Study week on the econometric approach to development planning

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Monograph

Identifikator:: 1824422792

URN:: urn:nbn:de:zbw-retromon-217476

Document type:: Monograph

Title:: Study week on the econometric approach to development planning

Place of publication:: Amsterdam [u.a.]

Publisher:: North-Holland Publ. Co. [u.a.]

Year of publication:: 1965

Scope:: XLVII, 1259 S.; graph. Darst.

Digitisation:: 2022

Collection:: Economics Books

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Chapter

Document type:: Monograph

Structure type:: Chapter

Title:: Statistical tools and techniques in perspective planning in India / P.C. Mahalanobis, Indian Statistical Institute - Calcutta - India

Collection:: Economics Books

1120 PONTIFICIAE ACADEMIAE SCIENTIARVM SCRIPTA VARIA - 2& 1960-61. Also, the target is about 25,000 new admissions in 1965-66, and 70,000 in 1975-76. Outturn of engineers: The Appendix Table A-4 gives the outturn of scientists and engineers in India from 1915 to 1960. It would be seen from Table A-4, line 8 and col. (4), that the number of degree level engineers turned out between 1915 and 1947 was 14,984 in 33 years before independence. This was practically matched by a turnout of 14,385 in five vears during the period of the First Plan (1951-56). The out- turn increased much further to 24,166 during the five-vear period of the Second Plan. The outturn for individual years between 1951 and 1960 also shows a very rapid increase. The outturn of degree level engineers was 1,700 in 1951 which was nearly doubled in three or four years. Perspective planning of technical person- nel was seriously started from 1955; the effect became visible after four years in 1959 when the outturn rose to 6,770 against 3,689 in the previous year, that is, an increase of more than three thousand in one vear. Scientific Research: Although the intake and outturn of scientists also has been increasing fairly rapidly, I am sorry to say that perspective planning of scientific research has not yet started seriously. The emergence into the modern age of any underdeveloped country would be possible only with the building of the base of science education and scientific research. Certain compelling reasons can be appreciated very easily. Natural resources are not identical everywhere; there are wide variations from one country to another. Resources available within any country can be used most effectively only through continuing applied scientific and technological research in which use is made of basic scientific knowledge to solve prac- tical problems. It is also necessary to provide facilities for fundamental research not only for the accumulation of scien- tific knowledge but also to supply scientists who would ‘be able to diagnose problems properly and identify how such 15] Mahalanobis II - pag. 18

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