Demand for tea in the UK 1874–1938: An econometric study

The main objective of this study is to provide estimates of price and income elasticities of demand for tea in order to explain the growth in tea consumption over the period 1874–1938. Numerous other factors, both economic and social, may contribute to changing patterns of consumption. Indeed, such factors as demographic and organisational changes and different social habits may exert an influence on price and income elasticities. A subsidiary aim of this study is to examine the influence of these factors on the differences in income and price elasticities in demand for tea over various sub‐periods between 1874 and 1938.     

Is there a long‐run relationship between population growth and living standards? The case of India

This note examines the existence of a long‐run, cointegrating relationship between population and per capita GDP in India for 1950–93. Unit root tests show that per capita GDP is integrated of order one while population is integrated of order zero; further, estimation of the bi‐variate relationship using the cointegration procedure of Johansen shows that no long‐run relationship exists. Thus, population growth neither causes per capita income growth nor is caused by it. A corollary is that population growth neither stimulates per capita income growth nor detracts from it.     

The Things They Learned: Aspiration,Uncertainty, and Schooling in Rwanda’s Developmental State

The role of formal education in the reproduction of inequalities is well documented. Less clear is how this lens can be applied to a study of post-conflict state-building. The present study pairs policy analysis with student-centred ethnographic fieldwork to examine education policy in Rwanda. Since the end of the genocide, the government has staked its claim to legitimacy in delivering inclusive development. Its basic education policy is an entitlement programme with broad public support and designed to allow all children to attend primary and secondary school. Students found themselves caught up in a web of contradictions with important symbolic and material dimensions. They went to schools designed to improve access for the poor. But they were also poor schools, lacking in quality and associated with failure. The country’s switch from French to English was bound up in alliances of domestic power that further undermined effective teaching and learning. The basic education policy intended to highlight the government’s commitment to deliver development to all. But in absence of a sustained and effective strategy to improve quality, young people felt excluded from meaningful engagement in the education system. Whether the basic education policy constitutes inclusive development is therefore debatable.