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India: Primary and Secondary Education
Country Study > Chapter 2 > Geographic and Demographic Setting > Education > Primary and Secondary Education

PRIMARY AND SECONDARY EDUCATION


Several factors work against universal education in India. Although Indian law prohibits the employment of children in factories, the law allows them to work in cottage industries, family households, restaurants, or in agriculture. Primary and middle school education is compulsory. However, only slightly more than 50 percent of children between the ages of six and fourteen actually attend school, although a far higher percentage is enrolled. School attendance patterns for children vary from region to region and according to gender. But it is noteworthy that national literacy rates increased from 43.7 percent in 1981 to 52.2 percent in 1991 (male 63.9 percent, female 39.4 percent), passing the 50 percent mark for the first time. There are wide regional and gender variations in the literacy rates, however; for example, the southern state of Kerala, with a 1991 literacy rate of about 89.8 percent, ranked first in India in terms of both male and female literacy. Bihar, a northern state, ranked lowest with a literacy rate of only 39 percent (53 percent for males and 23 percent for females). School enrollment rates also vary greatly according to age.

To improve national literacy, the central government launched a wide-reaching literacy campaign in July 1993. Using a volunteer teaching force of some 10 million people, the government hoped to have reached around 100 million Indians by 1997. A special focus was placed on improving literacy among women.

A report in 1985 by the Ministry of Education, entitled Challenge of Education: A Policy Perspective, showed that nearly 60 percent of children dropped out between grades one and five. (The Ministry of Education was incorporated into the Ministry of Human Resources in 1985 as the Department of Education. In 1988 the Ministry of Human Resources was renamed the Ministry of Human Resource Development.) Of 100 children enrolled in grade one, only twenty-three reached grade eight. Although many children lived within one kilometer of a primary school, nearly 20 percent of all habitations did not have schools nearby. Forty percent of primary schools were not of masonry construction. Sixty percent had no drinking water facilities, 70 percent had no library facilities, and 89 percent lacked toilet facilities. Single-teacher primary schools were commonplace, and it was not unusual for the teacher to be absent or even to subcontract the teaching work to unqualified substitutes.

The improvements that India has made in education since independence are nevertheless substantial. From the first plan until the beginning of the sixth (1951-80), the percentage of the primary school-age population attending classes more than doubled. The number of schools and teachers increased dramatically. Middle schools and high schools registered the steepest rates of growth. The number of primary schools increased by more than 230 percent between 1951 and 1980. During the same period, however, the number of middle schools increased about tenfold. The numbers of teachers showed similar rates of increase. The proportion of trained teachers among those working in primary and middle schools, fewer than 60 percent in 1950, was more than 90 percent in 1987 reportedly had no untrained teachers at either kind of school.

Various forms of private schooling are common; many schools are strictly private, whereas others enjoy government grants-in-aid but are run privately. Schools run by church and missionary societies are common forms of private schools. Among India's Muslim population, the madrasa, a school attached to a mosque, plays an important role in education. Some 10 percent of all children who enter the first grade are enrolled in private schools. The dropout rate in these schools is practically nonexistent.

Traditional notions of social rank and hierarchy have greatly influenced India's primary school system. A dual system existed in the early 1990s, in which middle-class families sent their children to private schools while lower-class families sent their children to underfinanced and underequipped municipal and village schools. Evolving middle-class values have made even nursery school education in the private sector a stressful event for children and parents alike. Tough entrance interviews for admission, long classroom hours, heavy homework assignments, and high tuition rates in the mid-1990s led to charges of "lost childhood" for preschool children and acknowledgment of both the social costs and enhanced social benefits for the families involved.

The government encourages the study of classical, modern, and tribal languages with a view toward the gradual switch from English to regional languages and to teaching Hindi in non-Hindi speaking states. As a result, there are schools conducted in various languages at all levels. Classical and foreign language training most commonly occurs at the postsecondary level, although English is also taught at the lower levels.




Last Updated: September 1995


Editor's Note: Country Studies included here were published between 1988 and 1998. The Country study for India was first published in 1995. Where available, the data has been updated through 2008. The date at the bottom of each section will indicate the time period of the data. Information on some countries may no longer be up to date. See the "Research Completed" date at the beginning of each study on the Title Page or the "Data as of" date at the end of each section of text. This information is included due to its comprehensiveness and for historical purposes.

Note that current information from the CIA World Factbook, U.S. Department of State Background Notes, Australia's Department of Foreign Affairs and Trade Country Briefs, the UK's Foreign and Commonwealth Office's Country Profiles, and the World Bank can be found on Factba.se.

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