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The World Economic Forum has placed India at 87 in 2016 Global Gender Gap Report. Which of the following indices is not a parity index for this report?
  • a)
    Educational attainment 
  • b)
    Political empowerment 
  • c)
    Health and survival
  • d)
    Human Poverty Index
Correct answer is option 'D'. Can you explain this answer?
Verified Answer
The World Economic Forum has placed India at 87 in 2016 Global Gender ...
The Global Gender Gap report examines four overall areas of inequality between men and women in economies around the globe:
1. Economic participation and opportunity – outcomes on salaries, participation levels and access to high-skilled employment
2. Educational attainment – outcomes on access to basic and higher level education
3. Political empowerment – outcomes on representation in decision-making structures
4. Health and survival – outcomes on life expectancy and sex ratio. 
Most of the variables used to create the index are indicators from international organizations, such as the International Labour Organization, the United Nations Development Programme and the World Health Organization.
However, The Human Poverty Index was an indication of the standard of living in a country, developed by the United Nations to complement the Human Development Index but in 2010 it was supplanted by the UN's Multidimensional Poverty Index.
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Read the information given below carefully and answer the following question.Right of entry to education, an ample teaching-learning environment, a suitable curriculum and an empowered and allencompassing faculty are four essential prerequisites of an education system that seeks to enable social transformation. While educational reform since the 1980s was strongly focused on the first two elements, the late 1990s brought the role of the curriculum into national focus. The critical link that binds these four critical elements together-the activity of the facultycontinues to be cast aside, by political ideologies of most hues, contemporary curriculum reform efforts and the professional practices of the faculty. In many instances this has led to extreme politicization of the college faculty. In others it has led to the education of a generation of students in half-truths underpinned by the personal beliefs, sectarian concerns andfolk pedagogy of faculties who have had little access themselves to education and training in related areas. Over the last decade or so, educational reform has included, apart from access, a focus on developing alternative text materials, and the training of faculty to handle these materials, without directly engaging with the issue of curriculum revamp. The subsequent change of national government in 2004 led to the curriculum review in 2005, underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender asymmetry and minority empowerment. Deeper than these politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view faculty as "dispensers of information" and students as "passive recipients" of an "education" sought to be "delivered" in fourwalled classrooms with little scope to develop critical thinking and understanding.Q.Prior to 1990 what was NOT on the agenda of the educational reforms?1. An appropriate curriculum2. Well-managed admission process

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The World Economic Forum has placed India at 87 in 2016 Global Gender Gap Report. Which of the following indices is not a parity index for this report?a)Educational attainmentb)Political empowermentc)Health and survivald)Human Poverty IndexCorrect answer is option 'D'. Can you explain this answer?
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