dTü ø√e&É+
Á>∑V≤æ +#˚˝≤ #˚jT· &ÉyT˚ Bì ñ<˚X› ´¯ +. Á<äe´+ jÓTTø£ÿ Ä<ÛTä ìø£ s¡÷bÕ\T eTTK´+. @<ÓH’ ê s¡TD @sêŒ≥¢˝À @ n+XÊ\T #·÷kÕÔsT¡ eT]j·TT
u≤´+øÏ+>¥ e´edü‘ú √ eTT&ç|&ü ç ñHêïsTT. Ç~ á n<Ûë´j·T+ yÓTT<ä{Ï Ç~ Á|ü»\qT m˝≤ Á|üuÛ≤$‘·+ #˚düTÔ+<äH˚ <ëìô|’ á n<Ûë´j·T+
uÛ≤>∑+ jÓTTø£ÿ Á|ü<Ûëq uÛ≤eq. jÓTTø£ÿ ¬s+&Ée uÛ≤>∑+ Á|ü<Ûëq+>± <äwæº ì\T|ü⁄‘·T+~. eTq
u≤´+øÏ+>¥ e´edüú jÓTTø£ÿ ø£+|üP´≥Øø£s¡D‘√ Á<äe´+ jÓTTø£ÿ ø=‘·Ô #·T≥÷º ñqï Á|ü|ü+#·+ n≥Te+{Ï $|üØ‘·yÓTÆq yÓ’$<Ûä´yÓTÆq
s¡÷bÕ\T HÓeTà~>± yê´|æÔ #Ó+<äT‘·Tqï uÛ≤s¡‘<· X˚ +¯ ˝Àì Á|üdTü ‘Ô · |ü]dæ‹ú , @sêŒ≥¢qT n+~düT+Ô ~. MT $<ë´s¡T\ú ≈£î ‘Ó*dæq |ü]dæ‘ú T· \ qT+&ç
$<ë´s¡Tú\T ‘êy˚T dü«+‘·+>± nH˚«wæ+#·&ÜìøÏ nH˚ø£ neø±XÊ\qT s¡TD+ jÓTTø£ÿ á n+XÊ\qT $e]+#·&É+ düeTT∫‘·+>±
n+~k˛Ô+~. ªÁ<äe´ $<ÛäT\Tμ eTq kÕ<Ûës¡D #·s¡Ã˝ÀøÏ sêe\dæq ñ+≥T+~. n+<ä]ø° <ëì \uÛÑ´‘·, eTTK´+>± ù|<äyê]øÏ
nedüs¡+ ˝Ò<äT. ø±˙ n~ Á|üX¯ï\T>± sêyê*. ªÁ<äe´ düwæºμ (Á<äe´ düùV≤‘·Tø£+>± \_Û+#·&É+ nH˚~ s¡TD+ jÓTTø£ÿ eTs=ø£ Á|ü<Ûëq
>∑TDø£+) ˝Ò<ë Ä<ÛäTìø£ e´edüú jÓTTø£ÿ eT<䛑·T e+{Ï ø=ìï $wüj·T+. Ç~ Á|ü»\ Vü≤≈£îÿ nì, Ç~ ˝Ò≈£î+fÒ yê]˝À #ê˝≤
#·]Ã+#·ã&Éì n+XÊ\T ñHêïsTT. M{Ïì MTs¡T ø±yê\qT≈£î+fÒ eT+~ n_Ûe~∆ Á|üÁøÏjT· qT+&ç <ä÷s¡+>± ñ+#·ã&É‘ês¡ì eTq+
#·]Ã+#·e#·TÃ. H=øÏÿ #ÓbÕŒ*. $<ë´s¡Tú\≈£î düT|ü]∫‘·+ #˚j·÷*‡q Á>±MTD
Á|ü»\ e<ä› ñqï q>∑<Tä , u≤´+≈£î\˝À yês¡T ñ+#·T≈£îqï &çe÷+&ÉT u≤´+ø˘˝≤+{Ï nH˚ø£ $q÷‘·ï @sêŒ≥T¢ ñHêïsTT. ø±˙ á
&çbÕõ≥T¢ ø£\dæ Á<äe´ ì\«\T>± e÷s¡T‘êj·Tì MTs¡T á n<Ûë´j·T+˝À Á|üX¯ï\ìï+{Ïø° düe÷<ÛëHê\T eTq <ä>∑Zs¡ ˝Òeì Á>∑Væ≤+#·&É+
>∑eTì+#·e#·TÃ. Ç~ Á|ü»\T ‘·eT ÇcÕºqTkÕs¡+ ñ|üjÓ÷–+#·T≈£îH˚ #ê˝≤ eTTK´+. eTq+ ø=‘·Ô e÷sêZ\qT ø£qT>=Hê*. n_Ûe~∆
Á<äe´+. á e´edüú düC≤e⁄>± |üì#˚ùd˝≤ Á|üuÛÑT‘·«+ #·÷&Ü*. Á|ü»\T #Ó+<äT‘·Tqï <˚XÊ\T m<äTs=ÿ+≥Tqï kÕe÷õø£ düyêfi¯˝¢ À Ç<=ø£{.Ï
$ìjÓ÷–+#˚ ø=ìï ø£¬s˙‡ H√≥¢qT #Ó\T¢u≤≥T ø±≈£î+&Ü #˚dæ yê{Ï düe÷#ês¡ eqs¡T\T:
kÕúq+˝À ø=‘·Ô ø£¬s˙‡ì rdüTø=kÕÔeTì Á|üuÛÑT‘·«+ Á|üø£{Ï+∫q|ü⁄Œ&ÉT
@+ »s¡T>∑T‘·T+~? uÛ≤s¡‘·<˚X¯+˝À, qe+ãsY 2016˝À, s¡÷. 500 á n<Ûë´j·T+˝À ñ|üjÓ÷–+∫q ìj·T‘· eT]j·TT nìj·T‘·
eT]j·TT s¡÷. 1,000 ø£s¬ ˙‡ H√≥T¢qT #Ó\ì¢ $>± Á|üø{£ +Ï #ês¡T. Á|ü»\T s¡+>∑ |üs¡|ü‹ &˚{≤, Á|üdüTÔ‘·+ National Statistical
Office (NSO)>± |æ*#˚ National Sample Survey
á H√≥¢qT ì]›wüº e´e~Û˝À>± u≤´+≈£î≈£î eTT≥ºC…|æŒ, ø=‘·Ô s¡÷.
Organisation (NSSO)yês¡T Á>±MTD s¡TDÁ>∑düú‘·ô|’
500, s¡÷. 2,000 ˝Ò<ë Ç‘·s¡ ø£¬s˙‡ H√≥T¢ rdüTø√e\dæq~>±
ø√s¡&ÉyÓTÆq~. BìH˚ ªH√≥¢ #Ó˝≤eTDÏ s¡<äT›μ n+{≤s¡T. n|üŒ{Ï qT+&ç, #˚dæq düπs«ø£åD (All India Debt and Investment
Survey, 70th Round 2013, conducted by
Á|ü»\qT ˝≤yê<˚M\ ø√dü+ q>∑<äT ø£+fÒ ‘·eT u≤´+≈£î &çbÕõ≥¢qT NSSO) qT+&ç rdüT≈£îHêï+. Á>±MTD u≤´+≈£î≈£î dü+ã+~Û+∫q
ñ|üjÓ÷–+#·Tø=H˚˝≤ Áb˛‘·‡Væ≤+#ês¡T. n+<äTe\¢, Ç+≥¬sï{Ÿ ˝Ò<ë düe÷#ês¡+ eT]j·TT &˚{≤ yêsêÔ|üÁ‹ø± ìy˚~ø£\T, yÓuŸôd’{Ÿ\
yÓTTu…’˝Ÿ bò˛Hé\T, #Ó≈£îÿ\T, ATM ø±sY¶\T, Á¬ø&ç{Ÿ ø±sY¶\T eT]j·TT qT+&ç rdüTø√ã&ç+~. u≤´+ø˘\≈£î dü+ã+~Û+∫q >∑D≤+ø±\
<äTø±D≤\ e<ä› bÕsTT+{Ÿ Ä|òt ùd˝Ÿ (POS) ôd’«|t yÓTw”Hé\ <ë«sê, $esê\qT ˝Ò<ë @<Ó’q ˇø£ u≤´+≈£î≈£î dü+ã+~Û+∫q ì]›wüº
u≤´+≈£î qT+&ç u≤´+≈£î≈£î ã~© #˚jT· &É+ <ë«sê &çõ≥˝Ÿ ˝≤yê<˚M\T $esê\qT bı+<ä&ÜìøÏ, MTs¡T ]»sY« u≤´+ø˘ Ä|òt Ç+&çj·÷
ÁbÕs¡+uÛeÑ Tj·÷´sTT. ˝≤yê<˚M\ ø√dü+ q>∑<Tä nedüsêìï ‘·–+Z #·&ÜìøÏ, (www.rbi.org), dü+ã+~Û‘· u≤´+≈£î\ yÓuŸôd{’ Ÿ\˝À ˝≤–Hé
n$˙‹ì ìj·T+Á‹+#·&ÜìøÏ Bìì Áb˛‘·‡Væ≤+#ês¡T. H√≥¢ #Ó˝≤eTDÏ ø±e#·TÃ. dü«j·T+ düVü‰j·Tø£ ã+<ë\≈£î dü+ã+~Û+∫q &˚{≤
s¡<Tä › Á|üÁøÏjT· , <ëì Á|üu≤Û e+ô|’ #·]Ã+#·eTì $<ë´s¡T\ú qT ø√s¡e#·TÃ. National Bank for Agriculture and Rural
Á|ü»\T #·≥㺠<äy∆ TÓ qÆ eT]j·TT Hê´j·T|üsy¡ TÓ qÆ &çõ≥˝Ÿ eT]j·TT q>∑<Tä Development (NABARD)(www.nabard.org)
˝≤yê<˚M\qT Á|ü<ëÛ q+>± mø£ÿ&Óøÿ£ &É ñ|üj÷Ó –+#·e#√à >∑T]Ô+#·&ÜìøÏ yÓuŸôd’{Ÿ˝À bı+<äT|üs¡#·ã&ç+~.
yê]øÏ e÷s¡Zìπs›X¯+ #˚j·Te#·TÃ. yês¡T @ ˝≤yê<˚M\T m+<äT≈£î
#·≥|º sü y¡ TÓ qÆ $ nH˚ n+X¯+ô|’ ≈£L&Ü #·]Ã+#·>\∑ s¡T. q>∑<Tä ˝≤yê<˚M\

Á<äe´eTT eT]j·TT s¡TD+ 75

 CHAPTER 3

MONEY AND

CREDIT
MONEY AS A MEDIUM OF EXCHANGE
The use of money spans a very large difficult it would be if the shoe
part of our everyday life. Look around manufacturer had to directly
you and you would easily be able to exchange shoes for wheat without the
identify several transactions involving use of money. He would have to look
money in any single day. Can you for a wheat growing farmer who not I DON’T NEED
make a list of these? In many of these only wants to sell wheat SHOES. I NEED
I’LL GIVE
transactions, goods are being bought YOU SHOES but also wants to buy the CLOTHES.
and sold with the use of money. In FOR YOUR shoes in exchange.
some of these transactions, services WHEAT. That is, both parties
are being exchanged with money. For have to agree to
some, there might not be any actual sell and buy each
transfer of money taking place now others commodities.
but a promise to pay money later. This is known as
double coincidence
Have you ever wondered why
of wants. What a person
transactions are made in
desires to sell is exactly what the I WANT SHOES.
money? The reason is simple. A BUT I DON’T HAVE
other wishes to buy. In a barter
person holding money can easily WHEAT.
system where goods are directly
exchange it for any commodity or
exchanged without the use of money,
service that he or she might want.
double coincidence of wants is an
Thus everyone prefers to receive
essential feature.
payments in money and then
exchange the money for things that In contrast, in an economy where
they want. Take the case of a shoe money is in use, money by providing
manufacturer. He wants to sell shoes the crucial intermediate step
in the market and buy wheat. The eliminates the need for double
shoe manufacturer will first exchange coincidence of wants. It is no longer
shoes that he has produced for necessary for the shoe manufacturer
money, and then exchange the money to look for a farmer who will buy his
for wheat. Imagine how much more shoes and at the same time sell him
76 M ONEY AND C REDIT
 n<Ûë´j·T+ 3
Á<äe´+
eT]j·TT
|üs|¡ ‹ü
$ìeTj·T e÷<Ûä´eT+>± Á<äe´+
Á<äe´ $ìjÓ÷>∑+ eTq <Ó’q+~q J$‘·+˝À #˚ k ÕÔ & É T . ã÷≥¢ ‘· j · ÷ Ø<ës¡ T &É ã T“qT
#ê˝≤ ô|<ä› uÛ≤>∑+. MT #·T≥÷º |ü]o*+#·+&ç. ñ|üjÓ÷–+#·≈£î+&Ü H˚s¡T>± >√<ÛäTeT\ ø√dü+
@ s√E˝ÀHÓ ’ H ê &É ã T“‘√ ≈£ L &ç q nH˚ ø £ ã÷≥¢qT $ìeTj·T+ #˚j·÷*‡eùdÔ n~ m+‘·
˝≤yê<˚M\qT düT\uÛÑ+>± MTs¡T >∑T]Ô+#·>∑\s¡T. ø£wüº‘·s¡+>± ñ+≥T+<√ }Væ≤+#·+&ç. n‘·qT
MTs¡T M{Ï C≤_‘êqT ‘·j·÷s¡T #˚j·T>∑\sê? >√<ÛäTeT\qT $Áø£sTT+#·&Éy˚T Hê≈£î ã÷≥T¢NEED
I DON’T nedüs+¡
SHOES.
˝Ò<Tä . Hê≈£îI eÁkÕÔ
NEED\T
Ç˝≤+{Ï #ê˝≤ ˝≤yê<˚ M ˝À¢ &É ã T“qT MT >√<ÛTä eT\≈£î, ø±≈£ î +&Ü, ã<ä T \T>± ã÷≥T¢
I’LL GIVE
YOU SHOES
CLOTHES.
ø±yê*.
$ìjÓ÷–+∫ düs¡T≈£î\T ø=q&É+, neTà&É+ H˚qTYOUR
FOR MT≈£î ø=Hê\qT≈£ î H˚ ª>√<Û ä T eTqT
»s¡T>∑T‘√+~. á ˝≤yê<˚M˝À¢ ø=ìï+{Ï˝À qT ÇkÕÔqT. |ü+&ç+#˚ ¬s’‘·Tμ ø√dü+ yÓ‘·ø±*.
ã÷≥¢WHEAT.
ùde\qT Á<äe´+‘√ $ìeTj·T+ #˚düTÔHêïs¡T. n+fÒ Ä Ç<äs› T¡ |üsd¡ Œü s¡+
ø=ìï+{ÏøÏ Ç|ü⁄Œ&ÉT Á<äe´+ yêdüÔe+>± ã~© edüTÔe⁄\qT $Áø£sTT+#·&Üìø° ,
»s¡ > ∑ ø £ b ˛e#· T Ã ø±˙ ‘· s ê«‘· Á<ä e ´+ ø=q&Üìø° n+^ø£]+#ê*.
#Ó*¢kÕÔeTì Vü‰MT Çe«ã&ÉT‘·T+~. BìH˚ ø√]ø£ \ |ü s ¡ d ü Œ s¡
Á<ä e ´ s¡ ÷ |ü + ˝ÀH˚ ˝≤yê<˚ M \T düeTq«j·T+ n+{≤s¡T. ˇø£ e´øÏÔ @$T
m+<äT≈£î »s¡T>∑T‘êj·Tì MTs¡T m|ü⁄Œ&ÓH’ ê $Áø£sTT+#ê\ì ø√s¡T≈£î+{≤&√, <ëìH˚ Hê≈£
î ã÷≥T¢SHOES.
I WANT ø±yê*.
Ä˝À∫+#êsê? ø±s¡ D + dü T \uÛ Ñ + . y˚s=ø£ e´øÏÔ ø=Hê\ì ø√s¡T≈£î+{≤&ÉT. Hê <äI >DON’T
BUT ∑Zs¡ >√<ÛäTHAVE
eT\T
WHEAT.
˝Òe⁄.
&ÉãT“qT ø£*– ñqï e´øÏÔ <ëìì ‘êqT ø√s¡T≈£îH˚ Á<äyê´ìï ñ|üj÷Ó –+#·≈î£ +&Ü edüTeÔ ⁄\qT H˚sT¡ >±
@<ÓH’ ê edüTeÔ ⁄ ˝Ò<ë ùde s¡÷|ü+˝ÀøÏ düT\uÛ+Ñ >± e÷]Œ&ç #˚ùd edüTÔ e÷]Œ&ç e´edüú˝À ø√]ø£\
e÷s¡TÃø√e#·TÃ. n+<äTe\¢ Á|ü‹ ˇø£ÿs¡÷ &ÉãT“ ªª<ä«+<ä« j·÷<ä∫Ãø£‘μ· μ ˇø£ eTTK´yÓTqÆ \ø£Då +.
s¡ ÷ |ü + ˝À #Ó * ¢ + |ü ⁄ \qT d” « ø£ ] +#· & ÜìøÏ BìøÏ $s¡T<ä∆+>± Á<äe´ $ìjÓ÷>∑+ ñqï
Çwüº|ü&É‘ês¡T. Ä ‘·s¡Tyê‘· yê]øÏ ø±e\dæq Ä]úø£ e´edü˝ú À, ø°\ø£yTÓ qÆ e÷<Û´ä $Tø£ k˛bÕHêìï
edüTeÔ ⁄\ ø√dü+ &ÉãT“qT $ìeTj·T+ #˚kÕÔsT¡ . ã÷≥¢ n+~+#·&É+ <ë«sê Á<äe´+ ø√]ø£\ <ä«+<ä«
‘·j÷· Ø<ës¡Tì $wüjT· y˚T rdüTø√+&ç. e÷¬sÿ{Ÿ˝À j·÷<ä∫Ãø£‘· nedüsêìï ‘=\–düTÔ+~. ã÷≥¢
ã÷≥T¢ n$Tà >√<Û ä T eT\T ø=qTø√ÿyê\qT ‘·j÷· Ø<ës¡T ‘·q ã÷≥¢qT ø=ì, n<˚ düeTj·T+˝À
≈£î+≥THêï&ÉT. ã÷≥¢ ‘·j÷· Ø<ës¡T yÓTT<ä≥ &ÉãT“ n‘·ìøÏ >√<ÛäTeT\qT $Áø£sTT+#˚ ¬s’‘·T ø√dü+
ø√dü+ ñ‘·Œ‹Ô #˚dqæ ã÷≥¢qT e÷]Œ&ç #˚kÕÔ&TÉ , Ä yÓ ‘ · ø±*‡q nedüs¡+ Çø£ @ e÷Á‘·+ ˝Ò < ä T .
‘·s¡Tyê‘· >√<ÛäTeT\ ø√dü+ &ÉãT“qT $ìeTj·T+
Á<äe´+ eT]j·TT |üs¡|ü‹ 77
 wheat. All he has to do is find a buyer
for his shoes. Once he has exchanged
his shoes for money, he can purchase
wheat or any other commodity in the
market. Since money acts as an
intermediate in the exchange process,
it is called a medium of exchange
exchange.

LET’S WORK THESE OUT

1. How does the use of money make it easier to exchange things?
2. Can you think of some examples of goods / services being exchanged or wages being
paid through barter?

MODERN FORMS OF MONEY

We have se en that money is organisation is allowed to issue
something that can act as a medium currency. Moreover, the law legalises
of exchange in transactions. Before the use of rupee as a medium of
Early punch- the introduction of coins, a variety of payment that cannot be refused in
marked coins objects was used as money. For settling transactions in India. No
(may be 2500 example, since the very early ages, individual in India can legally refuse
years old)
Indians used grains and cattle as a payment made in rupees. Hence,
money. Thereafter came the use of the rupee is widely accepted as a
metallic coins — gold, silver, copper medium of exchange.
coins — a phase which continued well
into the last century. Deposits with Banks
Gupta
coins The other form in which people hold
Currency money is as deposits with banks. At
Modern forms of money include a point of time, people need only some
currency — paper notes and coins. currency for their day-to-day needs.
Unlike the things that were used as For instance, workers who receive
money earlier, modern currency is not their salaries at the end of each month
made of precious metal such as gold, have extra cash at the beginning of
Tughlaq silver and copper. And unlike grain the month. What do people do with
coin
and cattle, they are neither of this extra cash? They deposit it with
everyday use. The modern currency the banks by opening a bank
Gold
is without any use of its own. account in their name. Banks accept
Mohar the deposits and also pay an amount
from Then, why is it accepted as a
as interest on the deposits. In this way
Akbar’s medium of exchange? It is accepted
reign people’s money is safe with the
as a medium of exchange because the
banks and it earns an amount as
currency is authorised by the
interest. People also have the
government of the country.
provision to withdraw the money as
In India, the Reserve Bank of India and when they require. Since the
issues currency notes on behalf of the deposits in the bank accounts can be
central government. As per Indian withdrawn on demand, these
law, no other individual or deposits are called demand deposits.
Modern coin

78 M ONEY AND C REDIT

 n‘· q T #˚ j · ÷ *‡+<ä ˝ ≤¢ ‘· q ã÷≥¢ ø√dü +
ø=qT>√\T<ës¡Tì ø£qT>=q&ÉyT˚ . n‘·qT ‘·q ã÷≥¢qT
&ÉãT“>± e÷s¡TÃ≈£îqï ‘·sê«‘·, n‘·qT >√<ÛTä eT\T ˝Ò<ë
@<Ó’Hê Ç‘·s¡ edüTÔe⁄qT e÷¬sÿ{À¢ ø=qT>√\T
#˚ j · T e#· T Ã. $ìeTj· T Á|ü Á øÏ j · T ˝À Á<ä e ´+
e÷<Û´ä eT+>± >± |üì#˚dTü +Ô ~ ø±ã{Ϻ <ëìì $ìeTj·T
e÷<Ûä´eT+ n+{≤s¡T.
eTq+ Ç|ü⁄Œ&ÉT M{Ïì |ü]wüÿ]<ë›+
1. Á<äyê´ìï ñ|üjÓ÷–+#·&É+ e\q edüTÔ $ìeTj·T+ m˝≤ düT\uÛÑ‘·s¡+ ne⁄‘·T+~?
2. edüTÔ e÷]Œ&ç |ü<䛋 <ë«sê edüTÔe⁄\T/ùde\T $ìeTj·T+ »s¡>∑&É+ ˝Ò<ë y˚‘·Hê\T #Ó*¢+#·&É+
e+{Ï yê{ÏøÏ ø=ìï ñ<ëVü≤s¡D\T MTs¡T Ä˝À∫+#·>∑\sê?
Á<äe´+ jÓTTø£ÿ Ä<ÛäTìø£ s¡÷bÕ\T
Á<äe´eT+ jÓTTø£ÿ Ä<ÛäTìø£ s¡÷bÕ\T
Á<ä e ´+ nH˚ ~ ˝≤yê<˚ M \˝À $ìeTj· T e´øÏÔ ˝Ò<ë dü+düú ø£¬s˙‡ì C≤Ø #˚j·T&ÜìøÏ
e÷<Ûä´eT+>± |üì#˚j·T>∑\<äì eTqeTT #·÷XÊ+. nqTeT‹+#·s¡T. n+‘˚ø±≈£î+&Ü uÛ≤s¡‘·<˚X¯+˝À
‘=* |ü+#Y e÷sYÿ HêDÒ\qT Á|üy˚X¯ô|≥º&ÜìøÏ eTT+<äT, $$<Ûä s¡ø±\ #·≥º+ Á|üø±s¡+ ˝≤yê<˚M\qT |ü]wüÿ]+#·&É+˝À
HêDÒ\T edü T Ô e ⁄\qT Á<ä e ´+>± ñ|ü j Ó ÷ –+#ês¡ T .
(ãVüQXÊ 2500 s¡÷bÕsTTì ñ|üjÓ÷–+#·T≥qT ìsêø£]+#·˝Òì
dü+ˆˆ Hê{Ï$ ñ<ëVü≤s¡D≈£î, #ê˝≤ ø±\+ qT+&ç, uÛ≤s¡rj·TT\T #Ó * ¢ + |ü ⁄ e÷<Û ä ´ eT+>± #· ≥ º ã <ä ∆ + #˚ X Ês¡ T .
ø±e#·TÃ)
<Û ë Hê´\T eT]j· T T |ü X ¯ ó e⁄\qT Á<ä e ´+>± uÛ≤s¡‘<· X˚ +¯ ˝Àì @ e´øÏÔ ≈£L&Ü s¡÷bÕsTT\˝À #˚dqæ
ñ|üjÓ÷–+#ês¡T. Ä ‘·sê«‘· ˝ÀVü≤|ü⁄ HêDÒ\ #Ó*+¢ |ü⁄qT #·≥㺠<ä+∆ >± ‹s¡dÿü ]+#·˝sÒ T¡ . n+<äTe\¢,
$ìjÓ÷>∑+ e∫Ã+~ - ã+>±s¡+, yÓ+&ç, sê– s¡÷bÕsTT $ìeTj·T e÷<Ûä´eT+>± $düÔ‘·+>±
HêDÒ\T - á <äX¯ >∑‘· X¯‘êã›+˝À ≈£L&Ü ÄyÓ÷<ä+ bı+~+~.
>∑T|ü⁄Ô\ ø=qkÕ–+~.
HêDÒ\T u≤´+≈£î˝ e<ä›>∑\ &çbÕõ≥T¢
ø£¬s˙‡ u≤´+≈£î˝À¢ >∑\ &çbÕõ≥ s¡÷|ü+˝À Á|ü»\T Á<äyê´ìï
Á<äe´+ jÓTTø£ÿ Ä<ÛäTìø£ s¡÷bÕ\˝À ø£¬s˙‡ - Ç+ø√ $<Ûä+>± ø£*– ñ+{≤s¡T. ˇø£ düeTj·T+˝À,
ø±–‘·|⁄ü H√≥T¢ eT]j·TT HêDÒ\T ñHêïsTT. >∑‘+· ˝À Á|ü»\≈£î yê] s√EyêØ nedüsê\≈£î ø=+‘· ø£s¬ ˙‡
Á<äe´+>± yê&çq edüTÔe⁄\ e÷~]>± ø±≈£î+&Ü, e÷Á‘·y˚T nedüs¡+ ñ+≥T+~. ñ<ëVü≤s¡D≈£î Á|ü‹
‘·T>∑¢ø˘ Ä<ÛäTìø£ ø£¬s˙‡ ã+>±s¡+, yÓ+&ç eT]j·TT sê– HÓ ˝ ≤Ks¡ T ˝À J‘ê\T bı+<˚ ø±]à≈£ î \T HÓ \
HêD…+
e+{Ï $\TyÓ’q ˝ÀVü‰\‘√ ‘·j·÷s¡T #˚j·Tã&É<äT. ÁbÕs¡+uÛÑ+˝À n<äq|ü⁄ q>∑<äTqT ø£*– ñ+{≤s¡T.
n<˚ e÷~]>± >∑‘·+˝À Á<äyê´ìøÏ ã<äT\T>± á n<äq|ü⁄ q>∑<äT‘√ Á|ü»\T @$T #˚kÕÔs¡T? yê]
nø£“sY ø±\+ ñ|üjÓ÷–+#·ã&çq <Ûëq´+, |üX¯óe⁄\T Ç|ü⁄Œ&ÉT ù|]≥ u≤´+≈£î U≤‘ê ‘Ó]∫ u≤´+≈£î˝À¢ »eT
Hê{Ï ã+>±s¡T s√EyêØ ñ|üjÓ÷>∑+˝À ˝Òe⁄. e÷<Ûä´eT+>± (&ç b Õõ{Ÿ ) #˚ k ÕÔ s ¡ T . u≤´+≈£ î \T &ç b Õõ≥¢ q T
yÓTTVü≤sY
ø±≈£î+&Ü |ü<ës¡+ú >± #·÷ùdÔ ø£s¬ ˙‡øÏ m˝≤+{Ï d”«j·T n+^ø£]kÕÔsTT. á &çbÕõ≥¢ MT<ä e&û¶ì ≈£L&Ü
$\Tyê ˝Ò<äT. n˝≤+≥|ü⁄Œ&ÉT Bìì $ìeTj·T #Ó*¢kÕÔsTT. á $<Ûä+>± Á|ü»\ Á<äe´+ u≤´+≈£î\
e÷<Û ä ´ eT+>± m+<ä T ≈£ î n+^ø£ ] +#ês¡ T ? e<ä› düTs¡øÏå‘·+>± ñ+≥T+~. <ëìøÏ e&û¶ ≈£L&Ü
Á|üuÛÑT‘·«+#˚ ÄyÓ÷<äjÓ÷>∑´yÓTÆq+<äTq Bìì edüT+Ô ~. Á|ü»\T ‘·eT≈£î nedüsy¡ TÓ qÆ |ü⁄Œ&ÉT Á<äyê´ìï
$ìeTj·T e÷<Ûä´eT+>± n+^ø£]kÕÔs¡T. ñ|üdü+Vü≤]+#·Tø=H˚ dü<äTbÕj·T+ ≈£L&Ü ñ+~.
uÛ≤s¡‘·<˚X¯+˝À πø+Á<ä Á|üuÛÑT‘·«+ ‘·s¡|ü⁄q u≤´+≈£î U≤‘ê˝À¢ì &çbÕõ≥¢qT ø√s¡T≈£îqï|ü⁄Œ&ÉT
n<ÛäTìø£ ]»sY« u≤´+ø˘ Ä|òt Ç+&çj·÷ ø£¬s˙‡ H√≥¢qT C≤Ø ñ|üdü+Vü≤s¡D #˚düTø√e#·Tà ø±ã{Ϻ á &çbÕõ≥¢qT
HêD…+
#˚düTÔ+~. uÛ≤s¡rj·T #·≥º+ Á|üø±s¡+ @ Ç‘·s¡ &çe÷+&é &çbÕõ≥T¢ n+{≤s¡T.
Á<äe´+ eT]j·TT |üs¡|ü‹ 79
 Demand deposits offer another made by cheques instead of cash.
interesting facility. It is this facility For payment through cheque, the
which lends it the essential payer who has an account with the
characteristics of money (that of a bank, makes out a cheque for a
medium of exchange). You would specific amount. A cheque is a
have heard of payments being paper instructing the bank to pay
a specific amount from the
person’s account to the person in
UNDERSTAND whose name the cheque has been
LET US TRY AND
YM ENTS ARE issued.
HOW CHEQUE PA
D RE AL IS ED WITH
MADE AN
AN EXAMPLE.

Cheque Payments
A shoe manufacturer, M. Salim has to make a payment to the leather supplier and writes
a cheque for a specific amount. This means that the shoe manufacturer instructs his
bank to pay this amount to the leather supplier. The leather supplier takes this cheque,
and deposits it in his own account in the bank. The money is transferred from one bank
account to another bank account in a couple of days. The transaction is complete without
any payment of cash.

Account number

Bank branch
code

Cheque number Coding used by banks

Thus we see that demand deposits You must remember the role that
share the essential features of money. the banks play here. But for the
The facility of cheques against demand banks, there would be no demand
deposits makes it possible to directly deposits and no payments by
settle payments without the use of cash. cheques against these deposits. The
Since demand deposits are accepted modern forms of money — currency
widely as a means of payment, along and deposits — are closely linked to
with currency, they constitute money the working of the modern banking
in the modern economy. system.

80 M ONEY AND C REDIT

&çe÷+&é &çbÕõ≥T¢ eTs=ø£ ÄdüøøÔÏ s£ y¡ TÓ qÆ kÂø£sê´ìï #Ó*¢+#·&ÜìøÏ u≤´+≈£î˝À U≤‘ê ñqï e´øÏÔ ì]›wüº
n+~kÕÔsTT. á dü<äTbÕj·T+ M{ÏøÏ Á<äyê´ìøÏ yÓTT‘êÔìøÏ #Ó≈£îÿqT C≤Ø #˚kÕÔs¡T. #Ó≈£îÿ nH˚~ ˇø£
ñ+&Ü*‡q eTTK´ \ø£åD≤ìï ($ìeTj·T e÷<Ûä´eT+ e´øÏÔ U≤‘ê qT+&ç #Ó≈£îÿ C≤Ø #˚j·Tã&çq e´øÏÔ
˝≤>±) ø£*ŒdüT+Ô ~. q>∑<Tä ≈£î ã<äT\T>± #Ó≈î£ ÿ\ <ë«sê ù|s¡T MT<ä ì]›wºü yÓTT‘êÔìï #Ó*+¢ #·eTì u≤´+≈£î≈£î
#Ó*+¢ |ü⁄\T #˚jT· &É+ MTs¡T $H˚ ñ+{≤s¡T. #Ó≈î£ ÿ <ë«sê dü÷∫+#˚ ˇø£ ø±–‘·+.

AN≤D»s T‘êRS
UN¡T>∑DE Ç‘·s¡
jÓ÷TA, ND
≈£îÿT#ÓUS
#ÓLE *¢+|üTR⁄\TY m˝
˝À EQ
u≤HO´+øW\˘ CH m˝UE s¡TkÕsÔ √ (RE THDE)
≤ e÷PA YM EN TSAL AR
ISE
ANëV≤ü s¡D AL
RE ISêEDeTq+WI
MAˇø DE£ ñ< D <ë«s
AM PL E. ë+.
Á|üjT· ‹ï+∫ ns+ú¡ #˚dTü ≈£î+<
AN EX

#Ó≈î£ ÿ #Ó*+¢ |ü⁄\T

M. dü©+ nH˚ ã÷≥¢ ‘·j·÷Ø<ës¡T ˇø£ ‘√\T düs¡|òüsê<ës¡TìøÏ #Ó*¢+|ü⁄ #˚j·÷*. n+<äT≈£î ˇø£ ì]›wüº yÓTT‘êÔìøÏ #Ó≈£îÿ
sêkÕÔs¡T. n+fÒ á yÓTT‘êÔìï ‘√\T düs¡|òüsê<ës¡T≈£î #Ó*¢+#·eTì ã÷≥¢ ‘·j·÷Ø<ës¡T ‘·q u≤´+≈£î≈£î dü÷∫kÕÔ&ÉT. ‘√\T
düs¡|òüsê<ës¡T á #Ó≈£îÿqT rdüT≈£îì, u≤´+≈£î˝Àì ‘·q kı+‘· U≤‘ê˝À »eT #˚kÕÔ&ÉT. ˇø£{Ï ˝Ò<ë ¬s+&ÉT s√E˝À¢ ˇø£ u≤´+≈£î
U≤‘ê qT+∫ eTs√ u≤´+≈£î U≤‘ê≈£î q>∑<äT ã~© ne⁄‘·T+~. m≥Te+{Ï q>∑<äT #Ó*¢+|ü⁄ ˝Ò≈£î+&ÜH˚ ˝≤yê<˚M |üPs¡Ôe⁄‘·T+~.

Account number

Bank branch
code

Cheque number Coding used by banks

n+<äTe\¢ &çe÷+&é &çbÕõ≥T¢ Á<äe´+ jÓTTø£ÿ |ü]>∑D+Ï #·ã&ÉT‘·THêïsTT. Çø£ÿ&É u≤´+≈£î\T b˛wæ+#˚ bÕÁ‘·qT
eTTK´yÓTqÆ \ø£Då ≤\qT ø£qãs¡#&· +É eTq+ #·÷kÕÔeTT. MTs¡T >∑Ts¡TÔ+#·Tø√yê*. nsTT‘˚ u≤´+≈£î\≈£î &çbÕõ≥T¢
&çe÷+&é &çbÕõ≥¢ MT<ä #Ó≈£îÿ\qT C≤Ø#˚ùd kÂ\uÛÑ´+ ñ+&Ée⁄. Ä &çe÷+&ÉT &çbÕõ≥¢ MT<ä #Ó≈£îÿ\ <ë«sê
ñ+&É≥+ e\q, q>∑<Tä qT ñ|üj÷Ó –+#·≈î£ +&Ü H˚sT¡ >± m≥Te+{Ï #Ó*¢+|ü⁄\T ñ+&Ée⁄. Á<äe´+ jÓTTø£ÿ Ä<ÛäTìø£
#Ó*¢+|ü⁄\T #˚j·Te#·TÃ. &çe÷+&é &çbÕõ≥T¢ #Ó*¢+|ü⁄ s¡÷bÕ\T - ø£s¬ ˙‡ eT]j·TT &çbÕõ≥T¢ - Ä<ÛTä ìø£ u≤´+øÏ+>¥
kÕ<Ûqä +>± $düÔ ‘·+>± ÄyÓ÷<ä+ bı+~q+<äTq, ø£s¬ ˙‡‘√ e´edüú jÓTTø£ÿ |üì rs¡T‘√ <ä>∑Z] dü+ã+<Ûä+ ø£*–
bÕ≥T, n$ Ä<ÛäTìø£ Ä]úø£ e´edüú˝À Á<äe´+>± ñ+{≤sTT.

Á<äe´+ eT]j·TT |üs¡|ü‹ 81

 LET’S WORK THESE OUT
1. M. Salim wants to withdraw Rs 20,000 in cash for making payments. How would he
write a cheque to withdraw money?
2. Tick the correct answer.
After the transaction between Salim and Prem,
(i) Salim’s balance in his bank account increases, and Prem’s balance increases.
(ii) Salim’s balance in his bank account decreases and Prem’s balance increases.
(iii) Salim’s balance in his bank account increases and Prem’s balance decreases.
3. Why are demand deposits considered as money?

LOAN ACTIVITIES OF BANKS

Let us take the story of banks further. huge demand for loans for various
What do the banks do with the economic activities. We shall read more
deposits which they accept from the about this in the following sections.
public? There is an interesting Banks make use of the deposits to
mechanism at work here. Banks keep meet the loan requirements of the
only a small proportion of their people. In this way, banks mediate
deposits as cash with themselves. For between those who have surplus
example, banks in India these days funds (the depositors) and those who
hold about 15 per cent of their are in need of these funds (the
deposits as cash. This is kept as borrowers). Banks charge a higher
provision to pay the depositors who interest rate on loans than what they
might come to withdraw money from offer on deposits. The difference
the bank on any given day. Since, on between what is charged from
any particular day, only some of its borrowers and what is paid to
many depositors come to withdraw depositors is their main source of
cash, the bank is able to manage with income.
this cash.
What do you think wo
uld happen
Banks use the major portion of the if all the depositors
went to ask
deposits to extend loans. There is a for their money at th
e same time?

DEPOSITORS BORROWERS
People make People take
deposits loans

People make People repay

withdrawals and loans with
get interest interest

82 M ONEY AND C REDIT

eTq+ Ç|ü⁄Œ&ÉT M{Ïì |ü]wüÿ]<ë›+
1. #Ó*¢+|ü⁄\T #˚j·T&ÜìøÏ m+. dü©+ s¡÷. 20,000 q>∑<äT yÓqøÏÿ rdüTø√yê\qT≈£î+≥THêï&ÉT.
&ÉãT“ ñ|üdü+Vü≤]+#·Tø√e&ÜìøÏ n‘·qT #Ó≈£îÿ m˝≤ sêkÕÔ&ÉT?
2. dü¬s’q düe÷<ÛëHêìï {Ïø˘ #˚j·T+&ç.
dü©+, Áù|yéT eT<Ûä´ ˝≤yê<˚M »]–q ‘·sê«‘·..
(i) dü©+ u≤´+ø˘ U≤‘ê˝À u≤´˝…Hé‡ ô|s¡T>∑T‘·T+~ eT]j·TT Áù|yéT U≤‘ê˝À u≤´˝…Hé‡ ô|s¡T>∑T‘·T+~.
(ii) dü©+ u≤´+≈£î U≤‘ê˝À u≤´˝…Hé‡ ‘·>∑TZ‘·T+~ eT]j·TT Áù|yéT U≤‘ê˝À u≤´˝…Hé‡ ô|s¡T>∑T‘·T+~.
(iii) dü©+ u≤´+ø˘ U≤‘ê˝À u≤´˝…Hé‡ ô|s¡T>∑T‘·T+~ eT]j·TT Áù|yéT U≤‘ê˝À u≤´˝…Hé‡ ‘·>∑TZ‘·T+~.
3. &çe÷+&é &çbÕõ≥¢qT Á<äe´+>± m+<äT≈£î |ü]>∑DÏkÕÔs¡T?

u≤´+≈£î\ |üs¡|ü‹ ø±s¡´ø£˝≤bÕ\T

u≤´+≈£î\ ø£<∏äqT eT]+‘· eTT+<äT≈£î rdüT¬øfi≤›+. ø±s¡´ø£˝≤bÕ\ ø√dü+ s¡TD≤\≈£î uÛ≤Ø &çe÷+&é
Á|ü»\ qT+&ç d”«ø£]+#˚ &çbÕõ≥¢qT u≤´+≈£î\T ñ+~. Bì >∑ T ]+∫ eTq+ á ÁøÏ + ~
@$T #˚kÕÔsTT? Çø£ÿ&É ˇø£ ÄdüøÏÔø£s¡yÓTÆq $uÛ≤>±\˝À eT]+‘· #·<Tä e⁄‘êeTT. u≤´+≈£î\T
j·T+Á‘ê+>∑+ |üì#˚düTÔ+~. u≤´+≈£î\T ‘·eT Á|ü»\ s¡TD nedüsê\qT rs¡Ã&ÜìøÏ &çbÕõ≥¢qT
&çbÕõ≥¢˝À ø=+‘· uÛ≤>±ìï e÷Á‘·y˚T ‘·eT e<ä› ñ|üj÷Ó –+#·T≈£î+{≤sTT. á $<Û+ä >± $T>∑T\T
q>∑<äT>± ñ+#·T≈£î+{≤sTT. ñ<ëVü≤s¡D≈£î á ì<ÛäT\T ñqï yês¡T (&çbÕõ≥s¡T¢), á ì<ÛäT\
s√E˝À¢ uÛ≤s¡‘·<˚X¯+˝Àì u≤´+≈£î\T ‘·eT nedüs¡+ ñqïyês¡T (s¡TDÁ>∑V”≤‘·\T) eT<Ûä´
&çbÕõ≥¢˝À <ë<ë|ü⁄ 15 XÊ‘·+ kıeTTàqT ‘·eT‘√ u≤´+≈£î\T eT<Ûä´e]Ô‘·«+ #˚kÕÔsTT. u≤´+≈£î\T
ñ+#·T≈£î+{≤sTT. @ s√Eq nsTTHê u≤´+≈£î qT+&ç &çbÕõ≥¢ô|’ n+~+#˚ <ëìø£+fÒ m≈£îÿe e&û¶
&ÉãT“ ñ|üd+ü Vü≤]+#·Tø√e&ÜìøÏ e#˚à &çbÕõ≥sY\≈£î π s ≥TqT s¡ T D≤\ô|’ edü ÷ \T #˚ k ÕÔ s TT.
#Ó*+¢ #·&ÜìøÏ M\T>± Bìì ñ+#·T≈£î+{≤s¡T. @<ÓH’ ê s¡TDÁ>∑V”≤‘·\ qT+&ç edü÷\T #˚dæq <ëìøÏ,
ì]›wüº s√E˝À #ê˝≤ eT+~ &çbÕõ≥s¡¢˝À ø=+‘· &çbÕõ≥s¡¢≈£î #Ó*¢+#˚ <ëìøÏ eT<Ûä´ ñqï
eT+~ e÷Á‘·y˚T q>∑<äT yÓqøÏÿ rdüTø√e&ÜìøÏ e´‘ê´düy˚T yê] Á|ü<Ûëq Ä<ëj·T eqs¡T.
ekÕÔ s ¡ T . ø±ã{Ï º u≤´+ø˘ á q>∑ < ä T ‘√
dü]ô|≥º>\∑ T>∑T‘·T+~. & ç b Õõ ≥ s ¡ ¢ + < ä s ¡ ÷ ˇ π ø k
n&É>∑&ÜìøÏ yÓ[‘˚ @$T »s¡Õ] ‘ · e T & É ã T“
u≤´+≈£î\T &çbÕõ≥¢˝À m≈£îÿe uÛ≤>±ìï nqT≈£î+≥THêïs¡T? T>∑T‘·T+<äì MTs¡T
s¡TD≤\T Çe«&ÜìøÏ ñ|üj÷Ó –kÕÔsTT. $$<Ûä Ä]úø£

&çbÕõ≥s¡T¢ Á|ü»\T n|ü⁄Œ rdüT≈£î+{≤s¡T.

s¡TDÁ>∑V≤” ‘·\T
Á|ü»\T &çbÕõ{Ÿ #˚kÕÔs¡T.

Á|ü»\T Á|ü»\T
ñ|üd+ü Vü≤]+#·T≈£î+{≤s¡T. e&û¶‘√ ø£*|æ n|ü⁄Œ
e&û¶ bı+<äT‘ês¡T. #Ó*¢kÕÔs¡T.

Á<äe´+ eT]j·TT |üs¡|ü‹ 83

TWO DIFFERENT CREDIT SITUATIONS
A large number of transactions in our day-to-day activities
involve credit in some form or the other. Credit (loan) refers to
an agreement in which the lender supplies the borrower with
money, goods or services in return for the promise of future
payment. Let us see how credit works through the following
two examples.

(1) Festival Season

It is festival season two months from now now and promises to pay him later.
and the shoe manufacturer, Salim, has Second, he obtains loan in cash from the
received an order from a large trader in large trader as advance payment for
town for 3,000 pairs of shoes to be 1000 pairs of shoes with a promise to
delivered in a month time. To complete deliver the whole order by the end of the
production on time, Salim has to hire a few month.
more workers for stitching and pasting
At the end of the month, Salim is able to
work. He has to purchase the raw
deliver the order, make a good profit, and
materials. To meet these expenses, Salim
repay the money that he had borrowed.
obtains loans from two sources. First, he
asks the leather supplier to supply leather

In this case, Salim obtains credit to meet the working

capital needs of production. The credit helps him to meet the
ongoing expenses of production, complete production on time,
and thereby increase his earnings. Credit therefore plays a
vital and positive role in this situation.

(2) Swapna’s Problem

Swapna, a small farmer, grows groundnut on her three
acres of land. She takes a loan from the moneylender
to meet the expenses of cultivation, hoping that her
harvest would help repay the loan. Midway through
the season the crop is hit by pests and the crop
fails. Though Swapna sprays her crops with
expensive pesticides, it makes little difference. She
is unable to repay the moneylender and the debt
grows over the year into a large amount. Next
year, Swapna takes a fresh loan for cultivation.
It is a normal crop this year. But the earnings
are not enough to cover the old loan.
She is caught in debt. She has to sell
a part of the land to pay off the debt.

84 M ONEY AND C REDIT

 ¬s+&ÉT y˚πs«s¡T |üs¡|ü‹ |ü]dæú‘·T\T
eTq s√EyêØ ø±s¡´ø£˝≤bÕ\˝À #ê˝≤eT≥T≈£î ˝≤yê<˚M\T @<√ ˇø£ s¡÷|ü+˝À
s¡TD+(n|ü⁄Œ)qT ø£*– ñ+{≤sTT. s¡TD+(n|ü⁄Œ) nH˚~ s¡TD<ë‘· uÛÑ$wü´‘·TÔ˝À
#Ó*k¢ ÕÔqH˚ Vü‰MT MT<ä s¡TDÁ>∑V≤” ‘·≈î£ &ÉãT“, edüTeÔ ⁄\T ˝Ò<ë ùde\qT n+~+#˚
ˇø£ ˇ|üŒ+<ëìï dü÷∫düTÔ+~. ÁøÏ+~ ¬s+&ÉT ñ<ëVü≤s¡D\ <ë«sê |üs¡|ü‹ m˝≤
|üì#˚düTÔ+<√ eTq+ #·÷<ë›+.

(1) |ü+&ÉT>∑ d”»Hé

Ç|üŒ{Ï qT+&ç ¬s+&ÉT HÓ\\T |ü+&ÉT>∑ d”»Hé. ã÷≥¢ ‘·j·÷Ø<ës¡T düs¡|òüsê #˚j·TeTì n&ÉT>∑T‘ê&ÉT. ¬s+&Ée~, n‘·qT
dü©+, |ü≥ºD+˝Àì ˇø£ ô|<ä› yê´bÕ] qT+&ç 3,000 »‘·\ HÓ˝≤Ks¡T˝À>± yÓTT‘·+Ô Äs¡s¶ qY T &Ó*eØ #˚kÕÔqH˚ yê>±›q+‘√
ã÷≥¢\qT ˇø£ HÓ\˝À &Ó*eØ #˚jT· &ÜìøÏ Äs¡s¶ qY T n+<äT≈£îHêï&ÉT. 1000 »‘·\ ã÷≥¢ ø√dü+ eTT+<ädüTÔ #Ó*¢+|ü⁄(n&Ü«Hé‡)>±
düø±\+˝À ñ‘·Œ‹Ôì |üP]Ô #˚j·T&ÜìøÏ, ≈£î≥T¢ eT]j·TT n‹øÏ+#˚ ô|<ä› yê´bÕ] qT+&ç q>∑<Tä s¡÷|ü+˝À s¡TD≤ìï bı+<äT‘ê&ÉT.
|ü ì ø√dü + dü © + eT]ø=+‘· eT+~ ø±]à≈£ î \qT
ìj·T$T+#·Tø√yê*. n‘·qT eTT&ç |ü<ësêú\qT ø=qT>√\T #˚j÷· *. HÓ˝≤Ks¡T˝À dü©+ Äs¡¶sYqT &Ó*eØ #˚j·T>∑\&ÉT. eT+∫
á Ks¡TÃ\ ø√dü+ dü©+ ¬s+&ÉT $<Ûë\T>± s¡TD≤\T bı+<äT‘ê&ÉT. ˝≤uÛÑ+ bı+<ä>∑\&ÉT. n‘·qT n|ü⁄Œ>± rdüT≈£îqï &ÉãT“qT
yÓTT<ä{Ï~, n‘·qT Ç|ü⁄Œ&ÉT ‘√\T düs¡|òüsê #˚düTÔqï ‘√\T ‹]– #Ó*¢+#·>∑\&ÉT.
düs|¡ süò ê<ës¡TìøÏ ‘·sê«‘· #Ó*k¢ ÕÔqH˚ yê>±›q+‘√ eTT+<ädTü >Ô ± ‘√\T

á dü+<äs¡“¤+˝À ñ‘·Œ‹Ô jÓTTø£ÿ ìs¡«Vü≤D≤eT÷\<Ûäq nedüsê\qT

rs¡Ã&ÜìøÏ dü©+ s¡TD≤ìï bı+<äT‘ê&ÉT. á s¡TD+ ñ‘·Œ‹Ô Ks¡TÃ\qT uÛ]Ñ +#·&ÜìøÏ,
düeTj·÷ìøÏ ñ‘·Œ‹Ôì |üP]Ô #˚j·T&ÜìøÏ, ‘·<ë«sê Ä<ëj·÷ìï ô|+#·&ÜìøÏ
n‘·ìøÏ düVü‰j·T|ü&ÉT‘·T+~. ø±ã{Ϻ á |ü]dæú‹˝À n|ü⁄Œ ø°\ø£yÓTÆq eT]j·TT
kÕqT≈£L\yÓTqÆ bÕÁ‘·qT b˛wædTü +Ô ~.
(2) dü«|üïøÏ e∫Ãq düeTdü´
dü«|üï nH˚ ∫qï s¬ ‘’ T· ‘·q≈£îqï eT÷&Óøs£ ê\ bı\+˝À y˚sT¡ X¯q>∑ kÕ>∑T #˚k˛Ô+~.
|ü+&ç+∫q |ü+≥MT<ä e#˚à Ä<Ûëj·T+‘√ ‹]– #Ó*+¢ #·>\∑ qT nH˚ ÄX¯‘√
kÕ>∑T Ks¡TÃ\ ø√dü+ ÄyÓT e&û¶ yê´bÕ] e<ä› n|ü⁄Œ rdüT≈£î+≥T+~,
eT<Ûä´˝À ‘Ó>∑Tfi¢̄ u≤]q |ü&ç |ü+≥ qwüºb˛‘·T+~. dü«|üï ‘·q |ü+≥\≈£î
KØ<Ó’q ÁøÏ$Tdü+Vü‰s¡ø£ eT+<äT\qT |æ∫ø±Ø #˚dæq|üŒ{Ïø°, <ëì
e\¢ ô|<ä›>± ñ|üjÓ÷>∑+ ˝Ò<äT. ÄyÓT e&û¶ yê´bÕ]øÏ ‹]–
#Ó*¢+#·˝Òø£b˛‘·T+~. Ä dü+e‘·‡sê+‘êìøÏ n|ü⁄Œ ô|<ä› yÓTT‘·Ô+˝À
ô|s¡T>∑T‘·T+~. eTs¡Tdü{Ï dü+e‘·‡s¡+ dü«|üï kÕ>∑T ø√dü+ ø=‘·Ô>±
n|ü⁄Œ rdüT≈£î+≥T+~. á @&Ü~ ~>∑Tã&ç kÕ<Ûës¡D+>± ñ+~.
ø±˙ Ä dü+bÕ<äq bÕ‘· s¡TD≤ìï rsêÃ&ÜìøÏ dü]b˛˝Ò<äT.
ÄyÓT n|ü⁄Œ˝À¢ ∫≈£îÿ≈£î+~. n|ü⁄Œ rπsÃ+<äT≈£î uÛ÷Ñ $T˝À
ø=+‘· uÛ≤>±ìï ÄyÓT neTTàø√yê*‡ edüTÔ+~.

Á<äe´+ eT]j·TT |üs¡|ü‹ 85

 In rural areas, the main demand In Swapna’s case, the failure of the
for credit is for crop production. Crop crop made loan repayment
production involves considerable impossible. She had to sell part of the
costs on seeds, fertilisers, pesticides, land to repay the loan. Credit, instead
water, electricity, repair of equipment, of helping Swapna improve her
etc. There is a minimum stretch of earnings, left her worse off. This is an
three to four months between the time example of what is commonly called
when the farmers buy these inputs debt-trap. Credit in this case pushes
and when they sell the crop. Farmers the borrower into a situation from
usually take crop loans at the which recovery is very painful.
beginning of the season and repay the
In one situation credit helps to
loan after harvest. Repayment of the
increase earnings and therefore the
loan is crucially dependent on the
person is better off than before. In
income from farming.
another situation, because of the
crop failure, credit
pushes the person into
LET’S WORK THESE OUT a debt trap. To repay
1. Fill the following table. her loan she has to sell
Salim Swapna
a portion of her land.
She is clearly much
Why did they need credit? worse off than before.
What was the risk? Whether credit would
What was the outcome? be useful or not,
therefore, depends
2. Supposing Salim continues to get orders from traders. What would be on the risks in the
his position after 6 years? situation and whether
3. What are the reasons that make Swapna’s situation so risky? Discuss there is some support,
factors – pesticides; role of moneylenders; climate. in case of loss.

TERMS OF CREDIT
Every loan agreement specifies an repayment of the principal. In
interest rate which the borrower must addition, lenders may demand
pay to the lender along with the collateral (security) against loans.
Collateral is an asset that the
borrower owns (such as land,
building, vehicle, livestocks,
deposits with banks) and uses this
as a guarantee to a lender until
the loan is repaid. If the borrower
fails to repay the loan, the lender has
the right to sell the asset or collateral
to obtain payment. Property such as
land titles, deposits with banks,
livestock are some common examples
of collateral used for borrowing.
 Á>±MTD ÁbÕ+‘ê˝À¢ |ü+≥ |ü+&ç+#·&+É ø√dü+ dü«|üï $wüjT· +˝À, |ü+≥ $|ò\ü + ø±e&É+‘√ n|ü⁄Œ
Á|ü<Ûëq+>± n|ü⁄Œ nedüs¡+ ñ+≥T+~. |ü+≥ ‹]– #Ó*¢+#·&É+ kÕ<Ûä´+ ø±˝Ò<äT. n|ü⁄Œ rπsÃ+<äT≈£î
ñ‘·Œ‹Ô˝À $‘·HÔ ê\T, ms¡Te⁄\T, |ü⁄s¡T>∑TeT+<äT\T, uÛÑ÷$T˝À ø=+‘· uÛ≤>±ìï ne÷à*‡ e∫Ã+~. ‘·q
dü+bÕ<äqqT yÓTs¡T>∑T|üs#¡ T· ø√e&ÜìøÏ düV‰ü j·T|ü&øÉ b£ ˛>±
˙s¡T, $<äT´‘·T,Ô |ü]ø£sê\ eTs¡eTà‘·T yÓTT<ä˝q’… yê{Ïô|’
#Ó|ü⁄Œø√<ä–q Ks¡TÃ\T ñ+{≤sTT. ¬s’‘·T\T á n|ü⁄Œ ÄyÓTqT eT]+‘· ~>∑C≤]Ã+~. BìH˚ n|ü⁄Œ\
edüTeÔ ⁄\qT ø=qT>√\T #˚ùd düeTj·÷ìøÏ eT]j·TT }_ nì |æ\TkÕÔsT¡ . á dü+<äs“¡ +¤ ˝À n|ü⁄Œ ãj·T≥≈£î
yês¡T |ü+≥qT $Áø£sTT+#˚ düeTj·÷ìøÏ eT<Û´ä ø£˙dü+ sêe&ÜìøÏ #ê˝≤ ø£wüº‘·s¡yÓTÆq dæú‹˝ÀøÏ s¡TDÁ>∑V”≤‘·qT
eT÷&ÉT qT+&ç Hê\T>∑T HÓ\\ e´e~Û ñ+≥T+~. HÓ{yºÏ d˚ Tü +Ô ~.
kÕ<Ûës¡D+>± ¬s’‘·T\T |ü+≥ ø±\+ ÁbÕs¡+uÛÑ+˝À
|ü+≥ s¡TD≤\T rdüT≈£îì, |ü+≥ ø√‘· ‘·sê«‘· ‹]– ˇø£ dü+<äs¡“¤+˝À n|ü⁄Œ Ä<ëj·÷\qT ô|+#·&ÜìøÏ
n|ü⁄Œ #Ó*¢kÕÔs¡T. n|ü⁄Œ ‹]– #Ó*¢+#·&É+ nH˚~ düVü‰j·T|ü&ÉT‘·T+~. n+<äTe\¢ e´øÏÔ eTTqT|ü{Ï ø£+fÒ
Á|ü<ëÛ q+>± e´ekÕj·T+ <ë«sê e#˚à Ä<ëj·T+ô|’ yÓTs¡T>±Z ñ+{≤&ÉT. eTs=ø£ dü+<äs“¡ +¤ ˝À, |ü+≥ yÓ|’ \üò ´+
Ä<Ûës¡|ü&ç ñ+≥T+~. ø±s¡D+>±, n|ü⁄Œ e´øÏìÔ n|ü⁄Œ\ }_˝ÀøÏ HÓ{yºÏ d˚ Tü +Ô ~.
ÄyÓT n|ü⁄Œ rs¡TÃø√e&ÜìøÏ
‘·q uÛ÷Ñ $T˝À ø=+‘· uÛ≤>±ìï
eTq+ Ç|ü⁄Œ&ÉT M{Ïì |ü]wüÿ]<ë›+ ne÷à*. ÄyÓ T |ü ] dæ ú ‹
1. ÁøÏ+~ |ü{Ϻø£qT |üP]+#·+&ç. eTTqT|ü { Ï ø£ + fÒ #ê˝≤
n<Û ë «qï+>± ñ+<ä ì
dü©+ dü«|üï dü Œ wü º e Te⁄‘· T +~. s¡ T D+
yê]øÏ s¡TD+ m+<äT≈£î nedüs¡yÓTÆ+~? ñ|ü j Ó ÷ >∑ ø £ s ¡ e ÷, ø±<ë
qwüºuÛÑj·T+ @$T{Ï? nH˚ ~ |ü ] dæ ú ‹ ˝À ñqï
|òü*‘·+ @$T{Ï? qwü º u Û Ñ j · T + MT<ä , qwü º +
»]–‘˚ @<Ó’Hê düVü‰j·T+
2. dü©+ yê´bÕs¡T\ qT+&ç Äs¡¶sY\qT bı+<äT‘·÷H˚ ñHêï&ÉT. 6 dü+e‘·‡sê\ ‘·sê«‘· n‘·ì n+<ä T ‘· T +<ë ˝Ò < ë nH˚
kÕúq+ @$T{Ï? <ëìô|’ Ä<Ûës¡|&ü ç ñ+≥T+~.
3. dü«|üï |ü]dæú‹ #ê˝≤ Á|üe÷<äø£s¡+>± e÷s¡&ÜìøÏ ø±s¡D≤\T @$T{Ï? ø±s¡ø±\qT #·]Ã+#·+&ç.
- |ü⁄s¡T>∑TeT+<äT\T— e&û¶ yê´bÕs¡T\ bÕÁ‘·— yê‘êes¡D+.

|üs¡|ü‹ ìã+<Ûäq\T
‹]– #Ó*¢+#ê*‡q ndü\T‘√ bÕ≥T s¡TDÁ>∑V”≤‘· ˇ|üŒ+<ä+ ìπs•∆ düT+Ô ~. Bì‘√ bÕ≥T s¡TD<ë‘·\T
s¡TD<ë‘·≈£î #Ó*¢+#ê*‡q e&û¶ πs≥TqT Á|ü‹ s¡TD s¡TD≤\qT Ç#˚Ã+<äT≈£î |üPNø£‘·TÔ\qT ≈£L&Ü
ø√s¡e#·TÃ. |üPNø£‘·TÔ nH˚~ s¡TDÁ>∑V”≤‘· ø£*–
ñqï ÄdæÔ (uÛ÷Ñ $T uÛeÑ q+, yêVü≤q+, |üXó¯ e⁄\T,
u≤´+≈£î˝À¢ &çbÕõ≥¢). n|ü⁄Œ ‹]– #Ó*+¢ #˚ es¡≈î£
s¡TD<ë‘· e<ä› Bìì Vü‰MT>± ñ+#·e\dæ
y˚>∑+>± y˚TeTT n+~+#˚ s¡TD≤\‘√ ñ+≥T+~. s¡ T DÁ>∑ V ” ≤ ‘· n|ü ⁄ Œì ‹]–
MT ø£\\qT ì»+ #˚düTø√+&ç #Ó*+¢ #·&+É ˝À $|ò\ü yÓT‘Æ ˚ |üPNø£‘T· >Ô ± ô|{Ïqº ÄdæìÔ
$Áø£sTT+#˚ Vü≤≈£îÿ s¡TD<ë‘·≈î£ ñ+≥T+~. uÛ÷Ñ $T
e÷ ‘·«]‘·>∑‘· Á<äe´ e´øÏÔ>∑‘· s¡TD≤\‘√ <äkÕÔy˚E\T, u≤´+≈£î˝À¢ &çbÕõ≥T¢, |üX¯óe⁄\T
e+{Ï$ n|ü⁄Œ rdüTø√e&ÜìøÏ |üPNø£‘·TÔ>±
ñ|üjÓ÷–+#˚ ø=ìï kÕ<Ûës¡D ñ<ëVü≤s¡D\T.
 A House Loan
Megha has taken a loan of Rs 5 lakhs from the
bank to purchase a house. The annual interest
rate on the loan is 12 per cent and the loan is to
be repaid in 10 years in monthly instalments.
Megha had to submit to the bank, documents
showing her employment records and salary
before the bank agreed to give her the loan. The
bank retained as collateral the papers of the new
house, which will be returned to Megha only
when she repays the entire loan with interest.

Fill the following details of Megha’s housing loan.

Loan amount (in Rupees)
Duration of loan
Documents required
Interest rate
Mode of repayment
Collateral

Interest rate, collateral and

documentation requirement, and the
mode of repayment together comprise
what is called the terms of credit
credit. The
terms of credit vary substantially from
one credit arrangement to another.
They may vary depending on the
nature of the lender and the borrower.
The next section will provide examples
of the varying terms of credit in
different credit arrangements.

LET’S WORK THESE OUT

1. Why do lenders ask for collateral while lending?
2. Given that a large number of people in our country are poor, does it in any way
affect their capacity to borrow?
3. Fill in the blanks choosing the correct option from the brackets.
While taking a loan, borrowers look for easy terms of credit. This
means __________ (low/high) interest rate, ______________(easy/
tough) conditions for repayment, ___________(less/more) collateral
and documentation requirements.

88 M ONEY AND C REDIT

 >∑Vü≤ s¡TD+
Ç\T¢ ø=H˚+<äT≈£î y˚T|òü÷ u≤´+≈£î qT+&ç s¡÷.5 \ø£å\T n|ü⁄Œ
rdüT≈£î+~. á n|ü⁄Œô|’ 12 XÊ‘·+ yê]¸ø£ e&û¶ sπ ≥T‘√ s¡TD≤ìï
HÓ\yêØ yêsTT<ë\˝À 10 dü+e‘·‡sê\˝À ‹]– #Ó*¢+#ê*.
y˚T|òü÷ ‘·q≈£î s¡TD+ Çe«&ÜìøÏ n+^ø£]+∫q u≤´+ø˘≈£î ‘·q
ñ<√´>∑ ]ø±s¡T¶\T, Ä<ëj·T |üÁ‘ê\T düeT]Œ+#ê*. ø=‘·Ô Ç+{Ï
ø±–‘ê\qT u≤´+≈£î |üPNø£‘T· >Ô ± ñ+#·T≈£î+≥T+~. e&û‘¶ √ düV‰ü
yÓTT‘·+Ô n|ü⁄Œì ‹]– #Ó*+¢ ∫q ‘·sê«‘· e÷Á‘·yT˚ yê{Ïì y˚T|ò÷ü ≈£î
‹]– ÇkÕÔs¡T.
y˚T|òü÷ jÓTTø£ÿ >∑èVü≤ s¡TD $esê\qT |üP]+#·+&ç.
n|ü⁄Œ yÓTT‘·Ô+ (s¡÷bÕsTT\˝À)
s¡TD e´e~Û
nedüs¡yÓTÆq |üÁ‘ê\T
e&û¶ πs≥T
‹]– #Ó*¢+#˚ $<Ûëq+
|üPNø£‘·TÔ

e&û¶ πs≥T, |üPNø£‘·TÔ, nedüs¡yÓTÆq <äkÕÔy˚E\T

eT]j·TT ‹]– #Ó*¢+#˚ $<Ûëq+ nìï+{Ï˙ ø£*|æ
|üs|¡ ‹ü ìã+<Ûqä \T n+{≤s¡T. s¡øs£ ø¡ ±\ s¡TD≤\≈£î
dü+ã+~Û+∫q s¡TD ìã+<Ûäq\T >∑D˙j·T+>±
e÷s¡T‘·T+{≤sTT. s¡TD<ë‘· eT]j·TT s¡TDÁ>∑V”≤‘·
jÓTTø£ÿ dü«uÛ≤yêìï ã{Ϻ n$ e÷s¡e#·TÃ. ‘·<äT|ü]
$uÛ≤>∑+ $$<Ûä s¡TD @sêŒ≥¢˝À >∑\ $$<Ûä s¡TD
ìã+<Ûqä \≈£î ñ<ëVü≤s¡D\T n+~düTÔ+~.

eTq+ Ç|ü⁄Œ&ÉT M{Ïì |ü]wüÿ]<ë›+

1. s¡TD<ë‘·\T n|ü⁄Œ Ç#˚Ã≥|ü⁄Œ&ÉT |üPNø£‘·TÔ m+<äT≈£î n&ÉT>∑T‘ês¡T?
2. eTq <˚X¯+˝À m≈£îÿe eT+~ Á|ü»\T ù|<ä\T>± ñqï+<äTq, n~ yês¡T |üs¡|ü‹ bı+<˚ kÕeTsêú´ìï @
$<Ûä+>±HÓ’Hê Á|üuÛ≤$‘·+ #˚düTÔ+<ë?
3. Áu≤¬ø≥¢ qT+&ç dü¬s’q m+|æø£qT m+#·T≈£îì U≤∞\qT |üP]+#·+&ç.
n|ü⁄Œ rdüT≈£îH˚≥|ü⁄Œ&ÉT s¡TDÁ>∑V”≤‘·\T düT\uÛÑyÓTÆq |üs¡|ü‹ ìã+<Ûäq\ ø√dü+ #·÷kÕÔs¡T.
n+fÒ __________ (‘·≈£îÿe/n~Ûø£) e&û¶ πs≥T, __________(düT\uÛÑ+/ ø£]ƒqyÓTÆq) ‹]–
#Ó*+¢ |ü⁄ wüs‘¡ T· \T, __________(‘·≈î£ ÿe/m≈£îÿe) |üPNø£‘T· Ô eT]j·TT nedüsy¡ TÓ qÆ <äkÕÔyE
˚ \T.

Á<äe´+ eT]j·TT |üs¡|ü‹ 89

 Variety of Credit Arrangements
Example of a Village
Rohit and Ranjan had finished reading about the terms of credit in class.
They were eager to know the various credit arrangements that existed in
their area: who were the people who provided credit? Who were the
borrowers? What were the terms of credit? They decided to talk to some
people in their village. Read what they record...

and
15th Nov, 2019
.
d s w h er e m o s t fa rm er s s
el
h ea d d ir ec tl y fo r th e fi is ti m e of th e day. The field
W e th l
urer s w ou ld be working at e first meet Shyamal, a smal
la bo W
h potato crops.
are planted wit a small irrigated village.
r,
farmer in Sonpu We next meet Arun who is supervising the
work of one farm labourer. Arun has seven
Shyamal tells us that every season he needs acres of land. He is one of the few persons
loans for cultivation on his 1.5 acres of land. Till in Sonpur to receive bank loan for
a few years back, he would borrow money from cultivation. The interest rate on the loan
the village moneylender at an interest rate of is 8.5 per cent per annum, and can be repaid
five per cent per month (60% per annum). anytime in the next three years. Arun plans
For the last few years, Shyamal has been to repay the loan after harvest by selling a
borrowing from an agricultural trader in the part of the crop. He then intends to store
village at an interest rate of three per cent the rest of the potatoes in a cold storage
per month. At the beginning of the cropping and apply for a fresh loan from the bank
season, the trader supplies the farm inputs on against the cold storage receipt. The bank
credit, which is to be repaid when the crops offers this facility to farmers who have
are ready for harvest. taken crop loan from them.
Besides the interest charge on the loan, the
trader also makes the farmers promise to Rama is working in a neigh
bouri
sell the crop to him. This way the trader wo rks as an agricultural lab ng field. She
can ensure that the money is repaid several months in the ye ourer. There are
ar when Rama has
promptly. Also, since the crop prices are low no work, and needs credit
to meet the daily
after the harvest, the trader is able to expenses. Expenses on
sudden illnesses or
make a profit from buying the crop at a low functions in the family ar
e also met through
price from the farmers and then selling it loans. Rama has to depend
on her employer,
later when the price has risen. a medium landowner in
Sonpur, for credit.
The landowner charges
an interest rate of
5 per cent per month.
Rama repays the
money by working for th
e landowner. Most
of the time, Rama has to
take a fresh loan,
before the previous loa
n has been repaid.
At pr es en t, sh e ow es
th e lan do wn er
Rs 5,000. Though the
landowner doesn’t
treat her well, she continu
es to work for him
since she can get loans
from him when in
need. Rama tells us that
th
credit for the landless pe e only source of
ople in Sonpur are
the landowner-employers.

90 M ONEY AND C REDIT

 $$<Ûä s¡ø±\ |üs¡|ü‹ @sêŒ≥T¢
ˇø£ Á>±eT ñ<ëVü≤s¡D
s√Væ≤‘Y, s¡+»Hé ‘·s¡>∑‹ >∑~˝À |üs¡|ü‹ ìã+<Ûäq\ >∑T]+∫ #·<äe&É+ |üP]Ô#˚XÊs¡T. yês¡T ‘·eT
ÁbÕ+‘·+˝À ñqï $$<Ûä s¡TD @sêŒ≥¢qT ‘Ó\TdüTø√e&ÜìøÏ ÄdüøÏÔ>± ñHêïs¡T. s¡TD≤ìï n+~+∫q
e´≈£î\Ô T mes¡T? s¡TDÁ>∑V≤” ‘·\T mes¡T? |üs|¡ ‹ü ìã+<Ûqä \T @$T{Ï? ‘·eT Á>±eT+˝Àì ø=+‘·eT+~‘√
e÷{≤¢&Ü\ì yês¡T ìs¡ísTT+#·T≈£îHêïs¡T. yês¡T bı+<äT|ü]∫q yê{Ïì #·<äe+&ç...

5 qe+ãsY, 2019·÷. ìøÏ m≈£îÿe eT+~ ¬s’‘·T\T, ≈£L©+\>±fi T @ bı˝≤˝À¢ |‘üì√

á d üe Tj . bı˝≤\T ã ≤< Tä +|ü |+ü ≥\
s√p TT Hs˚ T¡ >± yfiÓ ≤fleTT ÓTÆq k˛Hé|üPsY˝À
˚# Tü +Ô {≤s√ nøÿ£ &øç Ï ÓTyT<T˚ eä≥ kÕ>∑T˙s¡T ø£*–q ˇø£ ∫qï Á>±eTy
d
ñHêïsTT. y˚TeTT ysTTq XÊ´eT˝Ÿì ø£*kÕeTT. y˚TeTT ‘·s¡Tyê‘· ˇø£ e´ekÕj·T ≈£L©\ |üìì
ˇø £ ∫q ï ¬s ’‘ ·T n |üs¡´y˚øÏådüTÔqï ns¡TDYì ø£*XÊeTT. ns¡TDY≈£î @&Óø£sê\
Á|ü‹ d”»Hé˝À ‘·q≈£îqï 1.5 mø£sê\ bı˝≤ìï kÕ>∑T uÛ÷Ñ $T ñ+~. k˛Hé|Pü sY˝À kÕ>∑T ø√dü+ u≤´+≈£î s¡TD+
#˚jT· &ÜìøÏ n|ü⁄Œ nedüse¡ Tì XÊ´eT˝Ÿ e÷‘√ #ÓbÕŒ&ÉT. bı+~q n‹ ø=~› eT+~ e´≈£îÔ\˝À Äj·Tq ˇø£s¡T.
ø=ìï dü+e‘·‡sê\ ÁøÏ‘·+ es¡≈£î, n‘·qT Á>±eT e&û¶ n|ü⁄Œô|’ e&û¶ πs≥T dü+e‘·‡sêìøÏ 8.5 XÊ‘·+ #=|ü⁄Œq
yê´bÕ] qT+&ç HÓ\≈£î ◊<äT XÊ‘·+ (dü+e‘·‡sêìøÏ ñ+≥T+~. ‘·<äT|ü] eT÷&˚fi¯¢˝À m|ü⁄Œ&Ó’Hê ‹]–
60%)#=|ü⁄Œq e&ûø¶ Ï &ÉãT“ rdüT≈£îH˚yê&ÉT. >∑‘· ø=H˚ïfi¯ó¢> ± #Ó*¢+#·e#·TÃ. |ü+≥ ø√‘· ‘·s¡Tyê‘· Bì˝À ø=+‘·
Á>±eT+˝Àì e´ekÕj·T yê´bÕ] e<ä› XÊ´eT˝Ÿ HÓ\≈£î uÛ≤>±ìï n$Tà n|ü⁄Œ rsêÃ\ì ns¡TDY Á|üD≤[ø£
eT÷&ÉT XÊ‘·+ #=|ü⁄Œq e&û¶øÏ n|ü⁄Œ rdüT≈£î+≥THêï&ÉT. y˚düT≈£îHêï&ÉT. $T–*q ã+>±fi≤<äT+|ü\qT o‘·\
|ü+≥ ø±\+ ÁbÕs¡+uÛÑ+˝À, yê´bÕ] e´ekÕj·T –&¶+É >∑T\˝À ì\« #˚d,æ o‘·\ –&¶+É >∑T\T Ç∫Ãq s¡d<” Tä ô|’
ñ‘êŒ<äø±\qT n|ü⁄Œ>± düs|¡ süò ê #˚kÕÔ&TÉ . |ü+≥\T ø√‘·≈î£ u≤´+≈£î qT+&ç ø=‘·Ô s¡TD+ ø√dü+ <äsU¡ ≤düTÔ #˚dTü ø√yê\ì
dæ<ä∆+>± ñqï|ü⁄Œ&ÉT Bìì ‹]– #Ó*¢+#ê*. n‘·qT nqT≈£îHêï&ÉT. ‘·eT e<ä› |ü+≥ s¡TD+ rdüT≈£îqï
n|ü⁄Œô|’ e&û¶‘√ bÕ≥T, |ü+≥qT ‘·qπø neTTà‘êqì ¬s’‘·T\≈£î u≤´+≈£î á kÂø£sê´ìï ø£*Œk˛Ô+~.
¬s’‘·T\T Vü‰MT Ç#˚Ã˝≤ ≈£L&Ü yê´bÕ] #˚kÕÔ&ÉT. á s¡eT |üø£ÿ bı\+˝À |üì #˚düTÔqï~. ÄyÓT e´ekÕj·T
$<Û+ä >± &ÉãT“qT ‘·q≈£î yÓ+≥H˚ ‹]– #Ó*+¢ #˚˝≤ yê´bÕ] ≈£L©>± |üì#˚k˛Ô+~. dü+e‘‡· s¡+˝À #ê˝≤ HÓ\\T s¡eT≈£î
#·÷düT≈£î+{≤&ÉT. n˝≤π> ø√‘·\ ‘·sê«‘· |ü+≥\ <Ûsä \¡ T |üì ˝Òì s√E\T ñ+{≤sTT. n|⁄ü Œ&ÉT s√EyêØ KsT¡ Ã\≈î£
‘·≈£îÿe>± ñ+&É&É+‘√, yê´bÕ] ¬s’‘·T\ qT+∫ ‘·≈£îÿe ˝Ò>±q <
T ÄyÓT≈£î n|ü⁄Œ nedüs¡+. Äø£dæàø£ nHês√>±´\T
<Ûäs¡≈£î |ü+≥qT ø=qT>√\T #˚dæ <Ûäs¡ ô|]–q ‘·sê«‘· ≈£L&Ü≈£Äy ë î≥T+ã+˝À »]π> y˚&ÉTø£\≈£î nj˚T´ Ks¡TÃqT
<ëìì $Áø£ s TT+#· & É + <ë«sê ˝≤uÛ ≤ \T k˛Hé|üPsY˝ÓTÀ n| eT<
ü⁄Œ <ë«sêH˚ rs¡TÃ≈£îH˚~. n|ü⁄Œ ø√dü+
Ûä´‘·s¡Vü‰ uÛÑ÷
bı+<ä>∑\T>∑T‘·THêï&ÉT. j·T»e÷ìô|’ s¡eT Ä<Ûës¡|ü&Éej·\dT»e æ
÷ì nsTTq ‘·q
uÛÑ÷ j·T»e÷ì HÓ\≈£î 5 XÊ‘·+ e&ed û¶ πs
üTÔ+~.
≥Tq
#˚kÕÔ&ÉT. s¡eT uÛÑ÷ j·T»e÷ì <ä>∑Zs¡ |üì#˚T ded ü÷\T
‹]– #Ó*¢düTÔ+~. #ê˝≤ kÕs¡T¢ s¡eT eTTqT|ü{Ï æ &ÉãT“
‹]– #Ó*+¢ #·øe£ TT+<˚ ø=‘>Ô· ± n|⁄ü Œ rdTü ø√yê*‡ e# s¡TD+
Á|ü d ü T Ô ‘ · + Äy Ó T uÛ Ñ ÷ j· T »e ÷ì øÏ s¡ ÷ .5 Ã˚ ~.
ãø±sTT|ü&ç+~. uÛÑ÷ j·T»e÷ì m˝≤+{Ï yê& y˚ \ T
nedüsy¡ TÓ qÆ |ü⁄Œ&ÉT n‘ì· qT+&ç n|⁄ü Œ bı+<äe#·Tà ӒHê
ÄyÓT n‘·ì <ä>∑Zs¡ |üì #˚dü÷ÔH˚ ñ+~. k˛Hé| ø£qTø£
uÛÑ÷$T˝Òì Á|ü»\≈£î s¡TD+ n+~+#˚ @¬ø’ø£ Ä<üPsY˝À
uÛÑ÷j·T»e÷qT\T-nì s¡eT e÷≈£î #Ó|æŒ+~. Ûës¡+
Á<äe´+ eT]j·TT |üs¡|ü‹ 91
 Loans from Cooperatives
Besides banks, the other major source of cheap credit
in rural areas are the cooperative societies (or
cooperatives). Members of a cooperative pool their
resources for cooperation in certain areas. There are
several types of cooperatives possible such as
farmers co operatives, weavers co operatives,
industrial workers cooperatives, etc. Krishak
Cooperative functions in a village not very far away
from Sonpur. It has 2300 farmers as members. It
accepts deposits from its members. With these
deposits as collateral, the Cooperative has obtained
a large loan from the bank. These funds are used to
provide loans to members. Once these loans are
repaid, another round of lending can take place.
Krishak Cooperative provides loans for the purchase
of agricultural implements, loans for cultivation
and agricultural trade, fishery loans, loans for
construction of houses and for a variety of other
expenses.

LET’S WORK THESE OUT

1. List the various sources of credit in Sonpur.
2. Underline the various uses of credit in Sonpur in the above passages.
3. Compare the terms of credit for the small farmer, the medium farmer and the landless
agricultural worker in Sonpur.
4. Why will Arun have a higher income from cultivation compared to Shyamal?
5. Can everyone in Sonpur get credit at a cheap rate? Who are the people who can?
6. Tick the correct answer.
(i) Over the years, Rama’s debt
· will rise.
· will remain constant.
· will decline.
(ii) Arun is one of the few people in Sonpur to take a bank loan because
· other people in the village prefer to borrow from the moneylenders.
· banks demand collateral which everyone cannot provide.
· interest rate on bank loans is same as the interest rate charged by
the traders.
7. Talk to some people to find out the credit arrangements that exist in your area. Record
your conversation. Note the differences in the terms of credit across people.

92 M ONEY AND C REDIT

 düVü≤ø±s¡ dü+|òü÷\ qT+&ç s¡TD≤\T
u≤´+≈£î\‘√ bÕ≥T Á>±MTD ÁbÕ+‘ê˝À¢ #Íø£>± s¡TD≤\qT n+~+#˚
Ç‘·s¡ Á|ü<ëÛ q eqs¡T\T>± düV≤ü ø±s¡ dü+|ò÷ü \qT (˝Ò<ë düV≤ü ø±s¡ dü+dü\ú T)
#Ó|üŒe#·TÃ. düVü≤ø±s¡ dü+|òüT+˝Àì düuÛÑT´\T ø=ìï ÁbÕ+‘ê\˝À dü+|òüT+
ø√dü+ ‘·eT eqs¡T\qT düMTø£]+#·T≈£î+{≤s¡T. s¬ ‘’ T· düV≤ü ø±s¡ dü+|ò÷ü \T,
#˚H˚‘· düVü≤ø±s¡ dü+|òü÷\T, bÕ]ÁXÊ$Tø£ ø±]àø£ düVü≤ø±s¡ dü+|òü÷\T
yÓTT<ä˝…’q nH˚ø£ s¡ø±\ düVü≤ø±s¡ dü+|òü÷\qT @sêŒ≥T #˚j·Te#·TÃ.
k˛Hé|üPsY≈£î <ä>∑Zs¡>± >∑\ ˇø£ Á>±eT+˝À ø£wüø˘ düVü≤ø±s¡ dü+|òüT+
|üì#˚düTÔ+~. Ç+<äT˝À 2300 eT+~ ¬s’‘·T\T düuÛÑT´\T>± ñHêïs¡T. Ç~
Bì düuÛÑT´\ qT+&ç &çbÕõ≥¢qT d”«ø£]düTÔ+~. á &çbÕõ≥¢qT |üPN>±
ô|{Ϻ á düV≤ü ø±s¡ dü+düú u≤´+≈£î qT+∫ ô|<ä› yÓTT‘·+Ô ˝À s¡TD+ bı+~+~.
á ì<ÛTä \qT düuTÑÛ ´\≈£î s¡TD≤\T n+~+#·&ÜìøÏ ñ|üj÷Ó –kÕÔsT¡ . ˇø£kÕ]
á s¡TD≤\qT ‹]– #Ó*+¢ ∫q ‘·sê«‘·, eTs=ø£kÕ] s¡TD≤\qT bı+<äe#·TÃ.
e´ekÕj·T |üìeTT≥¢ ø=qT>√\T ø√dü+, kÕ>∑T eT]j·TT e´ekÕj·T
yêDÏ»´+ ø√dü+, #˚|ü\ ô|+|üø£+ ø√dü+, >∑Vü≤ ìsêàD≤ìøÏ eT]j·TT
$$<Ûä s¡ø±\ Ks¡TÃ\ ø√dü+ ÁøÏwøü ˘ düV≤ü ø±s¡ dü+düú s¡TD≤\T n+~düT+Ô ~.

eTq+ Ç|ü⁄Œ&ÉT M{Ïì |ü]wüÿ]<ë›+

1. k˛Hé|üPsY˝Àì $$<Ûä s¡ø±\ |üs¡|ü‹ eqs¡T\ C≤_‘ê ‘·j·÷s¡T #˚jT· +&ç.
2. ô|q’ ù|s=ÿqï ù|sê\˝À k˛Hé|Pü sY˝À |üs|¡ ‹ü jÓTTø£ÿ $$<Ûä ñ|üj÷Ó >±\qT >∑T]Ô+∫ yê{Ï øÏ+<ä ^‘· ^j·T+&ç.
3. k˛Hé|üPsY˝Àì ∫qï ¬s’‘·T, eT<Ûä´‘·s¡Vü‰ ¬s’‘·T eT]j·TT uÛÑ÷$T˝Òì e´ekÕj·T ø±]à≈£î\øÏ dü+ã+~Û+∫q
|üs¡|ü‹ ìã+<Ûäq\qT dü]b˛\Ã+&ç.
4. XÊ´eT˝Ÿ‘√ b˛*ùdÔ ns¡TDY≈£î kÕ>∑T <ë«sê m≈£îÿe Ä<ëj·T+ m+<äT≈£î edüTÔ+~?
5. k˛Hé|üPsY˝Àì Á|ü‹ ˇø£ÿs¡÷ ‘·≈£îÿe <Ûäs¡≈£î s¡TD≤\qT bı+<ä>\∑ sê? s¡TD+ bı+<ä>∑*–q e´≈£îÔ\T
mes¡T?
6. dü¬s’q düe÷<ÛëHêìï {Ïø˘ #˚j·T+&ç.
(i) dü+e‘·‡sê\T>±, s¡eT n|ü⁄Œ
• ô|s¡T>∑T‘·T+~.
• dæús¡+>± ñ+≥T+~.
• ‘·>∑TZ‘·÷ ñ+~.
(ii) k˛Hé|üPsY˝À u≤´+ø˘ ˝ÀHé rdüT≈£îqï ø=~› eT+~ e´≈£îÔ\˝À ns¡TDY ˇø£s¡T. m+<äTø£+fÒ
• Á>±eT+˝Àì Ç‘·s¡ e´≈£îÔ\T e&û¶ yê´bÕs¡T\ e<ä› n|ü⁄Œ rdüTø√e&ÜìøÏ Çwüº|ü&É‘ês¡T.
• u≤´+≈£î\˙ï nkÕ<Ûä´yÓTÆq |üPNø£‘·TÔqT &çe÷+&é #˚kÕÔsTT.
• u≤´+≈£î s¡TD≤\ô|’ e&û¶ πs≥T yê´bÕs¡T\T edü÷\T #˚ùd e&û¶ πs≥T‘√ düe÷q+>± ñ+≥T+~.
7. MT ÁbÕ+‘·+˝À ñqï |üs|¡ ‹ü @sêŒ≥¢qT ‘Ó\TdüTø√e&ÜìøÏ ø=+‘·eT+~‘√ e÷{≤¢&+É &ç. MT dü+uÛ≤wüDqT
qyÓ÷<äT #˚j·T+&ç. e´≈£îÔ\ eT<Ûä´ |üs¡|ü‹ ìã+<Ûäq\˝À >∑\ ‘˚&Ü\qT >∑T]Ô+#·+&ç.
Á<äeÁ<ä´+e´eTT
eT]j·eT]j·
TT |üsT¡|T ü‹s¡TD+ 93
93
FORMAL SECTOR CREDIT IN INDIA
We have seen in the
above examples that Graph 1 : Sources of Credit per Rs 1000
people obtain loans from of Rural Households in India in 2012
various sources. The
Other non
various types of loans Institutional Government 1%
can be conveniently Agencies 2%

grouped as formal Relatives and

sector loans and Friends 8% Cooperative
informal sector loans
loans. Society/Banks 25%
Among the former
are loans from banks Money Lender
and cooperatives. The 33%
informal lenders include Commercial
moneylenders, traders, Banks 25%

employers, relatives and

friends, etc. In Graph 1 Landlords 1%
Other Institutional
you can see the various Agencies 5%
sources of credit to rural
households in India. Is more credit the RBI sees that the banks give
coming from the formal sector or the loans not just to profit-making
informal sector? businesses and traders but also to
small cultivators, small scale
The Reserve Bank of India
industries, to small borrowers etc.
supervises the functioning of formal
Periodically, banks have to submit
sources of loans. For instance, we
information to the RBI on how much
have seen that the banks maintain a
they are lending, to whom, at what
minimum cash balance out of the
interest rate, etc.
deposits they receive. The RBI
monitors the banks in actually There is no organisation which
maintaining cash balance. Similarly, supervises the credit activities of
lenders in the informal sector. They
BUT WHY SHOULD can lend at whatever interest rate they
A BANK WANT US TO
HAVE A HIGHER INCOME?
 uÛ≤s¡‘·<˚X¯+˝À ìj·T‘·£ s¡TDe´edüú
Á|ü » \T $$<Û ä e÷sêZ \ qT+&ç sπ U≤∫Á‘·+ 1 : 2012 dü+e‘·‡s¡+˝À uÛ≤s¡‘<· X˚ +¯ ˝Àì Á>±MTD
s¡ T D≤\T bı+<ä T ‘ês¡ ì ô|’ ≈£î≥T+u≤\˝À Á|ü‹ Rs 1000 \≈£î |üs|¡ ‹ü Ä<Ûësê\T
ñ<ëVü≤s¡D\˝À eTq+ #·÷XÊ+. Ç‘·s¡ dü+ùdú‘·s¡
$$<Ûä s¡ø±\ s¡TD≤\qT ìj·T‘· s¡+>∑ @C…˙‡\T 2%
Á|üuÛÑT‘·«+ 1%
s¡TD≤\T eT]j·TT nìj·T‘· s¡+>∑
s¡TD≤\T>± eTq+ eØZø£]+#·e#·TÃ. ã+<ÛäTe⁄\T, düVü≤ø±s¡ dü+|òü÷\T
yÓTT<ä{Ï yê{Ï˝À u≤´+≈£î\T eT]j·TT ùdïVæ≤‘·T\T 8% / u≤´+≈£î\T 25%
düVü≤ø±s¡ dü+|òü÷\ qT+&ç bı+<˚
s¡ T D≤\T ñHêïsTT. nìj· T ‘· e&û¶ yê´bÕs¡T\T
s¡TD<ë‘·\˝À e&û¶ yê´bÕs¡T\T, 33%
yê´bÕs¡ T \T, j· T »e÷qT\T, yêDÏ»´ u≤´+≈£î\T
ã+<ÛäTe⁄\T eT]j·TT ùdïVæ≤‘·T\T 25%
yÓ T T<ä ˝ … ’ q yês¡ T ñ+{≤s¡ T . uÛÑ÷kÕ«eTT\T 1%
uÛ≤s¡‘<· X˚ +¯ ˝ÀÁ>±MTD ≈£î≥T+u≤\≈£î Ç‘·s¡ dü+kÕú>∑‘·
>∑\ $$<Ûä s¡ø±\ |üs|¡ ‹ü e÷sêZ\qT @C…˙‡\T 5%
πsU≤∫Á‘·+1˝À MTs¡T #·÷&Ée#·TÃ.
m≈£îÿe |üs|¡ ‹ü ìj·T‘· s¡+>∑+ qT+&ç edüTqÔ ï<ë ˝Ò<ë ø±≈£ î+&Ü ∫qï kÕ>∑T<ës¡T\T, ∫qï ‘·s¡Vü‰
|ü]ÁX¯eT\T, ∫qï s¡TDÁ>∑V≤” ‘·\T yÓTT<ä˝q’… yê]øÏ
nìj·T‘· s¡+>∑+ qT+&ç edüTÔqï<ë?
]»sY« u≤´+ø˘ Ä|òt Ç+&çj·÷ ìj·T‘· s¡TDe´edüú @≈£Le&û &Ü s¡TD≤\T Ç#˚Ã˝≤ RBI #·÷düT+Ô ~. me]øÏ,
¶ πs≥T‘√ m+‘· s¡TD+ ÇdüTÔHêïsTT nH˚
|üìrs¡TqT |üs¡´y˚øÏådüTÔ+~. ñ<ëVü≤s¡D≈£î u≤´+≈£î\T düe÷#êsêìï u≤´+≈£î\T ìj·T$T‘· ø±˝≤ìøÏ
‘êeTT d”«ø£]+∫q &çbÕõ≥¢˝À ø£˙dü q>∑<äT ì\«qT RBIøÏ düeT]Œ+#ê*.
ìs¡«Væ≤+#·&É+ eTq+ #·÷XÊ+. yêdüÔyêìøÏ q>∑<äT
ì\«\qT ìs¡«Væ≤+#·&É+˝À u≤´+≈£î\qT RBI nìj·T‘· s¡+>∑+˝Àì s¡TD<ë‘·\ s¡TD
|üs¡´y˚øÏådüTÔ+~. n<˚$<Ûä+>± u≤´+≈£î\T ˝≤uÛ≤\qT ø±s¡´ø£˝≤bÕ\qT |üs¡´y˚øÏå+#˚ dü+düú @B ˝Ò<äT.
Ä]®+#˚ yê´bÕsê\T eT]j·TT yê´bÕs¡T\≈£î e÷Á‘·y˚T yês¡T ‘êeTT m+#·T≈£îqï e&û¶ πs≥T≈£î s¡TD+
Çe«e#·TÃ.
e÷≈£
BUTîWHY
n~Ûø£ SHOULD
Ä<ëj·T+
A BANKu≤´+≈£
ñ+&Ü\ì WANT US TTO
î m+<ä ≈£î
HAVE A HIGHER INCOME?
ø√s¡T≈£î+≥T+~?
choose. There is no one to stop them Formal and Informal Credit:
from using unfair means to get their Who gets what?
money back.
Graph 2 shows the importance of
Compared to the formal lenders, formal and informal sources of credit
most of the informal lenders charge a
for people in urban areas. The people
much higher interest on loans. Thus, are divided into four groups, from
the cost to the borrower of informal poor to rich, as shown in the figure.
loans is much higher. You can see that 85 per cent of the
Higher cost of borrowing means a loans taken by poor households in the
larger part of the earnings of the urban areas are from informal
borrowers is used to repay the loan. sources. Compare this with the rich
Hence, borrowers have less income urban households. What do you
left for themselves (as we saw for find? Only 10 per cent of their loans
Shyamal in Sonpur). In certain are from informal sources, while 90
cases, the high interest rate for per cent are from formal sources. A
borrowing can mean that the amount similar pattern is also found in rural
to be repaid is greater than the areas. The rich households are
income of the borrower. This could availing cheap credit from formal
lead to increasing debt (as we saw for lenders whereas the poor households
Rama in Sonpur) and debt trap. Also, have to pay a large amount for
people who might wish to start an borrowing.
enterprise by borrowing may not do What does all this suggest? First,
so because of the high cost of the formal sector still meets only about
borrowing. half of the total credit needs of the
For these reasons, banks and rural people. The remaining credit
cooperative societies need to lend needs are met from informal sources.
more. This would lead
tohigher incomes Graph 2 : Of all the loans taken by urban housholds, what
and many people could percentage was formal and what percentage was informal?
then borrow cheaply for
a variety of needs. They
could grow crops, do 15% 10%
business, set up small- 28%
scale industries etc. They
53% 47%
85% 72% 90%
could set up new indus-
tries or trade in goods.
poor households well-off rich
Cheap and affordable
housholds with few assets households households
credit is crucial for the
country’s develop-
ment.
BLUE : Per cent of loans from the INFORMAL sector

PURPLE : Per cent of loans from the FORMAL sector

96 M ONEY AND C REDIT

 ‘· e T kıeTTàqT ‹]– bı+<˚ + <ä T ≈£ î ìj·T‘· eT]j·TT nìj·T‘· s¡TD≤\T: mes¡T
ndüeT+»düyTÓ qÆ e÷sêZ\qT ñ|üj÷Ó –+#·≈î£ +&Ü y˚{Ïì bı+<äT‘ês¡T?
yê]ì n&ÉT¶≈£îH˚ yês¡T ˝Òs¡T.
ìj·T‘· s¡TD<ë‘·\‘√ b˛*ùdÔ, nìj·T‘· |ü≥Dº ÁbÕ+‘ê˝À¢ì Á|ü»\≈£î nedüsy¡ TÓ qÆ ìj·T‘·,
s¡TD<ë‘·\T s¡TD≤\ô|’ #ê˝≤ m≈£îÿe e&ûì¶ edü÷\T nìj·T‘· s¡TD eqs¡T\ ÁbÕeTTK´‘·qT sπ U≤∫Á‘·+2
#˚ k ÕÔ s ¡ T . n+<ä T e\q nìj· T ‘· s¡ T D≤\ #·÷|ü⁄‘T· +~. ∫Á‘·+˝À #·÷|æq $<Û+ä >± ù|<ä qT+&ç
s¡TDÁ>∑V”≤‘·≈£î nj˚T´ Ks¡Tà #ê˝≤ m≈£îÿe>± <Ûqä e+‘·T\ es¡≈î£ Hê\T>∑T Á>∑÷|ü⁄\T>± Á|ü»\qT
ñ+≥T+~. $uÛõÑ +#ês¡T. |ü≥Dº ÁbÕ+‘ê˝À¢ì ù|<ä ≈£î≥T+u≤\T
rdüT≈£îqï s¡TD≤\˝À 85 XÊ‘·+ nìj·T‘· e÷sêZ\
n|ü⁄Œ rdüTø√e&ÜìøÏ n~Ûø£ e´j·T+ n+fÒ qT+∫ e∫Ãqy˚qì MTs¡T >∑eTì+#·e#·TÃ. <Ûäìø£
s¡TDÁ>∑V”≤‘·\ dü+bÕ<äq˝À m≈£îÿe uÛ≤>∑+ n|ü⁄Œ |ü≥Dº ≈£î≥T+u≤\‘√ Bìì b˛\Ã+&ç. MTs¡T @$T
‹]– #Ó*¢+#·&ÜìøÏ ñ|üjÓ÷–kÕÔs¡ì ns¡∆+. ø£qT>=Hêïs¡T? yê] s¡TD≤\˝À 10 XÊ‘·+ e÷Á‘·yT˚
n+<äTe\¢ s¡TDÁ>∑V≤” ‘·\≈£î n‹ ‘·≈î£ ÿe Ä<ëj·T+ nìj·T‘· e÷sêZ\ qT+&ç ñ+fÒ 90 XÊ‘·+ ìj·T‘·
e÷Á‘·y˚T $T>∑T\T‘·T+~ (eTq+ k˛Hé|üPsY˝À e÷sêZ\ qT+&ç ñHêïsTT. Á>±MTD ÁbÕ+‘ê\˝À
XÊ´eT˝Ÿ $wüj·T+˝À #·÷dæq≥T¢>±). ø=ìï ≈£L&Ü Ç<˚ |ü<‹∆ä ø£ì|ædTü +Ô ~. <Ûìä ø£ ≈£î≥T+u≤\T
dü+<äsꓤ˝À¢ n|ü⁄Œ rdüTø√e&ÜìøÏ n~Ûø£ e&û¶ sπ ≥T ìj·T‘· s¡TD<ë‘·\ qT+&ç #Íø£>± n|ü⁄ŒqT
n+fÒ ‹]– #Ó*¢+#ê*‡q yÓTT‘·Ô+ s¡TDÁ>∑V”≤‘· bı+<äT‘·T+&É>±, ù|<ä ≈£î≥T+u≤\T n|ü⁄Œ ø√dü+
Ä<ëj·T+ ø£+fÒ m≈£îÿe>± ñ+&˚ neø±X¯+ ô|<ä› yÓTT‘·Ô+˝À yÓ∫Ã+#ê*‡ ek˛Ô+~.
ñ+~. Ç~ n|ü⁄Œ ô|s¡>&∑ Üìø° (eTq+ k˛Hé|Pü sY˝À
s¡eT $wüj·T+˝À #·÷dæq≥T¢>±), n|ü⁄Œ\ }_ø° Çe˙ï <˚ìì dü÷∫düTÔHêïsTT? yÓTT<ä{Ï~,
<ë] rj·Te#·TÃ. n˝≤π> s¡TD+ rdüTø√e&É+ <ë«sê Ç|üŒ{Ïø° Á>±MTD Á|ü»\ yÓTT‘·+Ô s¡TD nedüsê\˝À
yê´bÕsêìï ÁbÕs¡+_Û+#ê\qT≈£îH˚ e´≈£î\Ô T s¡TD+ dü>+∑ e÷Á‘·yT˚ ìj·T‘· s¡+>∑+ rs¡TdüTqÔ ï~. $T–*q
rdüTø√e&ÜìøÏ nj˚T´ n~Ûø£ e´j·T+ ø±s¡D+>± s¡TD nedüsê\T nìj·T‘· e÷sêZ\ qT+&ç
s¡TD≤ìï rdüTø√ø£b˛e#·TÃ. rs¡Ãã&ÉT‘·THêïsTT.
á ø±s¡ D ≤\ e\¢
u≤´+≈£î\T, düV≤ü ø±s¡ dü+|ò÷ü \T sπ U≤∫Á‘·+ 2 : |ü≥Dº ≈£î≥T+u≤\T rdüT≈£îqï nìï s¡TD≤\˝À, m+‘· XÊ‘·+ ìj·T‘·
m≈£îÿe>± s¡TD≤\T Çyê«*. Ç~ s¡TD≤\T eT]j·TT m+‘· XÊ‘·+ nìj·T‘· s¡TD≤\T?
n~Û ø £ Ä<ëj· ÷ ìøÏ <ë]
rdüT+Ô ~. n|ü⁄Œ&ÉT #ê˝≤ eT+~ 10%
Á|ü»\T $$<Ûä nedüsê\ ø√dü+ 15%
28%
#Íø£>± s¡TD≤\T rdüTø√e#·TÃ. 53% 47%
yês¡T |ü+≥\T |ü+&ç+#·e#·TÃ, 85% 72% 90%
yê´bÕs¡+ #˚j·Te#·TÃ, ∫qï
‘· s ¡ V ü ‰ |ü ] ÁX¯ e T\qT ù|<ä ≈£î≥T+u≤\T ø=+‘· ÄdæÔ ñqï u≤>± ñqï <Ûìä ø£ ≈£î≥T+u≤\T
kÕú|æ+#·e#·TÃ. yês¡T ø=‘·Ô ≈£î≥T+u≤\T ≈£î≥T+u≤\T
|ü]ÁX¯eT\T ˝Ò<ë edüTÔe⁄\
yê´bÕs¡ + #˚ j · T e#· T Ã. ˙\+ s¡+>∑T : nìj·T‘· s¡+>∑+ qT+&ç bı+~q s¡TD≤\ XÊ‘·+
<˚XÊ_Ûe~∆øÏ #ͬø’q eT]j·TT
uÛ ≤ s¡ + >± e÷s¡ ì |ü s ¡ | ü ‹ }<ë s¡+>∑T: ìj·T‘· s¡+>∑+ qT+&ç bı+~q s¡TD≤\ XÊ‘·+
ø°\ø£yTÓ qÆ ~.

Á<äe´+ eT]j·TT |üs¡|ü‹ 97

 Most loans from informal lenders Second
Secondly ly
ly,, while formal sector
carry a very high interest rate and do loans need to expand, it is also
little to increase the income of the necessary that everyone receives
borrowers. Thus, it is necessary these loans. At present, it is the richer
that banks and cooperatives households who receive formal credit
increase their lending particularly whereas the poor have to depend on
in the rural areas, so that the the informal sources. It is important
dependence on informal sources that the formal credit is distributed
of credit reduces. more equally so that the poor can
benefit from the cheaper loans.

LET’S WORK THESE OUT

1. What are the differences between formal and informal sources of credit?
2. Why should credit at reasonable rates be available for all?
3. Should there be a supervisor, such as the Reserve Bank of India, that looks into the
loan activities of informal lenders? Why would its task be quite difficult?
4. Why do you think that the share of formal sector credit is higher for the richer households
compared to the poorer households?
A worker
stitching a quilt

DO YOU THINK A BANK

WILL GIVE ME A
LOAN?

SELF-HELP GROUPS FOR THE POOR

In the previous section we have seen documents and collateral. Absence
that poor households are still of collateral is one of the major
dependent on informal sources of reasons which prevents the poor from
credit. Why is it so? Banks are not getting bank loans. Informal lenders
present everywhere in rural India. such as moneylenders, on the other
Even when they are present, getting a hand, know the borrowers personally
loan from a bank is much more and hence are often willing to give a
difficult than taking a loan from loan without collateral. The borrowers
informal sources. As we saw for can, if necessary, approach the
Megha, bank loans require proper moneylenders even without repaying

98 M ONEY AND C REDIT

 nìj·T‘· s¡TD<ë‘·\ qT+&ç bı+<˚ #ê˝≤ s¡TD≤\T s¬ +&Ée~, ìj·T‘· s¡+>∑ s¡TD≤\T $dü]Ô +#ê*‡q
#ê˝≤ m≈£îÿe e&û¶ πs≥TqT ø£*– ñ+{≤sTT. n$ nedüs¡+ ñqï|üŒ{Ïø°, Á|ü‹ ˇø£ÿs¡÷ á s¡TD≤\qT
s¡TDÁ>∑V”≤‘·\ Ä<ëj·÷ìï ô|+#·&ÜìøÏ #ê˝≤ bı+<ä&É+ ≈£L&Ü nedüs¡+. Á|üdüTÔ‘·+ <Ûäìø£
‘·≈£îÿe ‘√&ÉŒ&É‘êsTT. n+<äTe\¢ u≤´+≈£î\T ≈£î≥T+u≤\T ìj·T‘· s¡+>∑+ <ë«sê s¡TD≤\qT
eT]j·TT düVü≤ø±s¡ dü+düú\T Á|ü‘˚´øÏ+∫ Á>±MTD bı+<äT‘·THêïsTT. nsTT‘˚ ù|<ä\T nìj·T‘· s¡+>∑
ÁbÕ+‘ê˝À¢ ‘·eT s¡TD≤\qT ô|+#·&É+ nedüs¡+. eqs¡T\ô|’ Ä<Ûës¡|&ü eÉ \dæ ñ+≥T+~. ìj·T‘· s¡TD≤\
‘·<ë«sê nìj·T‘· s¡TD eqs¡T\ô|’ Ä<Ûës¡|&ü ≥É + |ü+|æD° eT]+‘· düe÷q‘·«+‘√ »s¡>&∑ +É nedüs+¡ .
‘·>T∑ ‘Z T· +~. n|ü⁄Œ&ÉT ù|<ä\T #Íø£ s¡TD≤\ qT+&ç ˝≤uÛÑ+
bı+<ä>∑\s¡T.
eTq+ Ç|ü⁄Œ&ÉT M{Ïì |ü]wüÿ]<ë›+
1. ìj·T‘·, nìj·T‘· s¡TD e÷sêZ\ eT<Ûä´>∑\ ‘˚&Ü\T @$T{Ï?
2. s¡TD≤\qT düùV≤‘·Tø£yÓTÆq e&û¶ πs≥T≈£î m+<äT≈£î n+<ä]ø° n+<äTu≤≥T˝À ñ+#ê*?
3. nìj·T‘· s¡TD<ë‘·\ s¡TD ø±s¡´ø£˝≤bÕ\qT |üs¡´y˚øÏå+#·&ÜìøÏ ]»sY« u≤´+ø˘ Ä|òt Ç+&çj·÷ ˝≤+{Ï
|üs¡´y˚ø£å≈£î\T ñ+&Ü˝≤? á |üì m+<äT≈£î #ê˝≤ ø£wüº+>± ñ+≥T+~?
4. ù|<ä ≈£î≥T+u≤\‘√ b˛*ùdÔ <Ûäìø£ ≈£î≥T+u≤\≈£î ìj·T‘· s¡+>∑ |üs¡|ü‹ yê{≤ m≈£îÿe>± ñ+<äì MTs¡T
m+<äT≈£î nqT≈£î+≥THêïs¡T?

Hê≈£î ˇø£ u≤´+≈£î

n|ü⁄Œ ÇdüT+Ô <äì MTs¡T
nqT≈£î+≥THêïsê?

ù|<ä\ ø√dü+ dü«j·T+ düVü‰j·Tø£ ã+<ë\T

ù|<ä ≈£î≥T+u≤\T Ç|üŒ{Ïø° nìj·T‘· s¡TD e÷sêZ\ô|’ ìs√~Û+#˚ Á|ü<ëÛ q ø±s¡D≤\˝À |üPNø£‘T· Ô ñ+&É&+É
Ä<Ûës¡|&ü ç ñHêïj·Tì eTTqT|ü{Ï $uÛ≤>∑+˝À eTq+ ˇø£{.Ï eTs√yÓ|’ ⁄ü e&û¶ yê´bÕs¡T\ e+{Ï nìj·T‘·
#·÷XÊ+. m+<äT≈£î n˝≤ »s¡T>∑T‘·T+~? Á>±MTD s¡TD<ë‘·\≈£î s¡TDÁ>∑V”≤‘·\‘√ e´øÏÔ>∑‘·+>±
uÛ≤s¡‘·<˚X¯+˝À u≤´+≈£î\T nìï #√{≤¢ ˝Òe⁄. n$ |ü]#·jT· + ñ+≥T+~. n+<äTe\¢ ‘·s#¡ T· >± |üPN
ñqï|üŒ{Ïø° ≈£L&Ü nìj·T‘· e÷sêZ\ qT+&ç s¡TD+ ˝Ò≈£î+&Ü s¡TD+ Çe«&ÜìøÏ dæ<ä∆+>± ñ+{≤s¡T.
rdüTø√e&É+ ø£+fÒ u≤´+≈£î qT+&ç s¡TD+ bı+<ä&+É s¡TDÁ>∑V”≤‘·\≈£î nedüs¡yÓTÆ‘˚, yê] eTTqT|ü{Ï
#ê˝≤ ø£w+ºü . y˚T|ò÷ü $wüjT· +˝À eTq+ #·÷dæq≥T¢>± n|ü⁄ŒqT ‹]– #Ó*¢+#·≈£î+&ÜH˚ e&û¶ yê´bÕs¡T\
u≤´+≈£î s¡TD≤\≈£î düs¬ q’ |üÁ‘ê\T eT]j·TT |üPNø£‘T· Ô <ä>∑Z]øÏ yÓfi¯fle#·TÃ.
nedüs¡+. ù|<ä\T u≤´+≈£î s¡TD≤\T bı+<ä≈£î+&Ü
Á<äe´+ eT]j·TT |üs¡|ü‹ 99
their earlier loans. However, the to be granted — the purpose,
moneylenders charge very high rates amount, interest to be charged,
of interest, keep no records of the repayment schedule etc. Also, it is
transactions and harass the poor the group which is responsible for
borrowers. the repayment of the loan. Any case
of non-repayment of loan by any one
In recent years, people have tried
member is followed up seriously by
out some newer ways of providing
other members in the group. Because
loans to the poor. The idea is to
of this feature, banks are willing to
organise rural poor, in particular
lend to the poor women when
women, into small Self Help Groups
organised in SHGs, even though they
(SHGs) and pool (collect) their
have no collateral as such.
savings. A typical SHG has 15-20
members, usually belonging to one Thus, the SHGs help borrowers
neighbourhood, who meet and save overcome the problem of lack of
regularly. Saving per member varies collateral. They can get timely loans
from Rs 25 to Rs 100 or more, for a variety of purposes and at a
depending on the ability of the people reasonable interest rate. Moreover,
to save. Members can take small loans SHGs are the building blocks of
from the group itself to meet their organisation of the rural poor. Not
needs. The group charges interest on only does it help women to become
these loans but this is still less than financially self-reliant, the regular
what the moneylender charges. After meetings of the group provide a
a year or two, if the group is regular platform to discuss and act on a
in savings, it becomes eligible for variety of social issues such as health,
availing loan from the bank. nutrition, domestic violence, etc.
Loan is sanctioned in the
name of the group and is A women’s self-help group
meeting in Gujarat
meant to create self-
employment opportunities
for the members. For
instance, small loans are
provided to the members for
releasing mortgaged land,
for meeting working capital
needs (e.g. buying seeds,
fertilisers, raw materials
like bamboo and cloth), for
housing materials, for
acquiring assets like sewing
machine, handlooms, cattle,
etc.
Most of the important
decisions regarding the
savings and loan activities
are taken by the group
members. The group
decides as regards the loans

100 M ONEY AND C REDIT

nsTTq|üŒ{Ïø° e&û¶ yê´bÕs¡T\T #ê˝≤ m≈£îÿe e&ûì¶ <˚ì ø√dü+, m+‘· yÓTT‘·Ô+, edü÷\T #˚j·÷*‡q
edü÷\T #˚kÕÔs¡T. ˝≤yê<˚M\qT sê‘·|üPs¡«ø£+>± e&û,¶ ‹]– #Ó*+¢ #˚ ôw&É÷´˝Ÿ yÓTT<ä˝q’… e˙ï dü+|òTü +
ñ+#·s¡T. ù|<ä s¡TDÁ>∑V”≤‘·\qT y˚~ÛkÕÔs¡T. ìs¡sí TTdüT+Ô ~. n˝≤π> s¡TD≤ìï ‹]– #Ó*+¢ #˚ u≤<Û´ä ‘·
Ç{°e* dü+e‘·‡sê\˝À ù|<ä\≈£î s¡TD≤\T dü+|òüT+ô|’ ñ+≥T+~. me¬s’Hê ˇø£ düuÛÑT´sê\T
n+~+#·&ÜìøÏ ø=+<äsT¡ ø=ìï ø=‘·Ô e÷sêZ\ <ë«sê s¡TD≤ìï ‹]– #Ó*+¢ #·ì dü+<äs“¡ +˝À dü+|òTü +˝Àì
Á|üj·T‹ï+#ês¡T. Á>±MTD ù|<ä\qT Á|ü‘˚´øÏ+∫ Ç‘·s¡ düuÛÑT´\T <ëìì rÁe+>± |ü]>∑DÏkÕÔs¡T. á
eTVæ≤fi¯\qT ∫qï dü«j·T+ düV‰ü j·Tø£ dü+|ò÷ü \T>± \ø£åD+ ø±s¡D+>± ù|<ä eTVæ≤fi¯\≈£î m˝≤+{Ï
(SHG\T) @sêŒ≥T #˚dæ, yê] bı<äT|ü⁄\qT |üPNø£‘·TÔ ˝Òq|üŒ{Ïø°, SHG\˝À düuÛÑT´\T>±
ùdø£]+#ê\H˚~ ˇø£ Ä˝À#·q. ˇø£ kÕ<Ûës¡D ñqï|ü⁄Œ&ÉT yê]øÏ u≤´+≈£î\T s¡TD≤\T Çe«&ÜìøÏ
SHG˝À 15-20 eT+~ düuÛÑT´\T ñ+{≤s¡T.
dæ<ä∆+>± ñHêïsTT.
kÕ<Ûës¡D+>± yês¡T Çs¡T>∑T bıs¡T>∑T yê¬s’ Áø£eT+ n+<äTe\q SHG \T |üPNø£‘T· Ô ˝Òøb£ ˛e≥+
‘·|üŒ≈£î+&Ü ø£\TdüT≈£î+≥÷, bı<äT|ü⁄ #˚kÕÔs¡T. nH˚ düeTdü´qT n~Û>∑$T+#·&ÜìøÏ s¡TDÁ>∑V”≤‘·\≈£î
e´≈£îÔ\ bı<äT|ü⁄ kÕeTsêú´ìï ã{Ϻ ˇø√ÿ düuÛÑT´ì düVü‰j·T|ü&É‘êsTT. yês¡T $$<Ûä nedüsê\ ø√dü+
bı<äT|ü⁄ s¡÷. 25 qT+&ç s¡÷. 100 ˝Ò<ë n+‘·ø+£ fÒ eT]j·TT düùV≤‘·Tø£yÓTÆq e&û¶ πs≥T‘√ düø±\+˝À
m≈£îÿe ñ+≥T+~. düuÛÑT´\T ‘·eT nedüsê\qT s¡TD≤\qT bı+<äe#·TÃ. n+‘˚ø±≈£î+&Ü Á>±MTD
rs¡TÃø√e&ÜìøÏ dü+|òTü + qT+&˚ ∫qïbÕ{Ï s¡TD≤\T ù|<ä\≈£î SHG\T ã\yÓTÆq eT÷\ düú+uÛ≤\T>±
rdüTø√e#·TÃ. á s¡TD≤\ô|’ e&ûì¶ dü+|òTü + edü÷\T ñHêïsTT. eTVæ≤fi¯\T Ä]úø£+>± kÕ«e\+ãq
#˚dTü +Ô ~. nsTT‘˚ Ç~ e&û¶ yê´bÕ] edü÷\T #˚ùd bı+<ä&É+˝À düVü‰j·T|ü&É≥y˚T ø±≈£î+&Ü, dü+|òüT+
<ëì ø£+fÒ ‘·≈î£ ÿe>± ñ+≥T+~. ˇø£ dü+e‘·‡s¡+ jÓTTø£ÿ kÕ<Ûës¡D düe÷y˚XÊ\T Äs√>∑´+, b˛wüø±Vü‰s¡+,
˝Ò<ë ¬s+&ÉT dü+e‘·‡sê\ ‘·sê«‘·, dü+|òüT+ >∑Vü≤ Væ≤+dü yÓTT<ä˝q’… $$<Ûä kÕe÷õø£ düeTdü´\ô|’
düÁø£eT+>± bı<äT|ü⁄ #˚dü÷Ô ñ+fÒ, n~ u≤´+≈£î #·]Ã+#·&ÜìøÏ eT]j·TT #·s¡´\T rdüTø√e&ÜìøÏ
qT+&ç s¡TD+ bı+<˚+<äT≈£î ns¡Ω‘· bı+<äT‘·T+~. SHG \T y˚~ø£qT n+~kÕÔ s TT.
dü+|òüT+ ù|s¡T‘√ u≤´+≈£î s¡TD+
eT+ps¡T #˚düTÔ+~. düuÛÑT´\≈£î
dü « j· T + ñbÕ~Û neø±XÊ\qT >∑T»sê‘Y ˝À ˇø£ eTVæ≤fi≤ dü«j·T+
ø£ * Œ+#· & ÜìøÏ á s¡ T D+ düVü≤j·Tø£ dü+|òüT düe÷y˚X¯+
yê&ÉTø√yê*. ñ<ëVü≤s¡D≈£î düuTÑÛ ´\T
‘·qU≤ ô|{Ϻq uÛÑ÷$Tì $&ÉT<ä\
#˚sTT+#·Tø√e&É+ ø√dü+, ìs¡«Vü≤D≤
ô|≥Tºã&ç nedüsê\qT rs¡Ã&É+ ø√dü+
(ñ<ë. $‘·HÔ ê\T, ms¡Te⁄\T, yÓ<Tä s¡T
eT]j·TT >∑T&ɶ e+{Ï eTT&çdsü T¡ ≈£î\qT
ø=qT>√\T #˚j·T&É+), >∑ôVA|ü
ø£s¡D≤\ ø√dü+, ≈£î≥Tº j·T+Á‘·+,
#˚H˚‘·, |üX¯ódü+|ü<ä e+{Ï ÄdüTÔ\qT
bı+<ä&É+ ø√dü+ ∫qï yÓTT‘·Ô+˝À
s¡TD≤\qT düuÛÑT´\≈£î n+~kÕÔs¡T.
bı<ä T |ü ⁄ eT]j· T T s¡ T D
ø±s¡´ø£˝≤bÕ\≈£î dü+ã+~Û+∫ #ê˝≤
eTTK´yÓTqÆ ìs¡j í ÷· \T dü+|òTü düuTÑÛ ´˝Ò
rdüT≈£î+{≤s¡T. eT+ps¡T #˚j÷· *‡q
s¡TD≤\≈£î dü+ã+~Û+∫ - s¡TD+

Á<äe´+ eT]j·TT |üs¡|ü‹ 101

 Grameen Bank of Bangladesh
Grameen Bank of Bangladesh is one of the
biggest success stories in reaching the poor to “If credit can be made available to
meet their credit needs at reasonable rates. the poor people on terms and
Started in the 1970s as a small project, conditions that are appropriate and
Grameen Bank in 2018 had over 9 million reasonable these millions of small
members in about 81,600 villages spread people with their millions of small
across Bangladesh. Almost all of the borrowers pursuits can add up to create the
are women and belong to poorest sections of biggest development wonder.”
the society. These borrowers have proved that Professor Muhammad Yunus,
not only are poor women reliable borrowers, but the founder of Grameen Bank,
that they can start and run a variety of small and recipient of 2006 Nobel Prize for Peace
income-generating activities successfully.

SUMMING UP
In this chapter we have looked at the credit vary substantially between
modern forms of money and how they formal and informal lenders. At
are linked with the banking system. present, it is the richer households
On one side are the depositors who who receive credit from formal sources
keep their money in the banks and on whereas the poor have to depend on
the other side are the borrowers who the informal sources. It is essential
take loans from these banks. Economic that the total formal sector credit
activities require loans or credit. Credit, increases so that the dependence on
as we saw can have a positive impact, the more expensive informal credit
or in certain situations make the becomes less. Also, the poor should
borrower worse off. get a much greater share of formal
Credit is available from a variety of loans from banks, cooperative
sources. These can be either formal societies etc. Both these steps are
sources or informal sources. Terms of important for development.

EXERCISES
1. In situations with high risks, credit might create further problems for the borrower.
Explain.
2. How does money solve the problem of double coincidence of wants? Explain with
an example of your own.
3. How do banks mediate between those who have surplus money and those who
need money?
4. Look at a 10 rupee note. What is written on top? Can you explain this statement?
5. Why do we need to expand formal sources of credit in India?
6. What is the basic idea behind the SHGs for the poor? Explain in your own words.
7. What are the reasons why the banks might not be willing to lend to certain borrowers?

102
102 M
MONEY AND C REDIT
ONEY AND C REDIT
 ã+>±¢<˚XŸ Á>±MTD u≤´+≈£î
düùV≤‘·Tø£yTÓ qÆ e&û¶ XÊ‘êìøÏ ù|<ä\ s¡TD nedüsê\qT r]Ãq
n‹ô|<ä› $»j·T>±<∏˝ä À¢ ˇø£{>Ï ± ã+>±¢<X˚ Ÿ Á>±MTD u≤´+≈£îqT ªª dü]jÓTÆ q, düùV≤‘·Tø£yTÓ qÆ ìã+<Ûqä \T eT]j·TT
#Ó|üŒe#·TÃ. 1970\˝À ˇø£ ∫qï ÁbÕC…ø˘º>± ÁbÕs¡+uÛÑyÓTÆq wü s ¡ ‘ · T \ô|’ q ù|<ä Á|ü » \≈£ î s¡ T D≤ìï
Á>±MTD u≤´+ø˘ 2018˝À ã+>±¢<˚XŸ n+‘ê $düÔ]+∫ ñqï n+~+#·>*∑ –‘˚ á $T*j·Tq¢ eT+~ ∫qï e´≈£î\Ô T
düTe÷s¡T 81,600 Á>±e÷\˝À 9 $T*j·Tq¢≈î£ ô|>’ ± düuTÑÛ ´\qT yê] $T*j·Tq¢ ø=B› ∫qï \øå±´\‘√ ø£*dæ n‹ô|<ä›
ø£*– ñ+~. s¡TDÁ>∑V”≤‘·\+<äs¡÷ <ë<ë|ü⁄ eTVæ≤fi¯\T, n_Ûe~∆ n<äT“¤‘êìï düwæº+#·>∑\s¡T.μμ
düe÷»+˝Àì ù|<ä esêZ\≈£î #Ó+~qyês¡T. á s¡TDÁ>∑V≤” ‘·˝q’… Ábıô|òdüsY eTVü≤eTà<é j·T÷qdt,
ù|<ä eTVæ≤fi¯\T qeTà<ä–q s¡TDÁ>∑V”≤‘·\T e÷Á‘·y˚T ø±<äT, Á>±MTD u≤´+ø˘ e´ekÕú|ü≈£î&ÉT
yês¡T ‘·≈î£ ÿe Ä<ëj·÷ìï düwæ+º #˚ $$<Ûä s¡ø±\ ø±s¡´ø£˝≤bÕ\qT eT]j·TT 2006 H√u…˝Ÿ XÊ+‹ ãVüQeT‹ Á>∑V”≤‘·.
$»j·Te+‘·+>± ÁbÕs¡+_Û+∫, q&É|>ü \∑ eTì ìs¡÷|æ+#ês¡T.

≈£î¢|üÔ+>±
Á<äe´+ jÓTTø£ÿ Ä<ÛäTìø£ s¡÷bÕ\T @$T{Ï n$ ø±e#·TÃ. ìj·T‘·, nìj·T‘· s¡TD<ë‘·\ eT<Ûä´
u≤´+øÏ+>¥ e´edüú‘√ m˝≤ nqTdü+<Ûëì+#·ã&ç |ü s ¡ | ü ‹ ìã+<Û ä q \T >∑ D ˙j· T +>±
ñHêïj·TH˚ $wüj·÷\qT eTq+ á n<Ûë´j·T+˝À e÷s¡T‘·T+{≤sTT. Á|üdüTÔ‘·+ <Ûäìø£ ≈£î≥T+u≤\T
|ü]o*+#ê+. u≤´+≈£î˝À¢ ‘·eT &ÉãT“qT ñ+#˚ ìj· T ‘· e÷sêZ \ qT+&ç s¡ T D≤\qT
&çbÕõ≥s¡T¢ ˇø£y|’Ó ⁄ü ñ+&É>± eTs√yÓ|’ ⁄ü á u≤´+≈£î˝ n+<äT≈£î+≥THêïsTT. nsTT‘˚ ù|<ä\T nìj·T‘·
qT+&ç s¡TD≤\T rdüT≈£îH˚yês¡T ñHêïs¡T. Ä]úø£ e÷sêZ\ô|’ Ä<Ûës¡|&ü eÉ \dæ ñ+~. yÓTT‘·+Ô ìj·T‘·
ø±s¡´ø£˝≤bÕ\≈£î |üs|¡ ‹ü ˝Ò<ë n|ü⁄Œ nedüs+¡ . eTq+ s¡+>∑ s¡TD≤\T ô|s¡>∑&É+ #ê˝≤ nedüs¡+. Bì
#· ÷ dæ q ≥T¢ > ± s¡ T D+ kÕqT≈£ L \ Á|ü u Û ≤ yêìï e\q n~Ûø£ uÛ≤sêìï yÓ÷ù| nìj·T‘· s¡TD≤\ô|’
#·÷|ü⁄‘·T+~ ˝Ò<ë ø=ìï dü+<äsꓤ˝À¢ s¡TDÁ>∑V”≤‘· Ä<Ûës¡|ü&É≥+ ‘·>∑TZ‘·T+~. n˝≤π> u≤´+≈£î\T,
|ü]dæú‹ì eT]+‘· ~>∑C≤s¡TdüTÔ+~. düV≤ü ø±s¡ dü+|ò÷ü \T yÓTT<ä˝q’… yê{Ï qT+&ç rdüT≈£îH˚
ìj·T‘· s¡+>∑ s¡TD≤\˝À ù|<ä\T #ê˝≤ m≈£îÿe
$$<Ûä e÷sêZ\ qT+&ç s¡TD+ \_ÛdüTÔ+~. yê{≤ bı+<ë*. á ¬s+&ÉT #·s¡´\÷ n_Ûe~∆øÏ
Ç$ ìj·T‘· e÷sêZ\T ˝Ò<ë nìj·T‘· e÷sêZ\T eTTK´yÓTqÆ $.

nuÛ≤´kÕ\T
1. n~Ûø£ qwüº uÛÑj·T+ ñqï |ü]dæú‘·T˝À¢, s¡TDÁ>∑V”≤‘·≈£î n|ü⁄Œ eT]ìï düeTdü´\qT düwæº+#·e#·TÃ. $e]+#·+&ç.
2. ø√]ø£\ |üs¡düŒs¡ düeTq«j·T+ düeTdü´qT Á<äe´+ m˝≤ |ü]wüÿ]düT+Ô ~? MT dü«+‘· ñ<ëVü≤s¡D‘√ $e]+#·+&ç.
3. $T>∑T\T Á<äe´+ ñqïyê]øÏ, &ÉãT“ nedüs¡yÓTÆq yê]øÏ eT<Ûä´ u≤´+≈£î\T m˝≤ eT<Ûä´e]Ô‘·«+ eVæ≤kÕÔsTT?
4. 10 s¡÷bÕj·T\ H√≥TqT #·÷&É+&ç. <ëì ô|’ uÛ≤>±q @$T Áyêdæ ñ+~? Ä yêø±´ìï MTs¡T $e]+#·>∑\sê?
5. eTq+ uÛ≤s¡‘·<˚X¯+˝À ìj·T‘· s¡TD e÷sêZ\qT m+<äT≈£î $düÔ]+#ê*?
6. ù|<ä\ ø√dü+ SHG\ @sêŒ≥T yÓqTø£ ñqï ÁbÕ<∏ä$Tø£ Ä˝À#·q @$T{Ï? MT dü«+‘· e÷≥\˝À $e]+#·+&ç.
7. u≤´+≈£î\T ø=+‘·eT+~ s¡TDÁ>∑V”≤‘·\≈£î s¡TD≤\T Çe«&ÜìøÏ Çwüº|ü&Éø£b˛e&ÜìøÏ >∑\ ø±s¡D≤\T @$T{Ï?
Á<äe´+
Á<äeeT]j· TT |üs¡|TTü‹s¡TD+
´eTT eT]j· 103
103
 8. In what ways does the Reserve Bank of India supervise the functioning of banks?
Why is this necessary?
9. Analyse the role of credit for development.
10. Manav needs a loan to set up a small business. On what basis will Manav decide
whether to borrow from the bank or the moneylender? Discuss.
11. In India, about 80 per cent of farmers are small farmers, who need credit for cultivation.
(a) Why might banks be unwilling to lend to small farmers?
(b) What are the other sources from which the small farmers can borrow?
(c) Explain with an example how the terms of credit can be unfavourable for the
small farmer.
(d) Suggest some ways by which small farmers can get cheap credit.
12. Fill in the blanks:
(i) Majority of the credit needs of the _________________households are met
from informal sources.
(ii) ___________________costs of borrowing increase the debt-burden.
(iii) __________________ issues currency notes on behalf of the Central
Government.
(iv) Banks charge a higher interest rate on loans than what they offer on
__________.
(v) _______________ is an asset that the borrower owns and uses as a guarantee
until the loan is repaid to the lender.
13. Choose the most appropriate answer.
(i) In a SHG most of the decisions regarding savings and loan activities are taken by
(a) Bank.
(b) Members.
(c) Non-government organisation.
(ii) Formal sources of credit does not include
(a) Banks.
(b) Cooperatives.
(c) Employers.

ADDITIONAL PROJECT / ACTIVITY

The following table shows people in a variety of occupations in urban areas. What
are the purposes for which the following people might need loans? Fill in the column.
Occupations Reason for needing a Loan
Construction worker
Graduate student who is computer literate
A person employed in government service
Migrant labourer in Delhi
Household maid
Small trader
Autorickshaw driver
A worker whose factory has closed down
Next, classify the people into two groups based on whom you think might get a bank
loan and those who might not. What is the criterion that you have used for classification?

104 M ONEY AND C REDIT

8. ]»sY« u≤´+ø˘ Ä|òt Ç+&çj·÷ u≤´+≈£î\ |üìrs¡TqT @j˚T e÷sêZ˝À¢ |üs¡´y˚øÏådüTÔ+~? Ç~ m+<äT≈£î nedüs¡+?
9. n_Ûe~∆˝À |üs¡|ü‹ bÕÁ‘·qT $X‚¢wæ+#·+&ç.
10. ˇø£ ∫qï yê´bÕsêìï kÕú|æ+#·&ÜìøÏ e÷qyéøÏ s¡TD+ ø±yê*. u≤´+≈£î qT+&ç s¡TD+ rdüTø√yê˝≤ ˝Ò<ë e&û¶
yê´bÕ] qT+&ç rdüTø√yê˝≤ nH˚~ e÷qyé @ ÁbÕ‹|ü~ø£q ìs¡ísTT+#·T≈£î+{≤&ÉT? #·]Ã+#·+&ç.
11. uÛ≤s¡‘·<˚X¯+˝À <ë<ë|ü⁄ 80 XÊ‘·+ eT+~ ¬s’‘·T\T ∫qï ¬s’‘·T\T. kÕ>∑T #˚j·T&ÜìøÏ M]øÏ s¡TD+ nedüs¡+.
(m) ∫qï ¬s’‘·T\≈£î s¡TD≤\T Çe«&ÜìøÏ u≤´+≈£î\T m+<äT≈£î Çwüº|ü&Éø£b˛e#·TÃ?
(_) ∫qï ¬s’‘·T\T @ Ç‘·s¡ e÷sêZ\ qT+&ç s¡TD≤\T rdüTø√e#·TÃ?
(dæ) |üs¡|ü‹ ìã+<Ûäq\T ∫qï ¬s’‘·T≈£î m˝≤ Á|ü‹≈£L\+>± ñ+{≤jÓ÷ ñ<ëVü≤s¡D‘√ $e]+#·+&ç.
(&ç) ∫qï ¬s’‘·T\T #Íø£>± s¡TD+ bı+<˚ ø=ìï e÷sêZ\qT dü÷∫+#·+&ç.
12. U≤∞\qT |üP]+#·+&ç:
(i) ____________≈£î≥T+u≤\ yês¡T m≈£îÿe uÛ≤>∑+ s¡TD nedüsê\qT nìj·T‘· e÷sêZ\ qT+&ç bı+<äT‘·THêïs¡T.
(ii) n|ü⁄Œ rdüTø√e&ÜìøÏ nj˚T´ e´j·T+ _________________ ñqï|ü⁄&ÉT n~ s¡TD uÛ≤sêìï ô|+#·T‘·T+~.
(iii) πø+Á<ä Á|üuÛÑT‘·«+ ‘·s¡|ü⁄q _________________ ø£¬s˙‡ H√≥¢qT C≤Ø #˚düTÔ+~.
(iv) u≤´+≈£î\T ‘êeTT _____________ ô|’ n+~+#˚ e&û¶ πs≥T ø£+fÒ m≈£îÿe>± s¡TD≤\ô|’ edü÷\T #˚kÕÔsTT.
(v) _________________ nH˚~ s¡TDÁ>∑V”≤‘· ø£*– ñqï ÄdæÔ. Ç~ s¡TD<ë‘·≈£î s¡TD+ ‹]– #Ó*+¢ #˚ es¡≈£î
s¡TDÁ>∑V”≤‘· Vü‰MT>∑ ñ|üjÓ÷–kÕÔ&ÉT.
13. dü¬s’q düe÷<ÛëHêìï m+#·Tø√+&ç.
(i) SHG˝À bı<äT|ü⁄ eT]j·TT s¡TD ø±s¡´ø£˝≤bÕ\≈£î dü+ã+~Û+∫ #ê˝≤ ìs¡íj·÷\T Ms¡T rdüT≈£î+{≤s¡T
(m) ˇø£ u≤´+≈£î.
(_) düuÛÑT´\T.
(dæ) Á|üuÛÑT‘˚«‘·s¡ dü+düú.
(ii) ìj·T‘· s¡TD eqs¡T\˝À uÛ≤>∑+ ø±ì~
(m) u≤´+≈£î\T.
(_) düVü≤ø±s¡ dü+düú\T.
(dæ) j·T»e÷qT\T.
n<äq|ü⁄ ÁbÕC…≈£îº / ø£‘·´+
øÏ+~ |ü{Ϻø£ |ü≥ºD ÁbÕ+‘ê˝À¢ $$<Ûä s¡ø±\ e‘·TÔ\˝À ñqï e´≈£îÔ\qT #·÷|ü⁄‘·T+~. øÏ+~ e´≈£îÔ\≈£î
<˚ì ø√dü+ s¡TD≤\T nedüs¡eTe⁄‘êsTT? ì\Te⁄ >∑&çì |üP]+#·+&ç.
e‹Ô s¡TD+ nedüs¡yÓTÆq ø±s¡D+
uÛÑeq ìsêàD ø±]à≈£î&ÉT
ø£+|üP´≥sY |ü]C≤„q+ ñqï Á>±&ÉT´j˚T{Ÿ $<ë´]ú
Á|üuÛÑT‘·« ùde˝À ñ<√´>∑+ #˚düTÔqï e´øÏÔ
&Ûç©¢˝Àì e\dü ≈£L©
Ç+{Ï |üìeTìwæ
∫s¡T yê´bÕ]
Ä{À]øå± Á&Ó’esY
eT÷‘·|ü&çq bòÕ´ø£ºØ ø±]à≈£î&ÉT
‘·sê«‘· MTs¡T u≤´+≈£î s¡TD+ bı+<ä>*∑ >π eT]j·TT bı+<ä˝ìÒ yê] Ä<Ûës¡+>± Á|ü»\qT s¬ +&ÉT düeT÷Vü‰\T>±
eØZø£]+#·+&ç. eØZø£s¡D ø√dü+ MTs¡T ñ|üjÓ÷–+∫q Á|üe÷D+ @$T{Ï?
Á<äe´+ eT]j·TT |üs¡|ü‹ 105
 NOTES FOR THE TEACHER
CHAPTER 4 : GLOBALISATION AND THE INDIAN ECONOMY
Most regions of the world are getting increasingly of trade and investment policies and, pressures
interconnected. While this interconnectedness from international organisations such as the
across countries has many dimensions — WTO. Improvement in technology is a fascinating
cultural, political, social and economic — this area for students and you may, with a few
chapter looks at globalisation in a more limited directions, encourage them to do their own
sense. It defines globalisation as the integration explorations. While discussing liberalisation, you
between countries through foreign trade and have to keep in mind that the students are
foreign investments by multinational unaware of what India was like in the
corporations (MNCs). As you will notice, the more pre-liberalisation era. A role-play could be
complex issues of portfolio investment have been conceived to compare and contrast the pre and
left out. post-liberalisation era. Similarly, international
negotiations under WTO and the uneven
If we look at the past thirty years or so, we
balances in power are interesting subjects that
find that MNCs have been a major force in the
can be covered in a discussion mode rather than
globalisation process connecting distant regions
of the world. Why are the MNCs spreading their as lectures.
production to other countries and what are the The final section covers the impact of
ways in which they are doing so? The first part globalisation. To what extent has globalisation
of the chapter discusses this. Rather than contributed to the development process? This
relying on quantitative estimates, the rapid rise section draws on the topics covered in Chapters
and influence of the MNCs has been shown 1 and 2 (for example, what is a fair development
through a variety of examples, mainly drawn goal), which you can refer to. Also, examples and
from the Indian context. Note that the examples activities drawn from the local environment are
are an aid to explain a more general point. While a must while discussing this section. This might
teaching, the emphasis should be on the ideas include contexts that have not been covered in
and examples are to be used as illustrations. the chapter, such as the impact of imports on
You can also creatively use comprehension local farmers, etc. Collective brainstorming
passages like the one given after Section II to sessions can be conducted to analyse such
test and reinforce new concepts. situations.
Integration of production and integration of Sources for Information
markets is a key idea behind understanding the
process of globalisation and its impact. This has The call for a fairer globalisation has been given,
been dealt with at length in this chapter, among others, by the International Labour
highlighting the role of MNCs in the process. You Organisation — www.ilo.org. Another interesting
have to ensure that the students grasp this idea resource is the WTO website http://www.wto.org.
with sufficient clarity, before moving on to the It gives access to the variety of agreements that
next topic. are being negotiated at the WTO. For company
related information, most MNCs have their own
Globalisation has been facilitated by several websites. If you want to critically look at
factors. Three of these have been highlighted: the MNCs, one recommended website is
rapid improvements in technology, liberalisation www.corporatewatch.org.uk.

106 G LOBALISA TION

OBALISATION AND THE I NDIAN E CONOMY
 ñbÕ<Ûë´j·TT\≈£î dü÷#·q\T
n<Ûë´j·T+ 4: Á|ü|ü+Nø£s¡D eT]j·TT uÛ≤s¡‘· <˚X¯ Ä]∆ø£ e´edüú
Á|ü|ü+#·+˝Àì #ê˝≤ ÁbÕ+‘ê\T ˇø£<ëì‘√ ˇø£{Ï eT]+‘·>± n+‘·sê®rj·T dü+düú\ qT+&ç e#˚à ˇ‹Ôfi¯ó¢. kÕ+πø‹ø£
nqTdü+<Ûëì+#·ã&ÉT‘·THêïsTT. <˚XÊ\ eT<Ûä´ á nqTdü+<Ûëq+ |ü]C≤„q+˝À Á|ü>∑‹ nH˚~ $<ë´s¡Tú\≈£î ÄdüøÏÔ<ëj·Tø£yÓTÆq
nH˚ø£ ø√D≤\qT`kÕ+düÿ‹ø£, sê»ø°j·T, kÕe÷õø£ eT]j·TT n+X¯+. MTs¡T ø=ìï dü÷#·q\T #˚dæ yês¡T d”«j·T nH˚«wüD\T
Ä]úø£|üs¡yÓTÆq`ø£*– ñ+&É>±, á n<Ûë´j·T+ Á|ü|ü+Nø£s¡DqT #˚ùd˝≤ $<ë´s¡T›\qT Áb˛‘·‡Væ≤+#·e#·TÃ. Ä]úø£ düs¡∞ø£s¡D
|ü]$T‘· uÛ≤eq‘√ e÷Á‘·y˚T #·÷düTÔ+~. $<˚o yê´bÕs¡+ eT]j·TT >∑T]+∫ #·]ÃdüTÔqï|ü⁄Œ&ÉT düs¡∞ø£s¡D≈£î eTT+<äT ø±\+˝À
ãVüQfi¯C≤‹ dü+düú\T (MNCs) #˚ùd $<˚o ô|≥Tºã&ÉT\ <ë«sê uÛ≤s¡‘·<˚X¯+ m˝≤ ñ+&˚<√ $<ë´s¡Tú\≈£î ‘Ó*j·T<äì MTs¡T
<˚XÊ\ eT<Ûä´ »]π> nqTdü+<ÛëHêìï Á|ü|ü+Nø£s¡D>± Ç~ >∑Ts¡TÔ+#·Tø√yê*. ñ<ëVü≤s¡D≈£î düs¡∞ø£s¡D≈£î eTT+<äT
ìs¡«∫düTÔ+~. b˛sYºbò˛*jÓ÷ ô|≥Tºã&çøÏ #Ó+~q eT]+‘· dü+øÏ¢wüº eT]j· T T ‘· s ê«‘· ø±˝≤ìï b˛\Ã&ÜìøÏ ˇø£ s√˝Ÿ - ù|¢
n+XÊ\qT e~*ô|≥º&É+ MTs¡T >∑eTìkÕÔs¡T. s¡÷bı+~+#·e#·TÃ. n<˚$<Ûä+>±, Á|ü|ü+#· yêDÏ»´ dü+düú
eTq+ >∑&É∫q 30 dü+e‘·‡sê\T ˝Ò<ë Äô|’q |ü]o*ùdÔ, (WTO) Ä<Ûä«s¡´+˝À »]π> n+‘·sê®rj·T #·s¡Ã\T eT]j·TT
Á|ü|ü+#·+˝Àì <ä÷s¡ ÁbÕ+‘ê\qT ø£\T|ü⁄‘·÷ Á|ü|ü+Nø£s¡D n~Ûø±s¡ ndüeT‘·T\´‘·\T e+{Ï ÄdüøÏÔø£s¡yÓTÆq $wüj·÷\qT
Á|üÁøÏj·T˝À ãVüQfi¯ C≤‹ dü+düú\T (MNCs) Á|ü<Ûëq X¯øÏÔ>± ñ|üHê´kÕ\T>± ø±≈£î+&Ü #·sêà $<Ûëq+˝À ‘Ó*j·TCÒjT· e#·TÃ.
m~>±j·Tì eTqeTT >∑eTì+#·e#·TÃ. ãVüQfi¯ C≤‹ dü+düú\T ∫e] uÛ≤>∑+ Á|ü|ü+Nø£s¡D Á|üuÛ≤yêìï ‘Ó*j·TCÒdüTÔ+~.
( MNCs ) ‘· e T ñ‘· Œ ‹Ô ì Ç‘· s ¡ <˚ X Ê\≈£ î m+<ä T ≈£ î n_Ûe~∆ Á|üÁøÏj·T≈£î Á|ü|ü+Nø£s¡D m+‘·es¡≈£î ‘√&ÉŒ&ç+~?
$düÔ]+|üCÒdüTÔHêïsTT. yês¡T n˝≤ #˚ùd e÷sêZ\T @$T{Ï? á á $uÛ≤>∑+˝Àì 1e, 2e n<Ûë´j·÷\˝À (ñ<ëVü≤s¡D≈£î
n<Ûë´j·T+ jÓTTø£ÿ yÓTT<ä{Ï uÛ≤>∑+ Bì >∑T]+∫ #·]ÃdüTÔ+~. Hê´j·TyÓTÆq n_Ûe~∆ \ø£å´+ @$T{Ï) ñqï n+XÊ\ n<Ûës¡+>±
|ü]e÷D≤‘·àø£ n+#·Hê\ô|’ Ä<Ûës¡|&ü ˚ ã<äT\T, ãVüQfi¯ C≤‹ dü+dü\ú bı+<äT|üs¡#·&É+ »]–q~. yê{Ïì MTs¡T |ü]o*+#·e#·TÃ.
(MNCs) y˚>∑e+‘·yÓTÆq ô|s¡T>∑T<ä\ eT]j·TT yê{Ï Á|üuÛ≤e+ n˝≤π> á $uÛ≤>±ìï #·]Ã+#˚≥|ü⁄Œ&ÉT kÕúìø£ ÁbÕ+‘êìøÏ
Á|ü<Ûëq+>± uÛ≤s¡‘· <˚X¯ H˚|ü<ä´+ qT+&ç $$<Ûä ñ<ëVü≤s¡D\ <ë«sê #Ó+~q ñ<ëVü≤s¡D\T, ø£è‘ê´\T ‘·|Œü ìdü]>± ñ+&Ü*. kÕúìø£
#·÷|üã&ç+~. ˇø£ kÕ<Ûës¡D n+XÊìï m≈£îÿe>± $e]+#·&ÜìøÏ s¬ ‘’ T· \ô|’ ~>∑TeT‘·T\ Á|üu≤Û e+ ˝≤+{Ï á n<Ûë´j·T+˝À #˚sá ì
á ñ<ëVü ≤ s¡ D \T dü V ü ‰ j· T |ü & É ‘ êj· T ì >∑ e Tì+#· + &ç . n+XÊ\T Ç+<äT˝À ñ+&Ée#·TÃ. Ç≥Te+{Ï dü+<äsꓤ\qT
uÀ~Û+#˚≥|ü⁄Œ&ÉT Ä˝À#·q\≈£î ÁbÕ<Ûëq´‘· Çyê«*. ñ<ëVü≤s¡D\qT $X‚ ¢ w æ + #· & ÜìøÏ kÕeT÷Væ ≤ ø£ y˚ T <∏ √ eT<Û ä q #· s ¡ à \qT
<äcÕº+‘ê\T>± ñ|üjÓ÷–+#ê*. ø=‘·Ô uÛ≤eq\qT |üØøÏå+#·&ÜìøÏ, ìs¡«Væ≤+#·e#·TÃ.
ã˝Àù|‘·+ #˚j·T&ÜìøÏ ôdø£åHé II ‘·sê«‘· Ç∫Ãq ne>±Vü≤Hê
ù|sê\qT ≈£L&Ü MTs¡T dü»Hê‘·àø£+>± ñ|üjÓ÷–+#·e#·TÃ. düe÷#ês¡ eqs¡T\T:
Á|ü|ü+Nø£s¡D Á|üÁøÏj·T eT]j·TT <ëì Á|üuÛ≤yêìï ns¡ú+ $T–*q dü+düú\‘√ bÕ≥T>± Hê´j·TyÓTÆq Á|ü|ü+Nø£s¡D ø√dü+
#˚düTø√e&É+ yÓqTø£ ñ‘·Œ‹Ô, e÷¬sÿ≥¢ nqTdü+<Ûëq+ nH˚ ˇø£ n+‘·sê®rj·T ø±]àø£ dü+düú |æ\T|ü⁄ì∫Ã+~`www.ilo.org.
WTO yÓ u Ÿ ô d’ { Ÿ http://www.wto.org qT eTs=ø£
ø°\ø£yÓTÆq uÛ≤eq ñ+~. á Á|üÁøÏj·T˝À ãVüQfi¯ C≤‹ dü+düú\
(MNCs) bÕÁ‘·qT Á|ü<Ûëq+>± #·÷|ü⁄‘·÷ á n<Ûë´j·T+˝À Bìì Ädüø<ÔÏ ëj·Tø£yTÓ qÆ Ä<Ûës¡+>± #Ó|Œü e#·TÃ. Ç~ Á|ü|+ü #· yêDÏ»´
düTBs¡È+>± #·]Ã+#·&É+ »]–+~. ‘·<äT|ü] n+XÊìøÏ yÓfi‚¢ eTT+<äT dü + dü º ( WTO)˝À #· s ¡ à \T »s¡ T >∑ T ‘· T qï $$<Û ä s¡ ø ±\
$<ë´s¡Tú\T á uÛ≤eqqT ‘·–q+‘· düŒwüº‘·‘√ Á>∑Væ≤+#ês¡ì MTs¡T ˇ|üŒ+<ë\≈£î dü+ã+~Û+∫q $esê\qT n+~düTÔ+~. ø£+ô|˙
ìsê∆]+#·Tø√yê*. dü+ã+~Û‘· düe÷#ês¡+ ø√dü+, #ê˝≤ MNC\T ‘·eT kı+‘·
nH˚ø£ ø±s¡ø±\ <ë«sê Á|ü|ü+Nø£s¡D düT\uÛÑ‘·s¡eTsTT+~. yÓuŸôd{’ Ÿ\qT ø£*– ñHêïsTT. MTs¡T MNC\qT $eTs¡ÙHê‘·àø+£ >±
M{Ï˝À eT÷&ç+{Ïì Á|ü<Ûëq+>± #·÷|ü&ÉyÓTÆq~: n$ kÕ+πø‹ø£ |ü]o*+#ê\qT≈£î+fÒ www.corporatewatch.org.uk. nH˚
|ü]C≤„q+˝À oÁ|òüT Á|ü>∑‹, yê´bÕs¡, ô|≥Tºã&ÉT\ $<ÛëHê\ yÓuŸôd’{ŸqT dæbòÕs¡T‡ #˚j·T&ÉyÓTÆq~.
düs¡∞ø£s¡D eT]j·TT Á|ü|ü+#· yêDÏ»´ dü+düº (WTO) e+{Ï

Á|ü|ü+Nø£s¡D eT]j·TT uÛ≤s¡‘· <˚X¯ Ä]›ø£ e´edüú 107

 CHAPTER 4

GLOBALISATION AND
THE INDIAN ECONOMY
As consumers in today’s world, some
of us have a wide choice of goods and
services before us. The latest models
of digital cameras, mobile phones and
televisions made by the leading
manufacturers of the world are within
our reach. Every season, new models
of automobiles can be seen on Indian
roads. Gone are the days when
Ambassador and Fiat were the only
cars on Indian roads. Today, Indians
are buying cars produced by nearly
all the top companies in the world. A
similar explosion of brands can be
seen for many other goods: from shirts
to televisions to processed fruit juices.
Such wide-ranging choice of goods
in our markets is a relatively recent
phenomenon. You wouldn’t have
found such a wide variety of goods in
Indian markets even two decades
back. In a matter of years, our
markets have been transformed!
How do we understand these
rapid transformations? What are the
factors that are bringing about these
changes? And, how are these changes
affecting the lives of the people?
We shall dwell on these questions in
this chapter.
108 G LOBALISA TION
OBALISATION AND THE I NDIAN E CONOMY
 n<Ûë´j·T+ 4
Á|ü|ü+Nø£s¡D eT]j·TT
uÛ≤s¡‘· <˚X¯ Ä]›ø£ e´edüú
H˚&ÉT Á|ü|ü+#·+˝À $ìjÓ÷>∑<ës¡T\T>±, eTq˝À
ø=+‘·eT+~øÏ nH˚ø£ s¡ø±\ edüTÔe⁄\T eT]j·TT
ùde\T $T–*q yê] ø£ + fÒ eTT+<ä T >±H˚
n+<äTu≤≥T˝À ñHêïsTT. Á|ü|ü+#·+˝Àì Á|üeTTK
‘·j·÷Ø<ës¡T\T ‘·j·÷s¡T #˚dæq &çõ≥˝Ÿ ¬øyÓTsê\T,
yÓTTu…’˝Ÿ bò˛Hé\T eT]j·TT f…*$»Hé\ jÓTTø£ÿ ø=‘·Ô
yÓ÷&É˝Ÿ\T eTq≈£î n+<äTu≤≥T˝À ñHêïsTT. Á|ü‹
ø±\+˝À Ä{ÀyÓTTu…’˝Ÿ\ ø=‘·Ô yÓ÷&Éfi¯ófl uÛ≤s¡rj·T
s√&É¢ô|’ ø£ì|ækÕÔsTT. uÛ≤s¡rj·T s√&É¢ô|’ n+u≤dæ&ÉsY,
|òæj·T{Ÿ ø±s¡T¢ e÷Á‘·y˚T ñ+&˚ s√E\T b˛j·÷sTT.
H˚&ÉT uÛ≤s¡rj·TT\T Á|ü|ü+#·+˝Àì <ë<ë|ü⁄ nìï
nÁ>∑ÁX‚DÏ ø£+ô|˙\#˚ ñ‘·Œ‹Ô #˚dqæ ø±s¡q¢ T ø=qT>√\T
#˚düTÔHêïs¡T. Ç<˚ $<ÛäyÓTÆq Áu≤+&é\ ñ<Ûäè‹ì nH˚ø£
Ç‘·s¡ edüTÔe⁄˝ $wüj·T+˝À: #=ø±ÿ\ qT+&ç
f…*$»Hé\T eT]j·TT ñÅ<äZVü≤D+ #˚dæq |ü+&É¢
s¡kÕ\ es¡≈£î #·÷&Ée#·TÃ.
eTq e÷¬sÿ≥¢˝À Ç≥Te+{Ï $$<Ûä s¡ø±\
edüTÔe⁄\qT m+|æø£ #˚düTø√e&É+ nH˚~ kÕù|ø£å+>±
Ç{°e\ >∑eTì+#·<ä–q $wüj·T+. ¬s+&ÉT <äXÊu≤›\
ÁøÏ‘·+ ≈£L&Ü uÛ≤s¡rj·T e÷¬sÿ≥¢˝À Çìï s¡ø±\
edü T Ô e ⁄\qT MTs¡ T #· ÷ dæ ñ+&É s ¡ T . ø=~›
dü+e‘·‡sê\˝ÀH˚ eTq e÷¬sÿ≥T¢ s¡÷bÕ+‘·s¡+
#Ó+<ësTT!
á y˚>∑e+‘·yÓTÆq e÷s¡TŒ\qT eTq+ m˝≤ ns¡ú+
#˚düTø√yê*? á e÷s¡TŒ\qT ‘ÓdüTÔqï ø±s¡ø±\T
@$T{Ï? á e÷s¡TŒ\T Á|ü»\ J$‘ê\qT m˝≤
Á|üuÛ≤$‘·+ #˚düTÔHêïsTT? Ç≥Te+{Ï Á|üX¯ï\ô|’
á n<Ûë´j·T+˝À eTq+ <äwæºì ô|&É<ëeTT.
Á|ü|ü+Nø£s¡D eT]j·TT uÛ≤s¡‘· <˚X¯ Ä]›ø£ e´edüú 109
 PRODUCTION ACROSS COUNTRIES
Until the middle of the twentieth multinational corporations (MNCs)
century, production was largely emerged on the scene. A MNC is a
organised within countries. What company that owns or controls
crossed the boundaries of these production in more than one nation.
countries were raw material, food stuff MNCs set up offices and factories for
and finished products. Colonies such production in regions where they can
as India exported raw materials and get cheap labour and other resources.
food stuff and imported finished This is done so that the cost of
goods. Trade was the main channel production is low and the MNCs can
connecting distant countries. This was earn greater profits. Consider the
before large companies called following example.

Spreading of Production
by an MNC
A large MNC, producing industrial equipment, designs its
products in research centres in the United States, and then
has the components manufactured in China. These are then
shipped to Mexico and Eastern Europe where the products
are assembled and the finished products are sold all over the
world. Meanwhile, the company’s customer care is carried out
through call centres located in India.

This is a call centre in Bengaluru, equipped with telecom facilities and access to the
Internet to provide information and support to customers abroad.

110 G LOBALISA TION

OBALISATION AND THE I NDIAN E CONOMY
 |ü\T <˚XÊ\˝À ñ‘·Œ‹Ô
20 e X¯‘êã›+ eT<ä´ uÛ≤>∑+ es¡≈î£ ñ‘·Œ‹Ôì Á|ü<ëÛ q+>± |æ*#˚ ô|<ä› ø£+ô|˙\T s¡+>∑ Á|üyX˚ +¯ #˚jT· &ÜìøÏ
<˚X¯+ ˝À|ü˝Ò ìs¡«Væ≤+#˚ yêfi¯ófl. eTT&ç düs¡T≈£î\T, eTT+<äTqï |ü]dæú‹. ˇø£ <˚X¯+ ø£+fÒ m≈£îÿe
ÄVü‰s¡ |ü<ësê∆\T eT]j·TT n+‹eT edüTeÔ ⁄\T <˚XÊ\ <˚XÊ\˝À ñ‘·Œ‹Ôì #˚|üfÒº ˝Ò<ë ñ‘·Œ‘·TÔ\qT
dü]Vü≤<äT›\T <ë{Ï yÓfi‚fl$. uÛ≤s¡‘· <˚X¯+ e+{Ï e\dü ìj·T+Á‹+#˚ dü+düú\qT ãVüQfi¯ C≤‹ dü+düú\T
<˚XÊ\T eTT&ç düs¡T≈£î\T, ÄVü‰s¡ |ü<ësê∆\T m>∑TeT‹ (MNCs) n+{≤s¡T. ø±]à≈£î\T, Ç‘·s¡ eqs¡T\T
#˚d,æ ‘·j÷· s¬ q’ düsT¡ ≈£î\T ~>∑TeT‹ #˚dTü ø=H˚$. <ä÷s¡ #Íø£>± \_Û+#˚ ÁbÕ+‘ê\˝À ãVüQfi¯ C≤‹
<˚XÊ\qT ø£\|ü{≤ìøÏ yêDÏ»´+ Á|ü<Ûëq e÷s¡Z+>± dü+dü\ú T ‘·eT ø±sê´\j·÷\qT, ø£sêà>±sê\qT
ñ+&˚~. Ç~ ô|<ä› ãVüQfi¯ C≤‹ dü+dü\ú T (MNCs)nì ñ‘·Œ‹Ô ø√dü+ HÓ\ø=\TŒ‘êsTT. ñ‘·Œ‹Ô e´j·÷ìï
‘·–+Z #·&ÜìøÏ Ç˝≤ #˚kÕÔsT¡ . Bì e\q MNC\T
n~Ûø£ ˝≤uÛ≤\qT bı+<ä>∑\T>∑T‘êsTT. á
ñ<ëVü≤s¡DqT #·÷&É+&ç.
ˇø£ ãVüQfi¯ C≤‹ dü+düú ( MNC)
ñ‘·Œ‹Ôì $düÔ]+#·&É+
bÕ]ÁXÊ$Tø£ |ü]ø£sê\qT ‘·j÷· s¡T#˚ùd ˇø£ ô|<ä› ãVüQfi¯ C≤‹ dü+düú yê{Ïì nyÓT]ø±˝Àì
‘·q |ü]XÀ<Ûäq πø+Á<ë\˝À &çC…’Hé #˚düTÔ+~. <ë+{À¢ì $&ç uÛ≤>±\qT #Ó’Hê˝À ‘·j·÷s¡T
#˚sTTdüT+Ô ~. á $&ç uÛ≤>±\qT yÓTøχø√, ‘·÷s¡TŒ j·T÷s¡|⁄ü <˚XÊ\≈£î |ü+|æ nø£ÿ&É nôd+_¢+>¥
#˚kÕÔs¡T. Ä ‘·sê«‘· |üP]Ô nsTTq ñ‘·Œ‘·TÔ\qT Á|ü|ü+#·+ n+‘·{≤ neTTà‘ês¡T. uÛ≤s¡‘·
<˚X¯+˝Àì ø±˝Ÿ ôd+≥s¡¢ <ë«sê á dü+düú $ìjÓ÷>∑<ës¡T\≈£î ùde\qT n+~düTÔ+~.

Ç~ u…+>∑Tfi¯ós¡T˝Àì ˇø£ ø±˝Ÿ ôd+≥sY. $<˚XÊ\˝À ñqï ø£düºeTs¡¢≈£î düe÷#ês¡+, düVü‰j·T+ n+~+#·&ÜìøÏ
Ç+≥¬sï{Ÿ dü<äTbÕj·T+, f…*ø±+ kÂø£sê´\qT Ç~ ø£*– ñ+~.

Á|ü|ü+Nø£s¡D eT]j·TT uÛ≤s¡‘· <˚X¯ Ä]›ø£ e´edüú 111

 In this example the MNC is not closeness to the markets
only selling its finished products in the US and Europe. India has
globally, but more important, the highly skilled engineers who can
goods and services are produced understand the technical aspects of
globally
globally. As a result, production is production. It also has educated
organised in increasingly complex English speaking youth who can
ways
ways. The production process is provide customer care services. And
divided into small parts and spread all this probably can mean 50-60 per
out across the globe. In the above cent cost-savings for the MNC!
example, China provides the The advantage of spreading out
advantage of being a cheap production across the borders to the
manufacturing location. Mexico and multinationals can be truly
Eastern Europe are useful for their immense.

LET’S WORK THIS OUT

Complete the following statement to show how the production process in the garment
industry is spread across countries.
The brand tag says ‘Made in Thailand’ but they are not Thai products. We dissect
the manufacturing process and look for the best solution at each step. We are
doing it globally. In making garments, the company may, for example, get cotton
fibre from Korea, ........

INTERLINKING PRODUCTION ACROSS

COUNTRIES

In general, MNCs set up production At times, MNCs set up production

where it is close to the markets; jointly with some of the local
where there is skilled and unskilled companies of these countries. The
labour available at low costs; and benefit to the local company of such
where the availability of other factors joint production is two-fold. First,
of production is assured. In addition, MNCs can provide money for
MNCs might look for government additional investments, like buying
policies that look after their interests. new machines for faster production.
You will read more about the policies Second, MNCs might bring with them WE WILL SHIFT
later in the chapter. the latest technology for production. THIS FACTORY TO
ANOTHER COUNTRY.
Having assured themselves of these IT HAS BECOME
conditions, MNCs set up factories and EXPENSIVE HERE!
offices for production. The money that
is spent to buy assets such as land,
building, machines and other
equipment is called investment.
Investment made by MNCs is called
foreign investment
investment. Any investment
is made with the hope that these
assets will earn profits.

112 G LOBALISA TION

OBALISATION AND THE I NDIAN E CONOMY
á ñ<ëVü≤s¡D˝À ãVüQfi¯C≤‹ dü+düú ‘·q n+‹eT kÕ+πø‹ø£ n+XÊ\qT ns¡ú+ #˚düTø√>∑\ n‘·´+‘·
edüTeÔ ⁄\qT Á|ü|+ü #·yê´|ü+Ô >± neTTà‘·T+&É≥y˚T ø±≈£î+&Ü HÓ’|ü⁄D´+ ø£*–q Ç+»˙s¡T¢ uÛ≤s¡‘·<˚X¯+˝À ñHêïs¡T.
Á|ü<ëÛ q+>± edüTùÔ de\qT Á|ü|+ü #·yê´|ü+Ô >± ñ‘·Œ‹Ô »]π>˝≤ n<˚ $ <Û ä + >± $ìjÓ ÷ >∑ < ës¡ T \≈£ î ùde\T
#·÷düTÔ+~. Bì |òü*‘·+>± eT]+‘· dü+øÏ¢wüº e÷sêZ\˝À n+~+#·>*∑ –q Ä+>∑u¢ ≤wü e÷{≤¢&,˚ $<ë´e+‘·T˝…q’
ñ‘·Œ‹Ô Á|üÁøÏj·TqT ìs¡«Væ≤düTÔHêïs¡T. ñ‘·Œ‹Ô Á|üÁøÏj·TqT j·TTe‘· ≈£L&Ü Çø£ÿ&É ñHêïs¡T. M≥ìï{Ï |òü*‘·+>±
∫qï ∫qï uÛ≤>±\T #˚dæ yê{Ïì Á|ü|ü+#·+˝À |ü\T #√≥¢ ãVüQfi¯ C≤‹ dü+düú\≈£î Ks¡TÃ˝À 50-60 XÊ‘·+
#˚|ü&É‘ês¡T. ô|’ ñ<ëVü≤s¡D˝À ‘·≈£îÿe Ks¡TÑ√ ñ‘·Œ‹Ô n<ë ne⁄‘·T+~! ñ‘·Œ‹Ôì <˚X¯ dü]Vü≤<äT›\T <ë{Ï
#˚j·T>∑\ Á|ü<˚X¯+>± #Ó’Hê ñ|üjÓ÷>∑|ü&ç+~. nyÓT]ø±, #˚|≥ü &º +É e\¢ ãVüQfi¯C≤‹ ø£+ô|˙\≈£î ì»+>± #ê˝≤
j·T÷s¡|˝t Àì e÷¬sÿ{Ÿ\≈£î <ä>sZ∑ >¡ ± ñ+&É≥+‘√ yÓTøχø√, ˝≤uÛ≤\T ñ+&Ée#·TÃ.
‘·÷s¡TŒ ◊s√bÕ\T ñ|üjÓ÷>∑|ü&ܶsTT. ñ‘·Œ‹Ô jÓTTø£ÿ

eTq+ Ç|ü⁄Œ&ÉT M{Ïì |ü]wüÿ]<ë›+

eÁdüÔ |ü]ÁX¯eT˝À ñ‘·Œ‹Ô Á|üÁøÏj·T $$<Ûä <˚XÊ\˝À m˝≤ yê´|æ+∫+<√ #·÷|æ+#·&ÜìøÏ ÁøÏ+~ yêø±´\qT |üP]Ô
#˚jT· +&ç.
Áu≤+&é {≤´>¥˝À ªy˚T&é ÇHé <∏ëjYT˝≤+&éμ nì ñ+~. ø±˙ n~ <∏ëjYT˝≤+&é <˚X¯ ñ‘·Œ‹Ô ø±<äT. y˚TeTT
ñ‘·Œ‹Ô Á|üÁøÏj·TqT $uÛÑõ+∫ Á|ü‹ <äX¯˝À ñ‘·ÔeTyÓTÆq <ëì ø√dü+ yÓ‘·T≈£î‘êeTT. á $<Ûä+>± Bìì
Á|ü|ü+#·yê´|üÔ+>± #˚düTÔHêï+. ñ<ëVü≤s¡D≈£î eÁkÕÔ\T ‘·j·÷s¡T #˚ùd ø£+ô|˙ ø=]j·÷ qT+&ç |ü‹Ô <ësê\qT
bı+<äT‘·T+~, ........

<˚XÊ\ eT<Ûä´ ñ‘·Œ‹Ôì nqTdü+<Ûëq+

#˚j·T≥+
kÕ<Ûës¡D+>± ãVüQfi¯ C≤‹ dü+dü\ú T e÷¬sÿ{Ÿ\T ø=ìï dü+<äsꓤ\˝À ãVüQfi¯C≤‹ dü+dü\ú T Äj·÷
<ä>∑Zs¡>± ñqï, ‘·≈£îÿe Ks¡TÑ√ HÓ’|ü⁄D´+ ñqï, <˚XÊ\ kÕúìø£ ø£+ô|˙\‘√ ø£\dæ ñ‘·Œ‹Ôì
HÓ’|ü⁄D´+ ˝Òì ø±]à≈£î\ \uÛÑ´‘· >∑\ eT]j·TT #˚|&ü ‘É êsTT. Ç≥Te+{Ï uÛ≤>∑kÕ«eT´ ñ‘·Œ‹Ô e\¢
Ç‘·s¡ ñ‘·Œ‹Ô ø±s¡ø±\T n+<äTu≤≥T ñqï #√≥ kÕúìø£ dü+düú\≈£î ¬s+&ÉT $<Ûë\T>± Á|üjÓ÷»q+
ñ‘·Œ‹Ôì ÁbÕs¡+_ÛkÕÔsTT. Bì‘√ bÕ≥T ãVüQfi¯ #˚≈£Ls¡T‘·T+~. yÓTT<ä{Ï~, ãVüQfi¯C≤‹ dü+düú\T
C≤‹ dü+düú\T ‘·eT Á|üjÓ÷»Hê\qT ø±bÕ&˚ ñ‘·Œ‹Ôì ô|+#·&É+ ø√dü+ ø=‘·Ô j·T+Á‘ê\
Á|üuÛÑT‘·« $<ÛëHê\ ø√dü+ #·÷kÕÔsTT. MTs¡T á ø=qT>√\T e+{Ï n<äq|ü⁄ ô|≥Tºã&ÉT\≈£î &ÉãT“qT
Á|üuTÑÛ ‘·« $<ÛëHê\ >∑T]+∫ ‘·sê«‘· n<Ûë´j·T+˝À n+~kÕÔsTT. ¬s+&Ée~, ãVüQfi¯C≤‹ dü+düú\T
eT]+‘· $|ü⁄\+>± H˚s¡TÃ≈£î+{≤s¡T. ñ‘·Œ‹Ô ø√dü+ Ä<ÛäTìø£ kÕ+πø‹ø£ |ü]C≤„Hêìï y˚TeTT á bòÕ´ø£ºØì y˚πs
rdüT≈£îsêe#·TÃ. <˚XÊìøÏ e÷s¡TkÕÔeTT.
á |ü]dæú‘·T\˙ï ñqï≥T¢ ãVüQfi¯ C≤‹ Ç~ Çø£ÿ&É KØ<Ó’q~>±
dü+düú\T ‘·eT≈£î ‘êeTT dü+‘·|æÔ #Ó+~q|ü⁄Œ&˚ e÷]+~!
ñ‘·Œ‹Ô ø√dü+ ø£sêà>±sê\T, ø±sê´\j·÷\qT
@sêŒ≥T #˚kÕÔsTT. uÛ÷Ñ $T, uÛeÑ Hê\T, j·T+Á‘ê\T,
Ç‘·s¡ |ü]ø£sê\ e+{Ï yê{Ï ø√dü+ Ks¡TÃ ô|fÒº yÓTs¡T>¬ q’
|ü]dæú‘·T\T m≈£îÿe
&ÉãT“ì ô|≥Tºã&ç n+{≤s¡T. ãVüQfi¯ C≤‹ dü+dü\ú T y˚‘·Hê\T

#˚ùd á ô|≥Tºã&ÉT\qT $<˚o ô|≥Tºã&ç n+{≤s¡T.

á ÄdüTÔ\T ˝≤uÛ≤\T dü+bÕ~+∫ô|&É‘êj·Tqï
ÄX¯‘√H˚ Ç+≥Te+{Ï ô|≥Tºã&ÉT\T ô|&É‘ês¡T.

Á|ü|ü+Nø£s¡D eT]j·TT uÛ≤s¡‘· <˚X¯ Ä]›ø£ e´edüú 113

 But the most common route for
MNC investments is to buy up local
companies and then to expand
production. MNCs with huge wealth
can quite easily do so. To take an
example, Cargill Foods, a very large
American MNC, has bought over
smaller Indian companies such as
Parakh Foods. Parakh Foods had
built a large marketing network in
various parts of India, where its brand
was well-reputed. Also, Parakh Foods
had four oil refineries, whose control
has now shifted to Cargill. Cargill is
now the largest producer of edible oil
in India, with a capacity to make 5
million pouches daily!
In fact, many of the top MNCs
have wealth exceeding the entire
budgets of the developing country Jeans produced in developing countries being
sold in USA for Rs 6500 ($145)
governments. With such enormous
wealth, imagine the power and
influence of these MNCs!
There’s another way in which The products are supplied to the
MNCs control production. Large MNCs, which then sell these under
MNCs in developed countries place their own brand names to the
orders for production with small customers. These large MNCs have
producers. Garments, footwear, tremendous power to determine price,
sports items are examples of quality, delivery, and labour
industries where production is conditions for these distant
carried out by a large number of producers.
small producers around the world. Thus, we see that there are a
variety of ways in which the MNCs are
Women at home in Ludhiana making footballs for large MNCs
spreading their production and
interacting with local producers in
various countries across the globe. By
setting up partnerships with local
companies, by using the local
companies for supplies, by closely
competing with the local companies
or buying them up, MNCs are exerting
a strong influence on production
at these distant locations. As a
result,, production in these widely
dispersed locations is getting
interlinked.

114 G LOBALISA TION

OBALISATION AND THE I NDIAN E CONOMY
 kÕú ì ø£ ø£ + ô|˙\qT ø=H˚ d æ ñ‘· Œ ‹Ô ì
$düÔ]+#·Tø√e&É+ nH˚~ MNC ô|≥Tºã&ÉT\øÏ ˇø£
kÕ<Ûës¡D e÷s¡Z+. ô|<ä› m‘·TÔq ì<ÛäT\T ñ+&˚
ãVüQfi¯C≤‹ ø£+ô|˙\T (MNCs) á |üìì ‘˚*ø£>±
#Ój·T´>∑\T>∑T‘êsTT. ñ<ëVü≤s¡D≈£î ø±]Z˝Ÿ |òü⁄&é‡,
nH˚ nyÓT]ø±≈£î #Ó+~q ô|<ä› ãVüQfi¯C≤‹ dü+düú,
|üsêUŸ |òü⁄&é‡ e+{Ï ∫qï uÛ≤s¡rj·T ø£+ô|˙\qT
ø=H˚dæ+~. |üsêUŸ |òü⁄&é‡ uÛ≤s¡‘· <˚X¯eT+‘·{≤ ô|<ä›
e÷¬sÿ{Ï+>¥ e´edüqú T, ‘·eT Áu≤+&ÉT≈£î eT+∫ ù|s¡TqT
ø£*– ñ+~. n<˚$<Û+ä >±, |üsêUŸ |ò⁄ü &é‡≈£î Hê\T>∑T
q÷HÓ X¯ ó ~∆ ø£ s êà>±sê\T ñHêïsTT. Bì
j·÷»e÷q´+ Á|üdüTÔ‘·+ ø±]Z˝Ÿ |òü⁄&é‡ ≈£î e÷]+~.
ø±]Z˝Ÿ |òü⁄&é‡ Ç|ü⁄Œ&ÉT Á|ü‹ s√E 50 \ø£å\ q÷HÓ
bÕ´¬ø≥¢qT ‘·j÷· s¡T #˚ùd kÕeTs¡´ú +‘√ uÛ≤s¡‘<· X˚ +¯ ˝À
n‹ô|<ä› e+≥q÷HÓ ñ‘·Œ‹Ô<ës¡T>± ne‘·]+∫+~!
ìC≤ìøÏ, nH˚ø£ nÁ>∑ÁX‚DÏ ãVüQfi¯C≤‹ ø£+ô|˙\T n_Ûe~∆ #Ó+<äT‘·Tqï <˚XÊ˝À¢ ñ‘·Œ‹Ô #˚j·Tã&çq JHé‡
n_Ûe~∆ #Ó+<äT‘·Tqï <˚X¯ Á|üuTÑÛ ‘ê«\ yÓTT‘·+Ô ã&Ó{® Ÿ nyÓT]ø±˝À s¡÷. 6500 ($145)øÏ neTàã&ÉT‘·THêïsTT.
ø£+fÒ m≈£îÿe dü+|ü<qä T ø£*– ñHêïsTT. Ç+‘· ô|<ä›
yÓTT‘·+Ô ˝À ÄdüT\Ô T ø£*–q á ãVüQfi¯C≤‹ ø£+ô|˙\ n+<äCÒùdÔ n$ yê{Ïì ‘·eT Áu≤+&é ù|s¡¢‘√
X¯øÏÔ kÕeTsê∆´\qT, Á|üuÛ≤yêìï }Væ≤+#·+&ç! $ìjÓ÷>∑<ës¡T\≈£î neTTà‘ês¡T. á <ä÷s¡
ãVüQfi¯C≤‹ dü+düú\T ñ‘·Œ‹Ôì eTs=ø£ $<Ûä+>± ÁbÕ+‘·+˝Àì ñ‘·Œ‹Ô<ës¡T\≈£î #Ó*¢+#˚ <Ûäs¡,
≈£L&Ü ìj·T+Á‹kÕÔsTT. n_Ûe~∆ #Ó+~q <˚XÊ\˝Àì düs¡T≈£î HêD´‘·, n+~+#˚ düeTj·T+, ø±]à≈£î\
ô|<ä› ãVüQfi¯C≤‹ dü+düú\T ∫qï ñ‘·Œ‹Ô<ës¡T\≈£î |ü]dæú‘·T\qT Á|üuÛ≤$‘·+ #˚ùd ã\yÓTÆq X¯øÏÔ
ñ‘·Œ‹Ô Äs¡s¶ T¡ ¢ ÇkÕÔsTT. Á|ü|+ü #·yê´|ü+Ô >± ñqï ∫qï ãVüQfi¯C≤‹ dü+düú\≈£î ñ+≥T+~.
ñ‘·Œ‹Ô<ës¡T\T #˚|fü ºÒ |ü]ÁX¯eT\≈£î ñ<ëVü≤s¡D\T>± á $<Ûä+>±, ãVüQfi¯C≤‹ dü+düú\T ‘·eT
<äTdüTÔ\T, #Ó|ü⁄Œ\T, Áø°&Ü |ü]ø£sê\ |ü]ÁX¯eT\qT ñ‘· Œ ‹Ô ì $dü Ô ] +#· & ÜìøÏ eT]j· T T
#Ó|üŒe#·TÃ. á edüTÔe⁄\qT ãVüQfi¯C≤‹ dü+düú\≈£î Á|ü|ü+#·yê´|üÔ+>± $$<Ûä <˚XÊ\˝Àì kÕúìø£
\÷~Ûj·÷Hê˝À ãVüQfi¯C≤‹ dü+düú\≈£î Ç+{Ïe<ä›H˚ |òü⁄{Ÿu≤˝ŸqT ñ‘·Œ‹Ô<ës¡T\‘√ ø£\dæ |üì #˚j·T&ÜìøÏ nH˚ø£
‘·j·÷s¡T#˚düTÔqï eTVæ≤fi¯\T e÷sêZ\T ñHêïj·Tì eTq+ >∑eTì+#·e#·TÃ.
kÕúìø£ ø£+ô|˙\‘√ uÛ≤>∑kÕ«e÷´ìï @sêŒ≥T
#˚j·T&É+ <ë«sê, kÕúìø£ ø£+ô|˙\qT düs¡|òüsê\
ø√dü+ ñ|üj÷Ó –+#·&+É <ë«sê, kÕúìø£ ø£+ô|˙\‘√
düìïVæ≤‘·+>± b˛{° |ü&É&É+ ˝Ò<ë yê{Ïì
ø=qT>√\T #˚jT· &É+ <ë«sê, ãVüQfi¯C≤‹ dü+dü\ú T
(MNCs) á <ä÷s¡ ÁbÕ+‘ê\˝À ñ‘·Œ‹Ôô|’
rÁeyÓTÆq Á|üuÛ≤yêìï #·÷|ü⁄‘·THêïsTT. M≥ìï{Ï
ø±s¡D+>± á düT<ä÷s¡ ÁbÕ+‘ê\˝À »s¡T>∑T‘·Tqï
ñ‘·Œ‹Ô nqTdü+<ÛëqeTe⁄‘·Tqï~.

Á|ü|ü+Nø£s¡D eT]j·TT uÛ≤s¡‘· <˚X¯ Ä]›ø£ e´edüú 115

 LET’S WORK THESE OUT
Ford Motors, an American Read the passage on the left and answer the questions.
company, is one of the 1. Would you say Ford Motors is a MNC? Why?
world’s largest automobile 2. What is foreign investment? How much did Ford Motors invest in India?
manufacturers with
3. By setting up their production plants in India, MNCs such as Ford
production spread over Motors tap the advantage not only of the large markets that countries
26 countries of the world. such as India provide, but also the lower costs of production. Explain
Ford Motors came to India the statement.
in 1995 and spent Rs. 4. Why do you think the company wants to develop India as a base for
1700 crore to set up a manufacturing car components for its global operations? Discuss the
large plant near Chennai. following factors:
This was done in (a) cost of labour and other resources in India
collaboration with (b) the presence of several local manufacturers who supply auto-
Mahindra and Mahindra, parts to Ford Motors
a major Indian (c) closeness to a large number of buyers in India and China
manufacturer of jeeps and 5. In what ways will the production of cars by Ford Motors in India lead to
trucks. By the year 2017, interlinking of production?
Ford Motors was selling 6. In what ways is a MNC different from other companies?
88,000 cars in the Indian 7. Nearly all major multinationals are American, Japanese or European,
markets, such as Nike, Coca-Cola, Pepsi, Honda, Nokia. Can you guess why?
while another 1,81,000
cars were exported from
India to South Africa,
Mexico, Brazil and United
States of America. The
company wants to develop
Ford India as a
component supplying
base for its other plants
across the globe. Cars made by Indian workers being
transported to be sold abroad by MNCs.

FOREIGN TRADE AND INTEGRATION OF

MARKETS
For a long time foreign trade has To put it simply, foreign trade
been the main channel connecting creates an opportunity for the
countries. In history you would have producers to reach beyond the
read about the trade routes domestic markets, i.e., markets of their
connecting India and South Asia to own countries. Producers can sell their
markets both in the East and West produce not only in markets located
and the extensive trade that took place within the country but can also
along these routes. Also, you would compete in markets located in other
remember that it was trading countries of the world. Similarly, for
interests which attracted various the buyers, import of goods produced
trading companies such as the East in another country is one way of
India Company to India. What then expanding the choice of goods
is the basic function of foreign beyond what is domestically
trade? produced.
116 G LOBALISA TION
OBALISATION AND THE I NDIAN E CONOMY
 eTq+ Ç|ü⁄Œ&ÉT M{Ïì |ü]wüÿ]<ë›+
m&ÉeT yÓ’|ü⁄q ñqï ne>∑Vü≤q ù|sêqT #·~$ á ÁøÏ+~ Á|üX¯ï\≈£î düe÷<Ûëq+ Çe«+&ç.
Á|ü|ü+#·˝ÀH˚ n‹ ô|<ä› Ä{ÀyÓTTu…’˝Ÿ 1. MTs¡T bò˛sY¶ yÓ÷{≤sY‡qT ãVüQfi¯C≤‹ ø£+ô|˙ n+{≤sê? m+<äT≈£î?
‘·j·÷Ø dü+düú\˝À ˇø£f…Æq bò˛sY¶ 2. $<˚o ô|≥Tºã&ç n+fÒ @$T{Ï? bò˛sY¶ yÓ÷{≤sY‡ uÛ≤s¡‘·<˚X¯+˝À m+‘· ô|≥Tºã&ç ô|{Ϻ+~?
yÓ÷{≤sY‡ nH˚ nyÓT]ø£Hé ø£+ô|˙ 3. bò˛sY¶ yÓ÷{≤sY‡ e+{Ï ãVüQfi¯C≤‹ ø£+ô|˙\T uÛ≤s¡‘·<˚X¯+˝À ñ‘·Œ‹Ô ø£sêà>±sê\qT
Á|ü|ü+#·yê´|üÔ+>± düTe÷s¡T 26 HÓ\ø=\Œ≥+ e\¢ Ç≥Te+{Ï <˚XÊ\T n+~+#˚ ô|<ä› e÷¬sÿ≥TºH˚ ø±≈£î+&Ü, Ç+ø±
<˚XÊ\˝À ñ‘·Œ‹Ôì yê´|æ+|ü#˚dæ+~. ñ‘·Œ‹Ô e´j·÷ìï ≈£L&Ü ‘·–Z+#·T≈£î+{≤sTT. á yê´ø±´ìï $e]+#·+&ç.
bò˛sY¶ yÓ÷{≤sY‡ 1995˝À
4. bò˛sY¶ yÓ÷{≤sY‡ ø£+ô|˙ <ëì Á|ü|ü+#· yê´|üÔ ø±s¡´ø±\bÕ\≈£î, ø±s¡¢ $&çuÛ≤>±\qT ñ‘·Œ‹Ô
uÛ≤s¡‘·<˚XÊìøÏ e∫à s¡÷. 1700
#˚ùd øπ +Á<ä+>± uÛ≤s¡‘<· X˚ Êìï n_Ûe~∆ #Ój÷· ´\qT≈£î+≥T<äì MTs¡T m+<äT≈£î nqT≈£î+≥THêïs¡T?
ø√≥¢ s¡÷bÕj·T\‘√ #ÓHÓ’ï <ä>∑Zs¡
Áø+Ï ~ n+XÊ\qT #·]Ã+#·+&ç:
ø£sêà>±sêìï @sêŒ≥T#˚dæ+~.
uÛ≤s¡‘·<˚X¯+˝À J|ü⁄\T, ˝≤Ø\T (m) uÛ≤s¡‘·<˚X¯+˝À ø±]à≈£î\T eT]j·TT Ç‘·s¡ eqs¡T\ e´j·T+
‘·j·÷s¡T #˚ùd Á|üeTTK uÛ≤s¡rj·T (_) bò˛sY¶ yÓ÷{≤sY‡≈£î $$<Ûä $&ç uÛ≤>±\qT n+~+#˚ |ü\T kÕúìø£ ñ‘·Œ‹Ô<ës¡T\T ñ+&É≥+.
dü+düú eTV”≤+Á<ë n+&é eTV”≤+Á<ë (dæ) uÛ≤s¡‘·<˚X¯+, #Ó’Hê˝Àì n~Ûø£ dü+U≤´ø£ ø=qT>√\T<ës¡T\≈£î <ä>∑Zs¡>± ñ+&É≥+
düVü≤ø±s¡+‘√ á ø£sêà>±sêìï 5. uÛ≤s¡‘·<˚X¯+˝À bò˛sY¶ yÓ÷{≤sY‡ ø±s¡¢ ñ‘·Œ‹Ôì #˚|ü≥º&É+ e\¢ Ç~ ñ‘·Œ‹Ô
HÓ\ø=*Œ+~. 2017 Hê{ÏøÏ, bò˛sY¶ nqTdü+<ÛëHêìøÏ @ $<Ûä+>± <ë]rdüTÔ+~?
yÓ÷{≤sY‡ uÛ≤s¡‘·<˚X¯+˝À 88,000 6. Ç‘·s¡ ø£+ô|˙\‘√ b˛*ùdÔ ˇø£ ãVüQfi¯C≤‹ dü+düú @ $<Ûä+>± _Ûqï+>± ñ+≥T+~?
ø±s¡¢ neTàø±\T »]|æ+~, 7. HÓ’ø˘, ø√ø±ø√˝≤, ô||æ‡, ôVA+&Ü, H√øÏj·÷ e+{Ï ãVüQfi¯C≤‹ ø£+ô|˙\T <ë<ë|ü⁄>±
uÛ≤s¡‘·<˚X¯+ qT+&ç <äøÏåD≤Á|òæø±, nyÓT]ø±, »bÕHé ˝Ò<ë ◊s√bÕ <˚XÊ\≈£î #Ó+~qy˚. m+<äTø√ }Væ≤+#·>∑\sê?
yÓTøχø√, Áu…õ˝Ÿ eT]j·TT nyÓT]ø±
dü+j·TTø£Ô sêÁcºÕ\≈£î eTs√
1,81,000 ø±s¡¢qT m>∑TeT‹
#˚dæ+~. Ç‘·s¡ <˚XÊ\˝Àì ñ‘·Œ‹Ô
πø+Á<ë\≈£î $&ç uÛ≤>±\qT düs¡|òüsê
#˚ùd˝≤ bò˛sY¶ Ç+&çj·÷qT n_Ûe~∆
#˚j·÷\qï Ä˝À#·q‘√ ø£+ô|˙
ñ+~. uÛ≤s¡rj·T ø±]à≈£î\T ‘·j·÷s¡T #˚dæq ø±s¡¢qT ãVüQfi¯C≤‹
ø£+ô|˙\T $Áø£sTT+#˚+<äT≈£î $<˚XÊ\≈£î rdüT¬øfi¯óÔHêïsTT

$<˚o yê´bÕs¡+, e÷¬sÿ≥¢ nqTdü+<Ûëq+

#ê˝≤ düTBs¡È ø±\+ qT+&ç <˚XÊ\qT ø£\T|ü⁄‘·Tqï ≈£î¢|üÔ+>± #ÓbÕŒ\+fÒ $<˚o yêDÏ»´+
Á|ü<Ûëq e÷s¡Z+>± $<˚o yê´bÕs¡+ ñ+~. ñ‘·Œ‹Ô<ës¡T\≈£î <˚oj·T e÷¬sÿ{Ÿ\qT <ë≥Tø=ì
uÛ≤s¡‘·<˚X¯+, <äøÏåD≤dæj·÷\qT ‘·÷s¡TŒ, |ü•ÃeT Ç‘·s¡ e÷¬sÿ{Ÿ\qT #˚s¡Tø√e&ÜìøÏ neø±XÊ\qT
<˚XÊ\ e÷¬sÿ{Ÿ\≈£î nqTdü+<Ûëì+#˚ yê´bÕs¡ ø£*ŒdüT+Ô ~. ñ‘·Œ‹Ô<ës¡T\T ‘·eT ñ‘·Œ‘·T\Ô qT <˚oj·T
e÷sêZ\ >∑T]+∫, á e÷sêZ\ >∑T+&Ü ô|<ä› m‘·TqÔ e÷¬sÿ≥¢˝À neTà&Éy˚T ø±≈£î+&Ü Á|ü|ü+#·+˝Àì
»]–q yê´bÕs¡+ >∑T]+∫ MTs¡T #·]Á‘·˝À #·~$ Ç‘·s¡ <˚XÊ\ e÷¬sÿ≥¢˝À neTà&ÜìøÏ ≈£L&Ü b˛{°
ñ+{≤s¡T. n˝≤π> ádtº Ç+&çj·÷ ø£+ô|˙ e+{Ï |ü&Ée#·TÃ. n<˚$<Ûä+>± eTs=ø£ <˚X¯+˝À ñ‘·Œ‘ÌÔÓq
$$<Û ä yê´bÕs¡ dü + dü ú \ qT uÛ ≤ s¡ ‘ · < ˚ X ÊìøÏ edüTÔe⁄\qT ~>∑TeT‹ #˚düTø√e&É+ nH˚~,
Äø£]¸+∫q~ yêDÏ»´ Á|üjÓ÷»Hê˝Ò nì MTs¡T <˚oj·T+>± ñ‘·Œ‘ÌÔÓq edüTÔe⁄\ ø£+fÒ n~Ûø£+>±
>∑Ts¡T+Ô #·Tø√yê*. $<˚o yêDÏ»´+ jÓTTø£ÿ ÁbÕ<∏$ä Tø£ edüTÔe⁄\ m+|æø£qT #˚düTø√e&ÜìøÏ ø=qT>√\T
$~Û n|ü⁄Œ&˚yÓTÆ ñ+≥T+~? <ës¡T\≈£î ˇø£ e÷s¡Z+ nì #Ó|üŒe#·TÃ.

Á|ü|ü+Nø£s¡D eT]j·TT uÛ≤s¡‘· <˚X¯ Ä]›ø£ e´edüú 117

 ade
fect of foreign tr
Let us see the ef ne se toys
ample of Chi
through the ex arkets.
in the Indian m

Chinese Toys in India

Chinese manufacturers learn of What is happening here? As a
an opportunity to export toys to result of trade, Chinese toys
India, where toys are sold at a come into the Indian markets.
high price. They start exporting In the competition between
plastic toys to India. Buyers in Indian and Chinese toys,
India now have the option of Chinese toys prove better.
choosing between Indian and Indian buyers have a greater
the Chinese toys. Because of the choice of toys and at lower
cheaper prices and new prices. For the Chinese toy
designs, Chinese toys become makers, this provides an
more popular in the Indian opportunity to expand business.
markets. Within a year, 70 to 80 The opposite is true for Indian
per cent of the toy shops have toy makers. They face losses, as
replaced Indian toys with their toys are selling
Chinese toys. Toys are now much less.
cheaper in the Indian markets
than earlier.

118 G LOBALISA TION

OBALISATION AND THE I NDIAN E CONOMY
 ¬sÿ≥¢˝À
á ñ<ëVü≤s¡D <ë«sê uÛ≤s¡rj·T¡+e÷ Tø£ÿ
#Ó’Hê u§eTà\ $<˚o yê´bÕs jÓT
Á|üuÛ≤yêìï |ü]o*<ë›+
uÛ≤s¡‘·<˚X¯+˝À #Ó’Hê u§eTà\T
u§eTà\T m≈£ î ÿe <Û ä s ¡ ≈ £ î neTTà&É e ⁄‘· T qï Çø£ÿ&É @+ »s¡T>∑T‘√+~? yê´bÕs¡+ |òü*‘·+>±
uÛ≤s¡‘·<˚XÊìøÏ u§eTà\T m>∑TeT‹ #˚ùd ˇø£ #Ó ’ H ê u§eTà\T uÛ ≤ s¡ r j· T e÷¬ s ÿ≥¢ ˝ ÀøÏ
neø±X¯+ >∑T]+∫, #Ó’Hê ‘·j·÷Ø<ës¡T\T Á|üy˚•+#êsTT. uÛ≤s¡rj·T eT]j·TT #Ó’Hê
‘Ó\TdüTø=Hêïs¡T. yês¡T uÛ≤s¡‘·<˚XÊìøÏ bÕ¢dæºø˘ u§eTà\ eT<Ûä´ HÓ\ø=qï b˛{°˝À #Ó’Hê u§eTà\T
u§eTà\qT m>∑TeT‹ #˚j·TkÕ>±s¡T. Ç|ü⁄Œ&ÉT yÓTs¡T¬>’q$>± ìs¡÷|æ‘·yÓTÆHêsTT. uÛ≤s¡rj·T
uÛ ≤ s¡ ‘ · < ˚ X ¯ + ˝Àì ø=qT>√\T<ës¡ T \≈£ î ø=qT>√\T<ës¡T\T ‘·≈£îÿe <Ûäs¡\≈£î u§eTà\qT
uÛ≤s¡rj·T, #Ó’Hê u§eTà\˝À @<√ ˇø£ <ëìì m+|æ ø £ #˚ d ü T ø=H˚ neø±X¯ + m≈£ î ÿe>±
m+|æø£ #˚düTø=H˚ neø±X¯+ ñ+~. ‘·≈£îÿe <Ûäs¡, ø£ * –+~. ‘· e T yê´bÕsêìï $dü Ô ] +|ü
ø=‘·Ô &çCq’… ¢ ø±s¡D+>± #ÓH’ ê u§eTà\T uÛ≤s¡rj·T #˚dTü ø√e&ÜìøÏ #Ó’Hê u§eTà\ ñ‘·Œ‹Ô<ës¡T\≈£î
e÷¬sÿ≥¢˝À m≈£îÿe Ä<äs¡D bı+<ësTT. ˇø£ Ç~ neø±X¯+ Ç∫Ã+~. uÛ≤s¡rj·T u§eTà\
dü + e‘· ‡ s¡ ø±\+˝ÀH˚ 70 - 80 XÊ‘· + ‘·j·÷Ø<ës¡T\ |ü]dæú‹ Ç+<äT≈£î $s¡T<ä∆+>±
u§eTà\ <ä T ø±D≤\T uÛ ≤ s¡ r j· T u§eTà\ ñ+~. yê] u§eTà\T ‘·≈£îÿe>± neTTà&Ée⁄
kÕú q +˝À #Ó ’ H ê u§eTà\qT uÛ Ñ Ø Ô # ˚ X ÊsTT. ‘·T+&É≥+‘√ yês¡T qcÕº\T m<äTs=ÿ+{≤s¡T.
>∑‘·+˝À ø£+fÒ Ç|ü⁄Œ&ÉT uÛ≤s¡‘·<˚X¯ e÷¬sÿ{À¢
u§eTà\T #·eø£>± \_ÛdüTÔHêïsTT.

Á|ü|ü+Nø£s¡D eT]j·TT uÛ≤s¡‘· <˚X¯ Ä]›ø£ e´edüú 119

 In general, with the opening of
trade, goods travel from one market
to another. Choice of goods in the
markets rises. Prices of similar
goods in the two markets tend to
become equal. And, producers in the
two countries now closely compete
against each other even though they
are separated by thousands of miles!
Foreign trade thus results in
connecting the markets or
integration of markets in different
countries.
Small traders of readymade garments facing stiff
competition from both the MNC brands and imports.

LET’S WORK THESE OUT

1. What was the main channel connecting countries in the past? How is it different
now?
2. Distinguish between foreign trade and foreign investment.
3. In recent years China has been importing steel from India. Explain how the import
of steel by China will affect.
(a) steel companies in China.
(b) steel companies in India.
(c) industries buying steel for production of other industrial goods in China.
4. How will the import of steel from India into the Chinese markets lead to integration
of markets for steel in the two countries? Explain.

WHAT IS GLOBALISATION?
In the past two to three decades,
more and more MNCs have been
looking for locations around the
world which would be cheap for their
production. Foreign investment by BE CAREFUL! THAT’S
MNCs in these countries has been OUR WORLD YOU’RE
rising. At the same time, foreign PLAYING WITH!
SOMEDAY YOU’LL
trade between countries has been HAVE TO PAY THE
rising rapidly. A large part of the PRICE!
foreign trade is also controlled by
MNCs. For instance, the car GLOBALISATION
IS FUN!
manufacturing plant of Ford Motors
in India not only produces cars for the
Indian markets, it also exports cars
to other developing countries and
exports car components for its many
factories around the world. Likewise,
activities of most MNCs involve
substantial trade in goods and also
services.
120 G LOBALISA TION
OBALISATION AND THE I NDIAN E CONOMY
 kÕ<Ûës¡D+>± yêDÏ»´+ ÁbÕs¡+uÛÑ+ ø±e&É+‘√
edüTÔe⁄\T ˇø£ e÷¬sÿ{Ÿ qT+&ç eTs=ø£ <˚X¯
e÷¬sÿ{Ÿ≈£î s¡yêD≤ ne⁄‘·THêïsTT. Bìe\q
e÷¬sÿ{Ÿ\˝À edüTÔe⁄\qT m+|æø£ #˚düTø=H˚
neø±XÊ\T ô|s¡T>∑T‘êsTT. ˇπø s¡øy£ TÓ qÆ edüTeÔ ⁄\
<Ûäs¡\T á ¬s+&ÉT e÷¬sÿ≥¢˝À düe÷q+>± ñ+&˚
neø±X¯+ ñ+~. s¬ +&ÉT <˚XÊ˝À¢ì ñ‘·Œ‹Ô<ës¡T\T
ø=ìï y˚\ yÓTÆfi¯fl <ä÷s¡+˝À ñqï|üŒ{Ïø° Ç|ü⁄Œ&ÉT
|üs¡düŒs¡+ b˛{° |ü&É‘ês¡T! á $<Ûä+>± $<˚o
yê´bÕs¡+ e÷¬sÿ≥¢qT ø£\T|ü⁄‘·T+~ ˝Ò<ë $$<Ûä
<˚XÊ\˝Àì e÷¬sÿ≥¢qT nqTdü+<ÛëìdüT+Ô ~. ¬s&ûy˚T&é eÁkÕÔ\ ∫qï yê´bÕs¡T\T ãVüQfi¯C≤‹ ø£+ô|˙\ Áu≤+&ÉT¢ eT]j·TT
~>∑TeT‘·T\T s¬ +&ç+{Ï qT+&ç >∑{ºÏ b˛{°ì m<äTs=ÿ+≥THêïs¡T.
eTq+ Ç|ü⁄Œ&ÉT M{Ïì |ü]wüÿ]<ë›+
1. >∑‘·+˝À <˚XÊ\qT ø£*ù| Á|ü<Ûëq e÷s¡Z+ @~? Ç~ Ç|ü⁄Œ&ÉT m˝≤ _Ûqï+>± ñ+~?
2. $<˚o yê´bÕs¡+ eT]j·TT $<˚o ô|≥Tºã&ÉT\ eT<Ûä´ ñqï‘˚&Ü\qT ‘Ó\Œ+&ç.
3. Ç{°e* ø±\+˝À uÛ≤s¡‘·<˚X¯+ qT+∫ #Ó’Hê ñ≈£îÿqT ~>∑TeT‹ #˚düT≈£î+{À+~. #Ó’Hê ñ≈£îÿqT ~>∑TeT‹
#˚düTø√e&É+ e\q á ÁøÏ+~ yê{Ïì m˝≤ Á|üuÛ≤$‘·+ #˚düTÔ+~?
(m) #Ó’Hê˝Àì ñ≈£îÿ ø£+ô|˙\T.
(_) uÛ≤s¡‘·<˚X¯+˝Àì ñ≈£îÿ ø£+ô|˙\T.
(dæ) #Ó’Hê˝À Ç‘·s¡ bÕ]ÁXÊ$Tø£ edüTÔe⁄\ ñ‘·Œ‹Ô ø√dü+ ñ≈£îÿqT ø=qT>√\T #˚ùd |ü]ÁX¯eT\T.
4. uÛ≤s¡‘·<˚X¯+ qT+&ç ñ≈£îÿ #Ó’Hê e÷¬sÿ≥¢˝ÀøÏ ~>∑TeT‹ ø±e&É+ nH˚~ á ¬s+&ÉT <˚XÊ\ ñ≈£îÿ
e÷¬sÿ≥T¢ nqTdü+<Ûëq+ ø±e&ÜìøÏ m˝≤ <ë] rdüTÔ+~? $e]+#·+&ç.
Á|ü|ü+Nø£s¡D nq>±H˚$T?
>∑‘· s¬ +&ÉT eT÷&ÉT <äXÊu≤›\T>± #ê˝≤ ãVüQfi¯C≤‹
dü+dü\ú T ‘êeTT #Íø£>± ñ‘·Œ‹Ô #˚|fü ºÒ neø±XÊ\Tqï
Á|ü<˚XÊ\ ø√dü+ Á|ü|ü+#·eT+‘·{≤ yÓ‘·ø£kÕ>±sTT.
Äj·÷ <˚XÊ\˝À á ãVüQfi¯C≤‹ ø£+ô|˙\ $<˚o
ô|≥Tºã&ÉT\T ô|s¡T>∑T‘·THêïsTT. n<˚ düeTj·T+˝À C≤Á>∑‘·Ô! MTs¡T Ä&ÉT‘·Tqï~
<˚XÊ\ eT<Ûä´ $<˚o yêDÏ»´+ ≈£L&Ü y˚>∑+>± e÷ Á|ü|ü+#·+‘√! @<√ ˇø£
ô|s¡T>∑T‘√+~. $<˚o yêDÏ»´+˝À ≈£L&Ü n~Ûø£ s√E MTs¡T eT÷\´+
uÛ≤>±ìï ãVüQfi¯C≤‹ dü+düú\T ìj·T+Á‹düTÔHêïsTT. #Ó*¢+#·e\dæ ñ+≥T+~!
ñ<ëVü≤s¡D≈£î, uÛ≤s¡‘<· X˚ +¯ ˝Àì bò˛sY¶ yÓ÷{≤sY‡ ø±s¡¢ Á|ü|+ü Nø£sD¡
‘·j÷· Ø ø£sêà>±s¡+ uÛ≤s¡rj·T e÷¬sÿ≥¢ø√düyT˚ ø±ø£ düs¡<ë>± ñ+≥T+~!
Ç‘·s¡ n_Ûe~∆ #Ó+<äT‘·Tqï <˚XÊ\≈£î ø±s¡¢qT
m>∑ T eT‹ #˚ d ü T Ô + ~. ø±s¡ ¢ $&ç u Û ≤ >±\qT
Á|ü|ü+#·yê´|üÔ+>± ñqï ‘·q nH˚ø£ ø£sêà>±sê\≈£î
m>∑TeT‹ #˚dTü +Ô ~. n<˚$<Û+ä >± nH˚ø£ ãVüQfi¯C≤‹
ø£+ô|˙\ ø±s¡´ø£˝≤bÕ\T edüTÔe⁄\T, ùde\
yêDÏ»´+˝À ≈£L&Ü Á|ü<Ûëq ÁbÕÁ‘· b˛wædüTÔHêïsTT.
Á|ü|ü+Nø£s¡D eT]j·TT uÛ≤s¡‘· <˚X¯ Ä]›ø£ e´edüú 121
 The result of greater foreign contact with each other than a few
investment and greater foreign trade decades back.
has been greater integration of
Besides the movements of goods,
production and markets across
services, investments and
countries. Globalisation is this
technology, there is one more way
process of rapid integration or
in which the countries can be
interconnection between countries.
connected. This is through the
MNCs are playing a major role in
movement of people between
the globalisation process. More
countries. People usually move from
and more goods and services,
one country to another in search of
investments and technology are
better income, better jobs or better
moving between countries. Most
education. In the past few decades,
regions of the world are in closer
however, there has not been much
increase in the movement of people
between countries due to various
LET’S WORK THESE OUT restrictions.
1. What is the role of MNCs in the globalisation process?
2. What are the various ways in which countries can be
linked?
3. Choose the correct option.
Globalisation, by connecting countries, shall result in
(a) lesser competition among producers.
(b) greater competition among producers.
(c) no change in competition among producers. ...WE’VE SEEN GREAT IMPROVEMENTS
IN TRANSPORTATION...

FACTORS THAT HAVE ENABLED GLOBALISATION

Technology
Rapid improvement in technology has been one major factor that has
stimulated the globalisation process. For instance, the past fifty years have
seen several improvements in transportation technology. This has made
much faster delivery of goods across long distances possible at lower costs.

Containers for
transport of goods
Goods are placed in containers that
can be loaded intact onto ships,
railways, planes and trucks.
Containers have led to huge
reduction in port handling costs
and increased the speed with which
exports can reach markets.
Similarly, the cost of air transport
has fallen. This has enabled much
greater volumes of goods being
transported by airlines.

122 G LOBALISA TION

OBALISATION AND THE I NDIAN E CONOMY
 n~Ûø£ $<˚o ô|≥Tºã&ÉT\T, n~Ûø£ $<˚o ÁøÏ‘·+‘√ b˛*ùdÔ Á|ü|ü+#·+˝Àì nH˚ø£ ÁbÕ+‘ê\T
yêDÏ»´+ e\q <˚XÊ\ eT<Ûä´ ñ‘·Œ‹Ô, e÷¬sÿ≥T¢ ˇø£ < ëì‘√ ˇø£ { Ï <ä > ∑ Z s ¡ dü + ã+<Û ë \T
m≈£îÿe>± nqTdü+<Ûëì+#·ã&ܶsTT. y˚>e∑ +‘·yTÓ qÆ ô|≥Tº≈î£ +≥THêïsTT.
á nqTdü+<Ûëq Á|üÁøÏj·TqT ˝Ò<ë <˚XÊ\ eT<Ûä´ edüTÔùde\T, ô|≥Tºã&ÉT\T, kÕ+πø‹ø£ $C≤„q
@s¡Œ&˚ á n+‘·: dü+ã+<Ûë˝qT Á|ü|+ü Nø£sD¡ >± Á|üyêVü‰\‘√ bÕ≥T, <˚XÊ\qT ø£\|ü&ÜìøÏ y˚s=ø£
#Ó | ü Œ e#· T Ã. á Á|ü | ü + Nø£ s ¡ D Á|ü Á øÏ j · T ˝À e÷s¡+Z ñ+~. Ç~ <˚XÊ\ eT<Û´ä Á|ü»\ sêø£b˛ø£\
ãVü Q fi¯ C ≤‹ ø£ + ô|˙\T Á|ü < Û ë q bÕÁ‘· <ë«sê »s¡T>∑T‘·T+~. eT+∫ Ä<ëj·T+, yÓTs¡T¬>’q
b˛wædüTÔHêïsTT. <˚XÊ\ eT<Ûä´ m≈£îÿe yÓTT‘·Ô+˝À ñ<√´>±\T, yÓ T s¡ T ¬ > ’ q $<ä ´ ø√dü + Á|ü » \T
edüTùÔ de\T, ô|≥Tºã&ÉT\T eT]j·TT kÕ+πø‹ø£ $C≤„q kÕ<Ûës¡D+>± ˇø£ <˚X¯+ qT+&ç eTs=ø£ <˚XÊìøÏ
Á|üyêVü‰\T »s¡T>∑T‘·THêïsTT. ø=ìï <äXÊu≤›\ yÓfió¯ ‘·÷ñ+{≤s¡T. nsTT‘˚ >∑‘· ø=ìï <äXÊu≤›\T>±,
$$<Ûä Ä+ø£\å e\¢ <˚XÊ\ eT<Û´ä Á|ü»\ sêø£b˛ø£\T
eTq+ Ç|ü⁄Œ&ÉT M{Ïì kÕ<Ûäq #˚<ë›+ n+‘·>± ô|s¡>∑˝Ò<äT.
1. Á|ü|ü+Nø£s¡D Á|üÁøÏj·T˝À ãVüQfi¯C≤‹ dü+düú\ bÕÁ‘· @$T{Ï?
2. <˚XÊ\qT nqTdü+<Ûëì+#˚ $$<Ûä e÷sêZ\T @$?
3. dü¬s’q m+|æø£qT m+#·Tø√+&ç.
<˚XÊ\qT nqTdü+<Ûëì+#·&É+ <ë«sê Á|ü|ü+Nø£s¡D @+ #˚düTÔ+~.
(m) ñ‘·Œ‹Ô<ës¡T\ eT<Ûä´ b˛{° ‘·≈£îÿe>± ñ+&˚≥≥T¢.
(_) ñ‘·Œ‹Ô<ës¡T\ eT<Ûä´ b˛{° m≈£îÿe>± ñ+&˚≥≥T¢.
(dæ) ñ‘·Œ‹Ô<ës¡T\ eT<Ûä´ b˛{°˝À e÷s¡TŒ ˝Ò≈£î+&Ü.
y˚TeTT s¡yêD≤˝À eT]+‘· n_Ûe~›ì #·÷XÊeTT
Á|ü|ü+Nø£s¡D≈£î <√Vü≤<ä+ #˚dæq ø±s¡ø±\T
kÕ+πø‹ø£ |ü]C≤„q+
kÕ+πø‹ø£ $C≤„q+˝À »]–q oÁ|òüT Á|ü>∑‹ Á|ü|ü+Nø£s¡D Á|üÁøÏj·TqT Áù|πs|æ‘·+ #˚dæq ˇø£ Á|ü<Ûëq
ø±s¡ø£+>± ñ+~. ñ<ëVü≤s¡D≈£î >∑‘· j·÷uÛ…’ dü+e‘·‡sê\ ø±\+ s¡yêD≤ kÕ+πø‹ø£ |ü]C≤„q+˝À
nH˚ø£ n_Ûeè~∆ |ü]D≤e÷\qT #·$#·÷dæ+~. |òü*‘·+>± ‘·≈£îÿe Ks¡TÃ\‘√ m≈£îÿe <ä÷sê\≈£î #ê˝≤
‘·«s¡>± edüTÔe⁄\qT #˚s¡y˚düTÔHêïs¡T.
edüTÔe⁄\ s¡yêD≤ ø√dü+
ø£+f…Æqs¡T¢
ø£ + f… Æ q s¡ ¢ ˝ À edü T Ô e ⁄\qT ñ+∫ yê{Ï ì
j·T<Ûë‘·<∏ä+>± HÍø£\T, ¬s’fi¯ófl, $e÷Hê\T,
Á≥≈£îÿ\˝À møÏÿkÕÔsT¡ . ø£+f…qÆ s¡T¢ b˛s¡T\º ìs¡«Vü≤D
e´j·÷\qT uÛ≤Ø>± ‘·–Z+#êsTT. m>∑TeT‘·T\T
Äj·÷<˚XÊ\ e÷¬sÿ{Ÿ\qT #˚s¡Tø√>∑\ y˚>±ìï
ô|+#êsTT. n<˚ $<Û+ä >± $e÷q s¡yêD≤ Ks¡TÃ\T
‘·>±ZsTT. Bì e\q $e÷qj·÷q dü+düú\ <ë«sê
#ê˝≤ m≈£îÿe yÓTT‘·Ô+˝À edüTÔe⁄\qT s¡yêD≤
#˚j·T&ÜìøÏ M\T ø£*–+~.

Á|ü|ü+Nø£s¡D eT]j·TT uÛ≤s¡‘· <˚X¯ Ä]›ø£ e´edüú 123

 Even more remarkable have been the amazing world of internet, where
the developments in information and you can obtain and share information
communication technology. In on almost anything you want to know.
recent times, technology in the areas Internet also allows us to send instant
of telecommunications, computers, electronic mail (e-mail) and talk
Internet has been changing rapidly. (voice-mail) across the world at
Telecommunication facilities (tele- negligible costs.
graph, telephone including mobile
phones, fax) are used to contact one
another around the world, to access
information instantly, and to ...BUT WHERE
communicate from remote areas. IS THE
ELECTRICITY?...
This has been facilitated by satellite
communication devices. As you
would be aware, computers have now
entered almost every field of activity.
You might have also ventured into

on
d communicati
Information an played a Using IT in
IT in short) has
technology (or ion of
ro le in sp re ad ing out product Globalisation
major s see how.
countries. Let u
services across
A news magazine published for London
readers is to be designed and printed
in Delhi. The text of the magazine is sent
through Internet to the Delhi office. The
designers in the Delhi office get
orders on how to design the magazine
from the office in London using
telecommunication facilities. The
designing is done on a computer. After
printing, the magazines are sent by air
to London. Even the payment of money
for designing and printing from a bank
in London to a bank in Delhi is done
instantly through the Internet
(e-banking)!

LET’S WORK THESE OUT

1. In the above example, underline the
words describing the use of
technology in production.
IT LOOKS LIKE A VERY NICE
MAGAZINE. BUT WHY ISN’T MY 2. How is information technology
TEXTBOOK PRINTED LIKE NO, MY CHILD! THIS connected with globalisation? Would
THIS? I CAN HARDLY READ PRINTING PRESS IS NOT globalisation have been possible
THE WORDS IN MY BOOK! FOR ORDINARY INDIANS! without expansion of IT?

124 G LOBALISA TION

OBALISATION AND THE I NDIAN E CONOMY
 düe÷#ês¡, Á|ükÕs¡ kÕ+πø‹ø£ s¡+>∑+˝À bı+<äe#·TÃ, |ü+#·Tø√e#·TÃ. Ç+≥¬sï{Ÿ <ë«sê
»]–q n_Ûe~∆ nH˚~ #Ó|⁄ü Œø√<ä>Z∑ $wüjT· +. Ç{°e* Á|ü|ü+#·+˝À mø£ÿ&ç¬ø’Hê HêeTe÷Á‘·|ü⁄ Ks¡TÑ√
ø±\+˝À f…*ø£eT÷´ìπøwüH‡é , ø£+|üP´≥s¡T,¢ Ç+≥¬sï{Ÿ MTs¡T ‘·ø£åD m\Áø±ºìø˘ yÓTsTT˝Ÿ (e-mail)
s¡+>±˝À¢ kÕ+πø‹ø£‘· y˚>+∑ >± e÷s¡TŒ #Ó+<äT‘·Tqï~. |ü+|ü&ÜìøÏ, me]‘√HÓ’Hê (Voice-mail)
f…*ø£eT÷´ìπøwüHé ùde\qT (f…*Á>±|òt, yÓTTu…’˝Ÿ e÷{≤¢&É&ÜìøÏ ≈£L&Ü eTq≈£î neø±X¯+ ñ+~.
bò˛Hé\‘√ düV‰ü f…*bò˛Hé, bòÕ´ø˘‡) Á|ü|+ü #·+˝À ˇø£]‘√
ˇø£sT¡ e÷{≤¢&TÉ ø√e&ÜìøÏ, düe÷#êsêìï ‘·øDå£ y˚T
bı+<ä&ÜìøÏ eT]j·TT e÷s¡TeT÷\ ÁbÕ+‘ê\ qT+&ç
dü+uÛ≤wæ+#·&ÜìøÏ ñ|üjÓ÷–+#·T≈£î+≥THêïs¡T.
... nsTT‘˚ $<äT´‘Y
ñ|üÁ>∑V≤ü Á|ükÕs¡ kÕ<ÛHä ê\ e\¢ Ç<ä+‘ê kÕ<Û´ä yÓT+Æ ~.
mø£ÿ&É ñ+~?...
Á|üdTü ‘Ô +· Á|ü‹ s¡+>∑+˝ÀqT ø£+|üP´≥s¡T¢ Á|üy•˚ +#·&+É
MT≈£î ‘Ó*ùd ñ+≥T+~. n+‘·sê®\+ (Ç+≥¬sï{Ÿ)
nH˚ n<äT“¤‘· Á|ü|ü+#·+‘√ MT≈£î |ü]#·j·T+ ñ+&ç
ñ+≥T+~. Bì <ë«sê MTs¡ T ‘Ó \ Tdü T ø√yê
\qT≈£î+≥Tqï @ $wüjT· + >∑T]+#ÓH’ ê düe÷#êsêìï
+˝À
Ê\ eT<Ûä´ ùd e\ +~ +# ˚ Á| üøÏÁj·TqT düT\uÛÑ‘·s¡+ #˚j·T&É |üÁ|ü+Nø£s¡D˝À ITì
<˚X
ükÕs¡ kÕ+πø‹ø £ |ü ] C≤„q+ (˝Ò<ë dü+øÏå|üÔ+>± IT) ñ|üjÓ÷–+#·&É+
düe÷#ês¡, Á|
≤>√ eTq+ Ç|ü⁄Œ&ÉT #·÷<ë›+
Á|ü<ÛëqbÕÁ‘· b˛wæ+∫+~. m˝ \+&ÉH˝é Àì bÕsƒ≈¡ î£ \ ø√dü+ Á|ü#T· ]+#˚ yêsêÔyT˚ >∑CH’… é
&Ûç©¢˝À &çC…’Hé #˚dæ eTTÁ~kÕÔs¡T. y˚T>∑C…’Hé˝À
Á|ü#T· ]+#ê*‡q n+XÊ\qT Ç+≥¬sï{Ÿ <ë«sê &Û©ç ˝¢ Àì
ø±sê´\j·÷ìøÏ |ü+|ækÕÔs¡T. f…*ø£eT÷´ìπøwüHé
dü < ä T bÕj· ÷ \ <ë´s¡ y˚ T >∑ C … ’ H é q T m˝≤
s¡÷bı+~+#ê˝À &Û©ç ¢ &çCq’… s¡T≈¢ î£ \+&ÉHé ø±sê´\j·T+
qT+&ç n<˚XÊ\T n+<äT‘êsTT. y˚T>∑C…’Hé &çC…’ì+>¥
n+‘ê ø£+|üP´≥sY˝À »s¡T>∑T‘·T+~. eTTÁ~+∫q
‘·s¡Tyê‘· y˚T>∑C…’Hé\qT $e÷q+˝À \+&ÉHé≈£î
|ü+|ækÕÔs¡T. &çC…’ì+>¥≈£î, eTTÁ<äD≈£î &ÉãT“\T
\+&ÉHé˝Àì u≤´+≈£î qT+∫ &Ûç©¢˝Àì u≤´+≈£î≈£î
Ç+≥¬sï{Ÿ (e-Banking) <ë«sê ‘·øDå£ y˚T |ü+|ækÕÔsT¡ !

eTq+ Ç|ü⁄Œ&ÉT M{Ïì |ü]wüÿ]<ë›+

1. ô|’ ñ<ëVü≤s¡D˝À, ñ‘·Œ‹Ô˝À kÕ+πø‹ø£ $C≤„q
ñ|üjÓ÷>±ìï ‘Ó*j·T#˚ùd |ü<ë\ øÏ+<ä
Ç~ #ê˝≤ eT+∫ e÷´>∑C…’Hé ˝≤>± ^‘· ^j·T+&ç.
ñ+~. ø±˙ Hê bÕsƒ¡´|ü⁄düÔø£+ Ç˝≤
m+<äT≈£î eTTÁ~+#·ã&É˝Ò<äT? Hê ˝Ò<äe÷à! á Á|æ+{Ï+>¥ Áô|dt 2. Á|ü|ü+Nø£s¡D‘√ düe÷#ês¡ kÕ+πø‹ø£ |ü]C≤„q+
|ü⁄düÔø£+˝Àì |ü<ë\qT H˚qT kÕ<Ûës¡D uÛ≤s¡rj·TT\ ø√dü+ m˝≤ dü+ã+<Ûä+ ø£*– ñ+~? IT $düÔ]+#·≈£î+&Ü
düT\uÛÑ+>± #·<äe˝ÒqT! ø±<äT!! Á|ü|ü+Nø£s¡D kÕ<Ûä´yÓTÆ ñ+&˚<ë?

Á|ü|ü+Nø£s¡D eT]j·TT uÛ≤s¡‘· <˚X¯ Ä]›ø£ e´edüú 125

 Liberalisation of foreign trade machinery, fertilisers, petroleum
and foreign investment policy etc. Note that all developed
countries, during the early stages of
Let us return to the example of imports
development, have given protection to
of Chinese toys in India. Suppose the
domestic producers through a variety
Indian government puts a tax on
of means.
import of toys. What would happen?
Those who wish to import these toys Starting around 1991, some far-
would have to pay tax on this. Because reaching changes in policy were made
of the tax, buyers will have to pay a in India. The government decided
higher price on imported toys. that the time had come for Indian
Chinese toys will no longer be as producers to compete with producers
cheap in the Indian markets and around the globe. It felt that
imports from China will automatically competition would improve the
reduce. Indian toy-makers will performance of producers within the
prosper. country since they would have to
improve their quality. This decision
Tax on imports is an example of
was supported by powerful
trade barrier
barrier. It is called a barrier
international organisations.
because some restriction has been
set up. Governments can use trade Thus, barriers on foreign trade and
barriers to increase or decrease foreign investment were removed to a
(regulate) foreign trade and to decide large extent. This meant that goods
what kinds of goods and how much could be imported and exported easily
of each, should come into the and also foreign companies could set
country. up factories and offices
here.
The Indian government, after
Independence, had put barriers to Removing barriers or restrictions
foreign trade and foreign investment. set by the government is what is
This was considered necessary to known as liberalisation. With
protect the producers within the liberalisation of trade, businesses are
country from foreign competition. allowed to make decisions freely
Industries were just coming up in the about what they wish to import or
1950s and 1960s, and competition export. The government imposes
from imports at that stage would not much less restrictions than before
have allowed these industries to and is therefore said to be more
come up. Thus, India allowed imports liberal.
of only essential items such as

LET’S WORK THESE OUT

1. What do you understand by liberalisation of foreign trade?
2. Tax on imports is one type of trade barrier. The government could also place a limit on
the number of goods that can be imported. This is known as quotas. Can you explain,
using the example of Chinese toys, how quotas can be used as trade barriers?
Do you think this should be used? Discuss.

126 G LOBALISA TION

OBALISATION AND THE I NDIAN E CONOMY
$<˚o yêDÏ»´+, $<˚o ô|≥Tºã&ÉT\ $<ÛëHê\ e÷Á‘·y˚T uÛ≤s¡‘·<˚X¯+ nqTeT‹+∫+~. nìï n_Ûe~∆
düs¡∞ø£s¡D #Ó+~q <˚XÊ\T ‘êeTT n_Ûe~∆ #Ó+<äT‘·Tqï ‘=*
uÛ≤s¡‘<· X˚ +¯ ˝À #ÓH’ ê u§eTà\ ~>∑TeT‹ ñ<ëVü≤s¡D≈£î <äX¯\˝À ‘·eT <˚X¯ ñ‘·Œ‹Ô<ës¡T\≈£î $$<Ûä e÷sêZ\
eTs=ø£kÕ] e<ë›+. u§eTà\ ~>∑TeT‹ô|’ uÛ≤s¡rj·T <ë«sê s¡øDå£ ø£*Œ+#êj·Tqï $wüj÷· ìï >∑Ts¡T+Ô #·Tø√+&ç.
Á|üuÛÑT‘·«+ |üqTï $~ÛdüTÔ+<äqT≈£î+<ë+. @$T
»s¡ > ∑ T ‘· T +~? á u§eTà\qT ~>∑ T eT‹ düTe÷s¡T 1991 qT+&ç yÓTT<ä\Tø=ì Bs¡Èø±\
#˚düTø√yê\qT≈£îH˚ yês¡T Bìô|’ |üqTï #Ó*¢+#ê*‡ Á|üu≤Û e+ #·÷|æ+#˚˝≤ uÛ≤s¡‘<· X˚ ¯ $<ÛëHê\˝À e÷s¡TŒ\T
ñ+≥T+~. |üqTï ø±s¡D+>± ø=qT>√\T<ës¡T\T #˚XÊs¡T. Á|ü|ü+#·yê´|üÔ+>± ñqï ñ‘·Œ‹Ô<ës¡T\‘√
~>∑TeT‹ #˚düT≈£îqï u§eTà\≈£î n~Ûø£ <Ûäs¡\T uÛ≤s¡rj·T ñ‘·Œ‹Ô<ës¡T\T b˛{° |ü&Ü*‡q düeTj·T+
#Ó*¢+#ê*‡edüTÔ+~. n|ü⁄Œ&ÉT uÛ≤s¡rj·T e÷¬sÿ≥¢˝À e∫Ã+<äì Á|üuÛÑT‘·«+ uÛ≤$+∫+~. b˛{° |òü*‘·+>±
#ÓH’ ê u§eTà\T eTØ n+‘· #·eø£>± ñ+&Ée⁄. <ë+‘√ <˚ X ¯ + ˝Àì ñ‘· Œ ‹Ô < ës¡ T \T ‘· e T HêD´‘· q T
#Ó’Hê qT+∫ ~>∑TeT‘·T\T ‘·>∑TZ‘êsTT. uÛ≤s¡rj·T yÓTs¡T>∑T|üs#¡ T· ø√e\dæ ñ+≥T+~, ø±ã{Ϻ yê{Ï |üì rs¡T
u§eTà\ ñ‘·Œ‹Ô<ës¡T\T |ü⁄+E≈£î+{≤s¡T. yÓ T s¡ T >∑ e ⁄‘· T +<ä ì uÛ ≤ $+#ês¡ T . á ìs¡ í j · ÷ ìï
X¯øÏÔe+‘·yÓTÆq n+‘·sê®rj·T dü+düú\T düeT]∆+#êsTT.
~>∑TeT‹ düT+ø±ìï yêDÏ»´ nes√<Ûë\≈£î ˇø£
ñ<ëVü≤s¡D>± #Ó|üŒe#·TÃ. ø=ìï |ü]$T‘·T\qT <ë+‘√ $<˚o yêDÏ»´+, $<˚o ô|≥Tºã&ÉT\ MT<ä
$~Û+#·≥+ e\¢ Bìì nes√<Ûä+ n+{≤s¡T. $<˚o ñqï nes√<Ûë\qT #ê˝≤ es¡≈£î ‘=\–+#ês¡T.
yêDÏ C ≤´ìï ô|+#· & ÜìøÏ ˝Ò < ë ‘· – Z + #· & ÜìøÏ <˚X¯+˝ÀøÏ edüTÔe⁄\qT düT\uÛÑ+>± ~>∑TeT‹ eT]j·TT
(ìj·T+Á‹+#·&ÜìøÏ) eT]j·TT @ edüTÔe⁄ m+‘· m>∑TeT‹ #˚düTø√e#·Ã˙, $<˚o ø£+ô|˙\T Çø£ÿ&É
|ü]e÷D+˝À <˚X+¯ ˝ÀøÏ sêyê\H˚~ ìs¡sí TT+#·&ÜìøÏ ø±sê´\j·÷\T, ø£sêà>±sê\qT ≈£L&Ü kÕú|æ+#·e#·Ã˙
Á|üuTÑÛ ‘ê«\T yêDÏ»´ nes√<Ûë\qT ñ|üj÷Ó –+#·e#·TÃ. Bì ns¡∆+.
kÕ«‘·+Á‘·´+ bı+~q ‘·sT¡ yê‘· uÛ≤s¡‘· Á|üuTÑÛ ‘·«+ Á|üuTÑÛ ‘·«+ $~Û+∫q nes√<Ûë\qT ˝Ò<ë |ü]$T‘·T\qT
$<˚o yêDÏ»´+, $<˚o ô|≥Tºã&ÉT\≈£î nes√<Ûë\T ‘=\–+#· { ≤ìï dü s ¡ ∞ ø£ s ¡ D n+{≤s¡ T . yêDÏ » ´
$~Û+∫+~. <˚X¯+˝Àì ñ‘·Œ‹Ô<ës¡T\≈£î $<˚o dü s ¡ ∞ ø£ s ¡ D ‘√ @$T m>∑ T eT‹, ~>∑ T eT‹
b˛{°qT+∫ s¡ø£åD ø£*Œ+#·&ÜìøÏ yê{Ï nedüs¡+ #˚düTø√yê\qT≈£î+≥THêïs√ ùd«#·Ã¤>± ìs¡ísTT+#·T
ñ+<äì uÛ≤$+∫+~. πøe\+ 1950, 1960\˝À ø√e&ÜìøÏ dü+düú\qT nqTeT‹+#ês¡T. n+‘·≈£î
|ü]ÁX¯eT\T n|ü⁄Œ&˚ HÓ\ø=\Œã&ÉT‘·THêïsTT. á <äX˝¯ À eTT+<äT‘√ b˛*ùdÔ ‘·≈£îÿe |ü]$T‘·T\qT Á|üuÛÑT‘·«+
~>∑TeT‘·T\qT+∫ b˛{°ì nqTeT‹+∫ ñ+fÒ á $~ÛdüTÔ+~. ø±ã{Ϻ Bìì eT]+‘· düs¡∞ø£‘·yÓTÆq~>±
|ü]ÁX¯eT\T ì\<=≈£îÿ≈£îì ñ+&˚$ ø±e⁄. ø±ã{Ϻ, #Ó|Œü e#·TÃ.
n‘·´edüs¡ edüTÔe⁄˝…’q j·T+Á‘ê\T, s¡kÕj·Tìø£
ms¡Te⁄\T, eTT&ç #·eTTs¡T e+{Ï yê{Ï ~>∑TeT‹ì
eTq+ Ç|ü⁄Œ&ÉT M{Ïì |ü]wüÿ]<ë›+
1. $<˚o yêDÏ»´ düs¡∞ø£s¡D n+fÒ MTs¡T @$T ns¡ú+ #˚düT≈£îHêïs¡T?
2. ~>∑TeT‘·T\ô|’ |üqTï nH˚~ ˇø£ s¡ø£yÓTÆq yêDÏ»´ nes√<ÛëìøÏ ˇø£ ñ<ëVü≤s¡D. ~>∑TeT‹ #˚düT≈£îH˚
edüTÔe⁄\ dü+K´ô|’ ≈£L&Ü Á|üuÛÑT‘·«+ |ü]$T‹ $~Û+#·e#·TÃ. Bìì ø√{≤\T n+{≤s¡T. #Ó’Hê u§eTà\
ñ<ëVü≤s¡DqT ñjÓ÷–+∫ ø√{≤\qT yêDÏ»´ nes√<Ûë\T>± m˝≤ yê&Ée#√à MTs¡T $e]+#·>∑\sê? á
$<ÛëHêìï ñ|üjÓ÷–+#·Tø√yê˝ì MTs¡T nqT≈£î+≥THêïsê? #·]Ã+#·+&ç.

Á|ü|ü+Nø£s¡D eT]j·TT uÛ≤s¡‘· <˚X¯ Ä]›ø£ e´edüú 127

 WORLD TRADE ORGANISATION
We have seen that the liberalisation developed countries, WTO establishes
of foreign trade and investment in rules regarding international trade,
India was supported by some very and sees that these rules are obeyed.
powerful international organisations. About 160 countries of the world are
These organisations say that all currently members of the WTO.
barriers to foreign trade and
investment are harmful. There should Though WTO is supposed to allow
be no barriers. Trade between free trade for all, in practice, it is seen
countries should be ‘free’. All that the developed countries have
countries in the world should unfairly retained trade barriers. On the
liberalise their policies. other hand, WTO rules have forced the
World Trade Organisation (WTO) is developing countries to remove trade
one such organisation whose aim is barriers. An example of this is the
to liberalise international trade. current debate on trade in
Started at the initiative of the agricultural products.

Debate on Trade Practices

You have seen in Chapter 2, that the Developing countries are, therefore, asking the
agriculture sector provides the bulk developed country governments, “We have
of employment and a significant reduced trade barriers as per WTO rules. But you
portion of the GDP in India. Compare have ignored the rules of WTO and have continued
this to a developed country such as to pay your farmers vast sums of money. You have
the US with the share of agriculture asked our governments to stop supporting our
in GDP at 1% and its share in total farmers, but you are doing so yourselves. Is this
employment a tiny 0.5%! And yet free and fair trade?trade?”
this very small percentage of
people who are engaged in
agriculture in the US receive A typical cotton farm in USA consists of thousands of acres owned by
a huge corporation that will sell cotton abroad at lowered prices.
massive sums of money from
the US government for
production and for exports to
other countries. Due to this
massive money that they
receive, US farmers can sell the
farm products at abnormally
low prices. The surplus farm
products are sold in other
country markets at low prices,
adversely affecting farmers in
these countries.

128 G LOBALISA TION

OBALISATION AND THE I NDIAN E CONOMY
 Á|ü|ü+#· yêDÏ»´ dü+düú
uÛ≤s¡‘·<˚X¯+˝À $<˚o yêDÏ»´+, ô|≥Tºã&ÉT\qT dü+ã+~Û+∫ ìj·Te÷\qT s¡÷bı+~+∫ n$
dü s ¡ ∞ ø£  ‘· + #˚ j · T &Üìï #ê˝≤ X¯ ø Ï Ô e +‘· y Ó T Æ q bÕ{Ï+#˚˝≤ WTO #·÷düT+Ô ~. Á|ü|+ü #·+˝À <ë<ë|ü⁄
n+‘·sê®rj·T dü+düú\T düeT]∆+#êj·Tì eTq+ 160 <˚XÊ\T Á|üdüTÔ‘·+ Á|ü|ü+#· yêDÏ»´ dü+düú˝À
‘Ó\TdüT≈£îHêï+. nìï s¡ø±\ nes√<Ûë\T $<˚o düuÛÑT´\T>± ñHêïsTT.
yêDÏC≤´ìøÏ, ô|≥Tºã&ÉT\≈£î qwü+º ø£\>∑#k˚ ÕÔjT· ì á n+<äs¡÷ ùd«#êä yêDÏ»´+ #˚|üfÒº˝≤ Á|ü|ü+#·
dü+dü\ú T yê~kÕÔsTT. <˚XÊ\ eT<Û´ä yêDÏ»´+ m≥Te+{Ï yêDÏ»´ dü+düú #·÷&Ü*. nsTT‘˚ Ä#·sD¡ ˝À n_Ûe~∆
nes√<Ûë\T ˝Ò≈£î+&Ü ªùd«#·Ã¤μ>± ñ+&Ü\ì, n˝≤π> #Ó + ~q <˚ X Ê\T nHê´j· T |ü P ]‘· yêDÏ » ´
Á|ü|ü+#·+˝Àì nìï <˚XÊ\T ‘·eT Ä]∆ø£ $<ÛëHê\qT nes√<Ûë\qT Ç+ø± ø=qkÕ–düTHÔ êïsTT. eTs√ Á|üøÿ£
düs¡∞ø£]+#ê\ì Mfi¯ófl n+{≤s¡T. Á|ü|ü+#· yêDÏ»´ dü+düú ìj·Te÷\T n_Ûe~∆
n+‘·sê®rj·T yêDÏC≤´ìï düs¡∞ø£‘·+ #˚j·÷\H˚ #Ó + <ä T ‘· T qï <˚ X Ê\qT yêDÏ » ´ nes√<Û ë \T
ñ<˚›X¯+‘√ |üì #˚düTÔqï dü+düú\˝À Á|ü|ü+#· yêDÏ»´ ‘=\–+#˚˝≤ #˚XÊsTT. e´ekÕj·T ñ‘·Œ‘·TÔ˝À¢
dü+düú (WTO) ˇø£{Ï. n_Ûe~∆ #Ó+~q <˚XÊ\ yêDÏ»´+ô|’ Á|üdüTÔ‘·+ »s¡T>∑T‘·Tqï #·s¡Ã BìøÏ
#=s¡e‘√ @s¡Œ&çq á dü+düú n+‘·sê®rj·T yêDÏC≤´ìøÏ ñ<ëVü≤s¡D.

yêDÏ»´ $<ÛëHê\ô|’ #·s¡Ã

uÛ≤s¡‘·<˚X¯+˝À n‘·´~Ûø£ ñbÕ~Ûì, n˝≤π> #Ó|ü⁄Œø√<ä–q nes√<Ûë\qT ‘=\–+#ê+. ø±˙ MTs¡T WTO ìj·÷e÷\qT
kÕúsTT˝À GDPì e´ekÕj·T s¡+>∑+ ø£*ŒdüTÔ+<äì |ü{Ϻ+#·Tø√≈£î+&Ü MT ¬s’‘·T\≈£î ô|<ä› yÓTT‘·Ô+˝À &ÉãT“\T Ç+ø±
n<Ûë´j·T+ 2˝À MTs¡T ‘Ó\TdüT≈£îHêïs¡T. yÓTT‘·Ô+ #Ó*d¢ Tü HÔ êïs¡T. e÷ s¬ ‘’ T· \≈£î eT<ä‘› T· Çy=«<äì› e÷ Á|üuTÑÛ ‘ê«\≈£î
GDP˝À 1% e´ekÕj·T yê{≤qT, yÓTT‘·Ô+ ñbÕ~Û˝À #ÓbÕŒs¡T ø±˙ MTs¡T MT ¬s’‘·T\≈£î eT<䛑·TqT ø=qkÕ–düTÔHêïs¡T.
n‹dü«\ŒyÓTÆq 0.5% e´ekÕj·T yê{≤qT ø£*– ñqï ùd«#êäj·TT‘·yÓTÆq, Hê´j·TyÓTÆq yêDÏ»´+ n+fÒ Ç<˚Hê?μμ nì
nyÓT]ø± e+{Ï n_Ûe~∆ #Ó+~q <˚X¯+‘√ Bìì n_Ûe~∆ #Ó+<äT‘·Tqï <˚XÊ\T n&ÉT>∑T‘·THêïsTT.
b˛\Ã+&ç. nsTTHêø±˙ nyÓT]ø±˝À e´ekÕj·T+˝À
ñqï á n‹ ø=~›eT+~øÏ ñ‘·Œ‹Ô <äX¯˝Àq÷ Ç‘·s¡
<˚XÊ\≈£î m>∑TeT‹ #˚ùd <äX¯˝Àq÷ nyÓT]ø± Á|üuÛÑT‘·«+ y˚\ m≈£sê\ $d”sÔ +í¡ ø£*–q USA ˝Àì ˇø£ qeT÷Hê |ü‹Ô øπ Áå ‘·+. $<˚XÊ\˝À ‘·≈î£ ÿe
<Ûäs¡\≈£î |ü‹Ôì neTTà‘·Tqï ˇø£ ô|<ä› ø£+ô|˙ BìøÏ j·T»e÷ì<ës¡T.
qT+∫ ô|<ä › yÓ T T‘· Ô + ˝À &É ã T“\T
\_ÛkÕÔsTT. ô|<ä› m‘·TÔq \_Û+#˚ á
Ä<ëj·T+ e\¢ nyÓT]ø± ¬s’‘·T\T ‘·eT
e´ekÕj·T ñ‘·Œ‘·TÔ\qT #ê˝≤ ‘·≈£îÿe
<Ûsä \¡ ≈£î neTà>∑\T>∑T‘·THêïs¡T. n<äq+>±
ñqï e´ekÕj·T ñ‘·Œ‘·TÔ\qT Mfi¯ófl
Ç‘·s¡ <˚XÊ\ e÷¬sÿ≥¢˝À #ê˝≤ ‘·≈£îÿe
<Ûsä \¡ ≈£î n$Tà, á <˚XÊ\˝Àì s¬ ‘’ T· \qT
rÁe+>± Á|üuÛ≤$‘·+ #˚düTÔHêïs¡T.
ø±ã{Ï º n_Û e ~∆ #Ó + ~q <˚ X Ê\
Á|üuÛÑT‘ê«\qT ªªÁ|ü|ü+#· yêDÏ»´ dü+düú
ìj·Te÷\ Á|üø±s¡+ y˚T+ yêDÏ»´

Á|ü|ü+Nø£s¡D eT]j·TT uÛ≤s¡‘· <˚X¯ Ä]›ø£ e´edüú 129

 LET’S WORK THESE OUT
1. Fill in the blanks.
WTO was started at the initiative of __________countries. The aim of the WTO is to
____________________. WTO establishes rules regarding ________________ for
all countries, and sees that ___________________ In practice, trade between countries
is not ______________________________. Developing countries like India have
___________________, whereas developed countries, in many cases, have continued
to provide protection to their producers.

2. What do you think can be done so that trade between countries is more fair?
3. In the above example, we saw that the US government gives massive sums of money
to farmers for production. At times, governments also give support to promote production
of certain types of goods, such as those which are environmentally friendly. Discuss
whether these are fair or not.

IMPACT OF GLOBALISATION IN INDIA

In the last twenty years, globalisation Among producers and workers, the
of the Indian economy has come a impact of globalisation has not been
long way. What has been its effect on uniform.
the lives of people? Let us look at
some of the evidence. Firstly, MNCs have increased their
investments in India over the past 20
Globalisation and greater years, which means investing in India
competition among producers - both has been beneficial for them. MNCs
local and foreign producers - has have been interested in industries
been of advantage to consumers, such as cell phones, automobiles,
particularly the well-off sections in electronics, soft drinks, fast food or
the urban areas. There is greater services such as banking in urban
choice before these consumers who areas. These products have a large
now enjoy improved quality and number of well-off buyers. In these
lower prices for several products. As industries and services, new jobs have
a result, these people today, enjoy been created. Also, local companies
much higher standards of living than supplying raw materials, etc. to these
was possible earlier. industries have prospered.
eTq+ Ç|ü⁄Œ&ÉT M{Ïì |ü]wüÿ]<ë›+
1. U≤∞\qT |üP]+#·+&ç.
__________<˚XÊ\ #=s¡e‘√ Á|ü|ü+#· yêDÏ»´ dü+düú ÁbÕs¡+uÛÑyÓTÆ+~. á dü+düú
ñ<˚›X¯´+____________________. Á|ü|ü+#· yêDÏ»´ dü+düú _________________≈£î dü+ã+~Û+∫
nìï <˚XÊ\≈£î ìj·Te÷\T s¡÷bı+~+∫, n$_____________#·÷düTÔ+~. nsTT‘˚ Ä#·s¡D˝À <˚XÊ\
eT<Ûä´ yêDÏ»´+____________________>± ˝Ò<äT. uÛ≤s¡‘·<˚X¯+ e+{Ï n_Ûe~∆ #Ó+<äT‘·Tqï
<˚XÊ\T_______________#˚XÊsTT. ø±˙ nH˚ø£ dü+<äsꓤ˝À¢ n_Ûe~∆ #Ó+~q <˚XÊ\T ‘·eT
ñ‘·Œ‹Ô<ës¡T\≈£î eT<䛑·T ø=qkÕ–düTÔHêïsTT.
2. <˚XÊ\ eT<Û´ä yêDÏ»´+ eT]+‘· Hê´j·T|üP]‘·+>± ñ+&É&ÜìøÏ @$T #˚jT· e#·Ãì MTs¡T nqT≈£î+≥THêïs¡T?
3. ô|’ ñ<ëVü≤s¡D˝À, nyÓT]ø± Á|üuÛÑT‘·«+ ñ‘·Œ‹Ô #Ój·T´{≤ìøÏ ¬s’‘·T\≈£î ô|<ä› yÓTT‘·Ô+˝À &ÉãT“\T ÇdüTÔ+<äì
#·÷XÊ+. |üsê´es¡D nqT≈£L\yÓTÆq≥Te+{Ï ø=ìï s¡ø±\ edüTÔe⁄\ ñ‘·Œ‹Ôì Áb˛‘·‡Væ≤+#·&ÜìøÏ ø=ìïkÕs¡T¢
$T–*q Á|üuÛÑT‘ê«\T ≈£L&Ü eT<䛑·T ÇkÕÔsTT. Ç~ dü¬s’q<√, ø±<√ #·]Ã+#·+&ç.
uÛ≤s¡‘·<˚X¯+˝À Á|ü|ü+Nø£s¡D Á|üuÛ≤e+
>∑‘· 20 dü+e‘·‡sê\˝À uÛ≤s¡‘· Ä]úø£ e´edüú ñ‘·Œ‹Ô<ës¡T\T, ø±]à≈£î\ô|’, Á|ü|ü+Nø£s¡D
Á|ü|+ü Nø£sD¡ ‘√ bÕ≥T #ê˝≤<ä÷s¡+ Á|üj÷· DÏ+∫+~. Á|üuÛ≤e+ ˇπø s¡ø£+>± ˝Ò<äT.
Á|ü»\ J$‘ê\ MT<ä Bì Á|üuÛ≤e+ @$T{Ï? ø=ìï yÓTT<ä{~Ï , ãVüQfi¯C≤‹ dü+dü\ú T >∑&∫É q 20
Ä<Ûësê\qT eTq+ Ç|ü⁄Œ&ÉT |ü]o*<ë›+. dü+e‘·‡sê\T>± uÛ≤s¡‘<· X˚ +¯ ˝À ‘·eT ô|≥Tºã&ÉT\qT
Á|ü | ü + Nø£ s ¡ D eT÷\+>± <˚ o j· T ô|+#êsTT. n+fÒ uÛ≤s¡‘·<˚X¯+˝À ô|≥Tºã&ÉT\T
‘·j·÷Ø<ës¡T\≈£L, $<˚o ‘·j·÷Ø<ës¡T\≈£L eT<Ûä´ ô|≥º&É+ yê]øÏ ˝≤uÛÑkÕ{Ï>± ñ+~. ôd˝Ÿ bò˛qT¢,
yêVü≤Hê\T, m\Áø±ºìø˘‡, o‘·\ bÕ˙j·÷\T, bòÕdtº
HÓ\ø=qï n~Ûø£ b˛{° ø±s¡D+>± $ìjÓ÷>∑<ës¡T\≈£î, |òü⁄&é e+{Ï |ü]ÁX¯eT\˝ÀqT ˝Ò<ë |ü≥ºD
Á|ü‘˚´øÏ+∫ |ü≥ºD≤\˝Àì dü+|üqTï\≈£î y˚T\T ÁbÕ+‘ê\˝À u≤´+øÏ+>¥ e+{Ï ùde\˝ÀqT
»]–+~. Mfi¯ófl m+#·Tø√e&ÜìøÏ Ç|ü⁄Œ&ÉT mH√ï ãVüQfi¯C≤‹ dü+düú\T ÄdüøÏÔ ø£qãs¡TdüTÔHêïsTT.
edüTeÔ ⁄\T \_ÛdTü HÔ êïsTT. yês¡T HêD´yÓTqÆ ñ‘·Œ‘·T\Ô qT, á ñ‘·Œ‘·T\Ô ≈£î dü+|üqï ø=qT>√\T<ës¡T\T n~Ûø£
#ê˝≤ edüTÔe⁄\qT ‘·≈£îÿe <Ûäs¡\≈£î bı+<ä>∑\T>∑T dü+K´˝À ñHêïs¡T. á |ü]ÁX¯eT\T, ùde\˝À
‘·THêïs¡T. Bì e\q á Á|ü»\T n+‘·≈£î eTT+<äT ø=‘·Ô ñ<√´>±\T @s¡Œ&ܶsTT. á |ü]ÁX¯eT\≈£î
kÕ<Ûä´+ ø±ì yÓTs¡T¬>’q Jeq Á|üe÷D≤\qT H˚&ÉT eTT&ç düs¡T≈£î\T n+~+#˚ kÕúìø£ dü+dü\ú e+{Ï$
nqTuÛ$Ñ düTHÔ êïs¡T. ≈£L&Ü ˝≤uÛÑ|ü&ܶsTT.

∫e]>± MTs¡T m|ü⁄Œ&É÷

ø£\\T>∑H˚ Á|ü|ü+#· kÕúsTT JeqXË’*
 Steps to Attract Foreign Investment
In recent years, the central and state rights. In the recent years, the government
governments in India are taking special has allowed companies to ignore many of
steps to attract foreign companies to these. Instead of hiring workers on a
invest in India. Industrial zones, called regular basis, companies hire workers
Special Economic Zones (SEZs), are ‘flexibly’ for short periods when there is
being set up. SEZs are to have world intense pressure of work. This is done to
class facilities: electricity, water, roads, reduce the cost of labour for the company.
transport, storage, recreational and However, still not satisfied, foreign
educational facilities. Companies who companies are demanding more flexibility
set up production units in the SEZs do in labour laws.
not have to pay taxes for an initial period NOW, WE
of five years. ARE READY
TO INVEST!
Government has also allowed
flexibility in the labour laws to attract
foreign investment. You have seen in
Chapter 2 that the companies in the
organised sector have to obey certain
rules that aim to protect the workers’

Secondly, several of the top Indian which are spreading their operations
companies have been able to benefit worldwide.
from the increased competition. They
Globalisation has also created
have invested in newer technology and
new opportunities for companies
production methods and raised their
providing services, particularly those
production standards. Some have
involving IT. The Indian company
gained from successful collaborations
producing a magazine for the London
with foreign companies.
based company and call centres are
Moreover, globalisation has enabled some examples. Besides, a host of
some large Indian companies to services such as data entry, account-ing,
emerge as multinationals themselves! administrative tasks, engineering are
Tata Motors (auto-mobiles), Infosys (IT), now being done cheaply in countries
Ranbaxy (medicines), Asian Paints such as India and are exported to the
(paints), Sundaram Fasteners (nuts developed countries.
and bolts) are some Indian companies

LET’S WORK THESE OUT

1. How has competition benefited people in India?
2. Should more Indian companies emerge as MNCs? How would it benefit the people in
the country?
3. Why do governments try to attract more foreign investment?
4. In Chapter 1, we saw what may be development for one may be destructive for others.
The setting of SEZs has been opposed by some people in India. Find out who are
these people and why are they opposing it.

132 G LOBALISA TION

OBALISATION AND THE I NDIAN E CONOMY
 $<˚o ô|≥Tºã&ÉT\qT Äø£]¸+#˚+<äT≈£î #·s¡´\T
Ç{°e* ø±\+˝À uÛ≤s¡‘·<˚X¯+˝À ô|≥Tºã&ÉT\T ô|fÒº˝≤ ø£+ô|˙\qT nqTeT‹+∫+~. ø£+ô|˙\T XÊX¯«‘·
$<˚o ø£+ô|˙\qT Äø£]¸+#·&ÜìøÏ øπ +Á<ä, sêÁwüº Á|üuTÑÛ ‘ê«\T ÁbÕ‹|ü~ø£q ø±]à≈£î\qT ìj·T$T+#·T≈£îH˚ ã<äT\T,
Á|ü‘´˚ ø£ #·s´¡ \T #˚|&ü TÉ ‘·THêïsTT. Á|ü‘´˚ ø£ Ä]úø£ eT+&É˝≤\T |üì ˇ‹Ô&ìç m≈£îÿe>± ñqï|ü⁄Œ&ÉT ‘·≈î£ ÿe ø±\ e´e~ÛøÏ
(SEZs) nH˚ bÕ]ÁXÊ$Tø£ ÁbÕ+‘ê\qTHÓ\ø=\TŒ‘·THêïsTT. ø±]à≈£î\qT ìj·T$T+#·Tø=H˚ yÓdüT\Tu≤≥TqT ø£*–
á ôdCŸ(SEZ)\˝À nH˚ø£ Á|ü|ü+#· kÕúsTT kÂø£sê´\T: ñHêïsTT. ø±]à≈£î\ ô|’q ø£+ô|˙øÏ nj˚T´ Ks¡TÃqT
$<äT´‘Y, ˙fi¯ófl, s√&ÉT¢, s¡yêD≤, –&ɶ+>∑T\T, $H√<ä, $<ë´ ‘·–Z+#·&ÜìøÏ Ç˝≤ #˚kÕÔs¡T. n|üŒ{Ïø° dü+‘·|æÔ #Ó+<äì
dü<Tä bÕj·÷\ e+{Ï$ ñ+{≤sTT. Á|ü‘´˚ ø£ Ä]úø£ eT+&Éfi˝¢¯ À $<˚o ø£+ô|˙\T ø±]àø£ #·{≤º\˝À eT]+‘· yÓdüT\T
ø£sêà>±sê\qT kÕú|+æ #˚ ø£+ô|˙\T yÓTT<ä{Ï nsTT<˚fib¢¯ Õ≥T u≤≥TqT ø√s¡T‘·THêïsTT.
|üqTï\T #Ó*¢+#ê*‡q |üì˝Ò<äT. Ç|ü⁄Œ&ÉT y˚TeTT
ô|≥Tºã&ç ô|≥º&ÜìøÏ
$<˚o ô|≥Tºã&ÉT\qT Äø£]¸+#·&ÜìøÏ ø±]àø£ #·{≤º\˝À dæ<ä∆+>± ñHêïeTT!
yÓdüT\Tu≤≥T≈£î ≈£L&Ü Á|üuÛÑT‘·«+ nqTeT‹+∫+~.
dü+|òüT{Ï‘· s¡+>∑+˝Àì ø£+ô|˙\T ø±]à≈£î\ Vü≤≈£îÿ\qT
ø±bÕ&˚ \ø£å´+‘√ #˚dæq ø=ìï ìã+<Ûäq\qT bÕ{Ï+#ê\ì
MTs¡T n<Ûë´j·T+ 2˝À ‘Ó\TdüT≈£îHêïs¡T.M{Ï˝À #ê˝≤ yê{Ïì
|ü{+ºÏ #·Tø√≈£î+&Ü ñ+&˚+<äT≈£î Ç{°e\ ø±\+˝À Á|üuTÑÛ ‘·«+

¬s+&Ée~, nH˚ø£ nÁ>∑ÁX‚DÏ uÛ≤s¡rj·T ø£+ô|˙\T Á|ü | ü + #· y ê´|ü Ô + >± ‘· e T ø±s¡ ´ ø£ ˝ ≤bÕ\qT
ô|]–q b˛{°e\¢ Á|üjÓ÷»q+ bı+<ä>∑\T>∑T‘·THêïsTT. $dü]Ô düTHÔ êïsTT.
yêfi¯ ófl ø=‘· Ô kÕ+πø‹ø£ |ü]C≤„q +˝ÀqT, ñ‘· Œ ‹Ô ùde\qT n+~+#˚ ø£+ô|˙\≈£î, Á|ü‘˚´øÏ+∫
|ü<ä∆‘·T\˝ÀqT ô|≥Tºã&ç ô|{Ϻ ñ‘·Œ‹Ô Á|üe÷D≤\qT düe÷#ês¡ kÕ+πø‹ø£ s¡+>∑+ (IT) ‘√ ≈£L&çq
ô|+#ês¡T. $<˚o ø£+ô|˙\‘√ ø£\dæ |üì#˚jT· ≥+ <ë´sê ùde\qT n+~+#˚ ø£+ô|˙\≈£î ø=‘·Ô neø±XÊ\qT
ø=ìï ø£+ô|˙\T ˝≤uÛÑ|ü&ܶsTT. Á|ü|+ü Nø£sD¡ @s¡Œ]∫+~. \+&ÉH˝é À ñqï ø£+ô|˙øÏ
uÛ≤s¡‘·<˚X¯+˝Àì ø£+ô|˙ y˚T>∑C…’HéqT eTTÁ~+∫
n+‘˚>±ø£ ø=ìï ô|<ä› uÛ≤s¡rj·T ø£+ô|˙\T Çe«&É+, ø±˝Ÿ ôd+≥s¡¢ ìs¡«Vü≤D Ç+<äT≈£î ø=ìï
dü«j·T+>± ãVüQfi¯C≤‹ dü+düú\T>± m<ä>∑&ÜìøÏ ñ<ëVü≤s¡D\T. n+‘˚ø±≈£î+&Ü, &˚{≤ m+Á{°,
Á|ü|+ü Nø£sD¡ ‘√&ÉŒ&ç+~. {≤{≤ yÓ÷{≤sY‡ (yêVü≤Hê\T), »e÷Ks¡Tà ˝…ø£ÿ\T, |ü]bÕ\Hê dü+ã+<ÛäyÓTÆq
ÇH√Œ¤dædt (IT), sêHéu≤ø°‡ (eT+<äT\T), @wæj·THé |üqT\T, Ç+»˙]+>¥ yÓTT<ä˝…’q yê{Ïì Ç|ü⁄Œ&ÉT
ô|sTT+{Ÿ‡ (s¡+>∑T\T), düT+<äs¡+ bòÕôdºqsY‡ (q≥Tº\T, uÛ≤s¡‘·<˚X¯+ e+{Ï <˚XÊ\˝À #Íø£>± #˚dæ n_Ûe~∆
uÀ˝Ÿº\T) e+{Ï ø=ìï uÛ≤s¡rj·T ø£+ô|˙\T Ç|ü⁄Œ&ÉT #Ó+~q <˚XÊ\≈£î m>∑TeT‹ #˚düTÔHêïs¡T.
eTq+ Ç|ü⁄Œ&ÉT M{Ïì |ü]wüÿ]<ë›+
1. uÛ≤s¡‘·<˚X¯ Á|ü»\T b˛{°e\¢ @$<Ûä+>± ˝≤uÛÑ|ü&ܶs¡T?
2. eT]ìï uÛ≤s¡rj·T ø£+ô|˙\T ãVüQfi¯C≤‹ dü+düú\T>± m<ä>±˝≤? <˚X¯+˝Àì Á|ü»\≈£î <ëìe\¢ Á|üjÓ÷»Hê\T
@$T{Ï?
3. m≈£îÿe $<˚o ô|≥Tºã&ÉT\qT Äø£]¸+#·&ÜìøÏ Á|üuÛÑT‘ê«\T m+<äT≈£î Á|üj·T‹ïkÕÔsTT?
4. ˇø£]øÏ n_Ûe~∆ nsTTq~ eTs=ø£]øÏ $<Ûä«+dü+ ø±e#·Ãì eTq+ 1e n<Ûë´j·T+˝À #·÷XÊ+. SEZ \qT
HÓ\ø=\Œ&Üìï uÛ≤s¡‘·<˚X¯+˝Àì ø=+‘·eT+~ Á|ü»\T e´‹πsøÏdüTÔHêïs¡T. Mfi¯ófl mes√, m+<äT≈£î yê{Ïì
e´‹πsøÏdüTÔHêïs√ ø£qT>=q+&ç.
Á|ü|ü+Nø£s¡D eT]j·TT uÛ≤s¡‘· <˚X¯ Ä]›ø£ e´edüú 133
 Small producers: Compete or perish
For a large number of small producers and
workers globalisation has posed major
challenges.

R is in g Co m pe ti ti on
Ravi did not expect that he wou
ld have including capacitors in bulk
to face a crisis in such a short per for the
iod of manufacture of television sets. How
his life as industrialist. Ravi too ever,
k a loan competition from the MNC brands
from the bank to start his own com forced
pany the Indian television companies
producing capacitors in 1992 in to move
Hosur, into assembling activities for MNCs.
an ind ust ria l tow n in Tam il Even
Na du . when some of them bought cap
Capacitors are used in many elec acitors,
tronic they would prefer to import as the
home appliances including tub price
e lights, of the imported item was half the
television etc. Within three years, price
he was charged by people like Ravi.
able to expand production and
had 20
workers working under him. Ravi now produces less than
half the
His struggle to run his company capacitors that he produced in
started the year
wh en the gov ern me nt rem 200 0 and has onl y sev en wo
ove d rke rs
restrictions on imports of capaci working for him. Many of Ravi’s
tors as friends
per its agreement at WTO in 200 in the same business in Hydera
1. His bad and
main clients, the television com Chennai have closed their units.
panies,
use d to bu y dif fer ent com pon
ent s

Batteries, capacitors, plastics, toys, tyres, dairy products, and

vegetable oil are some examples of industries where the small
manufacturers have been hit hard due to competition. Several of the
units have shut down rendering many workers jobless. The small
industries in India employ the largest number of workers (20 million)
in the country, next only to agriculture.

LET’S WORK THESE OUT

1. What are the ways in which Ravi’s small production unit was affected by rising competition?
2. Should producers such as Ravi stop production because their cost of production is higher compared to
producers in other countries? What do you think?
3. Recent studies point out that small producers in India need three things to compete better in the market
(a) better roads, power, water, raw materials, marketing and information network (b) improvements and
modernisation of technology (c) timely availability of credit at reasonable interest rates.
 Can you explain how these three things would help Indian producers?
 Do you think MNCs will be interested in investing in these? Why?
 Do you think the government has a role in making these facilities available? Why?
 Can you think of any other step that the government could take? Discuss.

134 G LOBALISA TION

OBALISATION AND THE I NDIAN E CONOMY
 ∫qï ñ‘·Œ‹Ô<ës¡T\T: b˛{° |ü&&É +É ˝Ò<ë ìÁwüÿ$T+#·&+É
n~Ûø£ dü+K´˝À ñqï ∫qï ñ‘·Œ‹Ô<ës¡T\≈£î, ø±]à≈£î\≈£î
Á|ü|ü+Nø£s¡D ô|<ä› düyêfi¯¢qT $dæ]+~.

ô|s¡T>∑T‘·Tqï b˛{°
ˇø£ bÕ]ÁXÊ$Tø£y˚‘·Ô>± ‘·q J$‘·+˝À Ç+‘· ‘·≈£îÿe
ø±\+˝ÀH˚ ˇø£ dü+øå√uÛ≤ìï m<äTs√ÿe\dæ edüTÔ+<äì s¡$ ñ‘·Œ‹ÔøÏ ¬øbÕdæ≥s¡¢‘√ düVü‰ $$<Ûä $&ç uÛ≤>±\qT ô|<ä
›
}Væ≤+#·˝Ò<äT. ‘·$Tfi¯Hê&ÉT˝Àì bÕ]ÁXÊ$Tø£ |ü≥ºDyÓTÆq dü+K´˝À ø=H˚$. nsTT‘˚ MNC \ {°M Áu≤+&ÉT\ qT+∫
ôVAdü÷sY˝À ¬øbÕdæ≥s¡T¢ ñ‘·Œ‹Ô #˚ùd ‘·q kı+‘· ø£+ô|˙ì m< ä T s¡ j ˚ T ´ b˛{ ° |ò ü * ‘· + >± uÛ ≤ s¡ r j· T f… * $» Hé
kÕú|æ+#·&ÜìøÏ 1992˝À u≤´+≈£î qT+&ç n|ü⁄Œ rdüT≈£îHêï&ÉT. ø£+ô|˙\T ãVüQfi¯C≤‹dü+düú\≈£î nôd+_¢+>¥ |üqT\T
≥÷ ´uŸ ˝… ’ ≥ T¢ , f… * $» Hé e+{ Ï |ü \ T m\ Áø±º ì ø˘ #˚ ù d$> ± e÷] b˛j · ÷ sTT. ˇø£ y ˚ fi ¯ yê{ Ï ˝ À ø=ì ï
>∑ôVA|üø£s¡D≤\˝À ¬øbÕdæ≥s¡¢qT ñ|üjÓ÷–kÕÔs¡T. eT÷&ÉT ¬ ø bÕd æ ≥ s¡ ¢ q T ø=+ ≥Tq ï|ü Œ {Ï ø Ï ~>∑ T eT‹ #˚ d ü T ≈£ î qï
dü+e‘·‡sê\˝ÀH˚ ñ‘·Œ‹Ôì ô|+∫, n‘·ì ÁøÏ+<ä |üì #˚ùd ¬øbÕdæ≥sY <Ûäs¡ s¡$ ˝≤+{Ï ‘·j·÷Ø<ës¡T\T Ç#˚à <Ûäs¡˝À
20 eT+~ ø±]à≈£î\qT ô|≥Tºø√>∑*>±&ÉT. dü>∑y˚T ñ+&É&É+‘√ ~>∑TeT‹ #˚düTø√e&Üìπø yÓTT>∑T
Z
2001˝À Á|ü|ü+#· yêDÏ»´ dü+düú‘√ »]–q ˇ|üŒ+<ä+ #·÷|ü⁄‘·THêïs¡T.
ø±s¡D+>± Á|üuÛÑT‘·«+ ¬øbÕdæ≥s¡¢ ~>∑TeT‘·T\ô|’ ñqï Ç|ü ⁄ Œ&É T s¡ $ 200 0 dü + e‘· ‡ s¡ + ˝À ñ‘ · Œ ‹Ô #˚ d æ q
|ü]$T‘·T\qT ‘=\–+#·&É+‘√ ‘·q ø£+ô|˙ì q&É|ü&ÜìøÏ ¬øbÕdæ≥s¡¢ dü+K´˝À dü>∑y˚T ñ‘·Œ‹Ô #˚düTÔHêï&ÉT. n‘·ì
n‘ · ì øÏ ø£ c Õº \ T yÓ T T<ä \ j· ÷ ´sTT . n‘ · ì Á|ü < Û ë q <ä>∑Zs¡ Ç|ü⁄Œ&ÉT @&ÉT>∑Ts¡T ø±]à≈£î\T e÷Á‘·y˚T |üì
ø=qT>√\T<ës¡T˝…’q f…*$»Hé ø£+ô|˙\T f…*$»Hé ôd{Ÿ\ #˚düTÔHêïs¡T. ôV’≤<äsêu≤<äT, #ÓHÓ’ï\˝À Ç<˚ yê´bÕs¡+˝À
ñqï s¡$ $TÁ‘·T\T ‘·eT |ü]ÁX¯eT\qT eT÷dæy˚XÊs¡T.
b˛{° ø±s¡D+>± rÁe+>± qwüºb˛sTTq ∫qï ‘·j·÷Ø<ës¡T\T >∑\ |ü]ÁX¯eT\≈£î
ñ<ëVü≤s¡D\T>± u≤´≥Ø\T, ¬øbÕdæ≥s¡T¢, bÕ¢dæºø˘ edüTÔe⁄\T, u§eTà\T, f…Æs¡T¢, bÕ\
ñ‘·Œ‘·T\Ô T, ≈£Ls¡>±j·T\T, q÷HÓ\T e+{Ï ñ‘·Œ‘·T\Ô qT #Ó|Œü e#·TÃ. M{Ï˝À #ê˝≤ |ü]ÁX¯eT\T
eT÷‘·|&ü ç #ê˝≤ eT+~ ø±]à≈£î\qT ìs¡T<√´>∑T\T>± e÷sêÃsTT. uÛ≤s¡‘<· X˚ +¯ ˝À e´ekÕj·T+
‘·sê«‘· ∫qï |ü]ÁX¯eT\T n‘·´~Ûø£ dü+K´˝À ø±]à≈£î\≈£î (20 $T*j·TqT¢) ñbÕ~Ûì ø£*ŒdüTHÔ êïsTT.
eTq+ Ç|ü⁄Œ&ÉT M{Ïì |ü]wüÿ]<ë›+
1. ô|s¡T>∑T‘·Tqï b˛{° e\¢ s¡$ jÓTTø£ÿ ∫qï ñ‘·Œ‹Ô dü+düú @ $<Ûä+>± Á|üuÛ≤$‘·+ nsTT´+~?
2. Ç‘·s¡ <˚XÊ\˝Àì ñ‘·Œ‹Ô<ës¡T\‘√ b˛*ùdÔ ‘·eT ñ‘·Œ‹Ô e´j·T+ m≈£îÿe ø±ã{Ϻ s¡$˝≤+{Ï yêfi¯ófl ñ‘·Œ‹Ôì ì*|æy˚j·÷˝≤?
MTs¡T @$T nqT≈£î+≥THêïs¡T?
3. e÷¬sÿ{À¢ u≤>± b˛{° |ü&Ü\+fÒ uÛ≤s¡‘·<˚X¯+˝Àì ∫qï ñ‘·Œ‹Ô<ës¡T\≈£î eT÷&ÉT n+XÊ\T nedüs¡eTì Ç{°e* n<Ûä´j·THê\T
ù|s=ÿHêïsTT.
(n) yÓTs¡T¬>’q s√&ÉT¢, $<äT´‘·TÔ, ˙fi¯ófl, eTT&ç düs¡T≈£î\T, e÷¬sÿ{Ï+>¥, ÇqŒ¤πsàwüHé HÓ{ŸesYÿ
(Ä) kÕ+πø‹ø£ |ü]C≤„q+˝À n_Ûe~∆, Ä<ÛäTìø°ø£s¡D
(Ç) ‘·≈£îÿe e&û¶ πs≥¢≈£î düø±\+˝À s¡TD≤\ n+<äTu≤≥T.
 á eT÷&ÉT n+XÊ\T uÛ≤s¡rj·T ñ‘·Œ‹Ô<ës¡T\≈£î m˝≤ düVü‰j·T|ü&É‘êjÓ÷ MTs¡T $e]+#·>∑\sê?
 M{Ï˝À ô|≥Tºã&ç ô|≥º&ÜìøÏ ãVüQfi¯C≤‹ dü+düú\T ÄdüøÏÔ #·÷|ækÕÔj·Tì MTs¡T nqT≈£î+≥THêïsê? m+<äT≈£î?
 á kÂø£sê´\T n+<äTu≤≥T˝À ñ+&˚˝≤ #·÷&É&É+˝À Á|üuÛÑT‘·« bÕÁ‘· ñ+≥T+<äì MTs¡T nqT≈£î+≥THêïsê? ? m+<äT≈£î?
 Á|üuÛÑT‘·«+ rdüTø√>∑\ Ç‘·s¡ #·s¡´\ >∑T]+∫ Ä˝À∫+#·+&ç? ‘·s¡>∑‹˝À #·]Ã+#·+&ç.

Á|ü|ü+Nø£s¡D eT]j·TT uÛ≤s¡‘· <˚X¯ Ä]›ø£ e´edüú 135

135
 Competition and Uncertain Employment
Globalisation and the pressure of competition have substantially changed the
lives of workers. Faced with growing competition, most employers these days prefer
to employ workers ‘flexibly’. This means that workers’ jobs are no longer secure.

Let us see how the workers in the garment export industry

in India are having to bear this pressure of competition.

Factory workers folding garments for export. Though globalisation has created opportunities for paid work for
women, the condition of employment shows that women are denied their fair share of benefits.

Large MNCs in the garment industry in

Europe and America order their products
A Garment Worker
ny
from Indian exporters. These large MNCs 35 year old Sushila has spent ma
ort
with worldwide network look for the years as a worker in garment exp
yed
cheapest goods in order to maximise their industry of Delhi. She was emplo
’ ent itle d to
profits. To get these large orders, Indian as a ‘permanent worker
fun d,
garment exporters try hard to cut their own health insurance, provident
en
costs. As cost of raw materials cannot be overtime at a double rate, wh
late
reduced, exporters try to cut labour costs. Sushila’s factory closed in the
for a job for
Where earlier a factory used to employ 1990s. After searching
a job 30
workers on a permanent basis, now they six months, she finally got
Even
employ workers only on a temporary basis km. away from where she lives.
y for
so that they do not have to pay workers for aft er wo rki ng in thi s fac tor
a tem por ary
the whole year. Workers also have to put in several years, she is
n hal f of
very long working hours and work night worker and earns less tha
hila
shifts on a regular basis during the peak what she was earning earlier. Sus
ng,
season. Wages are low and workers are leaves her house every morni
7:3 0 a.m . and
forced to work overtime to make both ends seven days a week at
work
meet. returns at 10 p.m. A day off from
the
means no wage. She has none of
lier .
While this competition among the ben efit s she use d to get ear
hom e hav e
garment exporters has allowed the MNCs to Factories closer to her
ers an d
make large profits, workers are denied their wid ely flu ctu ati ng ord
fair share of benefits brought about by globalisation. therefore pay even less.

136 G LOBALISAGTION
L OBALISA
OBALISATION TIONI NDIAN
AND THE
OBALISATION E CONOMY
AND THE I NDIAN E CONOMY 136
 b˛{° eT]j·TT nì•Ã‘· ñbÕ~Û
Á|ü|ü+Nø£s¡D, b˛{° ø±s¡D+>± ‘·˝…‘˚Ô ˇ‹Ô&ç nH˚$ ø±]à≈£î\ J$‘ê\˝À >∑D˙j·TyÓTÆq e÷s¡TŒ\T ‘Ó#êÃsTT.
Ç|ü⁄Œ&ÉT ô|s¡T>∑T‘·Tqï b˛{°ì ‘·≥Tºø√˝Òø£ nH˚ø£ eT+~ j·T»e÷qT\T ø±]à≈£î\qT ªyÓdüT\Tu≤≥Tμã{Ϻ
ìj·T$T+#·T≈£î+≥THêïs¡T. Bqs¡ú+ ø±]à≈£î\ ñ<√´>±\T Çø£ @ e÷Á‘·+ uÛÑÁ<äyÓTÆq$ ø±ø£b˛e#·TÃ.
uÛ≤s¡‘·<˚X¯+˝Àì eÁdüÔ m>∑TeT‹ |ü]ÁX¯eT˝Àì ø±]à≈£î\T
á b˛{° ø±s¡D+>± ‘·˝…‘˚Ô ˇ‹Ô&çì m˝≤ ‘·≥Tº≈£î+{≤s√ #·÷<ë›+.

m>∑TeT‹ ø√dü+ eÁkÕÔ\qT eT&É‘· ô|&ÉT‘·Tqï ø£sêà>±s¡ ÁXÊ$T≈£î\T. Á|ü|ü+Nø£s¡D eTVæ≤fi¯\≈£î y˚‘·q+‘√ ≈£L&çq ñbÕ~Û neø±XÊ\qT
ø£*Œ+∫q|üŒ{Ïø°, ñbÕ~Û neø±XÊ\˝À eTVæ≤fi¯\T Hê´j·TyÓTÆq Á|üjÓ÷»Hê\T bı+<ä˝Ò<äì ñbÕ~Û dæú‹ ‘Ó*j·TCÒdüTÔ+~.
◊s√bÕ, nyÓT]ø±\˝À eÁdüÔ |ü]ÁX¯eT s¡+>∑+˝À ñqï ô|<ä›
ãVüQfi¯C≤‹ dü+düú\T ‘·eT ñ‘·Œ‘·TÔ\ ø√dü+ uÛ≤s¡rj·T ˇø£ eÁdüÔ |ü]ÁX¯eT ø±]à≈£îsê\T
m>∑ T eT‹<ës¡ T \≈£ î Äs¡ ¶ s ¡ T ¢ ÇkÕÔ s TT. Á|ü | ü + #· y ê´|ü Ô + >± 35 @fi¯¢ düTo\ &Ûç©¢˝Àì eÁdüÔ m>∑TeT‹ |ü]ÁX¯eT˝À
˝≤yê<˚M\qT ø£*– ñqï á ô|<ä› ãVüQfi¯C≤‹ dü+düú\T ø±]à≈£îsê\T>± #ê˝≤ ø±\+ |üì#˚XÊs¡T. n|ü⁄Œ&ÉT ÄyÓT
˝≤uÛ≤\qT ô|+#·Tø√e&ÜìøÏ #Íø£>± <=]πø edüTÔe⁄\ ø√dü+ ªXÊX¯«‘· ñ<√´–μ>± ìj·T$T‘·Tsê˝…’ Äs√>∑´ ;e÷,
#·÷kÕÔsTT. á uÛ≤Ø Äs¡¶sY\qT bı+<ä&ÜìøÏ uÛ≤s¡‘·<˚X¯ eÁdüÔ uÛÑ$wü´ ì~Û, n<äq|ü⁄ |üì >∑+≥\≈£î n<äq|ü⁄ y˚‘·q+
m>∑TeT‹<ës¡T\T kı+‘· Ks¡TÃ\qT ‘·–+Z #·Tø√e&ÜìøÏ rÁe+>± e+{ Ï nìï dü < ä T bÕj · ÷ \T bı+< ˚ ~ . 199 0e
Á|üj·T‹ïkÕÔs¡T. eTT&ç düs¡T≈£î\ e´j·÷ìï ‘·–Z+#·˝Òs¡T ø±ã{Ϻ dü + e‘· ‡ s¡ + ∫es √¢ ÄyÓ T |ü ì #˚ ù d |ü ] ÁX¯ e T
m>∑TeT‹<ës¡T\T ÁXÊ$Tø£ e´j·÷ìï ‘·–+Z #·&ÜìøÏ Á|üjT· ‹ïkÕÔsT¡ . eT÷‘·ã&ç+~. ‘·s¡Tyê‘· ÄyÓT Äs¡T HÓ\\T>± ñ<√´>∑+
Ç+‘·≈£î eTT+<äT ø±]à≈£î\qT XÊX¯«‘· ÁbÕ‹|ü~ø£q ìj·T$T+#˚ ø√dü+ yÓ‘·ø£>± ∫es¡≈£î ÄyÓT ìedæ+#˚ ÁbÕ+‘êìøÏ
ˇø£ |ü]ÁX¯eT Ç|ü⁄Œ&ÉT ‘ê‘êÿ*ø£ ÁbÕ‹|ü~ø£q e÷Á‘·y˚T
ìj·T$TdüTÔ+~. Bìe\¢ dü+e‘·‡s¡eT+‘ê ø±]à≈£î\≈£î J‘ê\T 30 øÏ.MT <ä÷s¡+˝À ñ<√´>∑+ <=]øÏ+~. ø=H˚ïfi¯ófl>±
#Ó*¢+#ê*‡q nedüs¡+ ˝Ò<äT. ñ‘·Œ‹Ô ñ<Ûäè‘·+>± »]π> ø±\+˝À á |ü]ÁX¯eT˝À |üì#˚düTÔqï|üŒ{Ïø°, ÄyÓT Çø£ÿ&É ‘ê‘êÿ*ø£
ø±]à≈£î\≈£î düTBs¡ÈyÓTÆq |üì >∑+≥\T ≈£L&Ü ñ+{≤sTT. s√p ñ<√´– e÷Á‘·y˚T. ÄyÓT >∑‘·+˝À dü+bÕ~+∫q <ëì˝À
sêÁ‹ wæ|òtº\˝À ≈£L&Ü |üì #˚j·Te\dæ ñ+≥T+~. y˚‘·Hê\T dü>∑+ e÷Á‘·y˚T dü+bÕ~düTÔqï~. yês¡+˝À Á|ü‹s√p
‘·≈£îÿe>± ñ+{≤sTT. ‘·eT ø£˙dü nedüsê\T rs¡TÃø√e&ÜìøÏ düTo\ ñ<äj·T+ 7:30 >∑+≥\≈£î ‘·q Ç+{Ï qT+&ç
ø±]à≈£î\T kÕ<Ûës¡D düeTj·÷ìøÏ $T+∫ m≈£îÿe düeTj·T+ |üì ãj·T\T<˚] sêÁ‹ 10 >∑+≥\≈£î ‹]– edüTÔ+~.ˇø£kÕ]
#˚j·Te\dæ edüTÔ+~. |ü ì øÏ ôd\e ⁄ ô|&ç ‘ ˚ Ä s√E J‘· + ñ+& É < ä T .
n+‘·≈£îeTT+<äT ÄyÓT bı+~q Á|üjÓ÷»Hê\T @M
eÁdüÔ m>∑TeT‹<ës¡T\ eT<Ûä´ HÓ\ø=qï b˛{° ãVüQfi¯C≤‹ ÄyÓT≈£î Çø£ÿ&É \_Û+#·e⁄. ÄyÓT Ç+{ÏøÏ <ä>∑Zs¡>± ñqï
dü+düú\≈£î eT+∫ ˝≤uÛ≤\qT ‘Ó∫à ô|{Ϻq|üŒ{Ïø°, Á|ü|ü+Nø£s¡D |ü]ÁX¯eT\T ndæús¡yÓTÆq Äs¡¶sY\qT ø£*– ñqï+<äT e\¢
e\¢ bı+~q Á|üjÓ÷»Hê\˝À ø±]à≈£î\≈£î Hê´j·TyÓTÆq yê{≤ yês¡T Ç+ø± ‘·≈£îÿe y˚‘·Hê\T #Ó*¢düTÔHêïs¡T.
<äø£ÿ˝Ò<äT.
Á|ü|ü+Nø£s¡D eT]j·TT uÛ≤s¡‘· <˚X¯ Ä]›ø£ e´edüú 137
 The conditions of work and the hardships of the workers described above
have become common to many industrial units and services in India. Most
workers, today, are employed in the unorganised sector. Moreover,
increasingly conditions of work in the organised sector have come to
resemble the unorganised sector. Workers in the organised sector such as
Sushila no longer get the protection and benefits that they enjoyed earlier.

LET’S WORK THESE OUT

1. In what ways has competition affected workers, Indian exporters and foreign MNCs
in the garment industry?
2. What can be done by each of the following so that the workers can get a fair share
of benefits brought by globalisation?
(a) government
(b) employers at the exporting factories
(c) MNCs
(d) workers.
3. One of the present debates in India is whether companies should have flexible
policies for employment. Based on what you have read in the chapter, summarise
the point of view of the employers and workers.

THE STRUGGLE FOR A FAIR GLOBALISATION

The above evidence indicates that ensure that labour laws are properly
not everyone has benefited from implemented and the workers get their
globalisation. People with education, rights. It can support small producers
skill and wealth have made the best to improve their performance till the
use of the new opportunities. On the time they become strong enough to
other hand, there are many people compete. If necessary, the government
who have not shared the benefits. can use trade and investment barriers.
Since globalisation is now a It can negotiate at the WTO for ‘fairer
reality, the question is how to rules’. It can also align with other
make globalisation more ‘fair’? developing countries with similar
Fair globalisation would create interests to fight against the
opportunities for all, and also ensure domination of developed countries in
that the benefits of globalisation are the WTO.
shared better. In the past few years, massive
The government can play a major campaigns and representation by
role in making this possible. Its people’s organisations have
policies must protect the interests, not influenced important decisions
only of the rich and the powerful, but relating to trade and investments at
all the people in the country. You the WTO. This has demonstrated
have read about some of the possible that people also can play an important
steps that the government can take. role in the struggle for fair
For instance, the government can globalisation.
138 G LOBALISA TION
OBALISATION AND THE I NDIAN E CONOMY
 ô|’q $e]+∫q |üì |ü]dæú‘·T\T, ø±]à≈£î\ ø£cÕº\T uÛ≤s¡‘·<˚X¯+˝Àì nH˚ø£ |ü]ÁX¯eT\˝À, ùde\˝À
düs¡« kÕ<Ûës¡D+ nsTTb˛j·÷sTT. H˚&ÉT n~Ûø£ dü+K´˝À ø±]à≈£î\T ndü+|òüT{Ï‘· s¡+>∑+˝À
ìj·T$T‘·T\e⁄‘·THêïs¡T. n+‘˚ø±≈£î+&Ü dü+|òTü {Ï‘· s¡+>∑+˝À ô|]–q |üì |ü]dæ‘ú T· \T ndü+|òTü {Ï‘· s¡+>±ìï
‘·\|ædTü HÔ êïsTT. dü+|òTü {Ï‘· s¡+>∑+˝À |üì#˚ùd düTo\ e+{Ï ø±]à≈£î\T Ç+‘·≈î£ eTT+<äT bı+~q ñ<√´>∑
uÛÑÁ<ä‘·, Á|üjÓ÷»Hê\qT Çø£MT<ä≥ bı+<ä˝Òs¡T.

eTq+ Ç|ü⁄Œ&ÉT M{Ïì |ü]wüÿ]<ë›+

1. eÁdüÔ |ü]ÁX¯eT˝Àì ø±]à≈£î\qT, u≤s¡‘·<˚X¯ m>∑TeT‹<ës¡T\qT eT]j·TT $<˚o ãVüQfi¯C≤‹ dü+düú\qT
b˛{° mìï $<Ûë\T>± Á|üuÛ≤$‘·+ #˚dæ+~?
2. Á|ü|ü+Nø£s¡D <ë«sê e#˚à Á|üjÓ÷»Hê\˝À Hê´j·TyÓTÆq yê{≤qT ø±]à≈£î\T bı+<ä>∑*π>˝≤ ÁøÏ+~
yê]˝À Á|ü‹ ˇø£ÿs¡÷ @$T #˚j·Te#·TÃ?
(n) Á|üuÛÑT‘·«+
(Ä) m>∑TeT‹ #˚ùd ø£sêà>±sê˝À¢ì j·T»e÷qT\T
(Ç) MNC\T
(á) ø±]à≈£î\T.
3. ø£+ô|˙\T ñ<√´>±\ ø£\Œq˝À ‘·eT≈£î yÓdüT\Tu≤f…Æq $<ÛëHê\qT ø£*– ñ+&Ü˝≤, e<ë› nH˚~
uÛ≤s¡‘·<˚X¯+˝À Á|üdüTÔ‘·+ »s¡T>∑T‘·Tqï #·s¡Ã˝À¢ ˇø£{Ï. MTs¡T á n<Ûë´j·T+˝À #·~$q <ëì Ä<Ûës¡+>±,
j·T»e÷qT\T, ø±]à≈£î\ <äwæºø√D+˝À MT n_ÛÁbÕj·÷ìï ‘Ó*j·TCÒj·T+&ç.

Hê´j·TyÓTÆq Á|ü|ü+Nø£s¡D ø√dü+ b˛sê≥+

Á|ü | ü + Nø£ s ¡ D e\¢ n+<ä s ¡ ÷ Á|ü j Ó ÷ »q+ Vü≤≈£îÿ\T bı+<˚˝≤ Á|üuTÑÛ ‘·«+ #·÷&Ée#·TÃ. ‘·eT
bı+<ä˝Ò<äì ô|’q ñqï Ä<Ûës¡+(ñ<ëVü≤s¡D) kÕeTsê›´ìï ô|+#·Tø=H˚<ëø±, b˛{°|ü&É>∑\ X¯øÏÔ
‘Ó*j·TCÒdüTÔ+~. $<ä´, HÓ’|ü⁄D´+, dü+|ü<ä ñqï bı+<˚ e s¡ ≈ £ î ∫qï ñ‘· Œ ‹Ô < ës¡ T \≈£ î
yêfi¯ófl ø=‘·Ô neø±XÊ\qT u≤>± yê&ÉT≈£îHêïs¡T. düVü‰j·T|ü&Ée#·TÃ. nedüs¡yÓTÆ‘˚ Á|üuÛÑT‘·«+
Ç+ø=ø£yÓ’|ü⁄q m≥Te+{Ï Á|üjÓ÷»q+ bı+<äì yêDÏ » ´+, ô|≥Tº ã &ç nes√<Û ë \qT
Á|ü»\T n~Ûø£ dü+K´˝À ñHêïs¡T. ñ|üj÷Ó –+#·e#·TÃ. ªHê´j·T|üP]‘· ìj·Te÷\μ
Á|ü|+ü Nø£sD¡ nH˚~ Ç|ü⁄Œ&ÉT mes¡÷ ø±<äq˝Òì ø√dü+ Á|ü|+ü #· yêDÏ»´ dü+dü‘ú √ dü+Á|ü~+|ü⁄\T
yêdüeÔ +. Á|ü|+ü Nø£sD¡ qT eT]+‘· ªHê´j·Te+‘·+μ »s¡|üe#·TÃ. Ç˝≤+{Ï Ädü≈£îÔ\T ñqï Ç‘·s¡
#Ój÷· ´\qï<˚ eTq eTT+<äTqï Á|üXï¯ ? Hê´j·TyÓTqÆ n_Ûe~∆ #Ó+<äT‘·Tqï <˚XÊ\‘√ ø£\dæ n_Ûe~∆
Á|ü|+ü Nø£sD¡ n+<ä]ø° neø±XÊ\qT düwædº Tü +Ô ~. #Ó+~q <˚XÊ\ ô|‘·HÔ êìøÏ e´‹πsø£+>± Á|ü|+ü #·
<ëì Á|üjÓ÷»Hê\T u≤>± |ü+#·Tø=H˚˝≤ ≈£L&Ü yêDÏ»´ dü+düú˝À b˛sê&Ée#·TÃ.
#˚dTü +Ô ~. >∑‘· ø=~› dü+e‘·‡sê\˝À ô|<ä› m‘·TqÔ »]–q
Bìì kÕ<Ûä´+ #˚j·T&É+˝À Á|üuÛÑT‘·«+ Á|ü<Ûëq $düèÔ ‘· Á|ü#ês¡+, Á|üC≤dü+|ò÷ü \ $q‘·T\T Á|ü|+ü #·
bÕÁ‘· b˛wæ+#·e#·TÃ. Á|üuTÑÛ ‘·« $<ÛëHê\T <Ûìä ≈£î\T, yêDÏ»´ dü+düú e<ä› >∑\ yêDÏ»´+, ô|≥Tºã&ÉT\≈£î
n~Ûø±s¡+ ñqïyêfi¯H¢ ˚ ø±ø£, <˚X+¯ ˝Àì Á|ü»\+<ä] dü + ã+~Û + ∫q eTTK´yÓ T Æ q ìs¡ í j · ÷ \qT
Á|üjÓ÷»Hê\qT ø±bÕ&˚˝≤ ñ+&Ü*. Á|üuÛÑT‘·«+ Á|üuÛ≤$‘·+ #˚XÊsTT. Hê´j·TyÓTÆq Á|ü|ü+Nø£s¡D
#˚|ü≥º>∑*–q ø=ìï #·s¡´\ >∑T]+∫ MTs¡T ø√dü+ »]π> b˛sê≥+˝À Á|ü»\T ≈£L&Ü
‘Ó\TdüT≈£îHêïs¡T. ñ<ëVü≤s¡D≈£î ø±]àø£ #·{≤º\T eTTK´yÓ T Æ q bÕÁ‘· b˛wæ + #· > ∑ \ s¡ ì Ç$
dü]>± neT\j˚T´˝≤ #·÷dæ, ø±]à≈£î\T ‘·eT ìs¡÷|ædTü HÔ êïsTT.
Á|ü|ü+Nø£s¡D eT]j·TT uÛ≤s¡‘· <˚X¯ Ä]›ø£ e´edüú 139
A demonstration against WTO in Hong Kong, 2005

SUMMING UP

In this chapter, we looked at the investment has facilitated

present phase of globalisation. globalisation by removing
Globalisation is the process of barriers to trade and investment.
rapid integration of countries. At the inter-national level, WTO
This is happening through has put pressure on developing
greater foreign trade and coun-tries to liberalise trade and
foreign investment. MNCs are investment.
playing a major role in the
While globalisation has
globalisation process. More and
benefited well-off consumers
more MNCs are looking for
and also producers with skill,
locations around the world that
education and wealth, many
are cheap for their production.
small producers and workers
As a result, production is being
have suffered as a result of the
organised in complex ways.
rising competition. Fair
Technology, particularly IT, globalisation would create
has played a big role in opportunities for all, and also
organising production across ensure that the benefits of
countries. In addition, globalisation are shared better.
liberalisation of trade and

140 G LOBALISA TION

OBALISATION AND THE I NDIAN E CONOMY
2005˝À Vü‰+ø±+>¥˝À Á|ü|ü+#· yêDÏ»´ dü+düú≈£î e´‹πsø£+>± »]–q ˇø£ Á|ü<äs¡Ùq

≈£î¢|üÔ+>±
á n<Ûë´j·T+˝À Á|ü|ü+Nø£s¡D Á|üdüTÔ‘· <äX¯qT ñqï nes√<Û ë \qT ‘=\–+#· & É + <ë«sê
eTq+ #· ÷ XÊ+. <˚ X Ê\qT y˚ > ∑ + >± Á|ü | ü + Nø£ s ¡ D qT dü T \uÛ Ñ ‘ · s ¡ + #˚ d æ + ~.
nqTdü+<Ûëì+#˚ Á|üÁøÏj·TqT Á|ü|ü+Nø£s¡D n+‘·sê®rj·T kÕúsTT˝À yêDÏ»´+, ô|≥Tºã&ÉT\qT
n+{≤s¡ T . n~Û ø £ $<˚ o yêDÏ » ´+, $<˚ o düs∞¡ ø£]+#·&ÜìøÏ n_Ûe~∆ #Ó+<äT‘·Tqï <˚XÊ\ô|’
ô|≥Tºã&ÉT\ <ë«sê Ç~ kÕ<Ûä´eTe⁄‘·T+~. Á|ü|ü+#· yêDÏ»´ dü+düú ˇ‹Ô&ç ‘ÓdüTÔqï~.
Á|ü|ü+Nø£s¡D Á|üÁøÏj·T˝À ãVüQfi¯C≤‹ dü+düú\T nsTT‘˚ Á|ü | ü + Nø£ s ¡ D <Û ä ì ≈£ î ˝… ’ q
Á|ü<ëÛ q bÕÁ‘· b˛wædTü HÔ êïsTT. eT]ìï ãVüQfi¯C≤‹ $ìjÓ÷>∑<ës¡T\≈£î, HÓ’|ü⁄D´+, $<ä´ eT]j·TT
dü+düú\T ‘·eT ñ‘·Œ‹ÔøÏ #ͬø’q Á|ü<˚XÊ\ ø√dü+ dü + |ü < ä ø£ * –q ñ‘· Œ ‹Ô < ës¡ T \≈£ î ˝≤uÛ Ñ +
Á|ü | ü + #· y ê´|ü Ô + >± yÓ ‘ · T ≈£ î ‘· T HêïsTT. Bì #˚≈£L]Ãq|üŒ{Ïø°, ô|]–q b˛{° ø±s¡D+>± nH˚ø£
ø±s¡ D +>± dü + øÏ ¢ w ü º e÷sêZ ˝ À¢ ñ‘· Œ ‹Ô eT+~ ∫qï ñ‘· Œ ‹Ô < ës¡ T \T, ø±]à≈£ î \T
ìs¡«Væ≤+#·ã&ÉT‘·T+~. Çã“+~|ü&ܶs¡T. Hê´j·TyÓTÆq Á|ü|ü+Nø£s¡D
$$<Ûä <˚XÊ\˝À ñ‘·Œ‹Ôì ìs¡«Væ≤+#·&É+˝À n+<ä ] ø° neø±XÊ\qT dü  wæ º d ü T Ô + ~. <ëì
kÕ+πø‹ø£ |ü]C≤„q+ eTTK´+>± düe÷#ês¡ Á|üjÓ÷»Hê\qT u≤>± |ü+#·Tø=H˚˝≤ ≈£L&Ü
kÕ+π ø ‹ø£ s¡ + >∑ + ( IT ) Á|ü < Û ë q bÕÁ‘· #˚dTü +Ô ~.
b˛wæ+∫+~. Bì‘√bÕ≥T yêDÏ»´, ô|≥Tºã&ÉT\
düs¡∞ø£s¡D nH˚~ yêDÏ»´+, ô|≥Tºã&ÉT\≈£î

Á|ü|ü+Nø£s¡D eT]j·TT uÛ≤s¡‘· <˚X¯ Ä]›ø£ e´edüú 141

 EXERCISES
1 What do you understand by globalisation? Explain in your own words.

2. What were the reasons for putting barriers to foreign trade and foreign investment by
the Indian government? Why did it wish to remove these barriers?

3. How would flexibility in labour laws help companies?

4. What are the various ways in which MNCs set up, control or produce in other countries?

5. Why do developed countries want developing countries to liberalise their trade and
investment? What do you think should the developing countries demand in return?

6. “The impact of globalisation has not been uniform.” Explain this statement.

7. How has liberalisation of trade and investment policies helped the globalisation
process?

8. How does foreign trade lead to integration of markets across countries? Explain
with an example other than those given here.

9. Globalisation will continue in the future. Can you imagine what the world would be
like twenty years from now? Give reasons for your answer.

10.Supposing you find two people arguing: One is saying globalisation has hurt our
country’s development. The other is telling, globalisation is helping India develop.
How would you respond to these arguments?

11. Fill in the blanks.

Indian buyers have a greater choice of goods than they did two decades back. This
is closely associated with the process of ______________. Markets in India are selling
goods produced in many other countries. This means there is increasing
______________ with other countries. Moreover, the rising number of brands that we
see in the markets might be produced by MNCs in India. MNCs are investing in India
because _____________ ___________________________________________ . While
consumers have more choices in the market, the effect of rising _______________
and ______________has meant greater _________________among the producers.

12.Match the following.

(i) MNCs buy at cheap rates from small (a) Automobiles
producers
(ii) Quotas and taxes on imports are used to (b) Garments, footwear, sports
regulate trade items
(iii) Indian companies who have invested abroad (c) Call centres
(iv) IT has helped in spreading of (d) Tata Motors, Infosys, Ranbaxy
production of services
(v) Several MNCs have invested in setting (e) Trade barriers
up factories in India for production

142 G LOBALISA TION

OBALISATION AND THE I NDIAN E CONOMY
nuÛ≤´kÕ\T
1. Á|ü|ü+Nø£s¡D n+fÒ MTs¡T @$T ns¡ú+ #˚düT≈£îHêïs¡T? MT dü«+‘· e÷≥\˝À $e]+#·+&ç.
2. uÛ≤s¡‘· Á|üuTÑÛ ‘·«+ $<˚o ô|≥Tºã&ç, yêDÏC≤´\ô|’ nes√<Ûë\T ø£*Œ+#·&ÜìøÏ >∑\ ø±s¡D≤\T @$T{Ï? á nes√<Ûë\qT
‘=\–+#ê\ì Á|üuÛÑT‘·«+ m+<äT≈£î nqT≈£î+≥T+~?
3. ø±]àø£ #·{≤º\ yÓdüT\Tu≤≥T ø£+ô|˙\≈£î @$<Ûä+>± düVü‰j·T|ü&ÉT‘·T+~?
4. Ç‘·s¡ <˚XÊ\˝À ãVüQfi¯C≤‹ dü+düú\T @sêŒ≥T #˚j·T&Üìø°, ìj·T+Á‹+#·&ÜìøÏ, ñ‘·Œ‹Ô #˚|ü≥º&ÜìøÏ >∑\ $$<Ûä
e÷sêZ\T @$T{Ï?
5. n_Ûe~∆ #Ó+<äT‘·Tqï <˚XÊ\T yêDÏ»´+, ô|≥Tºã&ÉT\˝À düs¡∞ø£‘· $<ÛëHê\T ne\+_Û+#ê\ì n_Ûe~∆ #Ó+~q
<˚XÊ\T m+<äT≈£î ø√s¡T≈£î+≥THêïsTT? BìøÏ Á|ü‹>± n_Ûe~∆ #Ó+<äT‘·Tqï <˚XÊ\T @ wüs¡‘·T\qT ø√sê\ì MTs¡T
nqT≈£î+≥THêïsê?
6. ªªÁ|ü|ü+Nø£s¡D Á|üuÛ≤e+ ˇπøs¡ø£+>± ˝Ò<äT.μμ á Á|ü‹bÕ<äqqT $e]+#·+&ç.
7. yêDÏ»´, ô|≥Tºã&ç $<ÛëHê\qT düs¡∞ø£]+#·≥+ e\¢ Á|ü|ü+Nø£s¡D Á|üÁøÏj·T≈£î y˚T\T m˝≤ »]–+~?
8. <˚XÊ\ eT<Ûä´ e÷¬sÿ≥¢ nqTdü+<ÛëHêìøÏ $<˚o yêDÏ»´+ m˝≤ <√Vü≤<ä+ #˚düTÔ+~? Çø£ÿ&É Ç∫Ãq$ ø±≈£î+&Ü y˚πs
ñ<ëVü≤s¡D\‘√ Bìì $e]+#·+&ç.
9. Á|ü|ü+Nø£s¡D uÛÑ$wü´‘·TÔ˝À ø=qkÕ>∑T‘·T+~. Ç|üŒ{ÏqT+∫ Çs¡yÓ’ @fi¯¢˝À Á|ü|ü+#·+ m˝≤ ñ+≥T+<√ MTs¡T
}Væ≤+#·>∑\sê? MT »yêãTøÏ ø±s¡D≤\qT ù|s=ÿq+&ç.
10. Ç<ä›s¡T e´≈£îÔ\T yê~+#·Tø√e≥+ MTs¡T $+≥THêïs¡T: ˇø£s¡T Á|ü|ü+Nø£s¡D eTq <˚X¯ n_Ûe~∆ì ≈£î+≥T|üs¡∫+<äì
ˇø£s¡+≥THêïs¡T. uÛ≤s¡‘·<˚X¯+ n_Ûe~∆ #Ó+<ä&ÜìøÏ Á|ü|ü+Nø£s¡D düVü‰j·T|ü&ÉT‘√+<äì eTs=ø£s¡T n+≥THêïs¡T. á
yê<äq\≈£î MTs¡T m˝≤ düŒ+~kÕÔs¡T?
11. U≤∞\qT |üP]+#·+&ç.
¬s+&ÉT <äXÊu≤›\ ÁøÏ‘·+‘√ b˛*ùdÔ Ç|ü⁄Œ&ÉT uÛ≤s¡rj·T ø=qT>√\T<ës¡T\≈£î düs¡T≈£î\ m+|æø£≈£î m≈£îÿe neø±XÊ\T
ñHêïsTT. ______________ Á|üÁøÏj·T‘√ Ç~ <ä>∑Zs¡ dü+ã+<Ûä+ ø£*– ñ+~. nH˚ø£ Ç‘·s¡ <˚XÊ\˝À ñ‘·Œ‹Ô
nsTTq düs¡T≈£î\qT uÛ≤s¡‘· e÷¬sÿ{Ÿ\˝À neTTà‘·THêïs¡T.
Bì ns¡ú+ Ç‘·s¡ <˚XÊ\‘√ ______________ ô|s¡T>∑T‘√+~. n+‘˚ø±≈£î+&Ü eTq+ e÷¬sÿ≥¢˝À #·÷düTÔqï nH˚ø£
Áu≤+&É¢qT ãVüQfi¯C≤‹ dü+düú\T uÛ≤s¡‘·<˚X¯+˝ÀH˚ ñ‘·Œ‹Ô #˚dæ ñ+&Ée#·TÃ. ãVüQfi¯C≤‹ dü+düú\T______________,
______________ ø±s¡D+>± uÛ≤s¡‘·<˚X¯+˝À ô|≥Tºã&ÉT\T ô|≥Tº‘·THêïsTT. e÷¬sÿ{À¢ $ìjÓ÷>∑<ës¡T\ m+|æø£≈£î
neø±XÊ\T ô|]>±sTT ø±ì______________, ______________e\¢ ñ‘·Œ‹Ô<ës¡T\ eT<Û´ä ______________
ÁrÁe‘·s¡+ nsTT´+~
12. øÏ+~ yê{Ïì »‘·|üs¡#·+&ç.
(i) ‘·≈£îÿe <Ûäs¡≈£î ∫qï ñ‘·Œ‹Ô<ës¡T\ qT+∫ ãVüQfi¯C≤‹ (n) dü«j·T+#ê*‘· yêVü≤Hê\T
dü+düú\T ø=+{≤sTT.
(ii) yêDÏC≤´ìï ìj·T+Á‹+#·{≤ìøÏ ~>∑TeT‘·T\ô|’ ø√{≤\T, (Ä) <äTdüTÔ\T, bÕ<äs¡ø£å\T, Áø°&Ü |ü]ø£sê\T
|üqTï\T ñ|üjÓ÷–kÕÔs¡T.
(iii) $<˚XÊ˝À¢ ô|≥Tºã&ÉT\T ô|{Ϻq uÛ≤s¡rj·T ø£+ô|˙\T (Ç) ø±˝Ÿ ôd+≥s¡T¢
(iv) ùde\ ñ‘·Œ‹Ôì $düÔ]+#·&ÜìøÏ düe÷#ês¡ kÕ+πø‹ø£ s¡+>∑+(IT) (á) {≤{≤ yÓ÷{≤sY‡, ÇH√Œ¤dædt, sêHéu≤ø°‡
<√Vü≤<ä|ü&ç+~.
(v) ñ‘·Œ‹Ô ø√dü+ uÛ≤s¡‘·<˚X¯+˝À ø£sêà>±sê\T @sêŒ≥T≈£î nH˚ø£ (ñ) yêDÏ»´ nes√<Ûë\T
ãVüQfi¯C≤‹ dü+düú\T ô|≥Tºã&ÉT\T ô|{≤ºsTT.
Á|ü|ü+Nø£s¡D eT]j·TT uÛ≤s¡‘· <˚X¯ Ä]›ø£ e´edüú 143
143
 13.Choose the most appropriate option.
(i) The past two decades of globalisation has seen rapid movements in
(a) goods, services and people between countries.
(b) goods, services and investments between countries.
(c) goods, investments and people between countries.
(ii) The most common route for investments by MNCs in countries around the
world is to
(a) set up new factories.
(b) buy existing local companies.
(c) form partnerships with local companies.
(iii) Globalisation has led to improvement in living conditions
(a) of all the people
(b) of people in the developed countries
(c) of workers in the developing countries
(d) none of the above

ADDITIONAL ACTIVITY / PROJECT

I. Take some branded products that we use everyday (soaps, toothpaste,
garments, electronic goods, etc.). Check which of these are produced by MNCs.
II. Take any Indian industry or service of your choice. Collect information and
photographs from newspapers, magazine clippings, books, television, internet,
interviews with people on the following aspects of the industry.
(i) Various producers/companies in the industry
(ii) Is the product exported to other countries?
(iii) Are there MNCs among the producers?
(iv) Competition in the industry
(v) Conditions of work in the industry
(vi) Has there been any major change in the industry in the past 15 years?
(vii) Problems that people in the industry face.

144 G LOBALISA TION

OBALISATION AND THE I NDIAN E CONOMY
13. dü¬s’q m+|æø£qT m+#·Tø√+&ç.
(i) >∑‘· ¬s+&ÉT <äXÊu≤›\T>± Á|ü|ü+Nø£s¡D <˚ì˝À y˚>∑e+‘·yÓTÆq ø£~*ø£\T #·÷dæ+~.
(m) <˚XÊ\ eT<Ûä´ edüTÔe⁄\T, ùde\T eT]j·TT e´≈£îÔ\T.
. (_) <˚XÊ\ eT<Ûä´ edüTÔe⁄\T, ùde\T eT]j·TT ô|≥Tºã&ÉT\T.
(dæ) <˚XÊ\ eT<Ûä´ edüTÔe⁄\T, ô|≥Tºã&ÉT\T eT]j·TT e´≈£îÔ\T.
(ii) Á|ü|ü+#· <˚XÊ\˝À ãVüQfi¯C≤‹ dü+düú\ ô|≥Tºã&ÉT\≈£î n‘·´+‘· nqT≈£L\yÓTÆq e÷s¡Z+.
(m) ø=‘·Ô ø£sêà>±sê\ @sêŒ≥T.
(_) Ç|üŒ{Ïπø ñqï kÕúìø£ ø£+ô|˙\qT ø=qT>√\T #˚j·T&É+.
(dæ) kÕúìø£ dü+düú\‘√ uÛ≤>∑kÕ«e÷´ìï @s¡Œs¡#·Tø√e≥+.
(iii) Á|ü|ü+Nø£s¡D M] Jeq |ü]dæú‘·T\ ô|s¡T>∑T<ä\≈£î <ë]rdæ+~.
(m) Á|ü»\+<ä].
(_) n_Ûe~∆ #Ó+~q <˚XÊ˝À¢ì Á|ü»\T.
(dæ) n_Ûe~∆ #Ó+<äT‘·Tqï <˚XÊ\˝Àì ø±]à≈£î\T.
(&ç) ô|’y˚M ø±<äT.
n<äq|ü⁄ ø£è‘·´+ / ÁbÕC…ø˘º
I. eTq+ s√p ñ|üjÓ÷–+#˚ ø=ìï Áu≤+&Ó&é ñ‘·Œ‘·TÔ\qT rdüTø√+&ç (düãT“\T, ≥÷‘Yù|dtº, <äTdüTÔ\T, m\Áø±ºìø˘
|ü]ø±sê\T yÓTT<ä˝…’q$). M{Ï˝À y˚{Ïì ãVüQfi¯C≤‹ dü+düú\T ñ‘·Œ‹Ô #˚düTÔHêïjÓ÷ |ü]o*+#·+&ç.
II. MT≈£î q∫Ãq @<Ó’Hê uÛ≤s¡rj·T |ü]ÁX¯eTqT ˝Ò<ë ùdeqT m+#·Tø√+&ç. á ÁøÏ+~ n+XÊ\ MT<ä düe÷#êsêìï,
#Ûêj·÷∫Á‘ê\qT yêsêÔ|Áü ‹ø£\T, e÷´>∑CH’… é øÏ|¢ Œæ +>¥\T, |ü⁄düøÔ ±\T, f…*$»Hé, Ç+≥¬sï{Ÿ qT+&ç, |ü]ÁX¯eT≈£î dü+ã+~Û+∫q
e´≈£îÔ\‘√ eTTU≤eTTF\qT ìs¡«Væ≤+#·&É+ <ë«sê ùdø£]+#·+&ç.
(i) |ü]ÁX¯eT˝Àì $$<Ûä ñ‘·Œ‹Ô<ës¡T\T / ø£+ô|˙\T
(ii) ñ‘·Œ‹Ô Ç‘·s¡ <˚XÊ\≈£î m>∑TeT‹ nsTT+<ë?
(iii) ñ‘·Œ‹Ô<ës¡T\˝À ãVüQfi¯C≤‹ dü+düú\T ñHêïj·÷?
(iv) |ü]ÁX¯eT\ eT<Ûä´ ñqï b˛{°
(v) |ü]ÁX¯eT\˝Àì |üì |ü]dæú‘·T\T
(vi) >∑‘· 15 dü+e‘·‡sê\˝À |ü]ÁX¯eT˝À @yÓ’Hê ô|<ä› e÷s¡TŒ\T dü+uÛÑ$+#êj·÷?
(vii) |ü]ÁX¯eT˝Àì e´≈£îÔ\T m<äTs=ÿH˚ düeTdü´\T.

Á|ü|ü+Nø£s¡D eT]j·TT uÛ≤s¡‘· <˚X¯ Ä]›ø£ e´edüú 145

 NOTES FOR THE TEACHER
CHAPTER 5 : CONSUMER RIGHTS

This chapter proposes to discuss the issue of posters collectively is another way to think about
consumer rights within the context of the ways these issues. This lesson contains activities,
markets operate in our country. There are many which require visits — visit to consumer
aspects of unequal situations in a market and protection councils, consumer organisations,
poor enforcement of rules and regulations. District/State/National level Consumer
Hence, there is a need to sensitise learners and Disputes Redressal Commissions, retail shops,
encourage them to participate in the consumer marketplaces, etc. Organise the visits to
movement. This chapter provides case histories maximise learners’ experience. Have a
— how some consumers were exploited in real discussion with them about the purpose of the
life situation and how legal institutions helped visit, things they need to do beforehand and
consumers in getting compensated and in things that need to be collected and the task
upholding their rights. The case histories would (report/ project / article, etc.) they would carry
enable the students to link these narratives to out after the visit. As part of this chapter, the
their life experiences. We have to enable learners may do letter-writing and speaking
students to understand that the awareness of activities. We may have to be sensitive to the
being a well-informed consumer arose out of language aspect of exercises.
consumer movement and active participation of
people through their struggles over a long This chapter contains material collected
period. This chapter also provides details of a from authenticated websites, books, newspapers
few organisations helping consumers in different and magazines. For example, https://consumer
ways. Finally, it ends with some critical issues affairs.nic.in is a website of Central Government
of the consumer movement in India. Ministry of Consumer Affairs, Food & Public
Distribution. Another website www.cuts-
Aspects of Teaching / Sources of international.org is the website of a consumer
Information organisation working in India for 40 years. It
publishes a variety of material to create
This chapter has questions, case studies and
consumer awareness in India. They need to be
activities. It would be preferred that students
shared among learners so that they can also
discuss these in groups orally. Some of these
collect material as part of their activities. For
could be answered in writing individually.
example, case histories were taken from
While carrying out each activity you could newspaper clippings and consumers who fought
start with a brainstorming session about the in Consumer Disputes Redressal Commissions.
activity. Similarly, there are many opportunities Let learners collect and read such material from
for roleplay in this chapter and this could be a different sources: consumer protection councils,
useful way to share their experiences and Consumer Disputes Redressal Commissions
understand the issues at a deeper level. Making and internet.

146 C ONSUMER R IGHTS

 ñbÕ<Ûë´j·TT\≈£î dü÷#·q\T
n<Ûë´j·T+`5 $ìjÓ÷>∑<ës¡Tì Vü≤≈£îÿ\T
eTq<˚X¯+˝À e÷¬sÿ≥T¢ |üì#˚ùd rs¡TqT <äèwæº˝À ñ+#·Tø=ì e÷s¡+Z >± ñ+&Ée#·TÃ. á düeTdü´\ >∑T]+∫ Ä˝À∫+#·&ÜìøÏ
$ìjÓ÷>∑<ës¡T\ Vü≤≈£îÿ\ n+XÊìï #·]Ã+#ê\ì á >√&É|üÁ‹ø£\T dü$Twæº>± s¡÷bı+~+#·&É+ nH˚~ eTs=ø£
n<Ûë´j·T+ #ÓãT‘·T+~. ˇø£ e÷¬sÿ{À¢ >∑\ ndüe÷q e÷s¡Z+>± ñ+~ á bÕsƒ¡+˝À dü+<äs¡Ùq\T nedüs¡eTj˚T´
|ü]dæ‘ú T· \≈£î dü+ã+~Û+∫ nH˚ø£ n+XÊ\T ñHêïsTT. ìj·TeT ø£è‘ê´\T` $ìjÓ÷>∑<ës¡T\ s¡øDå£ eT+&É*, $ìjÓ÷>∑<ës¡T\
ìã+<Ûäq\T dü]>Z± neT\T ø±e&É+ ˝Ò<äT. n+<äTe\¢ dü+dü\ú T, õ˝≤¢/sêÁwü/º C≤rj·TkÕúsTT $ìjÓ÷>∑<ës¡T\ $yê<ë\
nuÛ ≤ ´dü ≈ £ î \qT #Ó ’ ‘ · q ´e+‘· + #˚ d æ $ìjÓ ÷ >∑ < ës¡ T \ |ü]cÕÿs¡ ø£$TwüqT¢, ∫\¢s¡ <äTø±D≤\T eT]j·TT e÷¬sÿ{Ÿ dü˝ú ≤\
ñ<ä´eT+˝À bÕ˝§ZH˚˝≤ yê]ì Áb˛‘·‡Væ≤+#ê*‡q nedüs¡+ dü+<äs¡Ùq yÓTT<ä˝…’q$ ñHêïsTT. nuÛ≤´dü≈£î\ nqTuÛÑyêìï
ñ+~. ø=+‘·eT+~ $ìjÓ÷>∑<ës¡T\T ì»J$‘·+˝À m˝≤ ô|+#·&ÜìøÏ dü+<äsÙ¡ q\qT ìs¡«Væ≤+#·+&ç. dü+<äsÙ¡ q ñ<˚X› ´¯ +,
<√|æ&ûøÏ >∑Ts¡j·÷´s√, |ü]Vü‰s¡+ bı+<ä&É+˝ÀqT, yê] yês¡T eTT+<äT>± #˚j·Te\dæq |üqT\T, ùdø£]+#·e\dæq
Vü ≤ ≈£ î ÿ\qT ø±bÕ&É & É + ˝ÀqT #· ≥ º | ü s ¡ y Ó T Æ q dü + dü ú \ T $wüj÷· \T dü+<äsÙ¡ q ‘·sê«‘· ìs¡«Væ≤+#˚ |üì (ìy˚~ø£/ ÁbÕC…ø/º˘
$ìjÓ÷>∑<ës¡T\≈£î m˝≤ düVü‰j·T |ü&çHêjÓ÷ Ä e´øÏÔ>∑‘· yê´dü+) yÓTT<ä˝…’qyê{Ï >∑T]+∫ yê]‘√ #·]Ã+#·+&ç. á
#·]Á‘·\qT á n<Ûë´j·T+ n+~düTÔ+~. e´øÏÔ>∑‘· #·]Á‘·\T n<Ûë´j·T+˝À uÛ≤>∑+>± nuÛ≤´dü≈£î\T ñ‘·Ôsê\T sêj·T&É+,
$<ë´s¡Tú\T á ø£<∏äHê\qT yê] J$‘êqTuÛ≤yê\≈£î e÷{≤¢&É&É+˝≤+{Ï ø£è‘ê´\T #˚j·Te#·TÃ. nuÛ≤´kÕ\˝À yê&˚
nqTdü+<Ûëì+#·Tø=H˚˝≤ #˚kÕÔsTT. $ìjÓ÷>∑<ës¡T\ ñ<ä´eT+ uÛ≤wü |ü≥¢ eTq+ düTìï‘·+>± e´eVü≤]+#ê*.
>∑T]+∫ ‘Ó\TdüT≈£îHêïø£ düTBs¡Èø±\+ bÕ≥T »]–q á n<Ûë´j·T+˝À ÁbÕe÷DÏø£yÓTÆq yÓuŸôd’ {Ÿ \T,
b˛sê{≤\˝À Á|ü»\T ÁøÏj·÷o\ø£+>± bÕ˝§Zq&É+ <ë«sê |ü⁄düøÔ ±\T, yêsêÔ|Áü ‹ø£\T eT]j·TT y˚T>∑Cq’… ¢ qT+&ç ùdø£]+∫q
eT]+‘· düe÷#ês¡+ bı+~q $ìjÓ÷>∑<ës¡Tì>± ñHêï&ÉH˚ n+XÊ\T ñHêïsTT. ñ<ëVü≤s¡D≈£î https://consumer
$wüj·÷ìï $<ë´s¡Tú\T ne>±Vü≤q #˚düT≈£îH˚˝≤ eTq+ affirs.nic.in nH˚~ πø+Á<ä Á|üuÛÑT‘·« $ìjÓ÷>∑<ës¡T\
#·÷&Ü*. $$<Ûä e÷sêZ˝À¢ $ìjÓ÷>∑<ës¡T\≈£î düVü‰j·T+ e´eVü‰sê\T, ÄVü‰s¡+, Á|üC≤ |ü+|æD° eT+Á‹‘·«XÊK≈£î
#˚düTÔqï ø=ìï dü+düú\ $esê\qT ≈£L&Ü á n<Ûë´j·T+ dü+ã+~Û+∫q ˇø£ yÓuŸôd’{Ÿ. www.cuts.international.org
n+~düTÔ+~. ∫es¡>± Ç~ uÛ≤s¡‘·<˚X¯+˝À $ìjÓ÷>∑<ës¡T\ nH˚~ eTs=ø£ yÓuŸôd{’ Ÿ. Ç~ 40 dü+e‘·‡sê\T>± uÛ≤s¡‘<· X˚ +¯ ˝À
ñ<ä´eT+˝Àì ø=ìï øÏ¢wüºyÓTÆq n+XÊ\‘√ eTT>∑TdüTÔ+~. |üì#˚düTÔqï ˇø£ $ìjÓ÷>∑<ës¡T\ dü+düú jÓTTø£ÿ yÓuŸôd’{Ÿ. Ç~
uÀ<ÛäHê+XÊ\T / düe÷#ês¡ eqs¡T\T uÛ≤s¡‘<· X˚ +¯ ˝À $ìjÓ÷>∑<ës¡T\≈£î ne>±Vü≤q ø£*Œ+#·&ÜìøÏ
nH˚ø£ s¡ø±\ $wüj·÷\qT Á|ü#·T]düTÔ+~. yê{Ïì nuÛ≤´dü≈£î\
á n<Ûë´j·T+˝À Á|üX¯ï\T, e´øÏÔ>∑‘· #·]Á‘·\T, ø£‘ê´\T ñ eT<Ûä´ |ü+|æD° #˚j·Te\dæq nedüs¡+ ñ+~. <ëì e\q
HêïsTT. M{Ïì $<ë´s¡Tú\T düeT÷Vü≤+˝À eTÚœø£+>± ‘·eT ø£è‘ê´\˝À uÛ≤>∑+>± yês¡T ≈£L&Ü düe÷#ês¡+
#·]Ã+#·&É+ eT+∫~. M{Ï˝À ø=ìï+{ÏøÏ e´øÏÔ>∑‘·+>± ùdø£]+#·T≈£î+{≤s¡T. ñ<ëVü≤s¡D≈£î yêsêÔ|Áü ‹ø£\˝Àì øÏ|¢ Œæ +>¥
sê‘·|üPs¡«ø£+>± düe÷<Ûëq+ Çe«e#·TÃ. qT+∫, $ìjÓ÷>∑<ës¡T\ $yê<ë\ |ü]cÕÿs¡ ø£$TwüHé˝À
Á|ü‹ ø£è‘ê´ìï ìs¡«Væ≤düTÔqï|ü⁄Œ&ÉT MTs¡T ø£‘ê´ìï b˛sê&ç q $ìjÓ ÷ >∑ < ës¡ T \ qT+&ç π ø dt dü º & û d t q T
y˚T<∏√ eT<äq+‘√ ÁbÕs¡+_Û+#·e#·TÃ. n<˚$<Ûä+>± á rdü T ø√e&É y Ó T Æ q ~. $ìjÓ ÷ >∑ < ës¡ T \ s¡ ø £ å D eT+&É * ,
n<Ûë´j·T+˝À \|òüTTHê{Ïø£(s√˝Ÿù|¢)≈£î nH˚ø£ neø±XÊ\T $ìjÓ÷>∑<ës¡T\ $yê<ë\ |ü]cÕÿs¡ ø£MTwüqT¢, n+‘·sê®\+
ñHêïsTT. yê] nqTuÛyÑ ê\qT |ü+#·Tø√e&ÜìøÏ, düeTdü´\qT e+{Ï $$<Ûä eqs¡T\ qT+&ç ùdø£]+∫q düe÷#ês¡+
˝À‘·T>± ns¡ú+ #˚düTø√e&ÜìøÏ Ç~ ñ|üjÓ÷>∑ø£s¡yÓTÆq nuÛ≤´dü≈£î*ï #·<äeìe«+&ç.

$ìjÓ÷>∑<ës¡Tì Vü≤≈£îÿ\T 147

 CHAPTER 5

CONSUMER RIGHTS
The collage you see below contains what are the ways in which they can
some news clippings of Consumer exercise their rights as consumers to
Disputes Redressal Commission get a fair deal from the sellers when
verdicts. Why did the people go to they felt they had been denied a just
these organisations in these cases? treatment?
These verdicts came about because
some people persisted and struggled
to get justice. In what ways were they
denied justice? More importantly,
 n<Ûë´j·T+`5
$ìjÓ÷>∑<ës¡Tì Vü≤≈£îÿ\T
MTs¡ T ~>∑ T e #· ÷ ùd yêsêÔ | ü Á ‹ø£ \ ∫Á‘ê\˝À uÛ≤$+∫q|ü⁄&ÉT, neTàø£+<ës¡T\T düeTT∫‘·+>±
$ìjÓ÷>∑<ës¡T\ $yê<ë\ |ü]cÕÿs¡ ø£$TwüHé Ç∫Ãq Á|üe]Ô+#˚˝≤ $ìjÓ÷>∑<ës¡T\T>± yês¡T ‘·eT
rs¡TŒ\T ñHêïsTT. Äj·÷ dü+<äsꓤ\˝À Á|ü»\T á Vü≤≈£îÿ\qT $ìjÓ÷–+#·T≈£îH˚ e÷sêZ\T @$T{Ï?
dü+dü\ú e<ä≈› î£ m+<äT≈£î yÓfi≤¢sT¡ ? ø=+‘·eT+~ e´≈£î\Ô T
|ü≥Tº<\ä ‘√ Hê´j·T+ ø√dü+ b˛sê&çq+<äTq á rs¡TŒ\T
e#êÃsTT. @ $<Ûä+>± yê]øÏ Hê´j·T+ ìsêø£]+#·
ã&ç + ~? eTTK´+>± ‘êeTT yÓ ÷ dü b ˛j· ÷ eTì
THE CONSUMER IN THE MARKETPLACE
We participate in the market both as Likewise, rules and regulations
producers and consumers. As are required for the protection of the
producers of goods and services we consumers in the marketplace.
could be working in any of the sectors Individual consumers often find
discussed earlier such as agriculture, themselves in a weak position.
industry, or services. Consumers Whenever there is a complaint
participate in the market when they regarding a good or service that had
purchase goods and services that they been bought, the seller tries to shift
need. These are the final goods that all the responsibility on to the buyer.
people as consumers use. Their position usually is – “If you
didn’t like what you bought, please
In the preceding chapters we
go elsewhere”. As if the seller has no
discussed the need for rules and
responsibility once a sale is
regulations or steps that would
completed! The consumer movement,
promote development. These could be
as we shall discuss later, is an effort
for the protection of workers in the
to change this situation.
unorganised sector or to protect
people from high interest rates Exploitation in the marketplace
charged by moneylenders in the happens in various ways. For
informal sector. Similarly, rules and example, sometimes traders indulge
regulations are also required for in unfair trade practices such as when
protecting the environment. shopkeepers weigh less than what
they should or when traders add
For example, moneylenders in the
charges that were not mentioned
informal sector that you read about
before, or when adulterated/defective
in Chapter 3 adopt various tricks to
goods are sold.
bind the borrower: they could make
the producer sell the produce to them Markets do not work in a fair
at a low rate in return for a timely loan; manner when producers are few and
they could force a small farmer like powerful whereas consumers
Swapna to sell her land to pay back purchase in small amounts and are
the loan. Similarly, many people who scattered. This happens especially
work in the unorganised sector have when large companies are producing
to work at a low wage and accept these goods. These companies with
conditions that are not fair and are huge wealth, power and reach can
also often harmful to their health. To manipulate the market in various
prevent such exploitation, we ways. At times false information is
have talked of rules and regulations passed on through the media, and
for their protection. There are other sources to attract consumers.
organisations that have struggled For example, a company for years
for long to ensure that these rules are sold powder milk for babies all over
followed.

THEY PURPOSELY MADE IT

SO IT WOULD FALL APART
AFTER A FEW MONTHS SO
THAT I WILL BUY A NEW ONE!
 e÷¬sÿ{À¢ $ìjÓ÷>∑<ës¡T&ÉT
eTq+ ñ‘·Œ‹Ô<ës¡T\T eT]j·TT $ìjÓ÷>∑<ës¡T\T>± n<˚$<Ûä+>± e÷¬sÿ{À¢ì $ìjÓ÷>∑<ës¡T\ s¡ø£åD
e÷¬ s ÿ{À¢ bÕ˝§Z + {≤+. eTq+ Ç+‘· ≈ £ î eTT+<ä T ø√dü+ ìj·TeT ìã+<Ûäq\T nedüs¡+. $&ç$&ç>±
#·]Ã+∫q≥T¢>± e´ekÕj·T+, |ü]ÁX¯eT\T ˝Ò<ë ùde\ ñqï|ü⁄Œ&ÉT $ìjÓ÷>∑<ës¡T\T ‘êeTT ã\V”≤qyÓTqÆ dæ‹ú ˝À
e+{Ï @<Ó ’ H ê s¡ + >±\˝À eTq+ edü T Ô ùde\ ñHêïeTì uÛ≤$kÕÔs¡T. m|ü⁄Œ&Ó’Hê ø=qT>√\T #˚dæq ˇø£
ñ‘·Œ‹Ô<ës¡T\T>± |üì #˚dTü +Ô &Ée#·TÃ. $ìjÓ÷>∑<ës¡T\T edüTÔe⁄ ˝Ò<ë ùde≈£î dü+ã+~Û+∫ ˇø£ |òæsê´<äT
‘· e T≈£ î nedü s ¡ y Ó T Æ q edü T Ô ùde\qT ø=qT>√\T e∫Ãq|ü ⁄ Œ&É T neTàø£ + <ës¡ T &É T u≤<Û ä ´ ‘· q +‘ê
#˚dæq|ü⁄&ÉT e÷¬sÿ{Ÿ˝À uÛ≤>∑kÕ«eT´+ ne⁄‘ês¡T. ø=qT>√\T<ës¡Tì ô|’øÏ eT[fl+#·&ÜìøÏ Á|üj·T‹ïkÕÔ&ÉT.
$ìjÓ÷>∑<ës¡T\T>± Á|ü»\T yê&˚ á edüTeÔ ⁄˝Ò n+‹eT ªªMTs¡T ø=qT>√\T #˚dæq~ MT≈£î q#·Ãø£b˛‘˚ <äj·T#˚dæ
edüTeÔ ⁄\T. eT¬sø£ÿ&ç¬ø’Hê yÓfi¯¢+&çμμ ` nH˚ $<Ûä+>± yê] |ü<ä∆‹
n_Ûe~∆ì Áb˛‘·‡Væ≤+#˚ ìj·TeT ìã+<Ûäq\T ñ+≥T+~. neTàø£+ |üPs¡ÔsTTq ‘·sê«‘· neTàø£+
˝Ò<ë #·s´¡ \ nedüs+¡ >∑T]+∫ eTTqT|ü{Ï n<Ûë´j·T+˝À <ës¡TìøÏ u≤<Ûä´‘· ˝Ò<äT nqï≥T¢! eTq+ ‘·sê«‘·
#·]Ã+#êeTT. Ç$ ndü+|òüT{Ï‘· s¡+>∑+˝Àì ø±]à≈£î\ #·]Ã+#·uÀj˚T $ìjÓ÷>∑<ës¡T\ ñ<ä´eT+ á |ü]dæ‹ú ì
s¡øDå£ ø√dü+ ˝Ò<ë nìj·T‘· s¡+>∑+˝Àì e&û¶ yê´bÕs¡T\T e÷πsà ˇø£ Á|üj·T‘·ï+>± #Ó|üŒe#·TÃ.
edü÷\T #˚ùd n~Ûø£ e&û¶ πs≥¢ qT+∫ Á|ü»\qT e÷¬sÿ{À¢ <√|æ&û $$<Ûä e÷sêZ˝À¢ »s¡T>∑T‘·T+~.
s¡øÏå+#˚+<äT≈£î ø±e#·TÃ. n<˚$<Ûä+>± |üsê´es¡D≤ìï ñ<ëVü≤s¡DøÏ ø=ìïkÕs¡T¢ <äTø±D<ës¡T\T ñ+&Ü*‡q
s¡øÏå+#·&ÜìøÏ ≈£L&Ü ìj·TeT ìã+<Ûäq\T nedüs¡+. <ëìø£+fÒ ‘·≈£îÿe>± ‘·÷ø£+ y˚j·T&É+ ˝Ò<ë yê´bÕs¡T\T
eTT+<äT>± ù|s=ÿqì s¡TdüTeTT\qT CÀ&ç+#·&É+ ˝Ò<ë
ñ<ëVü≤s¡D≈£î MTs¡T eT÷&Ée n<Ûë´j·T+˝À ø£©Ô / ˝À|üuÛÑ÷sTTwüºyÓTÆq edüTÔe⁄\qT neTà&É+ e+{Ï
#·~$q≥T¢>± nìj·T‘· s¡+>∑+˝Àì e&û¶ yê´bÕs¡T\T nHê´j·TyÓTÆq yê´bÕs¡ |ü<ä∆‘·T\qT yê´bÕs¡düTÔ\T
ãTTD Á>∑V≤” ‘·\qT yÓ÷dü|⁄ü ]‘·+>± Ç]øÏ+#·&ÜìøÏ $$<Ûä bÕ{ÏkÕÔsT¡ .
$<ÛëHê\qT nqTdü]kÕÔs¡T. düø±\+˝À rdüT≈£îqï ñ‘· Œ ‹Ô < ës¡ T \T ø=~› e T+<˚ ñqï|ü ⁄ Œ&É T ,
s¡TD≤ìøÏ ã<äT\T>± yês¡T ñ‘·Œ‹Ô<ës¡T&çì ‘·eT ñ‘·Œ‹Ôì X¯øeÔÏ +‘·T\T>± ñqï|ü⁄Œ&ÉT n˝≤π> $ìjÓ÷>∑<ës¡T\T ∫qï
‘·≈î£ ÿe <Ûsä ≈¡ î£ yê]πø $Áø£sTT+#˚˝≤ #˚jT· e#·TÃ. s¡TD≤ìï yÓTT‘êÔ\˝À ø=qT>√\T #˚dü÷Ô $&ç$&ç>± ñqï|ü⁄Œ&ÉT
‹]– #Ó*¢+#·&ÜìøÏ yês¡T dü«|üï e+{Ï ∫qï ¬s’‘·TqT e÷¬sÿ≥T¢ dü¬s’q |ü<ä∆‹˝À |üì#˚j·Te⁄. Á|ü‘˚´øÏ+∫ ô|<ä›
‘·q uÛÑ÷$Tì $Áø£sTT+#·eTì ã\e+‘·+ #˚j·Te#·TÃ. ø£+ô|˙\T á edüTÔe⁄\qT ñ‘·Œ‹Ô #˚düTÔqï|ü⁄Œ&ÉT Ç˝≤
n<˚ $<Ûä+>± ndü+|òüT{Ï‘· s¡+>∑+˝À |üì#˚ùd #ê˝≤ »s¡ T >∑ T ‘· T +~. á ø£ + ô|˙\T uÛ ≤ Ø dü + |ü < ä q T,
eT+~ e´≈£îÔ\T ‘·≈£îÿe y˚‘·HêìøÏ |üì #˚j·÷*‡ n~Ûø±sêìï ø£*– ñ+&ç e÷¬sÿ{ŸqT $$<Ûä e÷sêZ˝À¢
ñ+≥T+~. ‘·s¡#·T>± yê] Äs√>±´ìøÏ Vü‰ì ø£*–+#˚ ìj·T+Á‹+#·>∑\e⁄. ø=ìïkÕs¡T¢ $ìjÓ÷>∑<ës¡T\qT
nHê´j·TyÓTÆq wüs¡‘·T\qT n+^ø£]+#ê*. n≥Te+{Ï Äø£]¸+#·&ÜìøÏ Á|ükÕs¡ kÕ<ÛHä ê\T, Ç‘·s¡ eqs¡T\ <ë«sê
<√|æ&ûì ìs√~Û+#·&ÜìøÏ eTq+ yê] s¡ø£åD ø√dü+ ‘·|⁄ü Œ&ÉT düe÷#ês¡+ n+~kÕÔsT¡ . ñ<ëVü≤s¡D≈£î ‘·*b¢ Õ\
nedü s ¡ y Ó T Æ q ìj· T eT ìã+<Û ä q \qT >∑ T ]+∫ ø£+fÒ eT+∫<äì #ÓãT‘·÷ n‘·´+‘· XÊÅdÔ”j·TyÓTÆq
#·]Ã+#êeTT. á ìã+<Ûäq\qT bÕ{Ï+#˚˝≤ #·÷&Ü\ì
#ê˝≤ ø±\+>± b˛sê&çq dü+düú\T ñHêïsTT.

yês¡T ñ<˚›X¯|üPs¡«ø£+>± ‘·j·÷s¡T #˚XÊs¡T

ø±ã{Ϻ Ç~ ø=ìï HÓ\\ ‘·sê«‘·
bÕ&Ó’b˛‘·T+~ n|ü⁄Œ&ÉT H˚qT
ø=‘·<Ô ëìï ø=qT>√\T #˚j÷· *.
the world as the most scientific EVERYONE KNOWS
product claiming this to be better TOBACCO KILLS PEOPLE,
than mother’s milk. It took years of BUT WHO CAN SAY THAT
TOBACCO COMPANIES
struggle before the company was SHOULD NOT BE FREE
forced to accept that it had been TO SELL TOBACCO?
making false claims. Similarly, a
long battle had to be fought with
court cases to make cigarette-
manufacturing companies accept that
their product could cause cancer.
Hence, there is a need for rules and
regulations to ensure protection for
consumers.

LET’S WORK THESE OUT

1. What are the various ways by which people may be exploited in the market?
2. Think of one example from your experience where you thought that there was some
‘cheating’ in the market. Discuss in the classroom.
3. What do you think should be the role of government to protect consumers?

CONSUMER MOVEMENT
The consumer movement arose out quality of goods and services on
of dissatisfaction of the consumers the sellers.
as many unfair practices were being In India, the consumer
indulged in by the sellers. There was movement as a ‘social force’
no legal system available to originated with the necessity of
consumers to protect them from protecting and promoting the
exploitation in the marketplace. For interests of consumers against
a long time, when a consumer was unethical and unfair trade practices.
not happy with a particular brand Rampant food shortages, hoarding,
product or shop, he or she generally black marketing, adulteration of
avoided buying that brand product, food and edible oil gave birth to the
or would stop purchasing from that consumer movement in an
shop. It was presumed that it was organised form in the 1960s. Till the
1970s, consumer organisations
the responsibility of consumers to be
were largely engaged in writing
careful while buying a commodity
articles and holding exhibitions.
or service. It took many years for They formed consumer groups to
organisations in India, and around look into the malpractices in ration
the world, to create awareness shops and overcrowding in the road
amongst people. This has also passenger transport. More recently,
shifted the responsibility of ensuring India witnessed an upsurge in the
number of consumer groups.

152 C ONSUMER R IGHTS

ñ‘·Œ‹Ô>±, Á|ü|ü+#· yê´|üÔ+>± ñqï •X¯óe⁄\ ø√dü+ #·+|ü⁄‘·bı>±≈£ î Á|ü»\qT
T+<äì n+<ä]ø° ‘Ó\TdüT
$T˝Ÿÿ bÂ&ÉsYqT dü+e‘·‡sê\T>± ˇø£ ø£+ô|˙ nsTT‘˚ bı>±≈£îqT neTà&ÜìøÏ
n$Tà+~. ‘·|ü⁄Œ&ÉT Á|üø£≥q\T #˚düTÔHêïeTì ‘·qT Ä ø£+ô|˙\≈£î ùd«#·Ã¤
ñ+&É≈£L&É<äì mes¡T
n+^ø£]+#˚˝≤ #˚jT· &ÜìøÏ #ê˝≤ dü+e‘·‡sê\ bÕ≥T #Ó|Œü >∑\s¡T?
Ä ø£+ô|˙‘√ b˛sê&Ée\dæ e∫Ã+~. n<˚ $<Ûä+>±
‘·eT ñ‘·Œ‹Ô ø±´q‡sY≈î£ ø±s¡D+ ne⁄‘·T+<äì dæ>s¬∑ {Ÿ
‘·j÷· Ø ø£+ô|˙\T n+^ø£]+#˚˝≤ #˚jT· &ÜìøÏ ø√s¡Tº
πødüT\‘√ düTBs¡È+>± b˛sê&Ü*‡ e∫Ã+~. n+<äTπø
$ìjÓ÷>∑<ës¡T\≈£î s¡ø£åD ø£*Œ+#˚+<äT≈£î ìj·TeT
ìã+<Ûäq\T nedüs¡+.

eTq+ Ç|ü⁄Œ&ÉT M{Ïì kÕ<Ûäq #˚<ë›+:

1. Á|ü»\T @ @ s¡ø±\T>± e÷¬sÿ{À¢ <√|æ&ûøÏ >∑Ts¡j˚T´ neø±X¯+ ñ+~?
2. e÷¬sÿ{À¢ ø=+‘· yÓ÷dü+ ñ+<äì uÛ≤$+∫q MT nqTuÛÑe+˝Àì ˇø£ ñ<ëVü≤s¡D >∑T]+∫ Ä˝À∫+∫
‘·s¡>∑‹ >∑~˝À #·]Ã+#·+&ç.
3. $ìjÓ÷>∑<ës¡T\qT s¡øÏå+#·&É+˝À Á|üuÛÑT‘·« bÕÁ‘· m˝≤ ñ+&Ü\ì MTs¡T nqT≈£î+≥THêïs¡T?

$ìjÓ÷>∑<ës¡Tì ñ<ä´eT+
neTàø£+<ës¡T\T nqTdü]düTqÔ ï nH˚ø£ nHê´j·TyÓTqÆ ùde\qT n+~+#˚ u≤<Û´ä ‘· neTàø£+<ës¡T\ô|’ ≈£L&Ü
|ü<‘∆ä T· \ e\¢ $ìjÓ÷>∑<ës¡T\˝À @s¡Œ&ɶ ndü+‘·|æÔ ô|{Ï+º ~.
qT+&ç $ìjÓ÷>∑<ës¡T\ ñ<ä´eT+ ñ<䓤$+∫+~. nHÓ’‹ø£, nHê´j·TyÓTÆq yêDÏ»´ |ü<ä∆‘·T\≈£î
e÷¬sÿ{À¢ »]π> <√|æ&û qT+&ç $ìjÓ÷>∑<ës¡T\qT e´‹πsø£+>± $ìjÓ÷>∑<ës¡T\ Á|üjÓ÷»Hê\qT
s¡ø+åÏ #·&ÜìøÏ yê]øÏ m≥Te+{Ï #·≥|º sü y¡ TÓ qÆ e´edüú s¡øÏå+#·&É+, ô|+bı+~+#·&É+ nH˚ ÄeX¯´ø£‘·‘√
n+<äTu≤≥T˝À ñ+&˚~ ø±<äT. #ê˝≤ ø±\+ bÕ≥T $ìjÓ÷>∑<ës¡T\ ñ<ä´eT+ ˇø£ ªkÕe÷õø£ X¯øÏÔμ>±
ˇø£ $ìjÓ÷>∑<ës¡T&ÉT ˇø£ Á|ü‘˚´ø£yÓTÆq Áu≤+&é ñ uÛ≤s¡‘<· X˚ +¯ ˝À Ä$s¡“$¤ +∫+~. $|üØ‘·yTÓ qÆ ÄVü‰s¡
‘·Œ‹Ô ˝Ò<ë <äTø±D+‘√ dü+‘√wü+>± ˝Òq|ü⁄Œ&ÉT ø=s¡‘,· ÄVü‰s¡ nÁø£eT ì\«\T, q\¢ãC≤s¡T, ÄVü‰s¡+
n‘·qT ˝Ò<ë ÄyÓT kÕ<Ûës¡D+>± Ä Áu≤+&é ñ‘·Œ‹Ôì eT]j·TT e+≥ q÷HÓ\qT ø£©Ô #˚j·T&É+ e+{Ï$
ø=qT>√\T #˚j·T&É+ ˝Ò<ë Ä <äTø±D+ qT+&ç 1960˝À $ìjÓ ÷ >∑ < ës¡ T \ ñ<ä ´ e÷ìøÏ ˇø£
ø=qT>√\T #˚jT· &É+ e÷H˚ùdyês¡T. ˇø£ edüTeÔ ⁄ ˝Ò<ë e´ed”úø£‘· s¡÷bÕìï Ç#êÃsTT. 1970 es¡≈£î
ùdeqT ø=qT>√\T #˚ùd≥|ü⁄Œ&ÉT C≤Á>∑‘>Ô· ± ñ+&É≥+ $ìjÓ÷>∑<ës¡T\ dü+düú\T yê´kÕ\T sêj·T&É+,
$ìjÓ÷>∑<ës¡T\ u≤<Û´ä ‘· nì uÛ≤$kÕÔsT¡ . Á|ü»\˝À Á|ü<äs¡Ùq\T ìs¡«Væ≤+#·&É+ e+{Ï yê{Ïì m≈£îÿe>±
ne>±Vü≤q ø£*Œ+#·&ÜìøÏ uÛ≤s¡‘·<˚X¯+˝À eT]j·TT ìs¡«Væ≤+#˚$. πswüHé <äTø±D≤˝À¢ nÁø£e÷\T, s√&ÉT¶
Á|ü | ü + #· y ê´|ü Ô + >± ñqï dü + dü ú \ ≈£ î nH˚ ø £ s¡ y êD≤˝À Á|ü j · ÷ D° ≈ £ î \ n~Û ø £ s¡ B › ì
dü+e‘·‡sê\T |ü{Ϻ+~. Ç~ HêD´yÓTÆq edüTÔ |ü]o*+#·&ÜìøÏ n$ $ìjÓ÷>∑<ës¡T\ dü+|ò÷ü \qT
@sêŒ≥T #˚kÕsTT. Ç{°e\ ø±\+˝À uÛ≤s¡‘<· X˚ +¯ ˝À
$ìjÓ÷>∑<ës¡T\ dü+|òü÷\ dü+K´ u≤>± ô|]–+~.

$ìjÓ÷>∑<ës¡Tì Vü≤≈£îÿ\T 153

 Consumers International
In 1985 United Nations adopted
the UN Guidelines for Consumer
Protection. This was a tool for
nations to adopt measures to
protect consumers and for
consumer advocacy groups to
press their governments to do
so. At the international level, this
has become the foundation for
consumer movement. Today,
Consumers International has
become an umbrella body to
over 200 member organisations
from over 100 countries.

Because of all these efforts, the movement succeeded

in bringing pressure on business firms as well as
government to correct business conduct which may be
unfair and against the interests of consumers at large. A
major step taken in 1986 by the Indian government was
the enactment of the Consumer Protection Act 1986,
popularly known as COPRA. You will learn more about
COPRA later.

LET’S WORK THESE OUT

1. What could have been the steps taken by consumer groups?
2. There may be rules and regulations but they are often not followed. Why? Discuss.
 ø£q÷®´eTsY‡ Ç+≥¬πsïwüq˝Ÿ
$ìjÓ ÷ >∑ < ës¡ T \ s¡ ø £ å D ø√dü + UN
e÷s¡Z<äs¡Ùø±\qT 1985˝À ◊ø£´sê»´dü$T‹
ÄyÓ÷~+∫+~. $ìjÓ÷>∑<ës¡T\ s¡ø£åD ø√dü+
<˚ X Ê\T #· s ¡ ´ \T rdü T ø√e&ÜìøÏ ,
$ìjÓ÷>∑<ës¡T\qT s¡ø+åÏ #˚˝≤ yê] Á|üuTÑÛ ‘ê«\
MT<ä ˇ‹Ô&ç ‘˚e&ÜìøÏ $ìjÓ÷>∑<ës¡T\ dü+øπ eå T
dü+|òü÷\≈£î Ç~ ˇø£ kÕ<Ûäq+>± ñ+&˚~.
n+‘·sê®rj·T kÕúsTT˝À Ç~ $ìjÓ÷>∑<ës¡T\
ñ<ä ´ e÷ìøÏ |ü ⁄ Hê~>± e÷]+~. H˚ & É T
ø£q÷®´eTsY‡ Ç+≥πsïwüq˝Ÿ 100≈£î ô|’>±
<˚XÊ\≈£L, 200 ≈£î ô|>’ ± düu´ÑÛ dü+dü\ú ≈£î øπ +Á<ä
dü+düú>± e÷]+~.

Ç˝≤+{Ï Á|üj·T‘êï\ ø±s¡D+>± $ìjÓ÷>∑<ës¡T\ Á|üjÓ÷»Hê\≈£î $s¡T<ä∆+>± ñ+&˚

nHê´j·TyÓTqÆ yê´bÕs¡ $<ÛëHê\qT dü]~<ä&› ÜìøÏ yê´bÕs¡ dü+dü\ú ô|,’ n˝≤π> Á|üuTÑÛ ‘·«+ô|’
ˇ‹Ô&ç rdüT≈£îsêe&É+˝À á ñ<ä´eT+ $»j·Te+‘·yÓTÆ+~. 1986˝À uÛ≤s¡‘· Á|üuÛÑT‘·«+
rdüT≈£îqï Á|ü<Ûëq #·s¡´ $ìjÓ÷>∑<ës¡T\ s¡ø£åD #·≥º+1986qT s¡÷bı+~+#·&É+. Bìì
COPRA >± |æ\TkÕÔs¡T. MTs¡T COPRA >∑T]+∫ ‘·sê«‘· eT]+‘· ‘Ó\TdüT≈£î+{≤s¡T.

M{Ïì |ü]wüÿ]<ë›+
1. $ìjÓ÷>∑<ës¡T\ dü+|òü÷\T rdüT≈£îqï #·s¡´\T @yÓTÆ ñ+&Ée#·TÃ?
2. ìj·TeT ìã+<Ûäq\T ñHêï >±˙ yê{Ïì ‘·s¡T#·T>± nqTdü]+#·s¡T. m+<äT≈£î? #·]Ã+#·+&ç.
 CONSUMER RIGHTS

SAFETY IS EVERYONE’S RIGHT

Reji’s Suffering
Reji’s suffering shows how a
hospital, due to negligence by the
Reji Mathew, a healthy boy studying in Class
doctors and staff in giving
IX, was admitted in a private clinic in Kerala
anaesthesia, crippled a student for
for removal of tonsils. An ENT surgeon
life. While using many goods and
performed the tonsillectomy operation under
services, we as consumers, have the
general anaesthesia. As a result of improper
right to be protected against the
anaesthesia Reji showed symptoms of some
marketing of goods and delivery of
brain abnormalities because of which he was
services that are hazardous to life and
crippled for life.
property. Producers need to strictly
His father filed a complaint in the State follow the required safety rules and
Consumer Disputes Redressal Commission regulations. There are many goods
claiming compensation of Rs 5,00,000 for and services that we purchase that
medical negligence and deficiency, in require special attention to safety. For
service. The State Commission, saying that example, pressure cookers have a
the evidence was not sufficient, dismissed safety valve which, if it is defective, can
it. Reji’s father appealed again in the cause a serious accident. The
National Consumer Disputes Redressal manufacturers of the safety valve have
Commission located to ensure high quality. You also need
in New Delhi. The public or government action to see
National Commission that this quality is maintained.
after looking into the However, we do find bad quality
complaint, held the products in the market because the
hospital responsible supervision of these rules is weak and
for medical negligence the consumer movement is also not
and directed it to pay strong enough.
the compensation.

LET’S WORK THESE OUT

1. For the following (you can add to the list) products/services discuss what safety
rules should be observed by the producer?
(a) LPG cylinder (b) cinema theatre (c) circus (d) medicines (e) edible oil
(f) marriage pandal (g) a high-rise building.
2. Find out any case of accident or negligence from people around you, where you think
that the responsibility lay with the producer. Discuss.

156 C ONSUMER R IGHTS

$ìjÓ÷>∑<ës¡Tì Vü≤≈£îÿ\T
uÛÑÁ<ä‘· nH˚~ Á|ü‹ ˇø£ÿ] Vü≤≈£îÿ

¬sJ u≤<Ûä
nqd”úwæj·÷ Çe«&É+˝À yÓ’<ä´ dæã“+~
9e ‘·s¡>∑‹ #·<äTe⁄‘·Tqï ¬sJ e÷´<∏ä÷´ nH˚ Äs√>∑´e+‘·T&Ó’q u≤\T&ÉT #·÷|æq ìs¡¢ø£å´+ ø±s¡D+>± ÄdüT|üÁ‹ ˇø£
{≤ì‡˝Ÿ‡ ‘=\–+|ü⁄ ø√dü+ πøs¡fi¯˝Àì ˇø£ Áô|’y˚≥T øÏ¢ìø˘˝À #˚sê&ÉT. $<ë´]úì J$‘ê+‘·+ m˝≤ n+>∑yÓ’ø£\T´ì>±
ˇø£ ENT düs¡®Hé kÕ<Ûës¡D nqd”Ôdæj·÷ Ç∫à {≤ì‡\…ø£ºMT X¯ÁdüÔ ∫øÏ‘·‡ e÷]Ã+<√ ¬ s J ø£ < ∏ ä ‘Ó * j· T CÒ d ü T Ô + ~
#˚XÊ&ÉT. dü]>±Z nqd”Ôdæj·÷ Çe«ì ø±s¡D+>± ¬sJ yÓT<ä&ÉT nkÕ<Ûës¡D $ìjÓ÷>∑<ës¡T\T>± nH˚ø£ edüTÔ ùde\qT
\ø£åD≤\≈£î >∑T¬s’+~. <ëì ø±s¡D+>± n‘·qT J$‘ê+‘·+ n+>∑yÓ’ø£\´+ ñ|üjÓ÷–düTÔqï|ü⁄Œ&ÉT eTq ÁbÕD≤\≈£î, ÄdæÔøÏ
bı+<ë&ÉT. Vü‰ì ø£*–+#˚ edüTÔ ùde\ |ü+|æD° qT+&ç s¡øD å£
bı+<˚ Vü≤≈£îÿ eTq≈£î ñ+~. ñ‘·Œ‹Ô<ës¡T\T
yÓ’<ä´ ùde˝À ìs¡¢ø£å ´+, ùde\+~+#·&É+˝À ˝ÀbÕ\qT ø±s¡D+>± nedüs¡yÓTÆq uÛÑÁ<ä‘ê ìj·TeT ìã+<Ûäq\qT
#·÷|ü⁄‘·÷ Rs. 5,00,000 \qT qwüº|ü]Vü‰s¡+>± ø√s¡T‘·÷ n‘·&ç K∫Ñ·+>± bÕ{Ï+#ê*. eTq+ ø=H˚≥|ü⁄&TÉ uÛÁÑ <ä‘·
‘·+Á&ç sêÁwüº $ìjÓ÷>∑<ës¡T\ $yê<ë\ |ü]cÕÿs¡ ø£$TwüHé˝À |òæsê´<äT |ü≥¢ ÁX¯<ä› eVæ≤+#ê*‡q nH˚ø£ edüTÔùde\T
#˚XÊ&ÉT. dü¬s’q kÕøå±<Ûësê\T ˝Òeì sêÁwüº ø£$TwüHé Bìì ø={Ϻy˚d+æ ~. ñHêïsTT. ñ<ëVü≤s¡D≈£î Áô|wüsY ≈£îø£ÿsY\T ùd|ò”º
q÷´&Û ç © ¢ ˝ À ñqï C≤rj· T yê˝Ÿ«qT ø£*– ñ+{≤sTT. Ç~ dü]>± ˝Òø£b˛‘˚
$ìjÓ ÷ >∑ < ës¡ T \ $yê<ë\ ô|<ä› Á|üe÷<ä+ »s¡>∑e#·TÃ. ñ‘·Œ‹Ô<ës¡T\T ùd|ò”º
|ü]cÕÿs¡ ø£$TwüHé˝À ¬sJ ‘·+Á&ç yê˝Ÿ« HêD´yÓTÆq~>± ñ+&˚˝≤ #·÷&Ü*. á
eT∞fl |ü ⁄ q]«#ês¡ D ø√sê&É T . HêD´‘·qT bÕ{Ï+#˚˝≤, düe÷»+ ˝Ò<ë Á|üuTÑÛ ‘·«+
|òæsê´<äTqT |ü]o*+∫q ‘·sê«‘· jÓTTø£ÿ #·s´¡ \T ñ+&É&+É ≈£L&Ü MT≈£î nedüs+¡ .
yÓ ’ < ä ´ ìs¡ ¢ ø å ± ´ìøÏ Ädü T |ü Á ‹ì nsTT‘˚ á ìj·Te÷\ô|’ |üs´¡ y˚øDå£ ã\V”≤q+>±
u≤<ÛäT´\T>± #˚dæ qwüº|ü]Vü‰s¡+ ñ+&É&É+, $ìjÓ÷>∑<ës¡T\ ñ<ä´eT+ ≈£L&Ü
#Ó * ¢ + #ê\ì C≤rj· T ø£ $ Twü H é ‘·–q+‘· X¯øÏÔe+‘·yÓTÆq~ ø±ø£b˛e&É+ e\q
Ä<˚•+∫+~. HêD´‘·˝Ò$T >∑\ edüTÔe⁄\T eTq≈£î e÷¬sÿ{Ÿ˝À
ø£q|ü&É‘êsTT.

eTq+ Ç|ü⁄Œ&ÉT M{Ïì |ü]wüÿ]<ë›+

1. á ÁøÏ+~ edüTÔe⁄\T/ùde\ ø√dü+ (á C≤_‘ê≈£î n<äq+>± eT] ø=ìï+{Ïì CÀ&ç+#·e#·TÃ) ñ‘·Œ‹Ô<ës¡T\T m˝≤+{Ï
uÛÑÁ<ä‘ê ìj·Te÷\T bÕ{Ï+#ê*?
a) m©ŒJ dæ*+&ÉsY b) dæìe÷ ~Ûj˚T≥sY c) düs¡ÿdt d) eT+<äT\T e) e+≥q÷HÓ
f) ô|[fl |ü+~] g) m‘Ó’Ôq uÛÑeq+
2. MT <äèwæº˝À ñ‘·Œ‹Ô<ës¡T&ÉT u≤<Ûä´‘· eVæ≤+#ê*‡q≥Te+{Ï @<Ó’Hê ˇø£ Á|üe÷<ä dü+|òüT≥qqT ˝Ò<ë MT #·T≥Tº Á|üø£ÿ\
ñ+&˚ Á|ü»\ ìs¡¢øå±´ìï ‘Ó*ù| @<Ó’Hê ˇø£ dü+|òüT≥qqT ‘Ó\|ü+&ç. <ëìô|’ #·]Ã+#·+&ç.
$ìjÓ÷>∑<ës¡Tì Vü≤≈£îÿ\T 157
 Information about goods and product and find it defective well
services within the expiry period, we can ask
for a replacement. If the expiry period
When you buy any commodity, you
was not printed, the manufacturer
will find certain details given on the
would blame the shopkeeper and will
packing. These details are about
not accept the responsibility. If people
ingredients used, price, batch
sell medicines that have expired
number, date of manufacture, expiry
date and the address of the severe action can be taken against
manufacturer. When we buy them. Similarly, one can protest and
medicines, on the packets, you might complain if someone sells a good at
find ‘directions for proper use’ and more than the printed price on the
information relating to side effects and packet. This is indicated by ‘MRP’ —
risks associated with usage of that maximum retail price. In fact
medicine. When you buy garments, consumers can bargain with the seller
you will find information on to sell at less than the MRP.
‘instructions for washing’. In recent times, the right to
Why is it that rules have been made information has been expanded to
so that the manufacturer displays this cover various services provided by the
information? It is because consumers Government. In October 2005, the
have the right to be informed about Government of India enacted a law,
the particulars of goods and services popularly known as RTI (Right to
that they purchase. Consumers Information) Act, which ensures its
can then complain and ask for citizens all the information about the
compensation or replacement if the functions of government departments.
product proves to be defective in any The effect of the RTI Act can be
manner. For example, if we buy a understood from the following case.

Waiting...
Amritha, an engineering graduate
after submitting all the certificates
and attending the interview for a
job in a government department, did
not receive any news of the result.
The officials also refused to comply
with her queries. She therefore filed
an application using the RTI Act
saying that it was her right to know
the result in a reasonable time so
that she could plan her future. She
was not only informed about the
reasons for delay in the declaration
of results but also got her call letter
for appointment as she performed
well in the interview.

158 C ONSUMER R IGHTS

edüTÔ ùde\ >∑T]+∫ düe÷#ês¡+ <ëìì e÷]Ã Çe«eTì n&É>∑e#·TÃ. eTT–+|ü⁄
MTs¡T @<ÓH’ ê edüTeÔ ⁄qT ø=qT>√\T #˚dqæ |ü⁄Œ&ÉT bÕ´øÏ+>¥ >∑&ÉTe⁄ e´e~Ûì eTTÁ~+#·ø£b˛‘˚ ñ‘·Œ‹Ô<ës¡T\
ô|’ Ç∫Ãq ø=ìï $esê\qT MTs¡T ‘Ó\TdüTø=qe#·TÃ. <äTø±D<ës¡Tì ì+~kÕÔsT¡ . u≤<Û´ä ‘· eVæ≤+#·sT¡ . ø±\+
<ëì ‘·j÷· ØøÏ ñ|üj÷Ó –+∫q |ü<ësêú\T, <Ûsä ,¡ u≤´#Y #Ó*¢q eT+<äT\qT me¬s’Hê $Áø£sTTùdÔ yê]ô|’ ø£]ƒq
HÓ + ãsY , ‘· j · ÷ Ø ‘˚ B , >∑ & É T e⁄ ‘˚ B eT]j· T T #·s¡´\T rdüTø√e#·TÃ. n<˚$<Ûä+>± me¬s’Hê bÕ´¬ø{Ÿ
‘·j·÷Ø<ës¡T ∫s¡THêe÷ e+{Ï $esê\T ñ+{≤sTT. ô|’ eTTÁ~+∫q <Ûäs¡ ø£+fÒ m≈£îÿe <Ûäs¡≈£î edüTÔe⁄qT
eTq+ Wwü<ëÛ \qT ø=qT>√\T #˚dqæ |ü⁄Œ&ÉT Ä bÕ´¬ø≥¢ô|’ n$Tà‘˚ me¬ s ’ H ê e´‹π s øÏ + #· e #· T Ã, |ò æ s ê´<ä T
dü]>± ñ|üjÓ÷–+#·&ÜìøÏ dü÷#·q\T, Wwü<Ûä+ #˚jT· e#·TÃ. Bìì ‘MRP’ ` >∑]wü˜ ∫\¢s¡ <Ûsä ¡ <ë«sê
ñ|üjÓ÷>∑+ e\¢ ø£*π> <äTÁwüŒuÛ≤yê\T dü+ã+~Û+∫q dü÷∫kÕÔs¡T. yêdüÔyêìøÏ $ìjÓ÷>∑<ës¡T\T ‘MRP’
düe÷#êsêìï ø£qT>=qe#·TÃqT. MTs¡T eÁkÕÔ\qT ø£+fÒ ‘·≈£îÿe <Ûäs¡≈£î neTàeTì neTàø£+ <ës¡Tì‘√
ø=qT>√\T #˚dæq|ü⁄Œ&ÉT ªñ‹πø dü÷#·q\Tμ >∑T]+∫ uÒs+¡ #˚jT· e#·TÃ.
düe÷#êsêìï >∑T]Ô+#·e#·TÃ. Ç{°e\ ø±\+˝À Á|üuTÑÛ ‘·«+ n+~+#˚ $$<Ûä
‘·j÷· Ø<ës¡T\T á düe÷#êsêìï Á|ü<]ä Ù+#˚˝≤ ùde\T Bì ÁøÏ+~øÏ e#˚Ã˝≤ düe÷#ês¡ Vü≤≈£îÿ #·{≤ºìï
ìj·Te÷\T m+<äT≈£î s¡÷bı+~+#ês¡T? m+<äTø£+fÒ $düÔ]+#ês¡T. nø√ºãs¡T 2005˝À uÛ≤s¡‘· Á|üuÛÑT‘·«+
‘êeTT ø=qT>√\T #˚ùd edüTÔ ùde\ >∑T]+∫q ˇø£ #·≥º+ #˚dæ+~. Ç~ RTI (düe÷#ês¡ Vü≤≈£îÿ)
düe÷#ês¡+ ‘Ó\TdüTø=H˚ Vü≤≈£îÿ $ìjÓ÷>∑<ës¡T\≈£î #·≥+º >± Á|üd~æ ∆ bı+~+~. Ç~ Á|üuTÑÛ ‘·« XÊK\ |üì
ñ+≥T+~. ñ‘·Œ‹Ô @ $<Ûä+>±HÓ’Hê ˝À|üuÛÑ÷sTTwüº+>± rs¡T >∑T]+∫ Á|ü»\T düe÷#ês¡+ bı+<˚ neø±X¯+
ñqï≥T¢ s¡TEyÓ’‘˚ n|ü⁄Œ&ÉT $ìjÓ÷>∑<ës¡T\T |òæsê´<äT ø£*ŒdüTÔ+~. RTI #·≥º+ jÓTTø£ÿ Á|üuÛ≤yêìï ÁøÏ+~
#˚j·Te#·TÃ. qwüº|ü]Vü‰s¡+ ˝Ò<ë edüTÔe⁄qT e÷]à dü+|òüT≥q <ë«sê ne>±Vü≤q #˚düTø=qe#·TÃ.
Çe«eTì ø√s¡e#·TÃ. ñ<ëVü≤s¡D≈£î eTq+ ˇø£
edüTeÔ ⁄qT ø=qT>√\T #˚dæ eTT–+|ü⁄ >∑&TÉ e⁄ e´e~Û˝À|ü⁄
n~ ˝À|üu÷ÑÛ sTTwü+º >± ñqï≥T¢ >∑T]Ô+∫q≥¢sTT‘˚ eTq+

ìØø£åD...
neT‘· ˇø£ Ç+»˙]+>¥ Á>±&ÉT´j˚T{Ÿ $<ë´]úì. Á|üuÛÑT‘·«
XÊK˝À ñ<√´>∑+ ø=s¡≈£î nìï dü]º|òæ¬ø≥¢qT düeT]Œ+∫,
eTTU≤eTTœøÏ Vü‰»¬s’q ‘·sê«‘· ÄyÓT≈£î |òü*‘·+ >∑T]+∫
m˝≤+{Ï düe÷#ês¡+ sê˝Ò<äT. ÄyÓT Á|üX¯ï\≈£î düe÷<ÛëHê\T
Çe«{≤ìøÏ n~Ûø±s¡T\T ≈£L&Ü ìsêø£]+#ês¡T. n+<äTe\¢ ÄyÓT
RTI #·≥º+ ñ|üjÓ÷–+∫ dü¬s’q düeTj·T+˝À |òü*‘êìï
‘Ó\TdüTø√e&É+ ‘·q Vü≤≈£îÿ nì, ‘·<ë«sê ‘·q uÛÑ$wü´‘·TÔ
Á|üD≤[ø£qT s¡÷bı+~+#·Tø√e#·Ãì ù|s=ÿ+≥÷ ˇø£ <äsU¡ ≤düTqÔ T
<ëK\T #˚d+æ ~. |ò*ü ‘ê\ Á|üø≥£ q˝À C≤bÕ´ìøÏ >∑\ ø±s¡D≤\
>∑ T ]+∫ ÄyÓ T ≈£ î ‘Ó * j· T CÒ j · T &É y ˚ T ø±≈£ î +&Ü
Ç+≥s¡÷«´(eTTU≤eTTœ)˝À u≤>± düs¬ q’ »yêãT\T #Ó|Œæ q+<äTq
ñ<√´>∑+˝À ìj·÷eTø£+ ø√dü+ ÄyÓT≈£î ø±˝Ÿ ˝…≥sY ≈£L&Ü
e∫Ã+~.
$ìjÓ÷>∑<ës¡Tì Vü≤≈£îÿ\T 159
 LET’S WORK THESE OUT
1. When we buy commodities we find that the price charged is sometimes higher or
lower than the Maximum Retail Price printed on the pack. Discuss the possible
reasons. Should consumer groups do something about this?
2. Pick up a few packaged goods that you want to buy and examine the information
given. In what ways are they useful? Is there some information that you think
should be given on those packaged goods but is not? Discuss.
3. People make complaints about the lack of civic amenities such as bad roads or
poor water and health facilities but no one listens. Now the RTI Act gives you the
power to question. Do you agree? Discuss.

When choice is denied

A Refund
Abirami, a student of Ansari Institute again appealed
Nagar, joined a two-year in the State Consumer
course at a local coaching Com-mission. The State
institute for professional Commission upheld the
courses in New Delhi. At the District Commission’s
time of joining the course, direction and further
she paid the fees Rs 61,020 fined the institute
as lumpsum for the entire Rs 25,000 for a frivolous
course of two years. appeal. It also directed
However, she decided to opt the institute to pay
out of the course at the end of one year Rs 7000 as compensation and
as she found that the quality of litigation cost.
teaching was not up to the mark. When
The State Commission also restrained
she asked for a refund of the fee for
one year, it was denied to her. all the educational and professional
institutions in the state from charging
When she filed the case in the District fees from students for the entire
Consumer Disputes Redressal duration of the course in advance and
Commission, the Commission directed that too at one go. Any violation of this
the Institute to refund Rs 28,000 saying order may invite penalties and
that she had the right to choose. The imprisonment, the commission said.

What do we understand from this if you buy a toothbrush. If you are not
incident? Any consumer who receives a interested in buying the brush, your
service in whatever capacity, regardless right to choice is denied. Similarly,
of age, gender and nature of service, has sometimes gas supply dealers insist
the right to choose whether to that you have to buy the stove from
continue to receive the service. them when you take a new connection.
Suppose you want to buy In this way many a times you are
toothpaste, and the shop owner says forced to buy things that you may not
that she can sell the toothpaste only wish to and you are left with no choice.

160 C ONSUMER R IGHTS

 eTq+ Ç|ü⁄Œ&ÉT M{Ïì |ü]wüÿ]<ë›+:
1. eTq+ edüTÔe⁄\qT ø=qT>√\T #˚ùd≥|ü⁄Œ&ÉT bÕ´ø˘ ô|’ eTTÁ~+∫q >∑]wüº ∫\¢s¡ <Ûäs¡ ø£+fÒ edü÷\T
#˚dæq <Ûäs¡ ø=ìïkÕs¡T¢ m≈£îÿe>± ˝Ò<ë ‘·≈£îÿe>± ñ+<äì >∑eTìkÕÔeTT. @ ø±s¡D≤\ e\q n˝≤
»]π> neø±X¯+ ñ+<√ #·]Ã+#·+&ç. $ìjÓ÷>∑<ës¡T\ dü+|òü÷\T Bì >∑T]+∫ @<Ó’Hê #˚j·÷˝≤?
2. MTs¡T ø=qT>√\T #˚j·÷\qT≈£î+≥Tqï bÕ´ø˘ #˚dæq ø=ìï edüTÔe⁄\qT m+#·Tø=ì yê{Ïô|’ Ç∫Ãq
düe÷#êsêìï |ü]o*+#·+&ç. n$ @@ $<Ûë\T>± ñ|üjÓ÷>∑|ü&É‘êsTT? Ä bÕ´ø˘ #˚dæq edüTÔe⁄\ô|’q
ñ+≥T+<äì MTs¡T uÛ≤$+∫q düe÷#ês¡+ ˝Ò≈£î+&Ü ñ+<ë? #·]Ã+#·É+&ç.
3. n<Ûë«qï+>± ñqï s√&ÉT¢ ˝Ò<ë dü]>± ˝Òì ˙s¡T, Äs√>∑´ dü<äTbÕj·÷\T e+{Ï bÂs¡ dü<äTbÕj·÷\
ø=s¡‘· >∑T]+∫ Á|ü»\T |òæsê´<äT\T #˚dæHê mes¡÷ |ü{Ϻ+#·Tø√e&É+ ˝Ò<äT. Ç|ü⁄Œ&ÉT RTI #·≥º+ MT≈£î
Á|ü•ï+#˚ n~Ûø±s¡+ ÇdüTÔ+<äì MTs¡T n+^ø£]kÕÔsê? #·]Ã+#·+&ç.

m+|æø£qT ‹s¡düÿ]+∫q|ü⁄Œ&ÉT
yê|üdüT
nHê‡Ø q>∑sY≈£î #Ó+~q n_ÛsêyéT nH˚ dü+düúqT ø£$TwüHé Ä<˚•+∫+~. Ä
$<ë´]úì q÷´&Ûç©¢˝Àì e‹Ô|üs¡yÓTÆq dü+düú eT∞¢ sêÁwüº $ìjÓ÷>∑<ës¡T\
ø√s¡T‡\qT n+~+#˚ ˇø£ kÕúìø£ •ø£åD≤ ø£$TwüHé ˝À |òæsê´<äT #˚dæ+~. sêÁwüº
dü+düú˝À ¬s+&˚fi¯¢ ø±\ e´e~Û ø√s¡T‡˝À ø£$TwüHé õ˝≤¢ ø£$TwüHé Ä<˚XÊìï
#˚]+~. ÄyÓT ø√s¡T‡˝À #˚πs≥|ü⁄Œ&ÉT düeT]ú+∫ n<˚$<Ûä+>± |òæsê´<äT
s¬ +&ÉT dü+e‘·‡sê\øÏ >±q÷ Rs 61,020 #˚dæq+<äT≈£î dü+düú≈£î n<äq+>±
\qT @ø£yÓTT‘·Ô+>± #Ó*¢+∫+~. nsTT‘˚ Rs 25,000 \qT »]e÷Hê
uÀ<ÛäHê HêD´‘· dü]>± ˝Ò<äì ÄyÓT $~Û+∫+~. qwüº|ü]Vü‰s¡+, yê´»´+
>∑T]Ô+#·&+É ‘√ yÓTT<ä{Ï dü+e‘·‡s¡+ ‘·sT¡ yê‘· ø√s¡T‡ qT+&ç Ks¡TÃ>± Rs 7000 \qT #Ó*¢+#ê\ì ≈£L&Ü dü+düúqT
$s¡$T+#·Tø√yê\ì ÄyÓT ìs¡ísTT+#·T≈£î+~. ÄyÓT ˇø£ Ä<˚•+∫+~.
dü+e‘·‡s¡+ s¡TdüTeTTqT yê|üdüT #Ó*¢+#·eTì n&ç–‘˚ sêÁwüº+˝Àì nìï $<ë´, e‹Ô$<ë´ dü+düú\T
ÄyÓT≈£î ‹]– #Ó*¢+#·&ÜìøÏ yês¡T ìsêø£]+#ês¡T. ÄyÓT eTT+<ädüTÔ>± ø√s¡T‡ yÓTT‘êÔìøÏ, nB ≈£L&Ü ˇπøkÕ]
õ˝≤¢ $ìjÓ÷>∑<ës¡T\ $yê<ë\ |ü]cÕÿs¡ ø£$TwüHé ˝À $<ë´s¡Tú\ qT+&ç s¡TdüTeTT edü÷\T #˚j·T≈£î+&Ü ≈£L&Ü
|òæsê´<äT #˚dæq|ü⁄Œ&ÉT, ÄyÓT≈£î $s¡$T+#·Tø√H˚ Vü≤≈£îÿ sêÁwüº ø£$TwüHé ìs√~Û+∫+~. á ñ‘·Ôs¡T«\T ñ\¢+|òæTùdÔ
ñ+<äì ù|s=ÿ+≥÷, Rs 28,000 \qT yê|üdüT Çyê«\ì »]e÷Hê\T, C…’\T •ø£åqT $~Û+#·e#·Ãì ø£$TwüHé
ù|s=ÿ+~.
á dü+|òüT≥q qT+&ç eTq≈£î @$T ns¡úyÓTÆ+~? ø=qT>√\T #˚j·T&ÜìøÏ ÄdüøÏÔ #·÷|üø£b˛‘˚ m+|æø£
ej·TdüT‡, *+>∑+, ùde jÓTTø£ÿ dü«uÛ≤e+‘√ dü+ã+<Ûä+ #˚düT≈£îH˚ MT Vü≤≈£îÿ ‹s¡düÿ]+#·ã&ç+<äì ns¡ú+.
˝Ò≈£î+&Ü ˇø£ ùdeqT bı+~q $ìjÓ÷>∑<ës¡T&ÉT Ä n<˚$<Ûä+>± ø=ìïkÕs¡T¢ >±´dt düs¡|òüsê &û\s¡T¢ MTs¡T
ùdeqT bı+<ä&Üìï ø=qkÕ–+#ê˝≤? e<ë›? nì ø=‘·Ô ø£HÓø£åHé rdüT≈£îqï|ü⁄Œ&ÉT yê] qT+&ç bısTT´ì
m+#·T≈£îH˚ Vü≤≈£îÿ n‘·ìøÏ ñ+≥T+~. ø=qT>√\T #˚j÷· \ì ˇ‹Ô&ç #˚kÕÔsT¡ . á $<Û+ä >± #ê˝≤
MTs¡T ≥÷‘Y ù|dtº ø=Hê* nqT≈£î+≥THêïs¡ì kÕs¡T¢ MTs¡T Çwüº|ü&Éì edüTÔe⁄\qT MTs¡T ø=qT>√\T
nqT≈£î+<ë+. MTs¡T ≥÷‘Y Áãwt ø=+fÒH˚ ≥÷‘Y ù|dtqº T #˚ùd˝≤ #˚ùdÔ, MT≈£î m+|æø£ #˚düT≈£îH˚ neø±X¯+ ˝Òq≥T¢
neTTà‘êqì <äTø±D≤j·T»e÷ì #ÓbÕŒs¡T. MTs¡T ÁãwtqT uÛ≤$+#ê*.
$ìjÓ÷>∑<ës¡Tì Vü≤≈£îÿ\T 161
 LET’S WORK THIS OUT
The following are some of the catchy advertisements of products that we purchase
from the market. Which of the following offers would really benefit consumers? Discuss.
 15 gm more in every 500 gm pack.
 Subscribe for a newspaper with a gift at the end of a year.
 Scratch and win gifts worth Rs 10 lakhs.
 A milk chocolate inside a 500 gram glucose box.
 Win a gold coin inside a pack.
 Buy shoes worth Rs 2000 and get one pair of shoes worth Rs 500 free.
The consumer can file a
Where should consumers go
complaint before the appropriate
to get justice? consumer forum on his/her own
Read again the cases of Reji Mathew with or without the services of
and Abirami given earlier in the lawyers. You might be interested in
chapter. knowing how an aggrieved person
gets his or her compensation. Let us
These are some examples in which take the case of Prakash. He had sent
consumers are denied their rights. a money-order to his village for his
Such instances occur quite often in daughter’s marriage. The money did
our country. Where should these not reach his daughter at the time
consumers go to get justice? when she needed it nor did it reach
Consumers have the right to seek months later. Prakash filed a case
in a district level Consumer
redressal against unfair trade
Disputes Redressal Commission in
practices and exploitation. If any
New Delhi. All the steps he
damage is done to a consumer, she
undertook are illustrated here.
has the right to get compensation These days consumer as an
depending on the degree of damage. individual or as a group (called class
There is a need to provide an easy action suit) file a complaint both
and effective public system by which Physically or through internet and
this can be done. conduct the case through video
conferencing.

1. PRAKASH GOES TO THE POST OFFICE TO PRAKASH COMES TO KNOW THAT THE
SEND MONEY ORDER TO HIS DAUGHTER 2. MONEY HAS NOT REACHED HIS DAUGHTER

162 C ONSUMER R IGHTS

 eTq+ Ç|ü⁄Œ&ÉT M{Ïì |ü]wüÿ]<ë›+:
e÷¬sÿ{Ÿ qT+&ç eTq+ ø=qT>√\T #˚ùd edüTÔe⁄\≈£î dü+ã+~Û+∫ Äø£s¡¸Dj
° ·TyÓTÆq Á|üø£≥q\T ø=ìï ÁøÏ+<ä ñHêïsTT.
Á|ü‹ 500 Á>±eTT\ bÕ´¬ø{À¢ 15 Á>±eTT\T m≈£îÿe.

 ˇø£ yêsêÔ|üÁ‹ø£ #·+<ë<ës¡Tì>± e÷] dü+e‘·‡s¡+ ∫es¡˝À ãVüQeT‹ bı+<ä+&ç.

 10 \ø£å\ $\TyÓ’q ãVüQeT‘·T\qT ÁkÕÿ#Y #˚dæ ¬>\e+&ç.

 500 Á>±eTT\ >∑÷¢ø√CŸ &Éu≤“˝À ˝À|ü\ ˇø£ $T˝Ÿÿ #ê¬ø¢{Ÿ.

 bÕ´¬ø{Ÿ ˝Àì ã+>±s¡T HêD…eTTqT ¬>\T#·Tø√+&ç.

 Rs. 2000 $\Te #˚ùd ã÷≥¢qT ø=qT>√\T #˚dæ Rs. 500 $\TyÓ’q ˇø£ »‘· ã÷≥¢qT ñ∫‘·+>± bı+<ä+&ç.

Hê´j·T+ bı+<ä&ÜìøÏ $ìjÓ÷>∑<ës¡T\T mø£ÿ&çøÏ Hê´j·Tyê<äT\ düVü‰j·T+‘√ ˝Ò<ë düVü‰j·T+

yÓfi≤¢*? ˝Ò ≈ £ î +&Ü $ìjÓ ÷ >∑ < ës¡ T &É T kı+‘· + >± ‘· – q
á n<Ûë´j·T+˝À eTT+<äT>± Ç∫Ãq ¬sJ $ìjÓ÷>∑<ës¡T\ bò˛s¡+ eTT+<äT |òsæ ê´<äT #˚jT· e#·TÃ.
e÷´<Ûä÷´, n_ÛsêyéT ñ<ëVü≤s¡D\qT eT∞¢ #·<äe+&ç. u≤~Û ‘ · e´øÏ Ô |ü ] Vü ‰ sêìï m˝≤ bı+<ä T ‘ês√
yê] Vü ≤ ≈£ î ÿ\qT bı+<ä ˝ Ò ø £ b ˛sTTq ‘Ó\TdüTø√e&É+˝À MT≈£î ÄdüøÏÔ ñ+&Ée#·TÃ. Á|üø±wt
$ìjÓ÷>∑<ës¡T\≈£î Ç$ ø=ìï ñ<ëVü≤s¡D\T. Ç˝≤+{Ï πødüT(yê´»´+)qT eTq$T|ü⁄Œ&ÉT rdüT≈£î+<ë+. n‘·&ÉT
dü + |ò ü T ≥q\T eTq <˚ X ¯ + ˝À #ê˝≤ ‘· s ¡ # · T >± ‘·q ≈£îe÷¬sÔ $yêVü≤+ ø√dü+ ‘·q Á>±e÷ìøÏ &ÉãT“qT
»s¡T>∑T‘·THêïsTT. á $ìjÓ÷>∑<ës¡T\T Hê´j·T+ ‘·bÕ˝≤ XÊK <ë«sê eT˙ Äs¡¶sY #˚XÊ&ÉT. ÄyÓT≈£î
bı+<ä&ÜìøÏ mø£ÿ&çøÏ yÓfi≤¢*? nedüs¡yÓTÆq düeTj·÷ìøÏ ˝Ò<ë ø=ìï HÓ\\ ‘·sê«‘·
nHê´j·TyÓTqÆ yêDÏ»´ |ü<‘∆ä T· \T, <√|æ&û qT+∫ ≈£L&Ü ‘·q ≈£îe÷¬sÔ≈£î #˚s¡˝Ò<äT. q÷´&Ûç©¢˝Àì õ˝≤¢
|ü]cÕÿsêìï ø√s¡T≈£îH˚ Vü≤≈£îÿ $ìjÓ÷>∑<ës¡T\≈£î kÕúsTT $ìjÓ÷>∑<ës¡T\ $yê<ë\ |ü]cÕÿs¡ ø£$TwüH˝é À
ñ+≥T+~. $ìjÓ÷>∑<ës¡TìøÏ @<Ó’Hê qwüº+ »]–‘˚ Á|üø±wt øπ düT y˚XÊ&ÉT. n‘·qT rdüT≈£îqï nìï #·s´¡ \q÷
qcÕºìï ã{Ϻ qwüº|ü]Vü‰s¡+ bı+<˚ Vü≤≈£îÿ ‘·q≈£î Çø£ÿ&É $e]+#ê&ÉT. á s√E˝À¢ $ìjÓ÷>∑<ës¡T\T
ñ+≥T+~. Bìì bı+<˚ ˝ ≤ #˚ j · T &ÜìøÏ ˇø£ ˇø£ e´øÏÔ>± ˝Ò<ë ˇø£ düeT÷Vü≤+>±(Hê´j·TuÛ≤wü˝À
düT\uÛÑyÓTÆq, düeTs¡úe+‘·yÓTÆq Á|üuÛÑT‘·« e´edüúqT class action suit n+{≤s¡T) uÛÖ‹ø£+>± >±˙
n+~+#ê*‡q nedüs¡+ ñ+~. ˝Ò<ë Ç+≥¬sï{Ÿ <ë«sê >±˙ |òæsê´<äT #˚dæ, M&çjÓ÷
ø±qŒ¤¬sHé‡ <ë«sê <ëyêqT q&É|üe#·TÃ.

1. ‘·q ≈£îe÷¬sÔ≈£î eT˙j·÷s¡¶sY |ü+|æ+#·&ÜìøÏ Á|üø±wt 2. ‘·q ≈£îe÷¬sÔ≈£î &ÉãT“ #˚s¡˝Ò<äì Á|üø±wt ‘Ó\TdüT≈£îHêï&ÉT.
b˛dtº Ä|ò”dt øÏ yÓfi≤fl&ÉT.

$ìjÓ÷>∑<ës¡Tì Vü≤≈£îÿ\T 163

 3. PRAKASH ENQUIRES ABOUT THE
MONEY ORDER IN THE POST OFFICE 4. THE POST OFFICE DOES NOT RESPOND
TO THE QUERY SATISFACTORILY

6. PRAKASH GOES TO A CONSUMER DISPUTES

REDRESSAL COMMISSION TO FILE A CASE. HE
FILLS A REGISTRATION FORM. THE COMMISSION
5. PRAKASH GOES TO THE LOCAL CONSUMER SENDS NOTICE TO THE OTHER PARTY
PROTECTION COUNCIL FOR ADVICE

7. HE HIMSELF PLEADS
THE CASE IN THE COMMISSION OFFICE JUDGE VERIFIES THE
THE COMMISSION 8.
DOCUMENTS AND HEARS THE ARGUMENTS OF BOTH
OFFICE
THE AGGRIEVED PARTY AND THE OTHER PARTY 9. THE JUDGE ANNOUNCES
THE DISPUTES REDRESSAL
COMMISSION VERDICT.

164 C ONSUMER R IGHTS

3. ‘·q eT˙j·÷s¡¶sY >∑T]+∫ Á|üø±wt ‘·bÕ˝≤ ø±sê´\j·T+˝À 4. Á|üø±wt Á|üX¯ï≈£î ‘·bÕ˝≤ ø±sê´\j·T+
$#ê]+#ê&ÉT. dü+‘·|æÔø£s¡yÓTÆq düe÷<Ûëq+ Çe«˝Ò<äT.

6. |òæsê´<äTqT qyÓ÷<äT #˚j·T&ÜìøÏ $ìjÓ÷>∑<ës¡T\ $yê<ä

5. dü\Vü‰ ø√dü+ kÕúìø£ $ìjÓ÷>∑<ës¡T\ s¡ø£åD eT+&É*øÏ |ü]cÕÿs¡ ø£MTwüHé≈£î Á|üø±wt yÓfi≤fl&ÉT. n‘·&ÉT ˇø£ ]õÁùdºwüHé
Á|üø±wt yÓfi≤fl&ÉT. <äsU¡ ≤düTqÔ T ì+bÕ&ÉT. ø£$TwüHé Á|ü‹yê~øÏ H√{°dTü \T |ü+|æ+~.

7. n‘·qT dü«j·T+>± ø£$TwüHé

ø±sê´\j·T+˝À πødüTqT 8. ø£$TwüHé ø±sê´\j·T Hê´j·TeT÷]Ô <äkÕÔy˚E
yê~+#ê&ÉT. |üÁ‘ê\qT |ü]o*+∫ u≤~Û‘· |üø£å, Á|ü‹yê~ |üø£å 9. $yê<ë\ |ü]cÕÿs¡ ø£$TwüHé rs¡TŒqT
yê<äq\qT $+≥THêïs¡T. Hê´j·TeT÷]Ô Á|üø£{ÏkÕÔs¡T.

$ìjÓ÷>∑<ës¡Tì Vü≤≈£îÿ\T 165

 The consumer movement in India and national levels was set up for
has led to the formation of various redressal of consumer disputes. The
organisations, locally known as district-level authority called District
consumer forums or consumer Consumer Disputes Redressal
protection councils. They guide Commission deals with the cases
consumers on how to file cases in the involving claims up to Rs 1 crore, the
Consumer Disputes Redressal state-level Consumer Disputes
Commissions. On many occasions, Redressal Commissions called State
they also represent individual Commission between Rs 1 crore and
consumers in these commissions. Rs 10 crore and the national-level
These voluntary organisations also
commission — National Commission
receive financial support from the
— deals with cases involving claims
government for creating awareness
exceeding Rs 10 crore. If a case is
among people.
dismissed in district-level
If you are living in a residential commission, a consumer can also
colony, you might have noticed appeal in the state and then in
boards of Residents’ Welfare national-level commissions.
Associations. If there is any unfair
trade practice meted out to their Thus, the Act has enabled us as
members, they take up the case on consumers to have the right to
their behalf. represent in the Consumer Disputes
Redressal Commissions.
Under COPRA, a three-tier quasi-
judicial machinery at the district, state

LET’S WORK THIS OUT

Arrange the following in the correct order.
(a) Arita files a case in the District Consumer Disputes
Redressal Commission.
(b) She engages a professional person.
(c) She realises that the dealer has given her defective
material.
(d) She starts attending the commission proceedings.
(e) She goes and complains to the dealer and the Branch
office, to no effect.
(f) She is asked to produce the bill and warranty before
the commission.
(g) She purchases a wall clock from a retail outlet.
(h) Within a few months, the dealer was ordered by the
commission to replace her old wall clock with a brand
new one at no extra cost.

LEARNING TO BECOME WELL-INFORMED

CONSUMERS
When we as consumers become conscious of our rights,
while purchasing various goods and services, we will be
able to discriminate and make informed choices. This

166 C ONSUMER R IGHTS

 uÛ≤s¡‘·<˚X¯+˝À $ìjÓ÷>∑<ës¡T\ ñ<ä´eT+ $$<Ûä bÕøÏåø£ Hê´j·T e´ekÕú j·T+Á‘ê+>±ìï @sêŒ≥T #˚XÊs¡T.
dü+düú\ @sêŒ≥T≈£î <ë]rdæ+~. M{Ïì kÕúìø£+>± õ˝≤¢ $ìjÓ÷>∑<ës¡T\ $yê<ë\ |ü]cÕÿs¡ ø£MTwüHé>±
$ìjÓ÷>∑<ës¡T\ bò˛s¡+\T ˝Ò<ë $ìjÓ÷>∑<ës¡T\ s¡·ø£åD |æ\eã&˚ õ˝≤¢kÕúsTT ø±sê´\j·T+ ˇø£ s¡÷. ø√{Ï es¡≈£î
eT+&Éfi¯ófl nì |æ\TkÕÔs¡T. ªª$ìjÓ÷>∑<ës¡T\ $yê<ë\ qwüº|ü]Vü‰s¡+>± bı+<ä>∑*π> πødüT\qT d”«ø£]düTÔ+~. sêÁwüº
|ü]cÕÿs¡ ø£MTwüHé\˝À πødüTqT m˝≤ ô|ò’˝Ÿ #˚j·÷˝À yês¡T ø£MTwüH>é ± |æ\Teã&˚ sêÁwükº ÕúsTT $ìjÓ÷>∑<ës¡T\ $yê<ë\
$ìjÓ÷>∑<ës¡T\≈£î e÷s¡Z ìπsX› +¯ #˚kÕÔsT¡ . nH˚ø£ dü+<äsꓤ˝À¢ |ü]cÕÿs¡ ø£MTwüHé\T ˇø£ ø√{Ï qT+&ç s¡÷. 10 ø√≥¢ eT<Ûä´,
yês¡T á ø£$Twüq¢˝À e´øÏÔ>∑‘· $ìjÓ÷>∑<ës¡T\≈£î ≈£L&Ü C≤rj·TkÕúsTT˝À >∑\ C≤rj·T ø£MTwüHé s¡÷.10 ø√≥¢ ø£+fÒ
ÁbÕ‹ì<∏ä´+ eVæ≤kÕÔs¡T. á dü«#·Ã¤+<ä dü+düú\T Á|ü»\≈£î m≈£îÿe bı+<ä>∑*–q πødüT\qT d”«ø£]kÕÔsTT. õ˝≤¢kÕúsTT
ne>±Vü≤q ø£*Œ+#·&ÜìøÏ Á|üuÛÑT‘·«+ qT+&ç Ä]úø£ ø£MTwüHé ˝À πødüT ø={Ϻ y˚ùdÔ $ìjÓ÷>∑<ës¡T&ÉT sêÁwüºkÕúsTT
düVü‰j·÷ìï ≈£L&Ü bı+<äT‘êsTT. ø£MTwüHé˝À, Ä ‘·sê«‘· C≤rj·T ø£MTwüHé˝À ≈£L&Ü |òæsê´<äT
MTs¡T ¬sdæ&Óì¸j·T˝Ÿ ø±\˙˝À ìedædüTÔ+fÒ MTs¡T #˚jT· e#·TÃ.
ªª¬sdæ&ÓHé‡ yÓ˝ÒŒ¤sY nk˛dæj˚TwüHéμμ\T nH˚ uÀs¡T¶\qT n+<äTe\q $ìjÓ÷>∑<ës¡T\ $yê<ë\ |ü]cÕÿs¡
>∑ e Tì+∫ ñ+&É e #· T Ã. yê] dü u Û Ñ T ´\≈£ î yêDÏ » ´ ø£$TwüHé\˝À $ìjÓ÷>∑<ës¡T\T>± ÁbÕ‹ì<Ûä´+ eVæ≤+#˚
˝≤yê<˚M\˝À nHê´j·T+ »]– ñ+fÒ yês¡T ‘·eT düuÛÑT´\ Vü≤≈£îÿqT ø£*– ñ+&˚˝≤ eTq≈£î á #·≥+º M\T ø£*Œ+∫+~.
‘·s¡|ü⁄q πødüTqT d”«ø£]kÕÔs¡T.
$ìjÓ÷>∑<ës¡T\ $yê<ë\ |ü]cÕÿsêìøÏ COPRA
ÁøÏ+<ä õ˝≤¢, sêÁwüº eT]j·TT C≤rj·T kÕúsTT\˝À eT÷&É+#Ó\

y˚T\Tø√
eTq+ Ç|ü⁄Œ&ÉT M{Ïì |ü]wüÿ]<ë›+:
$ìjÓ÷>∑<ës¡T&Ü
y˚T\Tø√ øÏ+~ yê{Ïì dü¬s’q Áø£eT+˝À neTs¡Ã+&ç.
m) n]‘· nH˚ eTVæ≤fi¯ õ˝≤¢ $ìjÓ÷>∑<ës¡T\ $yê<ë\ |ü]cÕÿs¡ ø£$TwüHé˝À
ˇø£ |òæsê´<äTqT qyÓ÷<äT #˚düTÔ+~.
_) ÄyÓT ˇø£ ì|ü⁄DT&Ó’q e´øÏÔì ìj·T$T+#·T≈£î+~.
dæ) es¡≈Ô î£ &ÉT ‘·q≈£î ˝À|ü uÛ÷Ñ sTTwüyº TÓ qÆ edüTeÔ ⁄qT Ç#êÃ&Éì ÄyÓT Á>∑V≤æ +∫+~.
&ç) ÄyÓT ø£$TwüHé ø±s¡´Áø£e÷\≈£î Vü‰»s¡T ø±e&É+ ÁbÕs¡+_Û+∫+~.
Ç) ÄyÓT &û\sY eT]j·TT Áu≤+#Y Ä|ò”dt øÏ yÓ[¢ |òæsê´<äT #˚dæ+~ nsTT‘˚
m≥Te+{Ï Á|üuÛ≤e+ ˝Ò<äT.
m|òt) _\T¢q÷, yês¡+{° |üÁ‘êìï ø£MTwüHé eTT+<äT düeT]Œ+#·eTì ÄyÓTqT
yêj·TT ø±\Twü´+ ` ˙{Ï ø±\Twü´+ ` X¯ã› ø±\Twü´+. ø√sês¡T.
e+{Ï$˝Òì Äs√>∑´ø£s¡yÓTÆq |üsê´es¡D+ bı+<˚˝≤ õ) ÄyÓT ˇø£ ∫\¢s¡ <äTø±D+ qT+∫ ˇø£ >√&É >∑&çj·÷sêìï ø=qT>√\T
$ìjÓ÷>∑<ës¡T\≈£î Vü≤≈£îÿ\T ñ+&˚˝≤ #·÷&É≥+ #˚d+æ ~.
mø√e÷sYÿ Á|üe÷D≤\qT bÕ{Ï+#˚ MTs¡T @$T #˚j·Te#·TÃ
ñ‘·Œ‘·T\Ô T / Áu≤+&É¢ ø√dü+ #·÷&É+&ç. • q~˝ÀøÏ e´sê∆\qT $&ÉT<ä\ #˚j·T≈£î+&Ü
ôV≤#Y) ø=ìï HÓ\˝À¢H˚ m˝≤+{Ï n<äq|ü⁄ Ks¡Tà ˝Ò≈£î+&Ü bÕ‘· >√&É >∑&çj·÷s¡+
ìyê]+#·+&ç.
• ‘·≈£îÿe $<äT´‘Y‘√ q&ç#˚ edüTÔe⁄\qT ø√s¡Tø√+&ç. kÕúq+˝À ø=‘·Ô >∑&j ç ÷· sêìï ÄyÓT≈£î Çe«e\dæ+~>± ø£MTwüHé Ä es¡≈Ô î£ &çì
• kÂs¡ |üeq X¯øÏÔe+{Ï |ü⁄qs¡T‘êŒ<äø£ X¯øÏÔì
ñ|üjÓ÷–+#·+&ç. Ä<˚•+∫+~.
• ˙{Ï e<∏ëqT ìyê]+#·+&ç.
$ìjÓ÷>∑<ës¡T\ düeT÷Vü≤ •• es¡
ø±\Twü´ ìj·T+Á‘·D
¸|ü⁄ ˙{Ïì ùdø£]+#·+&ç.
d”dü+ ˝Òì ô|Á{À\T ñ|üjÓ÷–+#·+&ç.
• JeXË’~∏\´+ #Ó+<˚ bÕ´øÏ+>¥ edüTÔe⁄\qT
eT+∫ ne>±Vü≤q ø£*–q $ìjÓ÷>∑<ës¡T\T>± e÷s¡&ÜìøÏ
eT+&É*øÏ |òæsê´<äT #˚j·T+&ç. ñ|üjÓ÷–+#·+&ç. nuÛ´Ñ dæ+#·&+É
$ìjÓ÷>∑<ës¡T\T>± eTq Vü≤≈£îÿ\ >∑T]+∫ eTq≈£î ne>±Vü≤q ø£*–
Vü≤≈£îÿ\qT ø√s¡Tø√+&ç.|ü]cÕÿsê\qT #·÷|ü+&ç. ñ+fÒ $$<Ûä edüTÔ ùde\qT ø=qT>√\T #˚düTÔqï|ü⁄Œ&ÉT eTq+ edüTÔe⁄\
nqTdü]+#·+&ç. eT<Ûä´ uÛÒ<ë\qT >∑T]Ô+#·>∑*–, dü¬s’q$ m+#·Tø√>∑\+.
$ìjÓ÷>∑<ës¡Tì Vü≤≈£îÿ\T 167
calls for acquiring the knowledge
and skill to become a well-informed
consumer. How do we become
conscious of our rights? Look at the
posters on the right and in the
previous page. What do you think?
The enactment of COPRA has led
to the setting up of separate
Departments of Consumer Affairs in
central and state governments. The
posters that you have seen are one
example through which government
spread information about legal
process which people can use.
You might also be seeing such
advertisements on television channels.

ISI and Agmark

While buying many commodities, on the

cover, you might have seen a logo with the
letters ISI, Agmark, Hallmark or +F. These
logos and certification help consumers get
assured of quality while purchasing the
goods and services. The organisations that
monitor and issue these certificates allow
producers to use their logos provided they
follow certain quality standards.
Though these organisations develop quality
standards for many products, it is not
compulsory for all the producers to follow
standards. However, for some products that
affect the health and safety of consumers or
of products of mass consumption like LPG
cylinders, food colours and additives,
cement, packaged drinking water, it is
mandatory on the part of the producers to
get certified by these organisations.
ˇø£ eT+∫ ne>±Vü≤q ø£*–q $ìjÓ÷>∑<ës¡Tì>±
e÷s¡&ÜìøÏ bı+<ë*‡q C≤„q+, HÓ’|ü⁄D≤´\ >∑T]+∫
Ç~ ‘Ó*j·TCÒdüTÔ+~. eTq Vü≤≈£îÿ\ >∑T]+∫ eTq+
m˝≤ ne>±Vü≤q bı+<äT‘êeTT? ≈£î&çyÓ’|ü⁄q ñqï,
eTT+<äT ù|J˝À ñqï b˛düºs¡¢qT #·÷&É+&ç. MTs¡T
@eTqT≈£î+≥THêïs¡T?
COPRA #·≥º+ #˚j·T&É+ e\q πø+Á<ä, sêÁwüº
Á|üuÛÑT‘ê«\˝À $ìjÓ÷>∑<ës¡T\ e´eVü‰sê\ ø√dü+
y˚T\Tø√
Á|ü ‘ ˚ ´ ø£ $uÛ ≤ >±\qT @sêŒ≥T #˚ X Ês¡ T . Á|ü » \T eTq |ü]düsê\˝À ˇø£ $ìjÓ÷>∑<ës¡T&ÉT n‘·´+‘· eTTK´yÓTÆq $ìjÓ÷>∑<ës¡T&Ü
y˚T\Tø√
dü+<äs¡Ù≈£î&ÉT. n‘·qT eTqô|’ Ä<Ûës¡|ü&É&ÉT. eTq+ n‘·ìô|’ Ä<Ûës¡|ü&ç ñHêïeTT.
ñ|üjÓ÷–+#·Tø√>∑\ #·≥º|üs¡yÓTÆq Á|üÁøÏj·T >∑T]+∫ n‘·qT eTq yê´bÕs¡+˝À ãj·T{Ï e´øÏÔ ø±<äT. n‘·qT n+<äT˝À uÛ≤>∑y˚T. n‘·ìøÏ ùde
#˚j·T&É+ <ë«sê eTq+ n‘·ìøÏ y˚T\T #˚j·T&É+ ˝Ò<äT. Ä $<Ûä+>± #˚ùd+<äT≈£î eTq≈£î
Á|üuTÑÛ ‘·«+ yê´|æÔ #˚ùd düe÷#ês¡ e÷sêZ\˝À MTs¡T #·÷dæq neø±XÊìï ø£*Œ+∫q n‘·qT eTq≈£î ñ|üø±s¡+ #˚düTÔHêï&ÉT.
` eTVü‰‘êà >±+BÛ
b˛düºsY\T ˇø£ ñ<ëVü≤s¡D e÷Á‘·y˚T. MTs¡T f…*$»Hé
#Ûêq˝Ÿ˝À ≈£L&Ü n˝≤+{Ï Á|üø£≥q\T #·÷düTÔ+{≤s¡T.

ISI eT]j·TT Ä>¥e÷sYÿ

MTs¡T nH˚ø£ edüTÔe⁄\qT ø=qT>√\T #˚düTÔqï|ü⁄Œ&ÉT ISI, Agmark,
Hallmark or +F nH˚ nø£åsê\‘√ ≈£L&çq ˝À>√\qT #·÷dæ
ñ+&Ée#·TÃ. edüTÔ ùde\qT ø=qT>√\T #˚ùd≥|ü⁄Œ&ÉT á ˝À>√\T,
Á<ÛäTMø£s¡D |üÁ‘ê\T nH˚$ $ìjÓ÷>∑<ës¡T\T yê{Ï HêD´‘·qT
$X¯«dæ+#˚˝≤ düVü‰j·T|ü&É‘êsTT. á Á|üe÷D |üÁ‘ê\qT |üs¡´y˚øÏå+∫,
C≤Ø #˚ùd dü+dü\ú T ì]›wºü HêD´‘ê Á|üe÷D≤\qT bÕ{ÏùdÔ yê] ˝À>√\qT
ñ|üjÓ÷–+#·&ÜìøÏ ñ‘·Œ‹Ô<ës¡T\≈£î nqTeT‹kÕÔsTT.
á dü+dü\ú T nH˚ø£ ñ‘·Œ‘·T\Ô ≈£î HêD´‘ê Á|üe÷D≤\qT n_Ûe~∆
#˚dæq|üŒ{Ïø°, ñ‘·Œ‹Ô<ës¡T\+<äs¡÷ á Á|üe÷D≤\qT ‘·|üŒìdü]>±
bÕ{Ï+#ê*‡q nedüs¡+ ˝Ò<äT. nsTT‘˚ $ìjÓ÷>∑<ës¡T\ Äs√>±´˙ï,
uÛÑÁ<ä‘·qT Á|üuÛ≤$‘·+ #˚ùd ø=ìï ñ‘·Œ‘·TÔ\≈£î ˝Ò<ë LPG dæ*+&És¡T¢,
ÄVü‰s¡ s¡+>∑T\T, dü+ø£*‘ê\T, dæyTÓ +≥T, bÕ´ø˘ #˚dqæ Á‘ê>∑T˙s¡T ˝≤+{Ï
m≈£îÿeeT+~ $ìjÓ÷–+#˚ edüTÔe⁄\qT ‘·j·÷s¡T#˚ùd ñ‘·Œ‹Ô <ës¡T\T
á dü+düú\ qT+&ç ‘·|üŒìdü]>± Á<ÛäTMø£s¡D #˚sTT+#·Tø√yê*.
 LET’S WORK THESE OUT
1. Look at the posters and cartoons in this chapter. Think of any particular commodity
and the aspects that need to be looked at as a consumer. Design a poster for this.
2. Find out the nearest Consumer Disputes Redressal Commission for your area.
3. What is the difference between consumer protection council and Consumer Disputes
Redressal Commission?
4. The Consumer Protection Act 1986 ensures the following as rights which every
consumer in India should possess
(i) Right to choice. (iv) Right to representation.
(ii) Right to information. (v) Right to safety.
(iii) Right to redressal. (vi) Right to consumer education.
Categorise the following cases under different heads and mark against each in
brackets.
(a) Lata got an electric shock from a newly purchased iron. She complained to the
shopkeeper immediately. ( )
(b) John is dissatisfied with the services provided by MTNL/BSNL/TATA INDICOM
for the past few months. He files a case in the District Level Consumer
Commission. ( )
(c) Your friend has been sold a medicine that has crossed the expiry date and you
are advising her to lodge a complaint ( ).
(d) Iqbal makes it a point to scan through all the particulars given on the pack of any
item that he buys. ( )
(e) You are not satisfied with the services of the cable operator catering to your
locality but you are unable to switch over to anybody else. ( )
(f) You realise that you have received a defective camera from a dealer. You are
complaining to the head office persistently ( ).
5. If the standardisation ensures the quality of a commodity, why are many goods
available in the market without ISI or Agmark certification?
6. Find out the details of who provides Hallmark and ISO certification.

TAKING THE CONSUMER MOVEMENT FORWARD

India has been observing 24 their activities. There are today more
December as the National Consumers’ than 2000 consumer groups in the
Day. It was on this day that the Indian country of which only about 50-60
Parliament enacted the Consumer are well organised and recognised for
Protection Act in 1986. India is one their work.
of the countries that have exclusive
However, the consumer redressal
authority for consumer redressal.
process is becoming cumbersome,
The consumer movement in India expensive and time consuming. Many
has made some progress in terms of a time, consumers are required to
numbers of organised groups and engage lawyers. These cases require

170 C ONSUMER R IGHTS

 eTq+ Ç|ü⁄Œ&ÉT M{Ïì |ü]wüÿ]<ë›+:
1. á n<Ûë´j·T+˝Àì b˛düºs¡T¢, ø±s¡÷ºq¢qT #·÷&É+&ç. ˇø£ $ìjÓ÷>∑<ës¡Tì>± #·÷&Ée\dæq @<Ó’Hê Á|ü‘˚´ø£yÓTÆq
edüTÔe⁄ <ëì n+XÊ\ >∑T]+∫ Ä˝À∫+#·+&ç. <ëìø√dü+ ˇø£ b˛düºsYqT s¡÷bı+~+#·+&ç.
2. MT ÁbÕ+‘êìøÏ düMT|ü+˝À ñqï $ìjÓ÷>∑<ës¡T\ $yê<ë\ |ü]cÕÿs¡ ø£MTwüHéqT ø£qT>=q+&ç.
3. $ìjÓ÷>∑<ës¡T\ s¡ø£åD eT+&É*, $ìjÓ÷>∑<ës¡T\ $yê<ë\ |ü]cÕÿs¡ ø£MTwüHé≈£î eT<Ûä´ >∑\ ‘˚&Ü @$T{Ï?
4. uÛ≤s¡‘·<˚X¯+˝Àì Á|ü‹ $ìjÓ÷>∑<ës¡T&ÉT ø£*– ñ+&Ée\dæq Vü≤≈£îÿ\T>± øÏ+~ yê{Ïì $ìjÓ÷>∑<ës¡T\ s¡ø£åD
#·≥º+ 1986 ìsê∆]düTÔ+~.
i) m+|æø£ #˚düT≈£îH˚ Vü≤≈£îÿ. iv) ÁbÕ‹ì<Ûä´ Vü≤≈£îÿ
ii) düe÷#ês¡ Vü≤≈£îÿ. v) uÛÑÁ<ä‘· Vü≤≈£îÿ
iii) |ü]cÕÿs¡ Vü≤≈£îÿ vi) $ìjÓ÷>∑<ës¡T\ $<ä´ Vü≤≈£îÿ.
øÏ+<ä ù|s=ÿqï dü+|òüT≥q\qT ô|’q #·÷|æ+∫q $$<Ûä o]¸ø£\ øÏ+<ä eØZø£]+∫ yê{Ï m<äTs¡T>± ñqï Áu≤¬ø{À¢ qyÓ÷<äT
#˚jT· +&ç.
m) ø=‘·Ô>± ø=qT>√\T #˚dæq ÇÁd”Ô ô|f…º qT+&ç \‘·≈£î $<äT´‘Y cÕø˘ ‘·–*+~. ÄyÓT <äTø±D j·T»e÷ìøÏ
yÓ+≥H˚ |òæsê´<äT #˚dæ+~. ( )
_) >∑‘· ø=ìï HÓ\\T>± MTNL/BSNL/TATA INDICOM n+~+∫q ùde\ô|’ C≤Hé ndü+‘·|æÔ>±
ñHêï&ÉT. n‘·&ÉT õ˝≤¢ kÕúsTT $ìjÓ÷>∑<ës¡T\ ø£$TwüHé ˝À πødüT qyÓ÷<äT #˚XÊ&ÉT. ( )
dæ) >∑&ÉTe⁄ ‘˚B eTT–dæq Wwü<Ûëìï MT ùdïVæ≤‘·Tsê*øÏ $Áø£sTT+∫qyê]ô|’ |òæsê´<äT #˚j·TeTì MTs¡T ÄyÓT≈£î
dü\Vü‰ ÇdüTÔHêïs¡T. ( )
&ç) ‘·qT ø=qï≥Te+{Ï @<Ó’Hê edüTÔe⁄ bÕ´ø˘ ô|’ Ç∫Ãq nìï $esê\qT |üØøÏå+#·&É+ ˇø£ eTTK´yÓTÆq
$wüj·T+>± Çø±“˝Ÿ >∑T]Ô+#ê&ÉT. ( )
Ç) MT ÁbÕ+‘êìøÏ n+~+#˚ πøãT˝Ÿ Ä|üπs≥sY ùde\‘√ MTs¡T dü+‘·|æÔ #Ó+<ä˝Ò<äT. MTs¡T y˚s=ø£]øÏ
e÷s¡˝Òø£b˛‘·THêïs¡T. ( )
m|òt)MTs¡T <äTø±D<ës¡Tì qT+&ç ˝À|üuÛÑ÷sTTwüºyÓTÆq ¬øyÓTsêqT n+<äT≈£îHêïs¡ì ‘Ó\TdüT≈£îHêïs¡T. MTs¡T Á|ü<Ûëq
ø±sê´\j·÷ìøÏ ìs¡+‘·s¡+ |òæsê´<äT #˚düTÔHêïs¡T. ( )
5. ÁbÕe÷DÏø°ø£s¡D ˇø£ edüTÔe⁄ HêD´‘·qT ìsê∆]ùdÔ ISI ˝Ò<ë Agmark Á<ÛäTMø£s¡D ˝Ò≈£î+&Ü nH˚ø£ edüTÔe⁄\T
e÷¬sÿ{Ÿ˝À m+<äT≈£î n+<äTu≤≥T˝À ñHêïsTT.
6. Hallmark, ISO Á<ÛäTMø£s¡DqT n+~+#˚ yê] $esê\qT ø£qT>=q+&ç.

$ìjÓ÷>∑<ës¡T\ ñ<ä´e÷ìï eTT+<äT≈£î rdüT¬øfi¯¢&É+

uÛ≤s¡‘·<˚X¯+˝À &çôd+ãsY 24e ‘˚Bì C≤rj·T ø±s¡´ø£˝≤bÕ\ $wüjT· +˝À ø=+‘· |ü⁄s√>∑‹ì kÕ~Û+∫+~.
$ìjÓ÷>∑<ës¡T\ ~H√‘·‡e+>± »s¡T|ü⁄≈£î+{≤s¡T. H˚&TÉ <˚X+¯ ˝À s¬ +&ÉT y˚\ ø£+fÒ m≈£îÿe $ìjÓ÷>∑<ës¡T\
Ä ‘˚ B q uÛ ≤ s¡ ‘ · bÕs¡ ¢ y Ó T +≥T 1986˝À dü+|òü÷\T ñHêïsTT. yê{Ï˝À πøe\+ 50 qT+&ç 60
$ìjÓ÷>∑<ës¡T\ s¡øD å£ #·{≤ºìï s¡÷bı+~+∫+~. e÷Á‘·y˚T #·ø£ÿ>± |üì#˚dü÷Ô yê{Ï |üìøÏ >∑T]Ô+|ü⁄qT
$ìjÓ ÷ >∑ < ës¡ T \ |ü ] cÕÿsêìøÏ Á|ü ‘ ˚ ´ ø£ bı+<ësTT.
j·T+Á‘ê+>±ìï ø£*–q <˚XÊ\˝À uÛ≤s¡‘<· X˚ +¯ ˇø£{.Ï nsTT‘˚ $ìjÓ÷>∑<ës¡T\ |ü]cÕÿs¡ Á|üÁøÏj·T
uÛ≤s¡‘·<˚X¯+˝À $ìjÓ÷>∑<ës¡T\ ñ<ä´eT+ dü+øÏw¢ +ºü >±, m≈£îÿe Ks¡TÑ√ ≈£L&çq~>± ñ+≥÷ m≈£îÿe
e´ed” ú ø £  ‘· dü + |ò ü ÷ \ dü + K´˝Àq÷, yê{Ï düeTj·÷ìï rdüT≈£î+≥Tqï~.

$ìjÓ÷>∑<ës¡Tì Vü≤≈£îÿ\T 171

time for filing and attending the encouraged at all the three tiers
commission proceedings etc. In most Consumer Commissions. After more
purchases cash memos are not issued than 30 years of the enactment of
hence evidence is not easy to gather. COPRA, consumer awareness in India
Moreover most purchases in the is spreading but slowly. Besides this
market are small retail sales. The the enforcement of laws that protect
workers, especially in the
COPRA was amended in the year
unorganised sectors is weak.
2019 to further strengthen
Similarly, rules and regulations for
consumers in India. Buying through
working of markets are often not
internet is now included. If there is any followed.
service deficiency or defective product,
Nevertheless, there is scope for
service provider or manufacturer is consumers to realise their role and
also held responsible and would be importance. It is often said that
penalized or even imprisoned. consumer movements can be effective
Settlement of disputes with the help only with the consumers’ active
of a neutral intermediary outside the involvement. It requires a voluntary
Consumer Disputes Redressal effort and struggle involving the
Commission, called mediator, is now participation of one and all.

EXERCISES
1. Why are rules and regulations required in the marketplace? Illustrate with a few examples.
2. What factors gave birth to the consumer movement in India? Trace its evolution.
3. Explain the need for consumer consciousness by giving two examples.
4. Mention a few factors which cause exploitation of consumers.
5. What is the rationale behind the enactment of Consumer Protection Act 1986?
6. Describe some of your duties as consumers if you visit a shopping complex in your locality.
7. Suppose you buy a bottle of honey and a biscuit packet. Which logo or mark you will have
to look for and why?
8. What legal measures were taken by the government to empower the consumers in India?
9. Mention some of the rights of consumers and write a few sentences on each.
10. By what means can the consumers express their solidarity?
11. Critically examine the progress of consumer movement in India.
12. Match the following.
(i) Availing details of ingredients of a product (a) Right to safety
(ii) Agmark (b) Dealing with consumer cases
(iii) Accident due to faulty engine in a scooter (c) Certification of edible oil and cereals
(iv) District Consumer Commission (d) Agency that develop standards for
goods and services
(v) Food fortification (e) Right to information
(vi) Consumers International (f) Global level institution of
consumer welfare organisations
(vii) Bureau of Indian Standards (g) Addition of key nutrients to staple
foods

172 C ONSUMER R IGHTS

#ê˝≤ dü+<äsꓤ\˝À $ìjÓ÷>∑<ës¡T\T Hê´j·Tyê<äT\qT ø£ M Twü H é \ kÕú s TT\ìï+{Ï ˝ Àq÷ eT<Û ä ´ e]Ô ì
@sêŒ≥T #˚düTø√e\dæ ñ+≥T+~. |òæsê´<äT #˚j·T&ÜìøÏ, Áb˛‘·‡Væ≤düTÔHêïs¡T. COPRA neT˝À¢øÏ e∫Ãq 30
ø£$TwüHé $#ês¡D≈£î Vü‰»s¡T ø±e&ÜìøÏ á πødüT\≈£î dü+e‘·‡sê\ ‘·sê«‘· uÛ≤s¡‘<· X˚ +¯ ˝À $ìjÓ÷>∑<ës¡T\
düeTj·T+ nedüs¡+ ne⁄‘·T+~. #ê˝≤ dü+<äsꓤ\˝À ne>±Vü≤q HÓeTà~>± $düÔ]düTÔqï~. Bì‘√ bÕ≥T
ø=qT>√\T #˚ùd≥|ü⁄Œ&ÉT q>∑<äT s¡d”<äT Çe«s¡T. ø±ã{Ϻ ø±]à≈£î\qT s¡øÏå+#˚ #·{≤º\T, Á|ü‘˚´øÏ+∫ ndü+|òüT{Ï‘·
kÕøå±´\qT ùdø£]+#·&É+ düT\uÛÑ+ ø±<äT. n+‘˚ø±≈£î+&Ü s¡+>±\˝À |üì#˚ùd ø±]à≈£î\qT s¡ø+åÏ #˚ #·{≤º\T dü]>±
e÷¬sÿ{Ÿ˝À #ê˝≤ ø=qT>√fi¯ófl ∫qï ∫\¢s¡ $Áø£j·÷\T>± neT\T ø±e&É+ ˝Ò<äT. n<˚$<Ûä+>± e÷¬sÿ{Ÿ˝
ñHêïsTT. uÛ≤s¡‘·<˚X¯+˝À $ìjÓ÷>∑<ës¡T\qT eT]+‘· ìs¡ « Vü ≤ D ø√dü + s¡ ÷ bı+~+∫q ìj· T eT
ã˝Àù|‘· + #˚ ù d+<ä T ≈£ î COPRA qT 2019˝À ìã+<Ûäq\qT ‘·s¡#·T>± nqTdü]+#·≥+ ˝Ò<äT.
düe]+#ês¡T. Ç|ü⁄Œ&ÉT n+‘·sê®\+ <ë«sê »]π> nsTTq|ü Œ {Ï ø ° $ìjÓ ÷ >∑ < ës¡ T \T ‘· e T
ø=qT>√fi¯flqT ≈£L&Ü #˚sêÃs¡T. @<ÓH’ ê ùde˝À ˝À|ü+ ˝Ò<ë bÕÁ‘·qT, ÁbÕeTTK´‘·qT Á>∑Væ≤+#˚ neø±X¯+ ñ+~.
˝À|üu÷ÑÛ sTTwüyº TÓ qÆ ñ‘·Œ‹Ô ñqï≥¢sTT‘˚ ùdeqT n+~+∫q $ìjÓ÷>∑<ës¡T\ ÁøÏj÷· o\ uÛ≤>∑kÕ«eT´+‘√ e÷Á‘·yT˚
yê]˙ ˝Ò<ë ñ‘·Œ‹Ô<ës¡TD°í ≈£L&Ü u≤<ÛTä ´\qT #˚dæ yê]øÏ $ìjÓ÷>∑<ës¡T\ ñ<ä´e÷\T Á|üuÛ≤ee+‘·+>±
»]e÷Hê ˝Ò<ë C…\’ T •ø£å ≈£L&Ü $~Û+#·e#·TÃ. eT<Û´ä e]Ô>± ñ+{≤j·Tì eTq≈£î ‘Ó\Tk˛Ô+~. dü«#·Ã¤+<ä>± #˚ùd
|æ\eã&˚, $ìjÓ÷>∑<ës¡T\ $yê<ë\ |ü]cÕÿs¡ ø£MTwüH≈é î£ ˇø£ Á|üj·T‘·ï+, Á|ü‹ ˇø£ÿ]˙ uÛ≤>∑kÕ«eT´+ #˚dü÷Ô
yÓ\T|ü\ ‘·≥düú eT<Ûä´e]Ô düVü‰j·T+‘√ $yê<ë\qT »]π> b˛sê≥+ BìøÏ nedüs¡+.
|ü]wüÿ]+#·&ÜìøÏ Ç|ü⁄Œ&ÉT eT÷&É+#Ó\ $ìjÓ÷>∑<ës¡T\

nuÛ≤´kÕ\T
1. e÷¬sÿ{À¢ ìj·TeT ìã+<Ûäq\T m+<äT≈£î nedüs¡+? ø=ìï ñ<ëVü≤s¡D\‘√ $e]+#·+&ç.
2. uÛ≤s¡‘·<˚X¯+˝À $ìjÓ÷>∑<ës¡T\ ñ<ä´e÷ìøÏ Je+ b˛dæq ø±s¡ø±\T @$T{Ï? <ëì |ü]D≤e÷ìï $e]+#·+&ç.
3. $ìjÓ÷>∑<ës¡T\qT #Ó’‘·q´e+‘·T\T>± #˚j·÷*‡q ÄeX¯´ø£‘·qT ¬s+&ÉT ñ<ëVü≤s¡D\T Çe«&É+ <ë«sê $e]+#·+&ç.
4. $ìjÓ÷>∑<ës¡T\ <√|æ&ûøÏ ø±s¡DeTj˚T´ ø=ìï n+XÊ\qT ù|s=ÿq+&ç.
5. $ìjÓ÷>∑<ës¡T\ s¡ø£åD #·≥º+ 1986` #˚j·T&ÜìøÏ >∑\ ø±s¡D≤\T @$T{Ï?
6. MTs¡T MT ÁbÕ+‘·+˝Àì cÕ|æ+>¥ ø±+ô|¢ø˘‡ ì dü+<ä]ÙùdÔ $ìjÓ÷>∑<ës¡T\T>± MT $<ÛäT\qT ø=ìï+{Ïì $e]+#·+&ç.
7. MTs¡T ˇø£ ‘˚HÓ d”kÕ, ˇø£ _ôdÿ{Ÿ bÕ´¬ø{Ÿ ø=Hêïs¡T nqT≈£î+<ë+. MTs¡T @ ˝À>√ ˝Ò<ë >∑Ts¡TÔqT ø£qT>=H˚ Á|üj·T‘·ï+ #˚j·÷*?
m+<äT≈£î?
8. uÛ≤s¡‘·<˚X¯+˝À $ìjÓ÷>∑<ës¡T\ kÕ~Ûø±]ø£‘·≈£î Á|üuÛÑT‘·«+ m˝≤+{Ï #·≥º|üs¡yÓTÆq #·s¡´\T rdüT≈£î+~?
9. $ìjÓ÷>∑<ës¡T\ Vü≤≈£îÿ\qT ø=ìï+{Ïì ù|s=ÿì Á|ü‹<ëìô|’ ø=ìï yêø±´\qT Áyêj·T+&ç.
10. @ e÷sêZ\ <ë«sê $ìjÓ÷>∑<ës¡T\T ‘·eT dü+|ò”TuÛ≤yêìï ‘Ó*j·TCÒjT· >∑\s¡T?
11. uÛ≤s¡‘·<˚X¯+˝À $ìjÓ÷>∑<ës¡T\ ñ<ä´eT Á|ü>∑£‹ì $eTs¡ÙHê‘·àø£+>± |ü]o*+#·+&ç.
12. øÏ+~ yê{Ïì »‘·|üs¡#·+&ç.
i) ˇø£ edüTÔe⁄≈£î dü+ã+~Û+∫q |ü<ësêú\ $esê\qT bı+<ä&É+ m) uÛÑÁ<ä‘· Vü≤≈£îÿ
ii) n>¥e÷sYÿ _) $ìjÓ÷>∑<ës¡T\ πødüT\qT #˚|ü≥º&É+
iii) dü÷ÿ≥s√¢ Ç+õHé ˝À|ü+ ø±s¡D+>± Á|üe÷<ä+ »]–+~ dæ) e+≥q÷HÓ, ‘·D<ÛëHê´\qT Á<ÛäTMø£]+#·&É+
iv) õ˝≤¢ $ìjÓ÷>∑<ës¡T\ ø£$TwüHé &ç) edüTÔ ùde\ ø√dü+ Á|üe÷D≤\qT n_Ûe~∆ #˚ùd dü+düú
v) ÄVü‰s¡ |ü{Ïwüº‘· Ç) düe÷#ês¡ Vü≤≈£îÿ
vi) ø£q÷®´eTsY‡ Ç+≥πsïwüq˝Ÿ m|ò)t $ìjÓ÷>∑<ës¡T\ dü+πøåeT dü+düú\ jÓTTø£ÿ πø+Á<ä dü+düú
vii) uÛ≤s¡rj·T Á|üe÷D≤\ dü+düú õ) Á|ü<Ûëq ÄVü‰sê\≈£î ø°\ø£yÓTÆq b˛wüø±\qT CÀ&ç+#·&É+

$ìjÓ÷>∑<ës¡Tì Vü≤≈£îÿ\T 173

 13. Say True or False.
(i) COPRA applies only to goods.
(ii) India is one of the many countries in the world which has exclusive
authorities established for consumer disputes redressal.
(iii) When a consumer feels that he has been exploited, he must file a case in
the District Consumer Commission.
(iv) It is worthwhile to move to consumer commissions only if the damages
incurred are of high value.
(v) Hallmark is the certification maintained for standardisation of jewellry.
(vi) The consumer redressal process is very simple and quick.
(vii) A consumer has the right to get compensation depending on the degree of
the damage.

ADDITIONAL PROJECTS / ACTIVITIES

1. Your school organises a consumer awareness week. As the Secretary of the
Consumer Awareness Forum, draft a poster covering all the consumer rights.
You may use the clues and ideas given in the poster on page 84 and 85. This
activity can be done with the help of your English teacher.

2. Mrs. Krishna bought a colour television (CTV) against six months warranty. The
CTV stopped working after three months. When she complained to the dealer /
shop where it was purchased, they sent an engineer to set it right. The CTV
continues to give trouble and Mrs Krishna no longer gets any reply to the complaint
she made to the dealer / shop. She decides to write to the Consumer Commission
in her area. Write a letter on her behalf. You may discuss with your partner /
group members before you write it.

3. Establish a consumer club in your school. Organise mock consumer awareness

workshops like monitoring bookshops, canteen, and shops in your school area.

4. Prepare posters with catchy slogans like:

– An alert consumer is a safe consumer

– Buyers, Beware

– Consumers be cautious

– Be aware of your rights

– As consumers, assert your right

– Arise, awake and stop not till ______________________ (Complete it)

5. Interview 4-5 persons in your neighbourhood and collect varied experiences

regarding how they have been victims of such exploitation and their responses.
6. Conduct a survey in your locality by supplying the following questionnaire to get
an idea as to how alert they are as consumers.

174 C ONSUMER R IGHTS

13. ‘·b˛Œ ˝Ò<ë ˇb˛Œ #Ó|üŒ+&ç.
i) COPRA edüTÔe⁄\≈£î e÷Á‘·y˚T e]ÔdüTÔ+~.
ii) Á|ü|ü+#·+˝À $ìjÓ÷>∑<ës¡T\ $yê<ë\ |ü]cÕÿsêìøÏ Á|ü‘˚´ø£ j·T+Á‘ê+>±ìï @sêŒ≥T #˚dæq≥Te+{Ï nH˚ø£
<˚XÊ\˝À uÛ≤s¡‘·<˚X¯+ ˇø£{Ï.
iii) $ìjÓ÷>∑<ës¡T&ÉT ‘êqT <√|æ&ø û Ï >∑Ts¬ q’ ≥T¢ uÛ≤$+∫q|ü⁄Œ&ÉT n‘·qT ‘·|Œü ìdü]>± õ˝≤¢ $ìjÓ÷>∑<ës¡T\ ø£$TwüH˝é À
πødüT <ëK\T #˚j·÷*.
iv) »]–q qcÕº\≈£î n~Ûø£ $\Te ñqï|ü⁄Œ&ÉT e÷Á‘·y˚T $ìjÓ÷>∑<ës¡T\ ø£$Twüq¢≈£î yÓfi¯¢&É+ Á|üjÓ÷»qø£s¡+>±
ñ+≥T+~.
v) Vü‰˝Ÿ e÷sYÿ nH˚~ ÄuÛÑs¡D≤\ ÁbÕe÷DÏø£‘·qT Á<ÛäTMø£]düTÔ+~.
vi) $ìjÓ÷>∑<ës¡T\ |ü]cÕÿs¡ Á|üÁøÏj·T #ê˝≤ düT\uÛÑ+>±, y˚>∑+>± ñ+≥T+~.
vii) qwüº rÁe‘· kÕúsTT Ä<Ûës¡+>± |ü]Vü‰s¡+ bı+<˚ Vü≤≈£îÿ $ìjÓ÷>∑<ës¡T&çøÏ ñ+≥T+~.

n<äq|ü⁄ ÁbÕC…≈£îº\T/ø£‘ê´\T
1. MT bÕsƒX¡ Ê\ $ìjÓ÷>∑<ës¡T\ ne>±Vü≤q yês√‘·‡yêìï ìs¡«Væ≤düT+Ô ~. $ìjÓ÷>∑<ës¡T\ ne>±Vü≤q bò˛s¡+ ø±s¡´<ä]Ù>±
$ìjÓ÷>∑<ës¡T\ nìï Vü≤≈£îÿ\qT ‘Ó*ù| b˛düºsYqT s¡÷bı+~+#·+&ç. 84, 85 e ù|J\˝Àì b˛düºsY\˝À n+~+∫q
Ä<Ûësê\qT, uÛ≤eq\qT MTs¡T ñ|üj÷Ó –+#·e#·TÃ. á ø£‘ê´ìï MTs¡T Ä+>∑¢ ñbÕ<Ûë´j·TTì düV‰ü j·T+‘√ #˚jT· e#·TÃ.
2. ÁoeT‹ ø£wüí Äs¡THÓ\\ yês¡+{°‘√ ø£\sY{°M(CTV) ì ø=qT>√\T #˚XÊs¡T. eT÷&ÉT HÓ\\ ‘·sê«‘· CTV |üì#˚j·T&É+
Ä–b˛sTT+~. ÄyÓT <ëìì ø=qT>√\T #˚dæq &û\sYøÏ |òæsê´<äT #˚dæq|ü⁄Œ&ÉT, yês¡T <ëìì dü] #˚j·T&ÜìøÏ ˇø£
Ç+»˙sY qT |ü+bÕs¡T. CTV Çã“+~ ô|&ÉT‘·÷H˚ ñ+~. ÁoeT‹ ø£wüí &û\sY/<äTø±D≤ìøÏ #˚dæq |òæsê´<äTô|’ Ç+ø±
m˝≤+{Ï düe÷<Ûëq+ sê˝Ò<Tä . ÄyÓT ‘·q ÁbÕ+‘·+˝Àì $ìjÓ÷>∑<ës¡T\ ø£MTwüH≈é î£ ˝ÒK sêj·÷\ì ìs¡sí TT+#·T≈£î+~.
ÄyÓT ‘·s¡|ü⁄q ˇø£ ˝ÒK sêj·T+&ç. MTs¡T sêùdeTT+<äT MT uÛ≤>∑kÕ«$T/düeT÷Vü≤ düuÛÑT´\‘√ #·]Ã+#·e#·TÃ.
3. MT bÕsƒ¡XÊ\˝À $ìjÓ÷>∑<ës¡T\ dü+|òüT+ @sêŒ≥T #˚j·T+&ç. MT bÕsƒ¡XÊ\ ÁbÕ+‘·+˝Àì |ü⁄düÔø±\ <äTø±D≤\T,
|òü\Vü‰s¡XÊ\\T, <äTø±D≤\qT |üs¡´y˚øÏå+#·&É+ e+{Ï qeT÷Hê $ìjÓ÷>∑<ës¡T\ ne>±Vü≤Hê ø±s¡´ •_sê\qT
ìs¡«Væ≤+#·+&ç.
4. Äø£≥Tº≈£îH˚ ìHê<ë\‘√ Á|üø£≥q |üÁ‘ê\qT ‘·j·÷s¡T #˚j·T+&ç.
- nÁ|üeT‘·ÔyÓTÆq $ìjÓ÷>∑<ës¡T n+fÒ düTs¡øÏå‘·yÓTÆq $ìjÓ÷>∑<ës¡T>± ñ+&É≥+.
- ø=qT>√\T<ës¡T˝≤sê C≤Á>∑‘·Ô.
- $ìjÓ÷>∑<ës¡T˝≤sê C≤Á>∑‘·Ô>± ñ+&É+&ç.
- MT Vü≤≈£îÿ\ >∑T]+∫ ‘Ó\TdüTø√+&ç.
- $ìjÓ÷>∑<ës¡T\T>± MT Vü≤≈£îÿ\T bı+<ä+&ç.
- ˝Òe+&ç, y˚T˝§ÿq+&ç eT]j·TT __________ #˚πs es¡≈£î $ÁX¯$T+#·ø£+&ç.
5. MT |ü]düsê˝À¢ì Hê\T¬>’<äT eT+~ e´≈£îÔ\‘√ eTTU≤eTTF uÛÒ{°ì ìs¡«Væ≤+∫ yês¡T n≥Te+{Ï <√|æ&ûøÏ m˝≤
u≤~Û‘·T\e⁄‘·THêïs¡H˚ <ëìô|’ $_Ûqï nqTuÛÑyê\qT, yê] Á|ü‹düŒ+<äq\qT ùdø£]+#·+&ç.
6. $ìjÓ÷>∑<ës¡T\T>± yês¡T m+‘· nÁ|üeT‘·Ô+>± ñHêïs¡H˚ $wüj·T+ ‘Ó\TdüTø√e&ÜìøÏ á ÁøÏ+~ Á|üXÊïe[ì
n+~+#·&É+ <ë«sê MT ÁbÕ+‘·+˝À düπs« ìs¡«Væ≤+#·+&ç.

$ìjÓ÷>∑<ës¡Tì Vü≤≈£îÿ\T 175

 For each question, tick one. Always Sometimes Never
A B C

1. When you buy some item, do you insist on a bill?

2. Do you keep the bill carefully?
3. If you realise that you have been tricked by the shop-
keeper, have you bothered to complain to him or her?
4. Have you been able to convince him or her that you’ve
been cheated?
5. Do you simply grumble to yourself reconciling that it is
your fate that you are often being victimised so and it is
nothing new?
6. Do you look for ISI mark, expiry date etc.?
7. If the expiry date mentioned is just a month or so away,
do you insist on a fresh packet?
8. Do you weigh the new gas cylinder/old newspapers
yourself before buying/selling?
9. Do you raise an objection if a vegetable seller uses stones
in place of the exact weight?
10. Do excessively bright coloured vegetables arouse your
suspicion?
11. Are you brand-conscious?
12. Do you associate high price with good quality (to reassure
yourself that after all you have not paid a higher price just
like that)?
13. Do you unhesitatingly respond to catchy offers?
14. Do you compare the price paid by you with those of
others?
15. Do you strongly believe that your shopkeeper never cheats
a regular customer like you?
16. Do you favour ‘home delivery’ of provision items without
any doubt regarding weight etc.?
17. Do you insist on ‘paying by meter’ when you travel by
auto?

Note
(i) You are extremely aware as a consumer if your answers for
Qns. 5, 12, 13, 15 and 16 are (C) and for the rest (A).
(ii) If your answers are (A) for Qns. 5, 12, 13, 15 and 16 and the
rest (C), then you have to wake up as consumer.
(iii) If your answer is (B) for all the questions – you are somewhat
aware.

176 C ONSUMER R IGHTS

 m\¢|ü⁄Œ&É÷ ø=ìïkÕs¡T¢ m|ü⁄Œ&É÷ ø±<äT
Á|ü‹ Á|üX¯ï≈£î ˇø£<ëìï {Ïø˘ #˚j·T+&ç.
A B C

1) MTs¡T @<ÓH’ ê edüTeÔ ⁄qT ø=qT>√\T #˚ùd≥|ü⁄Œ&ÉT _\T¢ ø√dü+ |ü≥Tºã&ÉT‘·THêïsê?

2) MTs¡T s¡d”<äTqT C≤Á>∑‘·Ô>± ñ+#·T‘·THêïsê?
3) <äTø±D<ës¡Tì #˚‘· MTs¡T yÓ÷düb˛j·÷s¡ì Á>∑Væ≤ùdÔ n‘·qT ˝Ò<ë ÄyÓT≈£î
|òæsê´<äT #˚j·÷\ì MTs¡T nqT≈£î+≥THêïsê?
4) MTs¡T yÓ÷düb˛j·÷s¡ì n‘·ìï ˝Ò<ë ÄyÓTqT ˇ|æŒ+#·>∑*>±sê?
5) MTs¡T ‘·s¡#·T>± u≤~Û‘·T\T ø±e&É+ Ks¡à nì, Ç~ ø=‘˚ÔMT ø±<ä+≥÷ MT˝À
MTs¡T >=DT>∑T‘·THêïsê ?
6) MTs¡T ISI >∑Ts¡TÔ, >∑&ÉTe⁄ ‘˚B yÓTT<ä˝…’q yê{Ï ø√dü+ #·÷düTÔHêïsê?
7) ù|s=ÿqï >∑&ÉTe⁄ ‘˚B πøe\+ ˇø£ HÓ\ ˝Ò<ë n+‘·ø£+fÒ m≈£îÿe>± ñ+fÒ
MTs¡T ‘êC≤ bÕ´¬ø{Ÿ ø√dü+ |ü≥Tºã&ÉT‘·THêïsê?
8) ø=‘·Ô >±´dt dæ*+&ÉsY ˝Ò<ë bÕ‘· yêsêÔ|üÁ‹ø£\qT ø=qT>√\T #˚j·T&ÜìøÏ ˝Ò<ë
neTà&ÜìøÏ eTT+<äT MTπs ‘·÷ø£+ y˚düT≈£î+{≤sê?
9) ≈£Ls¡>±j·T\T ny˚Tà e´øÏÔ dü¬s’q ‘·÷ìø£ kÕúq+˝À sêfi¯¢qT ñ|üjÓ÷–ùdÔ MTs¡T
nuÛÑ´+‘·s¡+ e´ø£Ô+ #˚kÕÔsê?
10) $T‹MT]q Á|üø±X¯e+‘·yÓTÆq s¡+>∑T ≈£Ls¡>±j·T\T MT˝À nqTe÷Hêìï
ø£*–kÕÔj÷· ?
11) MT≈£î Áu≤+&é >∑T]+∫ ne>±Vü≤q ñ+<ë?
12) n~Ûø£ <Ûäs¡ ø£*–q$ HêD´yÓTÆqeì MTs¡T nqT≈£î+{≤sê?
(n˝≤ m|ü⁄Œ&Ó’Hê n~Ûø£ <Ûäs¡ #Ó*¢+#ê¬πsyÓ÷ $TeTà*ï MTs¡T |ü]o*+#·Tø√+&ç)
13) Äø£s¡¸D°j·TyÓTÆq Ä|òüsY\≈£î MTs¡T dü+ø√#·+ ˝Ò≈£î+&Ü düŒ+~kÕÔsê?
14) MTs¡T #Ó*¢+∫q <Ûäs¡qT Ç‘·s¡T\T #Ó*¢+∫q <Ûäs¡‘√ b˛\TÑêsê?
15) MT <äTø±D<ës¡T&ÉT MT˝≤+{Ï s√EyêØ $ìjÓ÷>∑<ës¡T&çì m|ü⁄Œ&É÷ yÓ÷dü+
#˚j·Ts¡ì MTs¡T >∑{Ϻ>± qeTTà‘·THêïsê?
16) düs¡T≈£î\≈£î dü+u+~Û+∫q ‘·÷ø£+ yÓTT<ä˝…’q yê{Ïô|’ m≥Te+{Ï dü+<˚Vü≤+
˝Ò≈£î+&Ü ªH˚s¡T>± Ç+{ÏøÏ düs¡|òüsêμ #˚ùd |ü<ä∆‹ì MTs¡T Çwüº|ü&‘É êsê?
17) MTs¡ T Ä{À˝À Á|ü j · ÷ DÏ + #˚ ≥ |ü ⁄ Œ&É T MT≥sY <ë«sê #Ó * ¢ k ÕÔ q ì
|ü≥Tºã&ÉT‘·THêïsê?

>∑eTìø£
i) 5 12 13 15 eT]j·TT 16 Á|üX¯ï\≈£î (C) nì $T–*q Á|üX¯ï\≈£î (A) nì MTs¡T
düe÷<Ûëq+ ÇùdÔ $ìjÓ÷>∑<ës¡T\T>± MT≈£î eT+∫ ne>±Vü≤q ñ+<äì ns¡ú+.
ii) 5 12 13 15 16 Á|üX¯ï\≈£î (A) nì $T–*q Á|üX¯ï\≈£î (C) nì MT düe÷<Ûëq+ nsTT‘˚
n|ü⁄Œ&ÉT $ìjÓ÷>∑<ës¡T>± MTs¡T y˚T˝§ÿqe\dæ ñ+≥T+~.
iii) nìï Á|üX¯ï\≈£î (B) nH˚~ MT düe÷<Ûëq+ nsTT‘˚ MT≈£î m+‘√ ø=+‘· ne>±Vü≤q ñqï≥Tº
˝…ø£ÿ.

$ìjÓ÷>∑<ës¡Tì Vü≤≈£îÿ\T 177

 Appendix 1: Body Mass Index for Adolescent Girls (Age 14-18)

Malnourished Malnourished
Years Month Normal
(underweight) (obesity)
14 0 Less than 15.4 15.4 to 27.3 More than 27.3
14 1 Less than 15.5 15.5 to 27.4 More than 27.4
14 2 Less than 15.5 15.5 to 27.5 More than 27.5
14 3 Less than 15.6 15.6 to 27.6 More than 27.6
14 4 Less than 15.6 15.6 to 27.7 More than 26.3
14 5 Less than 15.6 15.6 to 27.7 More than 27.7
14 6 Less than 15.7 15.7 to 27.8 More than 27.8
14 7 Less than 15.7 15.7 to 27.9 More than 27.9
14 8 Less than 15.7 15.7 to 28.0 More than 28.0
14 9 Less than 15.8 15.8 to 28.0 More than 28.0
14 10 Less than 15.8 15.8 to 28.1 More than 28.1
14 11 Less than 15.8 15.8 to 28.2 More than 28.2
15 0 Less than 15.9 15.9 to 28.2 More than 28.2
15 1 Less than 15.9 15.9 to 28.3 More than 28.3
15 2 Less than 15.9 15.9 to 28.4 More than 28.4
15 3 Less than 16.0 16.0 to 28.4 More than 28.4
15 4 Less than 16.0 16.0 to 28.5 More than 28.5
15 5 Less than 16.0 16.0 to 28.6 More than 28.5
15 6 Less than 16.0 16.0 to 28.6 More than 28.6
15 7 Less than 16.1 16.1 to 28.7 More than 28.6
15 8 Less than 16.1 16.1 to 28.7 More than 28.7
15 9 Less than 16.1 16.1 to 28.7 More than 28.7
15 10 Less than 16.1 16.1 to 28.8 More than 28.8
15 11 Less than 16.2 16.2 to 28.8 More than 28.8
16 0 Less than 16.2 16.2 to 28.9 More than 28.9
16 1 Less than 16.2 16.2 to 28.9 More than 28.9
16 2 Less than 16.2 16.2 to 29.0 More than 29.0
16 3 Less than 16.2 16.2 to 29.0 More than 29.0
16 4 Less than 16.2 16.2 to 29.0 More than 29.0
16 5 Less than 16.3 16.3 to 29.1 More than 29.1
16 6 Less than 16.3 16.3 to 29.1 More than 29.1
16 7 Less than 16.3 16.3 to 29.1 More than 29.1
16 8 Less than 16.3 16.3 to 29.2 More than 29.2
16 9 Less than 16.3 16.3 to 29.2 More than 29.2
16 10 Less than 16.3 16.3 to 29.2 More than 29.2
16 11 Less than 16.3 16.3 to 29.3 More than 29.3
17 0 Less than 16.4 16.3 to 29.3 More than 29.3
17 1 Less than 16.4 16.3 to 29.3 More than 29.3
17 2 Less than 16.4 16.3 to 29.3 More than 29.3
17 3 Less than 16.4 16.4 to 29.4 More than 29.4
17 4 Less than 16.4 16.4 to 29.4 More than 29.4
17 5 Less than 16.4 16.4 to 29.4 More than 29.4
17 6 Less than 16.4 16.4 to 29.4 More than 29.4
17 7 Less than 16.4 16.4 to 29.4 More than 29.4
17 8 Less than 16.4 16.4 to 29.4 More than 29.5
17 9 Less than 16.4 16.4 to 29.4 More than 29.5
17 10 Less than 16.4 16.4 to 29.4 More than 29.5
17 11 Less than 16.4 16.4 to 29.4 More than 29.5
18 0 Less than 16.4 16.4 to 29.4 More than 29.5

178 C ONSUMER R IGHTS

 Appendix 2: Body Mass Index for Adolescent Boys (Age 14-18)

Malnourished Malnourished
Years Month Normal
(underweight) (obesity)
14 0 Less than 15.5 15.5 to 25.9 More than 25.9
14 1 Less than 15.5 15.5 to 26.0 More than 26.0
14 2 Less than 15.6 15.6 to 26.1 More than 26.1
14 3 Less than 15.6 15.6 to 26.2 More than 26.2
14 4 Less than 15.7 15.7 to 26.3 More than 26.3
14 5 Less than 15.7 15.7 to 26.4 More than 26.4
14 6 Less than 15.7 15.7 to 26.5 More than 26.5
14 7 Less than 15.8 15.8 to 26.5 More than 26.5
14 8 Less than 15.8 15.8 to 26.6 More than 26.6
14 9 Less than 15.9 15.9 to 26.7 More than 26.7
14 10 Less than 15.9 15.9 to 26.8 More than 26.8
14 11 Less than 16.0 16.0 to 26.9 More than 26.9
15 0 Less than 16.0 16.0 to 27.0 More than 27.0
15 1 Less than 16.1 16.1 to 27.1 More than 27.1
15 2 Less than 16.1 16.1 to 27.1 More than 27.1
15 3 Less than 16.1 16.1 to 27.2 More than 27.2
15 4 Less than 16.2 16.2 to 27.3 More than 27.3
15 5 Less than 16.2 16.2 to 27.4 More than 27.4
15 6 Less than 16.3 16.3 to 27.4 More than 27.4
15 7 Less than 16.3 16.3 to 27.5 More than 27.5
15 8 Less than 16.3 16.3 to 27.6 More than 27.6
15 9 Less than 16.4 16.4 to 27.7 More than 27.7
15 10 Less than 16.4 16.4 to 27.7 More than 27.7
15 11 Less than 16.5 16.5 to 27.8 More than 27.8
16 0 Less than 16.5 16.5 to 27.9 More than 27.9
16 1 Less than 16.5 16.5 to 27.9 More than 27.9
16 2 Less than 16.6 16.6 to 28.0 More than 28.0
16 3 Less than 16.6 16.6 to 28.1 More than 28.1
16 4 Less than 16.7 16.7 to 28.1 More than 28.1
16 5 Less than 16.7 16.7 to 28.2 More than 28.2
16 6 Less than 16.7 16.7 to 28.3 More than 28.3
16 7 Less than 16.8 16.8 to 28.3 More than 28.3
16 8 Less than 16.8 16.8 to 28.4 More than 28.4
16 9 Less than 16.8 16.8 to 28.5 More than 28.5
16 10 Less than 16.9 16.9 to 28.5 More than 28.5
16 11 Less than 16.9 16.9 to 28.6 More than 28.6
17 0 Less than 16.9 16.9 to 28.6 More than 28.6
17 1 Less than 17.0 17.0 to 28.7 More than 28.7
17 2 Less than 17.0 17.0 to 28.7 More than 28.7
17 3 Less than 17.0 17.1 to 28.8 More than 28.8
17 4 Less than 17.1 17.1 to 28.9 More than 28.9
17 5 Less than 17.1 17.1 to 28.9 More than 28.9
17 6 Less than 17.1 17.1 to 29.0 More than 29.0
17 7 Less than 17.1 17.1 to 29.0 More than 29.0
17 8 Less than 17.2 17.2 to 29.1 More than 29.1
17 9 Less than 17.2 17.2 to 29.1 More than 29.1
17 10 Less than 17.2 17.2 to 29.2 More than 29.2
17 11 Less than 17.3 17.3 to 29.2 More than 29.2
18 0 Less than 17.3 17.3 to 29.2 More than 29.2
Source: Based on chart published by the World Health Organization

$ìjÓ÷>∑<ës¡Tì Vü≤≈£îÿ\T 179

 SUGGESTED READINGS
Books
Abijit Vinayak Banerjee, Roland Benabou and Dilip Mookherjee (eds.),
Understanding Poverty, Oxford University Press, New York, 2006.
Amit Bhaduri and Deepak Nayyar, Intelligent Person’s Guide to Liberalisation,
Penguin Books, New Delhi, 1996.
Amit Bhaduri, Development with Dignity: The Case for Full Employment, National
Book Trust, New Delhi, 2005.
Amit Bhaduri, Macroeconomics: The Dynamics of Commodity Production,
Macmillan, London, 1986.
Bimal Jalan (ed.), Indian Economy, Penguin Books, New Delhi, 2002.
CUTS, Is it Really Safe, Consumer Unity Trust Society, Jaipur, 2004.
CUTS, State of the Indian Consumer: Analyses of the Implementation of the United
Nations Guidelines for Consumer Protection, 1985 in India, Consumer Unity
Trust Society, Jaipur, 2001.
Indrani Mazumdar, Women and Globalisation: The Impact on Women Workers in
the Formal and Informal Sectors in India, Stree, Delhi, 2007.
Jagdish Bhagwati In Defence of Globalisation, Oxford University Press, Delhi, 2004.
Jan Breman and Parthiv Shah, Working in the mill no more, Oxford University
Press, Delhi, 2005.
Jan Breman, Footloose Labour: Working in India’s Informal Economy, Cambridge
University Press, Cambridge, 1996.
Jean Dreze and Amartya Sen, India: Development and Participation, Oxford
University Press, Delhi, Third Impression, 2007.
John K.Galbraith, Money: Whence it Came, Whence it Went, Indian Book Company,
New Delhi, 1975.
Joseph Stiglitz, Globalisation and its Discontents, Penguin Books India,
New Delhi, 2003.
National Consumer Disputes Redressal Commission, Landmark Judgments on
Consumer Protection, Universal Law Publishing Co., Delhi, 2005.
Tirthankar Roy, The Economic History of India, 1857-1947, Oxford University
Press, Delhi, Second Edition, 2006.
Government Publications
Economic Survey, Ministry of Finance, Government of India.
Key Results of Employment-Unemployment Rounds, National Sample Survey
Organisation, Ministry of Statistics and Programme Implementation, Govt
of India, New Delhi.
National Human Development Report , Planning Commission, Government of India,
New Delhi.
National Family Health Survey 4 (2015–16), Ministry of Health and Family Welfare,
New Delhi and International Institute of Population Studies, Mumbai.
Other Reports
Handbook of Statistics on Indian Economy, Reserve Bank of India, Mumbai..
Human Development Report, United Nations Development Programme, New York.
World Development Indicators, The World Bank, Washington.

180 C ONSUMER R IGHTS

 SUGGESTED READINGS
Books
Abijit Vinayak Banerjee, Roland Benabou and Dilip Mookherjee (eds.),
Understanding Poverty, Oxford University Press, New York, 2006.
Amit Bhaduri and Deepak Nayyar, Intelligent Person’s Guide to Liberalisation,
Penguin Books, New Delhi, 1996.
Amit Bhaduri, Development with Dignity: The Case for Full Employment, National
Book Trust, New Delhi, 2005.
Amit Bhaduri, Macroeconomics: The Dynamics of Commodity Production,
Macmillan, London, 1986.
Bimal Jalan (ed.), Indian Economy, Penguin Books, New Delhi, 2002.
CUTS, Is it Really Safe, Consumer Unity Trust Society, Jaipur, 2004.
CUTS, State of the Indian Consumer: Analyses of the Implementation of the United
Nations Guidelines for Consumer Protection, 1985 in India, Consumer Unity
Trust Society, Jaipur, 2001.
Indrani Mazumdar, Women and Globalisation: The Impact on Women Workers in
the Formal and Informal Sectors in India, Stree, Delhi, 2007.
Jagdish Bhagwati In Defence of Globalisation, Oxford University Press, Delhi, 2004.
Jan Breman and Parthiv Shah, Working in the mill no more, Oxford University
Press, Delhi, 2005.
Jan Breman, Footloose Labour: Working in India’s Informal Economy, Cambridge
University Press, Cambridge, 1996.
Jean Dreze and Amartya Sen, India: Development and Participation, Oxford
University Press, Delhi, Third Impression, 2007.
John K.Galbraith, Money: Whence it Came, Whence it Went, Indian Book Company,
New Delhi, 1975.
Joseph Stiglitz, Globalisation and its Discontents, Penguin Books India,
New Delhi, 2003.
National Consumer Disputes Redressal Commission, Landmark Judgments on
Consumer Protection, Universal Law Publishing Co., Delhi, 2005.
Tirthankar Roy, The Economic History of India, 1857-1947, Oxford University
Press, Delhi, Second Edition, 2006.
Government Publications
Economic Survey, Ministry of Finance, Government of India.
Key Results of Employment-Unemployment Rounds, National Sample Survey
Organisation, Ministry of Statistics and Programme Implementation, Govt
of India, New Delhi.
National Human Development Report , Planning Commission, Government of India,
New Delhi.
National Family Health Survey 4 (2015–16), Ministry of Health and Family Welfare,
New Delhi and International Institute of Population Studies, Mumbai.
Other Reports
Handbook of Statistics on Indian Economy, Reserve Bank of India, Mumbai..
Human Development Report, United Nations Development Programme, New York.
World Development Indicators, The World Bank, Washington.

$ìjÓ÷>∑<ës¡Tì Vü≤≈£îÿ\T 181

Class X

Suggested Pedagogical Processes Learning Outcomes

The learners may be provided with The learner —
opportunities individually or in groups
and encouraged to —
y collect different soil samples from the y recognises and retrieves facts,
surroundings; recognise them with figures, and narrate, processes, for
the help of their colour, texture, and example,
composition; relate them with the ƒ identifies different types of
geographical areas of India shown on soil, minerals, renewable and
the map; study the process of formation non-renewable energy resources, etc.
of these soils. ƒ locates areas or regions known for
y locate them on different types of maps production of coal, iron ore, petroleum,
of India such as, political, physical rice, wheat, tea, coffee, rubber, and
and outline map, wall map, and atlas; cotton textile on the map of India.
list and label places or areas where ƒ defines important terms in
different agricultural crops, minerals, Geography such as, resource,
etc., are produced. renewable and non-renewable
y use tactile maps for students with resources, subsistence agriculture,
visual impairments. plantation, shifting agriculture,
y find the meaning of resources, environmental protection, and
subsistence agriculture, plantation, environmental sustainability.
etc., from any dictionary of Geography. ƒ defines basic Economic terms
y read different sources and discover the associated with economic
course of the Indian national movement development such as, human
till India’s independence. capital, sustainable development,
y get familiarised with the concepts of gross domestic product, gross value
nation and nationalism. added, per capita income, human
y acquaint with the writings and ideals development index, multinational
of different social, political groups and company, foreign trade, liberalisation
individuals. and foreign investment.
y collect the details of social groups which ƒ lists different forms of money and
joined the Non-Cooperation Movement sources of credit, rights of consumers.
of 1921. ƒ recalls names, places, dates,
y draw a timeline on significant events of and people associated with
India’s national movement. some important historical events
and developments such as the
y collect the details of major languages of
French Revolution, nationalism,
India and the number of persons who
industrialisation, globalisation, and
speak those languages from the latest
urbanisation.
reports of Census of India and discuss.
ƒ defines terms and concepts such
y read the Indian Constitution and
as, nationalism, colonialism,
discuss various parts in it.
orientalism, democracy, satyagraha,
and liberty.
ƒ defines important terms such as,
federalism, diversity, religion, and
political party.

182
Learning Outcomes for Social Science
 y collect a variety of resources, for y classifies and compares events,
example, forests, water, minerals, etc., facts, data and figures, for example,
and use a variety of criteria to group ƒ classifies types of resources, minerals,
and display in the class. farming, for example, subsistence
and commercial farming.
y relate different cropping patterns in
ƒ compares areas growing rice and
India and their impact on economic
wheat on the map of India.
development and discuss in the class.
ƒ compares visuals such as, the image
y use internet to study interactive of Bharatmata with the image of
thematic maps, for example, Germania.
agriculture, minerals, energy, industry, ƒ compares European nationalism
etc., on School Bhuvan NCERT portal. with anti-colonial nationalism in
y discuss the relationship or difference countries such as, India, South
between European nationalism and America, Kenya, Indo-China.
anti-colonial nationalisms. ƒ compares per capita income of some
important countries.
y discuss industrialisation in the imperial
ƒ differentiates consumer rights.
country and in a colony.
ƒ classifies occupations and economic
y study globalisation in different contexts. activities into sectors using different
y find out about the anti-colonial criteria.
movement in any one country in South ƒ compares the powers and functions
America and compare with India’s of state and central government in
national movement based on certain India.
parameters. ƒ classifies national and regional
y collect the details of how globalisation political parties in India.
is experienced differently by different ƒ explains the terms used in political

social groups using goods and services discussions and their meaning, for
example, Gandhian, communist,
used by people in their daily lives such
secularist, feminist, casteist,
as, television, mobile phones, home communalist, etc.
appliances, etc., and discuss.
y study different types of governments
in the world — democratic, communist,
theocratic, military dictatorships, etc.
Within democracies, various forms
of governments, such as, federal and
unitary, republican and monarchy,
etc., can also be studied.
y read the functioning of state
governments ruled by different parties
or coalitions; examine their specific
features such as, slogans, agenda,
symbols, and characteristics of their
leaders.
y study the distinctive features of different
political parties.

183
Learning Outcomes at the Secondary Stage
y collect the economic details of states
and countries. For example, based on
the human development index, they
can classify a few countries. They can
also group or categorise countries on
the basis of Gross Domestic Product
(states on the basis of state domestic
product), life expectancy, and infant
mortality rates, etc.
y collect the details of economic activities,
jobs, and occupations in their
neighbourhood and group them using
a few criteria, for example, organised
and unorganised, formal and informal,
primary-secondary-tertiary, etc.
y collect data on sources of credit from
their neighbourhood — from where
people borrow and group them into
formal and informal.
y overlay thematic layers of maps on y explains cause and effect relationship
School Bhuvan NCERT portal, for between phenomena, events, and
example, distribution of rice in India their occurrence, for example,
and overlay layers of soils, annual ƒ explains factors responsible for
rainfall, relief features and swipe these production of different crops in India.
layers to establish cause and effect ƒ explains industries and their impact
relationship. on environment.
y classify different types of industries ƒ explains the cause and effect between
based on raw materials, locate them on different historical events and
the map and relate them with pollution developments such as, the impact
in nearby areas. of print culture on the growth of
y find out about the changes in print nationalism in India.
technology in the last 100 years. ƒ examines the impact of technology
Discuss the changes, why they have on food availability.
taken place and their consequences. ƒ assesses the impact of the global
y read various provisions of the Indian transfer of disease in the pre-modern
Constitution as causes, and the world in different regions of the world,
resulting political scenario as its effects. for example, in the colonisation of
For example, the independent status America.
of the judiciary effected in smooth ƒ analyses the impact of overuse of
functioning of federalism. natural resources such as, ground
y discuss (a) why a large section of India’s water and crude oil.
population depend on primary sector; ƒ analyses the change in sectoral

(b) what contributed to rapid increase composition of gross domestic

in service sector output. product.
y conduct a survey among ƒ analyses the consequences of
neighbourhood, households and collect dependence on different sources of
the reasons for their dependence on credit.
formal or informal sources of credit.

184
Learning Outcomes for Social Science
 Teachers can then organise debate on ƒ explains the policies and programmes
whether or not banks contribute to of different political parties in the
needy borrowers living in rural areas in states of India.
the class.
y collect stories of communities involved y analyses and evaluates information,
in environmental conservation from for example,
different parts of India and study them ƒ assesses the impact of conservation
from geographical perspective. of natural resources on the life
y collect and discuss the details of of people in any area in view of
people’s participation in environmental sustainable development.
conservation movements and their ƒ analyses indigenous or modern
impact on socio-cultural life of the methods of conservation of water,
region for example, Chipko and Appiko forests, wildlife, and soil.
Movements. ƒ explains victories and defeats of
y collect data from Economic Survey of political parties in general elections.
India, newspaper, magazines related ƒ evaluates various suggestions to
to gross domestic product, per capita reform democracy in India.
income, availability of credit for various
ƒ analyses texts and visuals such
households, land use, cropping pattern
as, how symbols of nationalism
and distribution of minerals in India,
in countries outside Europe are
production of cereals for different years
different from European symbols.
and convert them into pie or bar graphs
and study the pattern and display in ƒ assesses the impact of MNREGA, role

the class. of banks as a source of credit.

y familiarise with pictures, photographs, ƒ assesses the impact of globalisation

cartoons, extracts from a variety in their area, region, and local

of original sources — eye witness economy.
accounts, travel literature, newspapers ƒ analyses the contribution of different
or journals, statements of leaders, sectors to output and employment.
official reports, terms of treaties,
declarations by parties, and in
some cases contemporary stories,
autobiographies, diaries, popular
literature, oral traditions, etc., to
understand and reconstruct histories of
important historical events and issues
of India and contemporary world.
y observe and read different types of
historical sources; think of what
they communicate, and why a thing
is represented in a particular way.
Raise questions on different aspects of
pictures and extracts to allow a critical
engagement with these, i.e., visuals
of cloth labels from Manchester and
India; carefully observe these and

185
Learning Outcomes at the Secondary Stage
 answer questions like: What do they
see in these pictures? What information
do they get from these labels? Why
are images of gods and goddesses or
important figures shown in these labels?
Did British and Indian industrialists
use these figures for the same purpose?
What are the similarities or differences
between these two labels?
y study and discuss different perspectives
on diversification of print and printing
techniques; visit to a printing press to
understand the changes in printing
technology.
y critically examine the implementation
of government schemes based on
learners or their family’s experiences
such as, Mid-day meal scheme,
loan waiver schemes for farmers;
scholarships through cash transfer to
students; schemes to provide liquid
petroleum gas to low income families:
life insurance scheme for low income
families/scheme of financial support
for house construction, MUDRA, etc.
They may be guided to supplement
with data/news clippings as evidences.
y overlay maps showing distribution of y interprets, for example,
resources for example, minerals, and ƒ maps
industries on the map of India and ƒ texts
relate it with physical features of India
ƒ symbols
and climate by overlaying the layers
on School Bhuvan NCERT portal and ƒ cartoons
analyse the maps. ƒ photographs
y elaborate relationship between different ƒ posters
thematic maps using atlas. ƒ newspaper clippings
y locate places, people, regions (affected ƒ climatic regions
by various treaties such as, Treaty of ƒ changes in maps brought out by
Versailles, economic activities, etc). various treaties in Europe
y find and draw interconnections among ƒ sea and land links of the trade from
various regions and the difference India to West Asia, South East Asia
in nomenclatures of places used for and other parts of the world
various regions and places during this
period and present day, i.e., learner

186
Learning Outcomes for Social Science
 can be asked to find and draw the sea ƒ pie and bar diagrams related to
and land links of the textile trade from gross domestic product, production
India to Central Asia, West Asia and in different sectors and industries,
Southeast Asia on a map of Asia. employment and population in India
y study the political maps of the world
and India to recognise a country’s
importance and role in world politics.
y examine political maps of states,
consider their size and location and
discuss their importance in national
politics.
y locate the places in which important
multinational corporations set up their
offices and factories on the map of India
and discuss the reasons behind the
choice of location and its implication on
people’s livelihood.
y read cartoons, messages conveyed
in sketches, photographs associated
with political events and participate in
discussions.
y read demographic data, data related to
political party preferences and social
diversity.
y collect news clippings/texts from
popular magazines and journals
pertaining to developmental issues,
globalisation and sustainable
development and synthesise the details
and present in the class.
y convert tables relating to GDP, and
employment, in primary, secondary
and tertiary sectors into pie, bar and
line diagrams.
y interpret charts using a few parameters
and describe the patterns and
differences. They can refer to books,
Economic Survey of India for the latest
year and newspapers. y draws interlinkages within Social
y locate production of raw materials on Science
the map of India and relate them with ƒ analyses changes in cropping pattern,
economic activities and development of trade and culture
that area for example, coal, iron ore,
ƒ explains why only some regions of
cotton, sugarcane, etc.
India are developed
y collect information about the
ƒ analyses the impact of trade on
development of different areas of India
culture
since Independence.

187
Learning Outcomes at the Secondary Stage
y find out the linkages among various ƒ shows the linkages between economic
subjects through examples and do group development and democracy.
projects on some topics; for example,
group project on ‘Globalisation’.
Teachers may raise questions like, is
it a new phenomenon or does it have
a long history? When did this process
start and why? What are the impacts
of globalisation on primary, secondary
and tertiary activities? Does it lead to
inequality in the world? What is the
importance of global institutions? Do
these institutions play a major role in
globalisation? How do they influence
the developed countries? What do you
mean by global economy? Is economic
globalisation a new phenomenon?
Are environmental issues global
problems or local problems? How can
globalisation potentially contribute to
better environment?
y study the rate and features of economic
growth in democracies and those under
dictatorship.
y examine time series data on GDP and
other economic aspects since 1950s.
y debate on (a) How India’s freedom
struggle was related to India’s economy?
(b) Why India did not go for privatisation
of manufacturing activities after 1947?
(c) Why have developed nations started
to depend on countries such as, India
for leather and textile goods more now?
(d) Why multinational corporations
from developed nations set up their
production and assembly units in
developing countries and not in their
own countries and what are its impacts
on employment in their own countries?
y discuss on why manufacturing sector
multinational companies (Gurugram
in Haryana) and service sector
multinational companies (Bengaluru
in Karnataka) are located at specific
places — the relevance of geographic
factors.

188
Learning Outcomes for Social Science
 y collect information regarding religion, y identifies assumptions, biases,
food habits, dress, colour complexion, prejudices or stereotypes about
hair, language, pronunciation, etc., of various aspects, for example,
people living in different geographical ƒ region
regions of India. ƒ rural and urban areas
y list biases/prejudices, stereotypes ƒ food habits
against people living in different ƒ gender
geographical regions and discuss about ƒ language
these in the classroom.
ƒ idea of development
y raise questions on developments that ƒ voting behaviour
are seen as symbolising modernity,
ƒ caste
i.e., globalisation, industrialisation
ƒ religion
and see the many sides of the history
of these developments, i.e., learner can ƒ democracy

be asked: Give two examples where ƒ political parties

modern development associated with ƒ marginalised and differently abled
progress, has led to problems. Think of groups
areas related to environmental issues, ƒ globalisation and industrialisation
nuclear weapons or disease ƒ the notion of progress and modernity
y read the statements of leaders or
political parties in newspapers and
television narratives to examine the
truth, bias and prejudices. Similarly,
various demands of political parties
from time to time may also be analysed.
y reflect on why popular prejudices/
stereotypes prevail about low income
families, illiterates and persons with
low literacy levels, disabled, persons
belonging to certain socio-religious and
biological categories. Teachers may
facilitate learners to discuss their origin
and review.
y discuss the probable assumptions
behind the (a) promotion of sustainable
development practices; (b) enactment
of few national level acts such as,
Consumer Protection Act 1986; Right to
Information Act 2005; Mahatma Gandhi
National Rural Employment Guarantee
Act 2005 and The Right of Children to
Free and Compulsory Education Act
2009. Students may need to get the
details of situation in the years when
these laws were enacted from elderly
persons, parents and teachers.

189
Learning Outcomes at the Secondary Stage
y show industrial regions on map and relate y demonstrates inquisitiveness,
it with infrastructural development of enquiry, for example, pose questions
that region. Why are industries located related to the —
nearby rivers, railways, highways, raw ƒ concentration of industries in certain

material producing areas, market, etc.? areas.

ƒ scarcity of potable water.
y show water scarcity in visuals such
ƒ role of women in the nationalist
as, snow covered areas of Kashmir,
struggles of different countries.
dry regions of Gujarat and flood prone
ƒ various aspects of financial literacy.
areas of West Bengal; learners may be
ƒ working of democracy from local to
asked to investigate reasons of water
national levels.
scarcity of each region located in
different climatic areas and prepare a
report or chart.
y answer questions like ‘Why did
various classes and groups of Indians
participate in the Civil Disobedience
Movement?’ or ‘How did the Indian
National Congress respond to the
Partition of Bengal and why? and
point out to them the need to look for
supplementary literature on issues,
events, and personalities in which they
may express an interest to know more.
y participate in teacher-guided debates
on the advantages and drawbacks of
democracy.
y choose one example from economics
related with developmental issues
and collect economic information and
come out with solutions, for example,
(a) employment (is India generating
employment opportunities sufficiently?)
(b) GDP (why only service sector is able
to increase its share much more than
other sectors?), (c) financial issues (how
to improve credit access to low income
families?).
y challenge assumptions and be
motivated to come out with creative
solutions to specific social, economic or
political issues in their area, region or
state.

190
Learning Outcomes for Social Science
 y examine maps of India—(physical and y constructs views, arguments and
political), latitudinal and longitudinal ideas on the basis of collected or
extent of India, relief features, etc., given information, for example,
and come out with ideas about the ƒ natural resources and their impact
impact of these on cultural diversity on cultural diversity of any region
of the regions. ƒ historical events and personalities
y display different themes of history ƒ economic issues, such as, economic
through creatively designed activities development and globalisation
and role play on any event or personality ƒ definitions commonly available in
of their liking. textbooks for various economic
y engage in debates on interpreting concepts
different events both from historical ƒ methodology used to estimate gross
and contemporary viewpoint. domestic product, poverty and size of
y help them prepare digital, print as well the organised/unorganised sector
as audio-visual materials which can be
converted into Braille.
y participate in group discussions on
changes within rural economy in the
contemporary/modern times.
y find information from elders,
newspapers/TV reports about pollution y extrapolates and predicts events and
in water bodies such as, rivers/lakes/ phenomena, for example,
wells/ground water, etc., and foresee ƒ predicts the impact of pollution of
health issues in their neighbourhood. water, air, land and noise on human
For example, the effect of arsenic in the health.
groundwater in West Bengal. ƒ predicts natural disasters due to
y discuss the impact of deforestation on deforestation.
soil erosion in hilly areas of North East ƒ infers and extrapolates from
Region and relate them with floods and situations, such as, how artists
landslides. and writers nurture nationalist
y imagine a conversation between two sensibilities through art, literature,
persons participating in freedom struggle songs and tales.
in India. Learners answer questions, ƒ come out with answers creatively
such as, what kind of images, fiction, on the issue: (a) if India stops
folklore and songs, popular prints and importing petroleum crude oil; (b) if
symbols would they want to highlight multinational companies are closed;
with which people can identify the (c) the nature of employment in India
nation and what do all these mean to in 2050; (d) what would happen if all
them. schools and hospitals in India are
y gather information with the help of privatised?
teacher/parents/peers on exports and
imports, current employment situation,
details of schools and hospitals to see
the trend.

191
Learning Outcomes at the Secondary Stage
y collect problems related to agriculture y illustrates decision making/problem
in one’s own area and come out with solving skills, for example,
remedial measures. comes out with solutions to issues in
one’s own area such as,: (a) problems
y imagine a conversation between a
related to agriculture and transport,
British industrialist and an Indian (b) generate employment opportunities,
industrialist, who is being persuaded improve access to credit for low income
to set up a new industry. Learners in families and (c) assesses how certain
such a role play answer questions, developments in colonial India were
such as, (a) what reasons would the useful for both colonisers as well as
British industrialist give to persuade nationalists in different fields such
the Indian industrialist? and (b) what as, literature, transportation and
industries.
opportunities and benefits the Indian
industrialist is looking for?
y conduct extra-curricular activities,
daily chores in the school, sports,
cultural programmes by students to
help decision making and develop
problem solving skills.
y describe their goals in life and how they
are going to achieve them.
y review sources of credit and their
impact. They can be encouraged to
discuss various solutions for easy
access to credit with low interest rates.
y come out with new ways of generating
employment or creating new jobs.
y submit group projects suggesting the
steps to be followed in their daily life
promoting sustainable development
practices.
y discuss the work done by peer or y shows sensitivity and appreciation
differently abled persons and the need skills, for example,
to cooperate with each other. ƒ empathises with differently abled

y provide illustrative, examples, of and other marginalised sections of

conflicts on several issues, such as, the society, such as, forest dwellers,
refugees and unorganised sector
river water/dam/land, industry/
workers
forestland and forest dwellers, etc.,
ƒ appreciates political diversity
through textbooks, newspapers, etc.
ƒ appreciates cultural diversity
They may be guided to debate these
ƒ appreciates religious diversity
issues in groups and come out with
creative solutions. ƒ recognises social diversity

y read stories of real life experiences of ƒ empathises with the people who were
individuals and communities of the affected by displacement, extremism

192
Learning Outcomes for Social Science
 period, i.e., learner can imagine oneself and natural as well as human-made
as an indentured Indian labourer disasters; Indian indentured
working in the Caribbean. Based on labourers working in different
details collected from the library or countries such as, Caribbean and
through internet, learners can be Fiji.
encouraged to write a letter to family
describing their life and feelings.
y prepare posters with drawings and
pictures and make oral and written
presentation on the significance of the
non-violent struggle for swaraj.
y discuss the life around their place of
living and the school locality. Select
available local examples apart from
the relevant lessons in the textbook, to
teach sensitivity and peaceful resolution
of contentious issues.
y participate in role play on (a) challenges
faced by low income families,
disabled/elderly persons, people
suffering from pollution; (b) different
ways through which consumers are
denied their rights and challenges
faced by them to get their grievances
addressed.
y discuss the impact of wars and conflicts
on daily lives of people including
schooling in different Indian states.
y collect details of countries in which
wars and conflicts took place recently
and organise discussion on the impacts.

Suggested Pedagogical Processes in an Inclusive Setup

The curriculum in a classroom is same for everyone. This means
all students can actively participate in the classroom. There
may be some students who have learning difficulties including
language, visual-spatial or mixed processing problems. They
may require additional teaching support and some adaptation
in the curriculum. By considering the specific requirements of
children with special needs, few pedagogical processes for the
teachers are suggested below:
y Use detailed verbal descriptions of graphical representations
and pictures like maps. These can also be made tactile with
proper contrasts.
y Use models and block paintings.
y Use examples from everyday life for explaining various
facts/concepts.

193
Learning Outcomes at the Secondary Stage
y Use audio visual materials like films and videos to explain
abstract concepts; for example, discrimination, stereotyping,
etc.
y Develop embossed timeline for memorising; for example,
different historical periods.
y Organise group work involving debates, quizzes, map
reading activities, etc.
y Organise excursions, trips and visits to historical places
(educational tour).
y Involve students in exploring the environment using other
senses like smell and touch.
y Give a brief overview at the beginning of each lesson.
y Provide photocopies of the relevant key information from
the lesson.
y Highlight or underline the key points and words.
y Use visual or graphic organisers like timelines (especially for
explaining chronology of events), flow charts, posters, etc.
y Organise group work involving activities like cut and paste,
and make use of pictorial displays, models, pictures, posters,
flash cards or any visual items to illustrate the facts and
concepts.
y Plan occasions with real life experiences.
y Use films or documentaries and videos.
y Use magazines, scrapbooks and newspapers, etc., to help
learners understand the textual material.
y Draw links with what has been taught earlier.
y Make use of multisensory inputs.
y All examples given with pictures in the textbook can be
narrated (using flash cards, if required).
y While teaching the chapters, use graphic organisers,
timelines and tables as this will make the task simpler.
y Maps should be enlarged and colour coded.
y The text, along with pictures, can be enlarged, made
into picture cards and presented sequentially as a story.
Sequencing makes it easier to connect information.
y Asking relevant questions frequently to check how much the
learner has learnt as it helps in assimilating information.
y Teach and evaluate in different ways, for example, through
dramatisation, field trips, real life examples, project work,
etc.
y Highlight all the important phrases and information.
y Pictures may be labelled and captioned.

194
Learning Outcomes for Social Science
Notes
 FUNDAMENTAL DUTIES
Fundamental duties: It shall be the duty of every citizen of India-
(a) to abide by the Constitution and respect its ideals and institutions, the National Flag and the National
Anthem;
(b) to cherish and follow the noble ideals which inspired our national struggle for freedom;
(c) to uphold and protect the sovereignty, unity and integrity of India;
(d) to defend the country and render national service when called upon to do so;
(e) to promote harmony and the spirit of common brotherhood amongst all the people of India
transcending religious, linguistic and regional or sectional diversities; to renounce practices derogatory
to the dignity of women;
(f) to value and preserve the rich heritage of our composite culture;
(g) to protect and improve the natural environment including forests, lakes, rivers and wild life, and to
have compassion for living creatures;
(h) to develop the scientific temper, humanism and the spirit of inquiry and reform;
(i) to safeguard public property and to abjure violence.
(j) to strive towards excellence in all spheres of individual and collective activity so that the nation
constantly rises to higher levels of endeavour and achievement;
(k) who is a parent or guardian, to provide opportunities for education to his child or, as the case may
be ward between the age of six and fourteen years;
Right of Children to Free and Compulsory Education (RTE) Act, 2009
The RTE Act provides for the right of children to free and Compulsory Education to every child in the
age group of 6 – 14 years which came into force from 1st April 2010 in Andhra Pradesh.
Important provisions of RTE Act
• Ensure availability of schools within the reach of the children. •Improve School infrastructure facilities.
• Enroll children in the class appropriate to his / her age.
• Children have a right to receive special training in order to be at par with other children.
• Providing appropriate facilities for the education of children with special needs on par with other children.
• No child shall be liable to pay any kind of fee or charges or expenses which may prevent him or her from
pursuing and completing the elementary education. No test for admitting the children in schools.
• No removal of name and repetition of the child in the same class.
• No child admitted in a school shall be held back in any class or expel from school till the completion of
elementary education. • No child shall be subjected to physical punishment or mental harassment.
• Admission shall not be denied or delayed on the ground that the transfer and other certificates have not
been provided on time. • Eligible candidates alone shall be appointed as teachers.
• The teaching learning process and evaluation procedures shall promote achievement of appropriate
competencies.
• No board examinations shall be conducted to the children till the completion of elementary education.
• Children can continue in the schools even after 14 years until completion of elementary education.
• No discrimination and related practices towards children belonging to backward and marginalized
communities.
• The curriculum and evaluation procedures must be in conformity with the values enshrined in the constitution
and make the child free of fear and anxiety and help the child to express views freely.

Magnetic Effects of Electric Current