Multidimensional Poverty in China: Findings Based on the CHNS

Autor/in	Yu, Jiantuo
Titel	Multidimensional Poverty in China: Findings Based on the CHNS
Quelle	In: Social Indicators Research, 112 (2013) 2, S.315-336 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0303-8300
DOI	10.1007/s11205-013-0250-x
Schlagwörter	Foreign Countries; Income; Poverty; Economic Progress; Educational Attainment; Living Standards; Rural Areas; Public Health; Nutrition; Access to Education; Economic Development; Rural Urban Differences; Developing Nations; Social Indicators; Measurement; Sociometric Techniques; Economic Climate; Socioeconomic Influences; Public Policy; Surveys; China + Suchen Sie Ihr Suchwort? Ausland; Einkommen; Armut; Economic growth; Wirtschaftswachstum; Bildungsabschluss; Bildungsgut; Lebensstandard; Rural area; Ländlicher Raum; Gesundheitswesen; Ernährung; Education; Access; Bildung; Zugang; Bildungszugang; Wirtschaftsentwicklung; Stadt-Land-Beziehung; Developing country; Developing countries; Entwicklungsland; Social indicator; Sozialer Indikator; Messverfahren; Soziometrie; Wirtschaftslage; Sozioökonomischer Faktor; Öffentliche Ordnung; Survey; Umfrage; Befragung
Abstract	This paper estimates multidimensional poverty in China by applying the Alkire-Foster methodology to the China Health and Nutrition Survey 2000-2009 data. Five dimensions are included: income, living standard, education, health and social security. Results suggest that rapid economic growth has resulted not only in a reduction in income poverty but also in a reduction in multidimensional poverty in the last decade, both in terms of its prevalence and intensity. However, many challenges remain. There are wide disparities across provinces and between urban and rural areas, with poverty being 1.5 times higher in rural areas than in urban ones in 2009. Moreover, rising deprivation in education in rural and less developed provinces should also be a policymaking concern. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10