AME Education Sector Profile India

India Education Structure Education System Structure and Enrollments 2006 Source: India Ministry of Higher Education, UNESCO Institute for Statistics Data Notes: Sub-sections are not in proportion. All data, preprimay-12, include all programs, public and private, academic and vocational. Public tertiary education includes both public and private academic and vocational courses of study. Private share (pink color) denotes private provision of education. The target population of education in India (6-24 years age group) numbers 410 million children (2005 estimate). The system currently enrolls about 271 million students at all levels. Whole Numbers NER GER Private Share Pre-primary 29,756,503 N/A 39.60% 3% Primary 139,169,873 88.7 112% 16.5% Upper Primary 52,325,161 N/A 71% 34.1% Secondary 24,300,000 N/A 54% 55.2% Up Secondary 12,700,000 N/A 28% TVET Secondary 12.2% Tertiary 12,816,165 N/A 12% Total 271,067,702 Source: India Ministry of Higher Education, UNESCO Institute for Statistics

India Education Structure Education is free and compulsory for all children up to the age of 14. Education Configuration and Enrollment Percentages % Net Enrollments % Gross Enrollments Classification Level/Grade Ages 2006 Pre-primary Pre-school 4-5 N/A 40% Elementary Primary, grades 1-5 6-11 89% 112% Upper Primary, grades 6-8 11-14 71% Secondary Secondary, grades 9-10 15-16 54% Senior Secondary, grades 11-12 17-18 28% TVET Secondary 3% Tertiary Non-professional undergrad 19-21   12%* Non-professional grad 19-22 Professional degree 19-24 * Includes all categories of post-secondary. Source: India Department of Higher Education, UNESCO Institute for Statistics , Note: India does not calculate net enrollment rates for grades 6-12. Some confusion in presentation of data has been noted as a result of the classification of two levels of secondary education in India: secondary (grades 9-10) and senior secondary (grades 11-12). Readers must ascertain if data noted for ‘secondary’ is meant to indicate secondary level (grades 9-10) according to the Indian system, or as an average for secondary education (grades 9-12) according to other countries’ classification of the system. In India also, upper primary indicated grades 6-8 while according to other classifications, that would be classified as ‘lower secondary’. Analysis: Many over-aged children are enrolled in primary grades as can be seen from the large GER (over 100%). Over-age enrollment indicates the strength of the system to attract children to schooling but shows up in later grades as a drop-out issue as students and parents decide they are too old for the grade they are in and/or the opportunity costs become to high to stay in school. Definitions: N/A – Not Available. Net enrollment: Ratio of children of official school age for a particular grade or education level, enrolled in a particular grade or level, expressed as a percentage of the population in that same age group. Gross enrollment: Total enrolment (regardless of age), as a percentage of the population in the official age group corresponding to a particular level of education. Source: India Ministry of Higher Education, UNESCO Institute for Statistics ,

India Population Structure India has a relatively young population with 60% below the age of 30. The government will need to focus on providing good education opportunities for youth in order to support country economic growth. Source: International Labor Organization Analysis: India will most likely surpass China in population size by about the middle of the next century. India’s population is growing at a rate about 70 percent higher than that of China and will continue growing faster than China for many years in the future. Currently, India has a young population which will age largely as a result of the fertility decline already underway. Data Notes: Population Structure: India 2008 % Whole Numbers (000) 0-14 years 31.6% 375,047 15-29 years 27.7% 328,714 30-65 years 35.5% 420,933 65+ 5.1% 61,492 Total 1,186,186 Definitions: The population in each age segment is calculated using data from the 1990 census. Source: International Labor Organization

India Relevant Policies: Eleventh Five Year Plan 2007-2012 Education Policy Relevant Policies: Eleventh Five Year Plan 2007-2012 Education for All: National Plan of Action for India 2003-2015 Scheme for Universalization of Secondary and Higher Secondary Education 2009 All policies available at: http://planipolis.iiep.unesco.org/format_liste1_en.php?Chp2=India Source: Analysis: India has a strong and complete policy framework in place to guide reform efforts. Eleventh 5-year Education Plan 2007-2012: Goals: Outlined in more detail from the 10th Plan: Universal Access - special emphasis on marginalized especially disabled, children from different social, ethnic and religious groups. Universal Enrollment – especially on expansion of secondary and tertiary levels. Universal Retention – focus on increasing completion rates. Universal Achievement and Equity – improvement of quality learning in classrooms. Scheme for Universalization of Secondary and Higher Secondary Education 2009 Goals: Infrastructure development Increased access for all students especially underserved populations Improved quality Development of ‘Common School System’ Data Notes: The key thrust and categories of activities financed under SSA II [11th Yr Plan] include: (i) the quality enhancement framework has a clear focus on capacity building, with the following main pillars: ensuring basic provisioning to create enabling learning conditions for all children; capacity building and academic support to state and sub-state structures; and monitoring learning outcomes and research and evaluation of quality initiatives; and (ii) a combination of demand and supply side interventions are being financed to enable the hard-to-reach children to attend school. These include the establishment, construction and extension of primary and upper primary schools in districts where access is still an issue, and provision of teachers. Demand-side interventions include provision of free textbooks and financial subventions to private aided schools to encourage them to subsidize enrollment of students. (http://web.worldbank.org/external/projects/main?pagePK=64312881&piPK=64302848&theSitePK=40941&Projectid=P102547)

India Education Access: Pre-university Primary levels have grown an average of 11% since 1990. Secondary levels have grown an average of 20% since 2001. Source: India Department of Higher Education 2006, UNESCO Institute for Statistics Analysis: India is not nearing UPE according to net enrollments (88.7%) although gross enrollments are high indicating many over-aged children enrolled at this level. Considering the number of students in the system, secondary and senior secondary levels of enrollment are low but growing fast. Improving primary retention and transition rates are increasing pressure on the secondary level to absorb new entrants and will continue to do so for the next decade. Projections suggest that secondary education will grow by about 17 million students a year for the next 10 years with an ultimate enrollment of about 57 million students by 2017. (World Bank (2009) Secondary Education in India: Universalizing Opportunity). The Indian government needs to give serious attention to this level. Data: India does not calculate NER data for grades 6 and above. NER for primary: 1990 – 77.6%, 2006 – 88.7% (World Bank EdStats) Gross Enrollments (%) 1990 2001 2006 Pre-primary 3.3 40 Primary 98.6 112 Upper Primary 62 71 Secondary 33 54.6 Senior Secondary 8 27.8 Source: India Department of Higher Education 2006, UNESCO Institute for Statistics

Education Access: Tertiary India Education Access: Tertiary Higher education enrollments at 12% are considerably below the ASEAN regional average of 23%. Enrollments in all categories have more than doubled since 1990. Source: World Bank 2005 Analysis: The low tertiary enrollments are in part, a result of low numbers of students matriculating through the secondary levels of education. Data Notes: Post-secondary Enrollments Post Grad Bachelor 2-3 year Total 1990 387 3,702 4,886 8,975 872 9,137 11,201 21,210 % Difference 55.6% 59.5% 56.4% 57.7% Definitions: Post Grad: Masters and PhD degrees Bachelor: 4 year degree 2-3 year: associate and technical-vocational degrees. Source: World Bank 2005

Education Access: Gender India Education Access: Gender Primary/upper primary girls enrollment rates have increased 21% since 1990 while boys have decreased 2.1%. Increases at the secondary levels since 2000 have not been so dramatic: girls 8.1% and boys 6.4%. Source: India Department of Higher Education, Department of School Education and Literacy Analysis: Primary enrollments are high but secondary enrollments still are low. Enrollment of girls at primary levels has been quite successful although girls in total still enroll at about 7% less than boys. At the secondary levels, girls are enrolling at a slightly higher rate although their share of enrollment is about 9% less than boys. Gender Parity Index of all the levels is indicated below. Girls’ enrollment share of upper secondary level is dramatically low. Data notes: Enrollments by Gender Prim/Upper prim Sec/ Senior Sec Boys Girls Boys Girls 1990 100.0 70.8 2000 90.3 72.4 38.2 27.7 2004 87.9 81.4 43.0 34.2 2006 98.5 91.0 44.6 35.8 Since 1990 -2.1 21% Since 2000 6.4% 8.1% Gender Parity Index GPI Primary 0.96 Up Primary 0.88 Secondary 0.83 Up Secondary 0.76 Combined Prim/Sec 0.90 Source: India Department of Higher Education, Department of School Education and Literacy

Education Quality: Teachers India Education Quality: Teachers India has approximately 6 million teachers at all levels. The proportion of primary teachers with pre-service education qualifications increased from 66% in 2003-04 to 73% in 2005-06. At the upper secondary level (grades 6-8), the proportion of teachers with pre-service education qualifications increased from 69% to 79% in the same period. Pre-service professional development is offered at public and increasingly, at private colleges but is reportedly of poor quality, the result of an inadequate monitoring and accreditation system.. Little information is available on the content and effectiveness of in-service teacher training. Source: India Ministry of Human Resources (2008) EFA Mid-term Assessment, World Bank (2009) Secondary Education in India: Universalizing Opportunity . Notes: India has been steadily increasing the size of its primary teaching force (by 17% since 2000, females by 21%) to meet demand of increased enrollments. Current information of teachers’ pre-service education indicates that for the secondary level (university degree plus teacher education), training suffers from poor standards, weak accreditation and monitoring, outdated pedagogical approaches, inadequate supplies of basic teaching and learning materials (including ICTs), and few incentives for improvement. In-Service teacher professional development secondary level is ad hoc, poorly resourced, and disconnected from classroom realities. Teacher effectiveness is also weakened by a lack of teacher accountability. Quality standards are poor, the result of an inadequate accreditation and monitoring system. Official guidelines focus on inputs rather than on results. Basic teaching and learning materials are in short supply. There is limited exposure to modern teaching and learning methods and materials. The output of graduates is poorly matched to the demand for teachers, particularly by subject discipline. Equally important, few policies are in place to provide incentives for teacher training colleges to improve Source: India Ministry of Human Resources, World Bank 2009

Education Quality: Completion India Education Quality: Completion Completion rates are improving slowly, approximately 2.2% a year since 2000. Girls’ completion rates have increased17% since 2000. Source: World Bank EdStats Analysis: More children are staying longer in school. The number of out-of-school children has decreased from 32 million in 2001 to 7 million in 2006/07. The issue of retaining disadvantaged children in schools however is a far more challenging task than enrolling them into the system. About 22% of children dropped out of primary classes I and II [grades 1 and 2] in 2006/07 (India Dept of Higher Education (2008) 11th Five Year Plan 2007-2012). Data: Enrollment by Gender Boys Girls Total % change 1990 87.4 66.1 77.1 boys girls totals 2000 79.7 64.3 72.3 -7.7 -1.8 -4.8 2003 82.1 76.3 79.3 2.4 12 7 2006 88 83.1 85.7 5.9 6.8 6.4 Totals: 0.6% 17% 8.6% Source: World Bank EdStats

Education Quality: Testing India Education Quality: Testing India does not participate in international achievement examinations such as TIMSS. A learning achievement survey conducted by the Indian National Council for Education Research and Training in 2003 and 2007 highlighted the poor learning achievement and small gains made at grade 5. Source: India Ministry of Human Resource Development, Department of School Education and Literacy, reported in the EFA Mid-term Assessment, 2008. Analysis: Unlike in elementary education (grades 1-8), there are no national assessments of student learning at the secondary level. In a trialed test used to calibrate a standard exam in 2005, a sample of grade 9 and 11 students from two Indian states were given selected math items from several Grade 8 TIMSS exams. Grade 9 students achieved a mean score of 34% while grade 11 students achieved 44% as a mean score but findings should be treated as illustrative only. On-going research of the close relationship between education and economic growth indicates that educational quality as measured by tests of cognitive skill is much more important to economic growth than education quantity (years of schooling). Therefore, India must continue to focus not only on increasing access to education, but also measure quality of the education provided by initiating a system of standardized testing. (World Bank 2009) Definition: TIMSS: Trends in International Math and Science Study, a test of math and science for 4th and 8th graders, is used to compare educational achievement on an international basis. The exam tests student knowledge of basic math and science concepts which should be standard curricula offerings for grade 4 and 8 learners. Data Notes: Source: India Ministry of human Resource Development

India Education Equity: Gender/ Geographic Disparities Many students have difficulty accessing secondary education, rural females the most so. 85% of all students are able to access primary education. Source: India Demographic and Health Survey 2005-06. Analysis: Students, aged 15-17, have difficulty accessing upper levels of the education system. Note: As the data are taken from the Demographic and Health Survey, information presented here is suggestive of the current trend in school-age enrollment rather than offered as a definite statement of fact. Data Notes: School Attendance by Gender and Location AGE 6-10 URBAN Male 88 Female 88 AGE 6-10 RURAL Male 84 Female 79 AGE 11-14 URBAN Male 83 Female 81 AGE 11-14 RURAL Male 79 Female 66 AGE 15-17 URBAN Male 52 Female 51 AGE 15-17 RURAL Male 47 Female 28 Source: India Demographic and Health Survey 2005-06

Education Equity: Income Disparities India Education Equity: Income Disparities 74% of out-of-school primary children come from the two poorest wealth quintiles. Source: India Demographic and Health Survey 2005-06. Analysis: This figures shows the composition of the group of children aged 6 to 10 years that are out of school. Children from the poorest quintile make up almost half of all children out of school. 48 percent - 10 million of the 21 million children out of school – come from the poorest quintile. 74 percent of all children out of school are in the two poorest quintiles. These numbers emphasize the close link between poverty and school attendance in India. School attendance rates have increased among the poorest households between 2000 and 2006 but the increase was not large enough to keep pace with population growth. Unless India places more emphasis on school attendance among the poor, the country will miss the Millennium Development Goal of universal primary education by 2015. Data notes: Put-of-school Children by Wealth Quintile Poorest 48% 2 26% 3 15% 4 8% Richest 4% Source: India Demographic and Health Survey 2005-06

India Education Equity: Income Disparities All children seemingly have difficulty attending secondary education, the children from poorer wealth groups more so than richer students. Source: World Bank 2009 Secondary Education in India: Universalizing Opportunities Analysis: Children from poorer wealth groups have greater difficulty attending secondary education than completing elementary education. This could be as a result of lack of schools or greater distances to secondary schools in rural areas, or inability or unwillingness of parents to pay for secondary education. In any case, improving equity in elementary education will help but not totally resolve the issue of inequity at the secondary level. The government will have to make concerted efforts to address inequities at this level. Data Notes: Elementary Education Completion and Secondary Education Attendance by Wealth Quintile 2004-05 (%) Poorest Q Q2 Q3 Q4 Richest Q Completion of Elementary Education 38 47 55 63 76 Attendance of Secondary Education 29 35 42 53 68 Difference 9 12 13 10 8 Source: World Bank 2009

Education Equity: Academic Disparities India Education Equity: Academic Disparities Lower social castes’ ability to attend school and achieve literacy is from 10-20% lower than the rest of the student population. Source: UNICEF (2006) in Social Exclusion of Scheduled Caste Children from Primary Education in India. http://www.unicef.org/files.social_Exclusion_of_Scheduled_Caste_Children_from_ Primary_Education_in_India.pdf Data Notes: Primary Student Characteristics by Caste/Tribe Attend school Read and Write S Tribe 66.4 52.4 S Caste 72.5 58.2 OBC 78.1 62.8 Others 83.4 72 Notes: According to the central government policy these three categories are entitled for positive discrimination. Sometimes these three categories are defined together as Backward Classes. 15% of India's population are Scheduled Castes. According to central government policy 15% of the government jobs and 15% of the students admitted to universities must be from Scheduled Castes. For the Scheduled Tribes about 7.5% places are reserved which is their proportion in Indian population. The Other Backwards Classes are about 50% of India's population, but only 27% of government jobs are reserved for them. http://adaniel.tripod.com/modernindia.htm Definitions:. S. Caste: Scheduled Casts Scheduled Castes include communities who were untouchables. In modern India, ‘untouchability’ exists at a very low level. S. Tribe: Scheduled Tribes Scheduled Tribes include those communities who did not accept the caste system and preferred to reside deep in the jungles, forests and mountains of India, away from the main population. The Scheduled Tribes are also called Adivasi, meaning aboriginals. OBC: Other Backwards Classes Other Backward Classes or Backward Classes. This category includes in it castes who belong to Sudra Varna and also former untouchables who converted from Hinduism to other religions. This category also includes in it nomads and tribes who made a living from criminal acts. Others: Includes all the children from other (i.e. higher) castes. As per 2001 Census Scheduled Castes & Scheduled Tribes Population in India is as follows: Total Scheduled Caste Population: 166,635,700 (16.2%) Total Scheduled Tribe Population: 84,326,240 (8.2%) http://www.iloveindia.com/population-of-india/sc-st.html Source: UNICEF 2006

India Education Equity: Academic Disparities Nearly 60% of the share of secondary enrollments is privately offered and the number of schools has doubled (to 30%) from 1993 to 2004. There is no evidence to show however, that private institutions offer an education of better quality than public schools do. Source: UNESCO Institute for Statistics, India Ministry of Human Resource Development (2008) Status of Education in India National Report. Analysis: The fact that private enrollments, especially at the secondary level, are growing indicate the lack of confidence parents have in the quality of education offered by the public system despite the expense involved to send children to private schools. Particularly in urban areas, they account for the majority of the overall increase in secondary enrollments. This dramatic growth reveals both the willingness and capacity of households to pay for their children’s secondary education, but also the increasing inequality of the secondary sector as poorer households cannot afford to pay both the direct and opportunity costs of their children’s education. Note: About half of privately managed schools are ‘aided’ with government money to pay staff salaries, and the other half are completely independent financially and management-wise (unaided). The unaided institutions are showing increased enrollment while public and aided private institutions have declining enrollments. Data notes: Private share of Education Delivery (%) Pre-primary 2 Primary 16.5 Upper Primary 34.1 Secondary General Programs 55.2 TVET Secondary 12.2 Source: UNESCO Institute for Statistics, India Ministry of Human Development (2008)

Education Efficiency: Expenditure India Education Efficiency: Expenditure India spends 50% of its education budget on compulsory education, grades 1-9 (primary and upper primary levels). Source: UNESCO Institute for Statistics Analysis: Spending at the primary levels has resulted in increasing enrollment and completion rates. Secondary levels need more budget support now to address severe drop-out and completion issues. Data notes: Spending Pattern Pre-primary 1.4 Primary 36.4 Upper Primary 12.8 Secondary 28.8 Tertiary 20 Source: UNESCO Institute for Statistics

India Education Efficiency: Expenditure Relative to other lower- to lower-middle income countries in the region, India spends less money on education as a percent of all public spending. Source: World Bank Education at a Glance, Global Monitoring Report 2008 Source: World Bank Education at a Glance, Global Monitoring Report 2008

Education Efficiency: Repetition India Education Efficiency: Repetition Repetition appears to be a small issue, averaging 3.6% at primary and 4.5% at secondary levels. School drop-out rates are the more significant problem to the Indian government. Source: UNESCO Institute for Statistics Analysis: Data Notes: Source: UNESCO Institute for Statistics

Education Efficiency: Repetition India Education Efficiency: Repetition India appears to be as efficient at controlling repetition rates as other regional countries with similar education budgets, despite having such a large school population. Source: World Bank EdStats, UNESCAP Analysis: Data Notes: Public Spending and Repetition Rates Repetition %GDP Bangladesh 7 2.5 Cambodia 11.6 1.5 India 3.4 3.2 Indonesia 3.3 3.5 Philippines 2.3 2.5 ASEAN 4.2 OECD 5.6 Definitions: UNESCAP: United Nations Economic and Social Commission for Asia and the Pacific ASEAN: Association of South East Asian Nations OECD: Organization of Economic Cooperation and Development Source: World Bank EdStats, UNESCAP

Education: Conclusion India Education: Conclusion Successes: Access: Growing enrollments all levels. High elementary levels. Quality: Steady improvement in completion rates at primary level. Equity: Strong female enrollment and completion rates at primary levels. Efficiency: Increasing public education expenditures. Low/stabilized repetition rates. Challenges: Access: Low secondary enrollments especially for females. Quality: Poor student academic achievement at primary levels. No systematic measurement of student academic achievement. Poor professional teacher preparation. Equity: Geographic, social, and wealth disparities in school enrollments especially at upper education levels. Efficiency: Much smaller amount of funding allocated to secondary education. High rate of private provision of education at secondary level but of questionable quality.