The COVID-19 pandemic has created a need for high-frequency employment and income data to gauge the nature and extent of shock and recovery from month to month. Lack of such high frequency household-level data from official sources has forced researchers to rely almost entirely on the Consumer Pyramids Household Survey (CPHS) conducted by the Centre for Monitoring the Indian Economy (CMIE). Recently, the CPHS has been criticised for missing poor and vulnerable households in its sample. In this context, it becomes important to develop a detailed understanding of how comparable CPHS estimates are to other more familiar sources. We examine the comparability of monthly labour income estimates for the pre-pandemic year (2018−19) for CPHS and the Periodic Labour Force Survey (PLFS). Across different methods and assumptions, as well as rural/​urban locations, CPHS mean monthly labour earnings are anywhere between 5 percent to 50 percent higher than corresponding PLFS estimates. In addition to the sampling concerns raised in the literature, we point to differences in the way employment and income are captured in the two surveys as possible causes of these differences.
While CPHS estimates are always higher, it should also be emphasized that the two surveys agree on some stylised facts regarding the Indian workforce. An individual earning INR 50,000 per month lies in the top 5 percent of the income distribution in India as per both surveys. Second, both PLFS and CPHS show that half the Indian workforce earns below the recommended National Minimum Wage.

School closure due to the COVID-19 pandemic has led to complete disconnect from education for the vast majority of children or inadequate alternatives like community based classes or poor alternatives in the form of online education, including mobile phone-based learning.

An immigrant, who worked in an American machine shop, acquired polite standard spoken English by reading romance novels in an 18-week adult extensive-reading English as a Spoken Language (ESL) class. Full time employment in the machine shop and once-a-week class discussions provided the only places where the student was routinely exposed to spoken English.

The teacher is central to the teaching — learning process, whatever a school’s policies, whether private or public, whatever board it has chosen to adopt. The teacher is an essential component of the success of the process. This being the case it is essential to consider what ​‘creates’ a good, effective teacher and what sustains her and , through her, the framework of the school. This Issue is aimed at not only teachers and teacher-educators, but also policy makers and observers, in short, anyone with an interest in education. The focus articles deal with the policy and practice of teacher development and suggests alternatives while two more examine gender sensitisation and pre-service teacher preparation discussing in considerable detail the curriculum and its realities. This is followed by articles from practitioners across the field, from both private and public institutions. Teachers have recounted their experiences on the ground. There are critiques of the present system holding up practices against the light of theory, while some teachers have described their positive encounters, testifying to the dedication of colleagues working with enthusiasm and vigour in remote areas, without the help of sophisticated teaching aids.

Engage with 2 themes — ​‘Emerging Trends in Physics’ and ​‘Indian Science Facilities’ — by exploring methods & processes defining future research in areas as fascinating as the discovery of black holes, understanding dark matter, using radio-astronomy to probe the universe, enabling space travel, the search for exoplanets, & establishing human settlements on Mars. In ​‘Origins’ & ​‘Annals of History’, piece together current understanding of our shared history through the beginnings of space-time & planetary worlds, the notion of elements, or that of life. Discover simple classroom activities to reveal & challenge mental models of force in ​‘The Science Lab’, encourage the use of art to study ecology in ​‘The Science Teacher at Work’, or integrate social justice in the science curriculum in ​‘Research to Practice’. Also discover little-known aspects of ​‘The Origins of Composting’ & ​‘Ocean Microbes’ in our pull-out posters!