50 Years of Enrollment of Indian primary Education

50Years of Enrolment of Indian primary Education

Dr.T.V.Ramana, Dept of Economics, Andhra University

Campus, Kkainada

1.Introduction

“Education is the engine for Human recourse as

well as economic development”.

Many statistical investigations carried out in the

western countries have shown that out put increased at a

much higher rate than (can be explained by) an increase in

physical inputs like labour and physical capital because of

the quality of human beings as a productive sources has been

consistently improving due to improvement in education and

skills, availability of health services etc. Education can

be oriented as to impart skills and attitudes useful in

improving the quality of family life. Education can

contribute significantly to rural development in a variety

of ways- by widening the horizons of knowledge of the rural

people; can enable to overcome ignorance and superstitions.

Adoptions of new agricultural techniques and new methods of

production are rendered easier if the farmers are educated.

Literate farmers with at least primary education are thought

to be more productive and more responsive to new

agricultural technologies than illiterate farmers. According

to Amartya Kumar Sen and Jean Dreze, education is valuable

to the freedom of a person in certain distinct ways in that

it has a certain personal roles, social roles, schooling

process roles and it has been providing greater literacy to

disadvantaged groups. Dr. B. R. Ambedkar observed that

education is the right weapon to cut the social slavery and

to enlighten the down trodden masses to come up and gain

social status, economic betterment and political freedom.

D.R. Veena presented the empirical results of

correlation between marginal educational effort and the

marginal rate of economic growth as the correlations between

agricultural development and primary education is

significantly related to gross national product at the value

of 0.92, industrial development and some specific

professional and technical education at the value of 0.87,

social change in favor of economic development as reflected

in the adoption of family planning and higher education at

the value of 0.64 are significant values associated to the

national product.

According to Todaro and smith, education contributes to

economic growth in all types countries in the following

ways. It helps in creating a more productive labour force

and endowing it with increased knowledge and skill, it helps

in providing widespread employment and income- earning

opportunities for teachers, school and construction workers,

text book and paper printers, school uniform manufactures,

etc. It helps in creating class of educated leaders to fill

vacancies left by departing expatriates or otherwise vacant

positions in governmental services, public corporations,

private business and professions, and it helps in providing

basic skills and encourages modern attitudes in the diverse

segments of the population of the country . It can be said

that education as a multidimensional phenomenon for the

development of the economies. Keeping this in mind the

present paper evaluated with following objectives.

2.Objectives of the Study

1. To briefly analyze the importance of education

2. To assess the role of Sarva Shiksha Abhiyan (SSA)

3. To analyze the importance of Education

4. To estimate the inter state average annual compound

growth rates in

enrolment of the primary education

5. Another objective of the study is to evaluate the inter

state variations in

enrolment of the primary education

3. Methodology.

The study based on secondary data and covers the period from

1951 to 2001. The analysis in this study is carried out at

the State level and analyzed in terms of average annual

compound growth rates. The average annual compound growth

rates for the inter-census periods i.e., 1951-61, 1961-71,

1971-81, 1981-91 and 1991-2001 are computed by the following

formula:

r = [(Yt / Y0) 1/n -1] X 100. Where-

r = average annual compound growth rate

Yt = a dimension of education /population in the

year’t’,

Y0 = a dimension of education / population in the

base year

n = number of years

Further, co-efficient of variation has been applied to the

data in order to elaborate inter state variations. The C.V

formula is as below:

C.V= S.D * 100 X Where, C.V. = Co-efficient of Variation of inter- states.S.D = Standard Deviation and X = mean. Percentages are alsoused at appropriated places in the study.

4.Analysis of the study

a. Growth of Primary Education in India-a brief view

There has been a tremendous expansion of educational

activity in India since independence. In the constitution of

India, under directive principles, the provision of free and

compulsory education for all children attain under the age

of 14 years has been highlighted. For the achievement of

this goal, great efforts have been made since 1950 onwards.

India has now celebrating 60 years of independence.

During the period of 60 years, the educational system

has become one of the largest educational systems in world

with the largest number of primary schools, graduates and

good engineers from Indian universities. Ultimately the

percentage of literacy has gone up to 64.84 percent

In all National Educational Policies high priority

has given to primary and elementary education. To retain

the child to provide good environment, operation Black Board

(OBB) scheme was launched in 1987-88. Under this scheme,

all exiting primary schools in the country would have been

modified and improved in terms of teachers, students and

learning materials. This scheme has been implemented in all

the blocks in the country. Later the scope of this scheme

has been enlarged to provide at least 3 classrooms and 3

teachers in a primary school where the enrolment exceeds 100

students. A special orientation programme for giving

training to the primary school teachers has been started

with a view to train the teachers in proper use of OBB

scheme, material and minimum levels of learning and it has

covered at last 18 lakh teachers our the country. Besides,

in 1995 the NCTE has been established in the country with a

view to develop regulation and proper maintenance of norms

and standards of teacher education so as to improve the

quality of education in the country.

As a result, there was 5.90 lakh primary schools

consisting 1500 lakh enrolment in the age group of 6-14

years coursing 90 percent of school going population and the

enrolment ratio was 10:5 during 1995-96. On 15th August,

1995 a national programme of Nutritional support to primary

education was launched to 11 crore children from 1 to V

classes and more than 5 lakh primary schools have been taken

under this scheme. In order to alleviation of poverty and

to improve school attendance for reduce dropout, the

government has started this programme in urban schools in

all the states and 4426 blocks were covered with established

5, 57 crore primary schools during 1996-97. Resulting, the

number of primary schools was increased to 5.90 lakh and

upper primary schools were 1.71 lakh. The number of

teachers in this period was 29.05 lakh. The enrolment of 6-

11 age group was increased to 104.3 percent and it was 67.60

percent in upper primary school during 1995-96. The number

of primary schools decreased from 2-20 lakh to 2.45 lakh

over the period, indicating up gradation of large number of

primary schools to upper primary schools. The total

enrolment at these two sections has witness a steady

increased. Later, of the estimated population of 205 million

in the age group of 6-14 years (March 2002) nearly

82.5percent was enrolled in schools. The retention rate of

students at the primary school stage was about 59 percent.

The dropout rate decreased from 35 percent in 2001-2002 to

32 percent in 2004-2005. Upper primary schools is concerned,

the dropout rate was 54.6 percent and 52.8 percent in the

above periods. However dropout rate still remain thigh

especially in the case of girl students.

The number of teachers at elementary level rose and the

PTR (Pupil Teacher Ratio) has remained more or less constant

around 42:1 and 34:1 respectively during 2004-2005.

b. Sarva Shiksha Abhiyan (SSA).

A new programme has been launched in November, 2000 as

an umbrella programme, continued to be implemented to

support and build upon other primary and elementary

education projects. The ultimate objective of the scheme SSA

is- all 6-14 age children would complete five year primary

education by 2007, all 6-14 age children would complete 8

years of schooling by 2010, all gender and social category

gaps would be bridge at primary stage by 2007 and elementary

education level by 2010; and there would be universal

retention by 2010. The programme addressed the needs of 192

million children in 11 lakh habitations for 8.5 lakh

existing primary and upper primary schools. Further, a

special emphasis was made to girls, disadvantaged and SC, ST

pupils by new programme NPEGEL and KGBU under the SSA from

2003. Nearly amount of Rs 3031 crore has been related in

2004-2005.

5. Data analysis

The inter – state average annual compound growth rates

of total number of students in primary education (table-1)

in India has recorded a positive trend but decreased manner

from 1951 to 1981, while the growth rate during the period

1981-91 is increased rather than the pervious periods and

reduced in 1991-2001. Over the entire period from 1951 to

2001 also considered in the study, the country growth rate

is positive and it is registered by 50.04 percent. The

similar trend is found in some States. Incase of Andhra

Pradesh, Gujarat, Jammu and Kasmir, especially Kerala,

Nagaland, Tamilnadu, Tripura, West Bengal and A & N Islands,

the growths rate are continuously decreasing from 1951 to

2001 according to the study. During the period 1951-61, the

growth rates are positive in all states. These are varies

from 24.51 percent in the state of Gujarat to 1.02 percent

in the state of Tamilnadu. The country average is 8.87

percent.

During the period 1961-71 also, the growth rate is positive

in all states of the country. The highest and the lowest

growth rate recorded during this period is 16.39 percent in

Himachal Pradesh and 0.02 percent in Punjab respectively.

The country average is 5.42 percent. During 1971-81, the

growth rates are positive in all states except Manipur. The

state – wise growth rate ranges from 8.63 percent in the

state of Arunachal Pradesh, while it is 0.87 percent in the

state of Manipur; and the country average is 2.75 percent.

During the period of 1981-91, in all states the growth rate

is positive, except in Kerala, and Punjab. Across the

states, the growth rate varies from 7.51 percent in D & N

Haveli to 0.68 percent in the state of Punjab. The country

average is 2.94 percent. These are 8.91 percent in Orissa

and 0.99 percent inlakshdweep. Over a period of 50 years,

the growth rate of all states is positive. Across the

states the highest growth rate is 10.41 percent in Arunachal

Pradesh and the lowest is 1.72 percent in Tamilnadu. The

country average is 5.04 percent. In the entire period of 50

years, (1951-2001), the State of Arunachal Pradesh is in

progressive growth rate compare to the all states even

though, the growth rate of this state is decreasing from

period to period.

The co-efficient of variation of total students in

primary education among the states are fluctuated during

1951-2001. The highest variation of inter state disparity

level 129.15 is found in 1971.

The inter-state average annual compound growth rate of

male students in primary education of India is presented in

table 7.2. In the country, it is identified form the table

that the growth rate of male students has recorded

decreasing trend from 1951 to 2001.Over the entire period

1951-2001, the growth rate is positive and the similar type

of trend is found in some states (Gujart, Kerala, Tripura,

Wst Bengal, A&N Islands and Delhi).

During the period 1951-61 the growth rate is positive

in all states the growth rates varies from 13.13 percent to

2.05 percent in Gjuarat and the state of Tamilnadu. The

national average being at 5.14 percent. During the period

1961-71, the growth rate is positive in all states. The

highest and the lowest growth rates recorded during this

period 14.76 percent in Himachal Pradesh and 2.25 percent in

the territory of Lakshadweep. The country average is 4.76

percent. Even in the period 1971-81 also, found the similar

trend across the states and national level. The state-wise

growth rate ranges from 7.11 percent in the territory of A

&N Islands to 0.56 percent in Uttar Pradesh while the

country average is 3.73 Percent. During the period 1981-91,

the growth rates in all states are positive, except in

Punjab, Kerala, Goa and Diu and Daman. In this period, in

majority of the states, the growth rate is in progressive to

compare with the previous periods. . Across the states,

the growth rate varies from 8.13 percent in Nagaland and

1.79 percent in the territory of Goa, Diu and Daman. The

country average is 3.62 percent. Positive growth rates have

registered in all states than the period 1981-91 in 1991-01.

Over a period of 50 years, the growth rate of all Sates is

positive. Across the States, the highest growth rate is

8.00 percent in Arunachal Pradesh and 1.18 percent in Goa,

Diu and Daman, while the country average is 4.53 percent.

It is also found in the table that the coefficient of

variation among the states regarding to male students is

higher than the female students from the year 1951 to 2001

and the highest co-efficient of variation among the states

is133.1 recorded even in the economic reforms period (2001)

also.

Table 7.3 presents the inter-state average annual

compound growth rates of female students in primary

education in India. In the country, it is found from the

table that the growth rate has recorded a decreasing trend

from 1951 to 81. While in the period 1981-91 the country

growth rate is positively increased than pervious period and

it is registered by 3.94 percent. Some states have the

similar type of trend. In majority of the states, during

the period 1981-91, the growth rates increased than 1991-01

according to the study.

During the period 1951-61, the growth rates of the

female students is positive in all states, except the state

Tamilnadu, which has in negative growth rate due to its

bifurcation as Andhra Pradesh and Tamilnadu that of madras

state. The growth rate varies from 26.50 percent in

Rajasthan to -1.47 percent Tamilnadu and the national

average being 8.51 percent. In 1961-71, the growth rates are

positive in all states. The highest growth rate is

registered by 24.16 percent in Himachal Pradesh and the

lowest growth rate is 2.45 percent in Punjab. The country

average is 6.99 percent. The growth rates during the

period 1971-81, except in the state Uttar Pradesh are

positive in all states. The state – wise growth rate ranges

from 17.72 percent in Arunachal Pradesh to -3.60 percent in

Uttar Pradesh. The country average growth rate is 2.95

percent according to the study.

Except Kerala (-0.54 percent) all states possessed a

positive trend in growth rates in 1981-91.The state of Goa,

Diu and Daman has lowest growth rate (3.32 percent) after

kerala and the highest growth rate 8.66 percent is

occupied by Sikkim. It is also greater than the national

average (3.94 percent) according to the study.A fluctuated

trend is registered among the states during 1991-01 and

national average declined than previous decade. Over the

period of 50 years, Arunachal Pradesh (15.34 percent),

HimachalPradesh (12.21 percent) and Tripura (10.87 percent)

have better improvement in the growth rates than

theremaining states and national level.

The above analysis reveals that there is no

continuous upward trend in the growth rate but decreasing

trend is found in some states during the entire period of 50

years in India.

The co-efficient of variation i.e; inter state

disparities among the states regarding to the female

enrolment in primary schools are also recorded at higher

level. The highest disparity/variation 144.96 is held

during the year 1951-61 according to the study.

However, the universalisation of primary education was

not realized so far since growth of population is much

faster than growth of primary education. Even then, in our

country, universalisation of primary education is so

essential in order to extract the talents of poorer sections

of the society.

Reasons for inter state disparities:

The State of Madyapradesh, so far as educational

backwardness of tribal community, poverty is the root cause

and prevalence of malnutrition among children under five

years of age. Similarly the high deaths and frequent out

break of diseases like malaria, cholera, gastroenteritis,

and mainly diarrhea due to poor sanitary conditions are

major factors in this state for the low level of enrolment

in primary education . On the other hand, the sate of

Rajasthan would have an innovative programmed like shiksha

karni which has given well results in an experimental

project to improve the enrolment of students, even though

same traditional impositions on women in Rajasthan.

The review of 6th Five year plan, enumerates that

socially disadvantaged groups, such as the economically poor

like SC’s and STs are on the backwardness of the schooling

system and later have become dropouts mostly in their

community in the country. According to the fourth

educational survey, socio-economic compulsions in families,

particularly in rural areas, and among the weaker sections,

not too relevant nature of curricular programmes and lack of

essential facilities in schools seem to be some of the more

important factors contributing to the slow progress in the

enrolment of the primary education. Even the existing

facilities for the education are not optimally utilized by

the primary school going students in the country.

The case study of Rukmini Banerji says that

irregularity of school attendance because she /he (Student)

is required to work either in the market to support the

family or in the home providing supervision and care for

younger siblings. Further the study said that many

households do not have adults who can monitor the progress

of children in school or keep of whether children attend

school regularly or not. Poverty and parental disinterest

were the two main reasons for not going to school regularly

in the study area. The state of Uttarpradesh is one of the

backward states in education. It is so, because more

percent of people are economically and socially very

backward. These conditions lead to the low level of growth

rate of enrolment of this state

Special programmes to reduce inter state disparities

The central and state Governments have been taking

actions to raise enrolment. Some notable measures taken for

the promotions of elementary education were ‘earn while you

learn’ scheme, mid-day meals for children, innovative

curriculum renewal schemes, and special emphasis on

appointment of women teachers, and operation Black Board

scheme: etc.

Sustained efforts to extend education among girls have

been made from the first plan period. Where there are

difficulties in the acceptance of co-education, some

alternatives taking to separate schools. It may be possible

to adopt a shift system as an interim measure – one shift

working for boys and the second for girls. To eradicate the

major obstacle in the way of promoting girls’ education is

the dearth of women teachers. The task of teachers is

employing in primary education to a large extent concern

girls’ education.

A system of incentives to overcome social, economic and

educational handicaps, which lead to high incidence of

dropouts has been an integral part of educational planning

for Universalisation of education since long period in the

country. The measures assume the form of expansion of

physical facilities in schools, provision of free

scholarships, free books, and mid – day – meals. There are

also cases where a small amount Rs. 1/- is paid to the

children so that they will not drop out from the school.

Recently, for this purpose, 5 kgs of rice is giving to each

student in primary level by central government through the

states.

Hear, a list of schems that are operated in various states

are given as below:

State:

Incentive Scheme

1. Andhra Pradesh:- Runs a free mid-day meals scheme for

children in the age group 5-10.

2. Assam:- Mid-day-meal scheme is restricted to certain

blocks.

3. Bihar :- East India Railway Administration tool up the

pioneer in the state.

4. Gujarat :- Mid-day-meal programme was restricted to

certain areas.

5. Karnataka :- Mid- day- meals programmes was introduced

in addition to CARE support.

6. Kerala:- The school lunch programme was started and

super ceded by CARE programme .

7. Orrissa:- Expanded Nutrition programme was sponsored by

who and UNICEF.

8. Pandicharry:- About 80 percent children are provided

free mid-day-meal as incentive.

9. Maharastra:- Free mid-day-meal was started at Bombay to

encourage attendance of children. The CARE programme

was inaugurated through distribution of milk among

primary school children.

10. Punjab:- CARE feeding programme started

11. Rajasthan:- CARE assisted feeding programme was

introduced

12. Tamilnadu:- A scheme was started in order to

solve two vital problems nutrition among children and

poor socio-economic status.

13. Utter Pradesh:- A scheme on voluntary basis was

evolved with the help of applied Nutrition programme.

This was launched by NGOs like praram bhik pathasala

prabhandak simit and shitara up a sanity.

14. WestBengal:- Mid-day-meals for children of primary

and basic schools were arranged from basic schools were

arranged from basic schools were CARE feeding programme

and Bread programme under child nutrition programme.

This meal programme has benefited the SC and ST

students.

These programmes encourages poor families and increase

enrichment. The growth rate of enrolment in same states

recorded progressively may be the impact of the programmes.

References:

Galbraith, J.K., (1961): Economic Development, Harward

University Pressh, U.S.A. p.81

Benjamin Higgins (1993): Education and Economic

Development, Universal Book Stall, New Delhi, p.410.Rajaiah, B. (1987): Economics of Education, Mittal

Publications, Agrawal, J.C. (1995): Education and emerging

India, Doaba House Publications, Delhi,p.26.

Theodore, W.Schultz (1995), “Investment in human capital” in

Ron Ayres (ed) development studies, an introduction through

selected Readings (UK,) p.538

Michel P.Todaro and Stephen C.Smith(2003), Economic

development, Pearson Education Asia, 8th Edition,p.385

Veena DR (2003), Education and Economic Growth,

“dimensions of Indian education system, EPW, vol. XXXI,

No.37, P.21

Todaro M.P(1988), “Economics for a developing World”2nd

Edition, Longman, London,p.249

John Sheehan(1973),Education and economic development : the

economics of education, Gorge Allen and Universel Ltd,

publication, London ,p.62.

Misra and Puri (2004), Indian Economy, p221.

Govt of India (1991-92) Economic survey of India, p.126

Ananda Krishnan. M. (2006), Equity in Higher Education in

knowledge –based society, University News,

Ram Takwale 2006, Solving quality, quantity and equity

Triangle in education , University News pp.119-126

Table1-1Trends in Inter-State growth rates of total enrolment in

primary education.

(Average annual

compound growth rates)

S.no State 1951-

1961

1961-1971

1971-1981

1981-1991 1991-

20011951-2001

1 Andhra pradesh11.5

7 3.92 2.03 2.01 2.17

2Arunachal pradesh 8.63 6.99 4.24 10.41

3 Assam 5.15 2.95 3.02 4.81 3.99 3.964 Bihar 7.84 3.15 4.45 3.15 2.98 4.635 Gujarat 24.51 4.58 4.24 3.39 4.20 8.846 Haryana 3.05 4.17 3.50 3.61

7 Himachal pradesh 10.7816.3

9 3.55 2.28 1.74 2.068 Jammu&Kashmir 140.7 6.29 3.56 3.63 3.00 6.89 Karnataka 12.82 4.86 3.22 3.7 2.45 6.3110 kaerala 5.32 3.56 1.08 -0.52 1.01 2.32

11 Madyapradesh 9.71 5.75 3.62 5.61 4.54

6.10

12 Maharastra 2.15 4.07 4.56 2.56 2.07 3.32

13 Manipur 11.37 11.3 0 .01 1.0

1.99

14 Meghalaya 0.87 4.83 3.40 5.7615 Mijoram 1.87 5.78 3.58 4.3416 Nagaland 9.07 7.4 2.58 2.48 4.6817 Orissa 10.7 3.2 3.64 3.76 8.91 5.2718 punjab 9.05 0.02 3.75 -0.68 2.31 3.0919 Rajasthan 12.99 4.37 6.49 5.03 5.81 7.1320 Sikkim 2.54 1.58 2.5421 Tamilnadu 1.02 4.46 2.1 2.26 1.55 1.7222 Tripura 15.1 6.58 6.16 5.38 4.25 8.16

23 Uttar pradesh 3.4910.8

2 6.17 2.7 3.10 3.7524 Westbengal 6.27 3.3 1.8 2.01 3.74

Union tirritories

1 A&N Ilands 13.5210.8

4 7.79 5.04 2.54 9.122 Chandigarh 4.14 6.56 4.02 4.973 D&N Haheli 5.76 7.51 5.00 4.284 Goa,Diu & Daman 5.7 5.34 3.11 2.235 Dilhi 7.63 5.24 4.07 4.17 2.01 3.886 Lakshadweep 5.15 3.83 5.81 2.85 0.99 4.147 Pondicherry 5.15 7.55 1.84 3.71 2.33 4.42

India 8.87 5.42 2.75 2.94 2.19 5.04

C.V *118.9

594.1

5129.1

5 118.2 151.0119.7

2 Source: compiled from data

*CV=co-efficient of variation

Table1-2Trends in Inter-State growth rates of male enrolment in

primary education.

(Average annual compound growth rates)

S.no State 1951-

19611961-1971

1971-1981

1981-1991

1991-2001

1951-2001

1 Andhra pradesh 2.52 4.03 0.94 1.04 2.46


3 Assam 4.47 2.45 3.12 4.06 2.48 3.524 Bihar 6.76 2.8 3.88 2.42 2.47 3.965 Gujarat 13.13 4.27 3.71 3.06 2.10 8.26 Haryana 2.35 2.15 0.97 2.25

7Himachal pradesh 9.57 14.76 2.74 1.76 .87 6.72

8 Jammu&Kashmir 12.55 4.81 2.97 3.08 3.54 5.789 Karnataka 11.72 4.06 2.96 3.26 3.84 5.5510 kaerala 5.25 3.47 0.86 -0.63 0.99 2.2111 Madyapradesh 9.86 6.02 3.06 4.14 3.65 5.3712 Maharastra 2.01 3.52 4.76 2.23 2.62 3.0213 Manipur 8.8 5.41 0.42 3.9 3.21 4.5714 Meghalaya 1.99 7.39 2.56 4.5315 Mijoram 1.89 5.63 5.32 4.0316 Nagaland 8.35 6.84 8.13 4.60 5.6517 Orissa 9.45 2.58 2.89 3.51 4.01 4.5718 punjab -1.95 4.45 3.05 -0.3 5.04 2.2519 Rajasthan 12.49 3.99 6.09 3.58 4.55 6.4820 Sikkim 4.54 5.25 4.5421 Tamilnadu -2.05 3.64 1.72 2.06 2.66 1.3322 Tripura 11.74 6.74 5.35 3.84 5.41 2.7023 Uttar pradesh 2.75 8.15 0.58 1.16 6.41 3.1124 Westbengal 5.91 2.45 1.64 2.10 3.29

Union

tirritories1 A&N Ilands 13.09 10.72 7.11 4.31 5.10 6.762 Chandigarh 2.89 5.48 5.0 4.363 D&N Haheli 5.25 1.95 4.20 3.58

4Goa,Diu & Daman 3.27 -1.79 2.99 1.18

5 Dilhi 8.85 4.4 3.84 3.69 6.21 5.736 Lakshadweep 2.25 5.67 1.29 2.55 3.017 Pondicherry 6.26 1.99 2.7 2.21 3.82

India 5.14 4.76 3.73 3.62 3.20 4.53

C.V *126.3

2 92.72127.3

7123.1

5 133.1 119.18

Source: compiled from data


Table1-3Trends in Inter-State growth rates of girl’s enrolment in

primary education.

(Average annual compound growth rates)

S.no State 1951-1961

1961-1971

1971-1981

1981-1991

1991-2001

1951-2001

1 Andhra pradesh 3.18 3.74 3.56 3.55 3.46


3 Assam 6.53 3.7 3.02 5.87 5.95 4.774 Bihar 12.58 4.13 6.04 4.79 3.99 6.835 Gujarat 5.08 5 3.9 3.93 3.66 4.66 Haryana 4.6 7.34 6.21 5.93

7Himachal pradesh 17.91 24.16 4.73 3.42 4.30 12.21

8 Jammu&Kashmir 17.25 8.93 4.59 4.33 5.65 8.739 Karnataka 13.64 6.08 3.55 4.33 5.14 6.84

10 kaerala 5.4 3.69 1.36 -0.54 2.53 1.4711 Madyapradesh 9.84 8.4 4.82 8.17 5.42 7.7912 Maharastra 2.48 50.8 5.03 3.35 2.69 4.0213 Manipur 18.12 7.44 1.55 5.99 6.22 8.1214 Meghalaya 3.27 6.31 4.68 4.7815 Mijoram 1.84 4.35 4.89 2.9816 Nagaland 10.24 7.17 4.09 8.55 7.1717 Orissa 14.1 4.55 4.76 4.13 3.65 6.7918 punjab 11.76 2.45 4.6 0.23 5.32 4.6919 Rajasthan 26.5 5.83 7.74 8.32 7.52 9.320 Sikkim 8.66 8.22 2.2821 Tamilnadu -1.47 5.66 2.58 2.5 3.20 9.4422 Tripura 24.66 8.89 5.29 7.35 6.98 10.8723 Uttar pradesh 6.79 17.06 -3.6 4.01 4.11 5.1924 Westbengal 6.88 4.56 2.01 3.20 4.41

Union tirritories

1 A&N Ilands 1305 8.05 5.17 5.10 6.422 Chandigarh 3.26 7.24 6.12 3.553 D&N Haheli 9.11 1.9 4.01 5.444 Goa,Diu & Daman 5.44 -3.32 3.33 0.965 Dilhi 6.27 6.02 3.7 4.8 4.60 5.66 Lakshadweep 3.06 6.4 2.17 2.12 4.327 Pondicherry 7.84 2.86 3.99 4.11 4.48

India 8.51 6.99 2.95 3.94 3.89 5.57

C.V *144.9

6 83.69132.2

6115.9

1 121.0 112.3Source: compiled from data


Documents

50 Years of Enrollment of Indian primary Education