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• I compare the process of structural transformation in both national data and household panel data in India. • The national data provides evidence that India is in the midst of structural transformation. • Household data tells a similar story, though rural households lag behind in key indicators. • The results have implications for using stylized facts to set policy agenda. This paper compares national-level data from India with 40 years of household panel data from rural India to track sectoral changes in employment and income as well as examine the hypothesis of induced innovation in agricultural production. In the national data, India appears to be in the midst of a structural transformation. The share of agriculture in GDP and employment has shrunk while agricultural output continues to grow. This productivity growth appears to adhere to the induced innovation hypothesis, as productivity per hectare has increased more rapidly than productivity per worker. Many of the same patterns exist in the household data. Tracking households across time, I observe agricultural output has increased, despite more households engaging in off-farm labor. Household agricultural production is highly specialized and has increased its reliance on improved inputs. However, while agricultural income has grown, industrial and service income has remained stagnant, and the relative income of these households has declined in recent years. [ABSTRACT FROM AUTHOR]

• We study weather effects on migration in rural India. • Positive weather shocks facilitate migration abroad and to cities in the same state. • Adverse weather shocks drive rural-urban migration to different states. • Urban climate migrants are less educated and are from agricultural households. • Approximately 8% of urbanization between 2005 and 2012 can be attributed to weather. In this paper, we move from the large strand of research that looks at evidence of climate migration to the questions: who are the climate migrants? and where do they go? These questions are crucial to design policies that mitigate welfare losses of migration choices due to climate change. We study the direct and heterogeneous associations between weather extremes and migration in rural India. We combine ERA5 reanalysis data with the India Human Development Survey household panel and conduct regression analyses by applying linear probability and multinomial logit models. This enables us to establish a causal relationship between temperature and precipitation anomalies and overall migration as well as migration by destination. We show that adverse weather shocks decrease rural-rural and international migration and push people into cities in different, presumably more prosperous states. A series of positive weather shocks, however, facilitates international migration and migration to cities within the same state. Further, our results indicate that in contrast to other migrants, climate migrants are likely to be from the lower end of the skill distribution and from households strongly dependent on agricultural production. We estimate that approximately 8% of all rural-urban moves between 2005 and 2012 can be attributed to weather. This figure might increase as a consequence of climate change. Thus, a key policy recommendation is to take steps to facilitate integration of less educated migrants into the urban labor market. [ABSTRACT FROM AUTHOR]

• We evaluate impact of a large-scale intervention using technology-aided teaching in 1823 rural government schools in India. • We use a resource light design that requires one computer and projector per school and minimal teacher retraining. • We observe positive impact on student learning outcomes in the subjects for which the intervention was conducted. • Being a resource light design, it can be helpful in achieving the objective of SDG-4. One of the Sustainable Development Goals (SDG-4) adopted by the United Nations focuses on ensuring inclusive and equitable quality education for all. Most research on impact of technology on learning outcomes depends on designs that require low student-to-computer ratio and extensive retraining of teachers. These requirements make the designs difficult to implement on a large scale and hence are limited in terms of inclusivity and ability to 'provide equitable opportunity for all'. Our paper is the first to evaluate an intervention design that is aimed at dealing with these concerns. We conduct a large-scale randomised field experiment in 1823 rural government schools in India that uses technology-aided teaching to replace one-third of traditional classroom teaching. Even with high student-to-computer ratios and minimal teacher training, we observe a positive impact on student learning outcomes. The study thus presents a low cost, resource-light design, which can be implemented in a developing country on a large scale to address the problem of poor learning outcomes, thereby making the intervention inclusive and equitable in line with the spirit of SDG-4. [ABSTRACT FROM AUTHOR]

• First national study to assess the impact of the Integrated Child Development Services (ICDS) on children's cognitive scores. • We find that receiving ICDS intervention in early childhood benefits children's cognitive development at later ages. • ICDS is positively associated with reading and arithmetic test scores for girls. • ICDS is also positively associated with reading and arithmetic test scores of children from low-income families. • We argue that ICDS plays a critical role in bridging the gaps in cognitive achievement in India. The Integrated Child Development Services (ICDS) scheme aims to provide food supplementation, immunization, health check-ups, and early childhood education to children under the age of six years. There is mounting evidence that links poverty, undernutrition, and lack of stimulation at early ages with cognitive and economic disadvantages later in life. Furthermore, early childhood nutritional, educational, and health interventions are associated with human capital gains in developing countries. In this paper, we investigate the medium-term impact of ICDS services received in early childhood on subsequent reading and arithmetic achievement among children in the ages of eight to 11 in India. There are no nationwide studies that investigate the impact of ICDS on cognitive outcomes. Utilizing data from the two waves of the India Human Development Survey (IHDS) and applying propensity score matching, we find that ICDS has a positive impact on cognitive achievement, primarily for girls and children in low-income families. Since the influence of ICDS intervention is observed for these groups, we believe that the ICDS plays a critical role in reducing gender and income-related gaps in cognitive achievement in India. [ABSTRACT FROM AUTHOR]

• The impact of rainfall shocks on school enrollment has changed in the past 30 years. • By 2007, positive rainfall shocks lead to a decrease in school enrollment. • School enrollment rises after a negative rainfall shock. • These effects are more pronounced for girls and older children. Despite long-standing international agreements like the Millennium Development Goals, 264 million children in developing countries are not enrolled in school, and children in rural areas remain twice as likely to be out of school as children in urban areas. One potential explanation for this pattern is that children's education in rural areas is vulnerable to weather shocks, but there is no consensus about whether rainfall shocks help or harm school enrollment in the existing literature. This paper explores whether changes in the relationship between rainfall shocks and schooling outcomes over time can explain the different results in the literature by using household survey data from India across three decades. My study finds that adverse rainfall shocks have an increasingly stronger positive impact on school enrollment over time, whereas enrollment is increasingly falling after positive rainfall shocks. This effect is stronger for girls than for boys, more pronounced for older children, and is consistent with an increase in the importance of opportunity costs of a child's time in more recent years. Children may have to drop out of school when employment opportunities are more readily available after a positive rainfall shock, but are able to go to school when jobs are scarce. These results offer a potential explanation for the different results in the literature, where studies on countries with higher economic development tend to find results consistent with an opportunity cost story, whereas this is not the case for studies on countries with a lower level of development. The results suggest that policymakers need to pay close attention to the obstacles faced by girls and older children to make access to education universal, and should develop policy tools that incentivize households to send their children to school even when employment opportunities are readily available. [ABSTRACT FROM AUTHOR]