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EighthEighthAll India School Education Survey

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All India School Education Survey

th888888888AISES

(Ason30September,2009)

ACONCISEREPORT

EighthEighth

Educational Survey Division'kSf{kd�losZ{k.k�izHkkx

Publication Team

Head : Dinesh Kumar

Chief Editor : Shveta Uppal

Chief Business : Gautam Ganguly

Manager

Chief Production : Arun Chitkara

Officer (Incharge)

Editorial Assistant : Mathew John

Production Assistant : Mukesh Gaur

CoverRituraj Sharma

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First EditionJanuary 2016 Pausa1937

PD 6H MJ

© National Council of Educational Research and Training, 2016

Printed on 80 GSM paper

Published at the Publication Division by the Secretary, National Council of Educational Research and Training, Sri Aurobindo Marg, New Delhi 110 016 and Printed at Shree Vrindavan Graphics (P) Ltd., E-34, Sector-7, Noida 201 301 (UP)

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ISBN 978-93-5007-764-1

Forewordth

ThehighlightsoftheEighthAllIndiaSchoolEducationSurvey(8 AlSES)present

salient features of the reportwith the reference date of 30 September 2009.th th

Comparedtothedataoftheprevioussurveyssuchas6 and7 ,whichwerewiththreferencedateof30September,1993and2002respectively,the8 Surveydata

havemanynewfeatures.Someofthesenewfeaturesare

! OBCenrolmentfigures

! separatestage-wiseenrolmentinunrecognisedschools

! enrolmentofchildrenwiththeirdegreeofdisabilityinrecognisedschools

! course-wiseenrolmentinvocationalcoursesathighersecondarystage

andteachersinvocationalcourses

! availabilityofdrinkingwaterfacilityinschoolpremises

! availability of usable number of units of urinal and lavatory in school

premises

! separateurinalandlavatoryfacilitiesforgirlsandteachers

! usableplaygroundfacilitywithinschoolpremises

! teachersindifferentage-groups

! availability of ICT facility in schools including number of usable

computers/printersforteachingandofficepurposes

! Internetconnections

! trainedteachers

! availability of Science,Mathematics, Social Science and Pre-vocational

laboratoryfacilities,etc.

Information on availability of schooling facilities of different stages within a

convenientwalkingdistanceandataspecifieddistancefromthehabitationis

uniquetotheAISESs.Inclusionofnewcategoriesofdatainthepresentstudywill

enablescholarsandpolicy-makerstowidenthescopeoftheirdeliberationson

the problems and challenges faced in educational planning in India. The

preliminarydatabasedonthepresentSurveywereuploadedonNCERT'swebsite

in January2013underthetitle, ‘Provisional(Flash)Statistics’whichreceived

wide-rangingattention.

Ever since the series of educational surveys started in 1957, the statistics

collectedunderthesehavebeenamatterofgreatinterest,andsohasbeenthe

methodologyusedforthecollectionofdata.

MembersofthestaffofEducationalSurveyDivisiondeserveappreciationforfulfilling

their role in a national-level task with commitment, despite many obstacles and

difficultieswhichinevitablybesetanexerciseofthismagnitude.

The NCERT also records a deep appreciation for the cooperation extended by the

National Informatics Centre (NIC) and the Departments of Education/SCERT/

SIERT/SIEinalltheStates/UTs.Wetakethisopportunitytothankourcolleaguesinthe

MinistryofHumanResourceDevelopmentforprovidingadministrativeandfinancialth

supporttothe8 Survey.

Weearnestlyhopethatthepublicationofthisreportwillbepositivelyreceivedinthe

communityofeducationalresearchers,administratorsandplanners.Wewillbegrateful

forresponsesandsuggestions.ThesewillenableustoimprovetheensuingEducational

Surveystobeinitiatedshortly.Itisanestablishedfactofeducationalplanningthatthe

qualityofdatainfluenceeveryaspectofpolicyanddesignofinstitutionalreforms.The

NCERTstandscommittedforprovidingareliablepictureoftheschooleducationsystem

sothatIndia'sattemptstoreformthesystemcansucceed.

H.K.Senapaty

DirectorNewDelhi NationalCouncilofEducationalDecember,2015 ResearchandTraining

iv

Prefaceth

TheEighthAll IndiaSchoolEducationSurvey(8 AISES)was initiatedby the

NationalCouncilofEducationalResearchandTrainingwithreferencedateas30

September2009withtheobjectiveofcreatinganextensiveschooldatabasefor

the country and making the data available in print and magnetic media for

educationalplanningandotherpurposes.

TheEducationalSurveyDivision(ESD),NCERTundertookthetaskofdesigningof

toolsincollaborationwiththeNationalInformaticsCentre(NIC).Thefeedback

receivedfromvariousgovernmentdepartments,users,researchersandourpast

experience led to the development of tools having several data items.

Subsequently,guidelinesforStateSurveyOfficers(SSOs)werepreparedanda

training programme for them for conducting the survey was organised. The

printinganddistributionoftoolsforcollectinginformationfromschools/blocks/

districts/statesandorganisingtrainingofalargenumberofofficialsandother

functionaries was a mammoth task. The training was organised at different

administrative units for explaining concepts, definitions, collection of data,

proceduresformanualscrutinyandhandlingoffilled-intools.Aspertheadviseof

theMinistryofHumanResourceDevelopment, thedataentryworkhadbeen

giventotheMISunitofSSAintheStates/UTs.

ManyStates/UTshavegivenhighprioritytothissurveyworkandinitiatedsteps

forcollectionofdataaspertimeschedule.However,fewStatesundertookthe

survey activitiesmuch beyond the prescribed time scheduled due to various

reasons.Further,under-estimationofquantumofworkbyMISunitsofSSAin

mostofthestates/UTsresultedinthediscontinuationofworkhalf-way.However,

somestateshavecompletedtheworkattheirownlevel.Othercausefordelayis

lateinitiationlevelindesigningofthevariousmodulesofsoftwaresuchasdata

entrymodules,dataanalysismodules,reportgenerationmodules;veryslowdata

uploadingfromstates/UTsatcentralserver,processingofdata,etc.alsodelayed

theprocess.

The generation of reports crucial activity, which involved a good amount of

thinking and work within Division. The first report for 'Provisional (Flash)

Statistics' was generated in January 2013 on the basis of the data collected

throughaflashsheetattachedwithsomeofthetools.Thereconciliationofthis

datawithothersourcesofinformationinvolvedagooddealofcorrespondence

with State/UT governments. The Provisional (Flash) Statistics was made

availabletothenationonAISES'swebportalwww.aises.nic.in.

IamgratefultoalltheState/UTgovernments,StateSurveyOfficersandNICofficialsfor

their active participation and relentless support in completion of the project. I

complimentDr.GautamBose,DeputyDirectorGeneral,NIC,ShriAnshulAgarwal,Senior

TechnicalDirector,.NIC,NewDelhi,andShriLalChand,TechnicalDirector,NIC,New

Delhifortheirinitiativestotaketheprojecttoitslogicalend.

ItakethisopportunitytothankalltheformerDirectors,JointDirectors,andHeadsfor

their guidance and invaluable support. All faculty members in the Division, survey

associatesengagedinthisprojectandtheofficestaffdeservedeepappreciationfortheir

hardworkandextendingtheirfullestcooperationandsupporttothisproject.Aspecial

thankstoShriRiturajSharma,SrGraphicDesigner-cum-Visualizer,NAS,ESD,forlayout

anddesigningofthisreport.

I expressmy gratitude to Dr Subash Chandra Khuntia, Secretary (SE&L) and other

OfficialsofMHRDfortheco-operationextendedincompletionofthisproject.Ialsotake

this opportunity to thank Prof. H.K. Senapaty, Director and Prof. B.K. Tripathi, Joint

Director,NCERTfortheirvaluableguidanceandinterestinthisproject.Iamsurethattheth

outcome of 8 AISES will provide the much needed exhaustive data to planners,

academicians,administratorsandresearchersengagedinthepursuitsofadvancement

ineducationforthebenefitofourchildren.

Y.SreekanthNewDelhi Professor andHeadDecember,2015 EducationalSurveyDivision

vi

SteeringCommittee

MemberConvener

Head,EducationalSurveyDivision

(ErstwhileDepartmentofEducationalSurveyandDataProcessing)

NationalCouncilofEducationalResearchandTraining,NewDelhi.

JointSecretary(SE),

D/oSchoolEducationandLiteracy,

MHRD,ShashtriBhawan,

NewDelhi-110001.

Addl.Secretary(EE-II)

D/oSchoolEducationandLiteracy,

MHRD,NewDelhi-110001.

Secretary

UniversityGrantsCommission,

1,BahadurshahZafarMarg,NewDelhi.

PrincipalSecretary(SchoolEducation)

SchoolEducationandSportsDepartment,

Mumbai(Maharashtra).

EducationSecretary

AndhraPradeshSecretariat,

Hyderabad(AndhraPradesh).

PrincipalSecretary(Education)

DepartmentofHRD,GovtofBihar,

Patna(Bihar).

Spl.Secretary-cum-DirectorGeneral

SchoolEducation,GovtofPunjab,

Chandigarh.

Sr.TechnicalDirector

NationalInformaticsCenter(NIC),

CGOComplex,NewDelhi.

DirectorGeneraland

ChiefExecutiveOfficer

NationalSampleSurveyOrganisation,

MOSPI,NewDelhi.

JointDirector

NationalCouncilofEducational

ResearchandTraining

SriAurobindoMarg,

NewDelhi-110016.

ChiefAccountsOfficer

NationalCouncilofEducationalResearch

andTraining

NewDelhi.

Advisor

(SchoolEdu.YouthAffairsandSports)

NITIAayog(formallyPlanning

Commission),

NewDelhi.

Director

IntegratedFinanceDivision,

(SchoolEducation),MHRD,

NewDelhi.

Prof.A.B.L.Srivastava

ChiefConsultant,RESU

10B,IPEstate,

NewDelhi.

Prof.R.R.Saxena

H.No.69,Pkt.9,

BlockC4-H,Janakpuri,

NewDelhi-110058.

NCAER

ParisilaBhawan,I.P.Estate,

NewDelhi.

Members

Chairperson

Secretary,D/oSchoolEducationandLiteracy,MHRD,NewDelhi-110001

NationalLevelTeam

National : Prof.D.K.Vaid

ProfessorandHead(erstwhileDESDP)Coordinator(s)

till30.04.2012

Prof.SridharSrivastava

ProfessorandHead(ESD)

(since01.05.2012to18.05.2015)

Prof.Y.Sreekanth

ProfessorandHead(ESD)

(since19.05.2015)

RegionalFaculty : Prof.SridharSrivastava

(SouthernStates/UTs)Coordinator(s)

DrSukhvinder,AssistantProfessor

(North-EasternStates)

DrVishalD.Pajankar,AssistantProfessor

NationalCo-coordinator(since01.04.2014)

(WesternStates/UTs)

DrSatyaBhushan,AssistantProfessor

(EasternStates/UTs)

DrGulfam,AssistantProfessor

(NorthernStates/UTs)

TechnicalStaff : ShriN.L.Srinivas

SeniorSystemAnalyst(since04.08.2009)

ShriMohd.ArifSadiq

Programmer

ShriVishwaBandhu

Programmer

ShriVikrantKumar

ComputerOperator–GradeI(since09.09.2011)

AdvisoryCommittee

Chairperson

Director,NCERT,NewDelhi.

Vice-Chairperson

JointDirector,NCERT,NewDelhi.

JointSecretary

SchoolEducation,MHRD

ShashtriBhawan,

NewDelhi-110001.

TheDirectorofSchoolEducationth

(DirectorofSurvey-8 AISES),

DirectorateofSchoolEducation,

GovernmentofManipur,

Imphal-795001.

ShriV.P.Goel

Dy.DirectorGeneral,

DepartmentofHigherEducation,

MHRD,ShastriBhawan,

NewDelhi-110001

DrGautamBose

Dy.DirectorGeneral,


NewDelhi-110003.

DrAmarjitSingh

JointSecretary,(EE-I)

DepartmentofElementaryEducation,

MHRD,ShastriBhawan,

NewDelhi-110001.

ShriAnshulAggarwal

SeniorTechnicalDirector,


NewDelhi-110003.

ShriB.Purushartha,IASth

(DirectorofSurvey-8 AISES)

DirectorGeneralofSchoolEducation,

Govt.ofPunjab,

Chandigarh-160034.

ShriS.Chakraborti

Dy.DirectorGeneral,

SocialStatisticsDivision,CSO,

R.K.Puram,NewDelhi-110066.

ShriMadhubhaiPatelthDirectorofSurvey-8 AISES

DirectorofLiteracyand

ContinuingEducation,

GandhiNagar,(Gujarat).

ShriManojSingh,IAS

Commissioner

NavodayaVidyalayaSamiti,

A-28,KailashColony,

NewDelhi-110048.

ShriK.P.HanumantarayappathDirectorofSurvey-8 AISES

DirectorofSec.Education,

O/otheCommissionerof

PublicInstruction,

Bangalore-560001.

ShriAvinashDikshit

Commissioner

KendriyaVidyalayaSangathan,

18,InstitutionalArea,

ShaheedJeetSinghMarg,

NewDelhi-110016

Prof.SabekTripathyth

DirectorofSurvey-8 AISES

Director,TEandSCERT,

Bhubaneswar-751001,(Odisha).

Members

MemberConvener

Head,EducationalSurveyDivision

(ErstwhileDepartmentofEducationalSurveyandDataProcessing),

NationalCouncilofEducationalResearchandTraining,NewDelhi.

Dr.CChandramohan,

Adviser(SchoolEducation,

YouthAffairsandSports),

NITIAayog(formallyPlanning

Commission),

NewDelhi-110001

Prof.RGovinda

ViceChancellor

NationalUniversityofEducational

PlanningandAdministration,

7-B,SriAuribindoMarg,

NewDelhi-110016.

ShriJ.Dash

DirectorGeneral,

NationalSampleSurveyOffice,

M/oStatisticsandProgramme

Implementation

NewDelhi-110001.

Prof.RRSaxena

H.No.69,Pkt.-9,

Block-C4-H,Janakpuri,NewDelhi-

110058.

Prof.A.B.L.Srivastava

ChiefConsultant,RESU

10-B,I.P.Estate,

NewDelhi-110002.

DrSantoshMehrotra

DirectorGeneral

InstituteofAppliedManpowerResearch

A-7,NarelaInstitutionalArea,

Delhi-110040.

Prof.PadmaValeskar

CentreforStudiesin

SociologyofEducation

TataInstituteofSocialScience,

Mumbai–400088.

Prof.M.S.Yadav

C-3,/3038VasantKunj

NewDelhi-110070.

Prof.SatishDeshpande

Dept.ofSociology,

NorthCampus,DelhiUniversity,

Delhi-110007.

Secretary

NCERT,

NewDelhi-110016.

x

ContentsForeword iii

Preface v

Introduction 1

thHighlightsof8 AISES

Ü SchoolingFacilitiesinRuralAreas 9

Ü Schools,PhysicalandAncillaryFacilities 18

Ü MediumofInstructionandLanguagesTaught 28

Ü TeachersandtheirQualifications 30

Ü SomeImportantEducationalIndicators 34

Ü SchoolingFacilitiesforChildrenwithDisabilities 37

Ü Pre-primaryEducationandAlternativeSchooling 39

Ü EnrolmentinSchools 43

Ü IncentiveSchemes 50

Ü SpecificFacilitiesinSecondaryandHigherSecondarySchools 55

Ü VocationalEducationinSchools 61

Annexures 65

Ü SomeConceptandDefinitions 66

Ü ProjectStaff 71

Ü GrowthinSchoolEducation 72

xii::ESD,NCERTth

AConciseReport::8 AISES

Introduction

th8 AISES::AConciseReport ESD,NCERT::1

IntroductionIntroduction

2::ESD,NCERTth


Introduction

thAbout8 AISES

ThecontributionoftheAllIndiaSchoolEducationSurveys(AISES)atmicro-aswellasat

macro-level planning of school education iswell-recognised. Over a period of time,

educational surveys have acquired important status and are a major source of

educational statistics for different organisations at local, national as well as at

internationallevels.ThepresentAISES,eighthintheseriesofsurveys,isconductedwith

referencedateas30September,2009.ThedatafromalltheStates/UnionTerritoriesin

thecountryason thereferencedate is collectedwith theactiveparticipationof the

States/Union Territories. The Survey covered about 13 lakh schools functioning in

around6 lakhvillagesandaround5.2thousandtowns/urbanareas. Italsoprovides

informationabout58.76lakhteachersimpartingeducationtomorethan22crorepupils

inthecountry.Thesurveyiscomprehensiveinitsscopeasitcoversallaspectsofschool

educationinalltheStates/UnionTerritories.

TheEighth surveyprovidescertainbasic inputs suchas identificationof school-less

habitations, their population anddistance atwhich schooling facility is available, in

additiontoanumberofotherimportanteducationalstatisticsrequiredforplanningand

managementofschooleducation.Italsocoverssomenewfeaturesoftheemergingareas

of concern. These new features are OBC enrolment figures; separate stage-wise

enrolmentinunrecognisedschools;enrolmentofdisabledchildrenwiththeirdegreeof

disabilityinrecognisedschools;course-wiseenrolmentinvocationalcoursesathigher

secondarystageandtheteachers;availabilityofwaterfacilityinschoolpremisesfor

differentpurposes;availabilityofusablenumberofunitsofurinalandlavatoryinschool

premises;separateurinalandlavatoryfacilityofgirlsandteachers;usableplayground

facility within school premises; teachers in different age-groups; availability of ICT

facilityinschoolsincludingnumberofusablecomputers/printersforteachingandoffice

purposes;Internetconnections;trainedteachers;availabilityofScience,Mathematics,

SocialScienceandpre-vocationallaboratoryfacility,etc.Wehopethattheinclusionof

thesenewcategoriesofdatawillenablescholarsandpolicy-makerstowidenthescope

oftheirdeliberationsontheproblemsandchallengesfacedbyeducationalplanningin

India. The entire national data of the survey has been presented in eleven reports

mentionedinearlierpartofthisreport.

Objectives

Inschooleducation,manychangeshavetakenplacesince2002intermsofschooling

facilitiesandgrowthinenrolmentduetovariousinitiativessuchasSSA.Theobjectiveof

the survey is to develop the database to calculate and analyze a set of educational

indicatorsfor:

(1) describingthecurrentstatusofschooleducationsystematdifferentlevelswith

respect to access, enrolment, retention, participation in school process and

achievement;

(2) assessingtheprogressofeducationaldevelopmentandindirectlythesuccessof

policies, programmes and project interventions by tracking the direction and


Intro

ductio

nmagnitude of change in the values of the indicators over time, and identifying

problemsordeficienciesinthesystemfornecessaryintervention;and

(3) assessingequityineducationalopportunitiesandachievementsacrossrelevant

levels and sub-populations of the education system for possible interventions

neededtoremovedisparitybyadministrators,policymakersandresearchers.

Theobjectiveswillbemetbycollectingdataontheaspectsbroadlylistedhereunder:

(i) Availabilityofschoolingfacilityforprimary,upper-primary,secondaryand

highersecondarystageswithinthehabitations(includingSC/ST)indifferent

populationslabs.Incasethefacilityisnotwithinthehabitation,thedistance

atwhichavailable;

(ii) Availability of basic facilities in the recognised schools such as building,

classrooms,drinkingwater,electricity,urinals,lavatories,incentiveschemes

andbeneficiaries,medicalcheck-upandvaccination/inoculationofstudents;

(iii) Class-wise enrolment (SC, ST, OBC, EBMC, Muslim) and children with

disabilitiesbygender-wise,inprimary,upperprimary,secondaryandhigher

secondarystagesofrecognisedschools;

(iv) Thenumberofchildrenwithdisabilitiesalongwithdegreeofdisabilityin

primary,upperprimary,secondaryandhighersecondaryschools;

(v) Thesubject-wiseenrolmentandavailabilityofteachersathighersecondary

stage, availabilityof laboratoriesand library,physicaleducation teachers,

librarian,guidancecounselor,non-teachingstaffintherecognisedsecondary

andhighersecondaryschools;

(vi) Thepositionofteachers(male/femaleandSC/ST/OBC)withacademicand

professionalqualificationsatdifferentschoolstagesinrecognisedschools;

(vii) Distributionofrecognisedschoolswithregardtothelanguagestaughtand

thelanguagesusedasmediumofinstruction;

(viii) Enrolmentandteachersinprimary/upperprimaryclassesofunrecognised

schools;

(ix) The position of enrolment and instructors in schools/centres under

Education Guarantee Scheme and Alternative and Innovative Education

(EGS&AIE);

(x) Numberofchildrenandteachers(gender-wise)inpre-primaryschools;

(xi) Thepositionofenrolmentand teachers inoriental schools,viz.,Maktabs,

MadrasasandSanskritPathshalas;

(xii) Class-wiseenrolmentbysingleage,newentrants,promotees,andrepeaters

inthecontextofUEE.

ToolsUsed

In order to achieve the above objectives, the following five toolswere used for the

collectionofdata

NameoftheTool Canvassedin

(1) VillageInformationForm(VIF) Allvillages

(2) UrbanInformationForm(UIF) Allurbanareas

(3) SchoolInformationForm-l(SIF-1) Allrecognisedprimaryandupper

primaryschools

(4) SchoolInformationForm-2(SIF-2) Allrecognisedsecondaryand

highersecondaryschools

(5) CollegeInformationForm(CIF) AlldegreecollegeswithclassesXI

andXII

Note: Adetachableflashsheetwasattachedtothetools,i.e.,VIF,SIF-1,SIF-2andCIF,forbringingoutthe

reportofprovisionalstatistics.

NewFeatures

thSomenewdataitems,inadditiontothedataitemsof7 AllIndiaSchoolEducational

Survey,havebeenincludedtoprovideacomprehensivepictureoftheschooleducation

ingeneralandelementaryeducationinparticular.Theseareasunder:

(1) Schoolsintribalarea;

(2) Religiousminorityschoolsandtheirtype;

(3) Residentialstatusofschools;

(4) Schoolswhichwereundereducationguaranteeschemeearlierandyearoftheir

conversiontoformalschools;

(5) Garden,areaofgardenandboundarywallintheschool;

(6) Waysofaccesstodrinkingwaterintheschool;

(7) Availabilityofwaterwithinschoolpremisesforcookingofmid-daymeals,usein

lavatoryandothercleaningpurposes;

(8) Numberofusableurinalsandlavatoryunitsintheschool;

(9) Availabilityofsportsmaterialandnameofthegamesandsportsplayed;

(10) Frequency of medical checkup covering weight, height, sight, hearing, dental

problems, anaemia andmalnutrition andmode of investigation (observation,

pathologicaltestsorothers)ofanaemiaandmalnutrition;

(11) Number of full-time regular teachers who have attended in-service

training/orientationprogrammeduringtheacademicyear2008-09;

(12) Numberof full-time regular teachers (includingheadmaster/head teacher) in

positionaccordingtoage,sexandstage;

4::ESD,NCERTth


Introduction

(13) Adherence to inclusive education for disabled children and visit of special

educators/resourceteachersintheschools;

(14) Stage-wiseenrolmentofdisabledstudentsaccordingtodegreeofdisability;

(15) Class-wiseenrolmentofOBCstudents;

(16) Infrastructural facilities for students with disabilities and availability of

equipment/instructionalmaterial;

(17) Pre-primaryeducation(Anganwadi)centerwithinschoolpremises;

(18) UseofschoolpremisesasCRCunderSSA;

(19) Repeatersbyclass,genderandsocialcategory;

(20) AnnualexaminationresultsofIV/VandVII/VIIIclassesforthesession2008-09;

(21) Teachingof social scienceand scienceatupperprimary stage in a sectionby

numberofteachers;

(22) NumberofBraillebooksavailableinthelibrary;

(23) ICT facilities like computers, printers, availability of Internet, LAN, computer

teachers/teacherstrainedintheuseofcomputerandteachingthroughcomputer;

(24) ICTequipmentandmaterialsinworkingcondition;

(25) Laboratory facility for mathematics, social science and pre-vocation at the

secondarystage;

(26) Class-wiseenrolmentuptoelementarystageinunrecognisedschoolsalongwith

theirpostaladdress;

OperationalAspects

Atthenationallevel,threeorganisations,namely,UnionMinistryofHumanResource

Development(MHRD),NationalCouncilofEducationalResearchandTraining(NCERT)

andNationalInformaticsCentre(NIC)areinvolved.TheMHRDprovidedfundsforthe

surveyandadministrative support for itsefficientexecution.TheNCERTshared the

responsibilityofprovidingallacademicinputs,managementandcoordinationofsurvey

activitiesrightfromplanningofthesurveytodisseminationofoutcomes/reports.The

NIC was responsible for all computerisation activities of the survey and their

coordination.

A Steering Committee under the Chairmanship of the Education Secretary (School

Education,MHRD)withrepresentativesfromMHRD,NCERT,NIC,RGI,NSSO,CSOand

States/UTswascreatedtoguideandmonitortheprogressof thesurveyandtotake

administrativedecisions from time to time.Toprovideacademicandadministrative

support intheexecutionofthesurveyandtomonitortheprogressofthesurvey,an

AdvisoryCommitteewasconstitutedatthenationallevel.ThisCommitteewaschaired

bytheDirector,NCERTwiththeHeadoftheEducationalSurveyDivisionastheex-officio

member-convener.


Intro

ductio

n

6::ESD,NCERTth


AStateSurveyUnitwascreated ineveryState/UT.TheStateSurveyOfficer(SSO) is

responsibleforexecutionofallsurveyactivities.Furtherinthecaseofstates,District

SurveyUnitwastobecreatedineachdistrict.WhereasincaseofUTs,DistrictSurvey

Unitswerenotcreatedandtheworkat thedistrict levelwereexecutedbytheState

SurveyUnit.DistrictSurveyOfficer(DSO)wasresponsibleforallthesurveyactivitiesin

thedistrict.DataentryworkwasundertakenatthedistrictlevelwiththehelpofMISUnit

underDistrictProjectCoordinator(SSA)inStates/UTs.IncertaincasesStates,District

SurveyUnitscompletedthisworkattheirown.Block/town-levelEducationOfficerat

the block/town-level was responsible for data collection with the help of

headmasters/principals/enumerators.ThedatacollectionincaseofclassIcitieswasto

beorganisedatthewardlevel.Aheadmaster/principalwasmadein-chargeoftheward

forthispurpose.Block/town-levelofficerswereresponsibleforprovidingcompleteand

errorfreedatabyundertakingmanualscrutinywiththeassistanceofteachers.

EveryStateGovernmentandUnionTerritoryAdministrationconstitutedaState-level

Monitoring and Review Committee for providing administrative and operational

support to the State Survey Unit. This Committee was headed by the Principal

Secretary/Commissioner of Education/Secretary of the States Government/UTs

Administration.Inordertohaveclosecoordinationbetweenstateandnationalteams,

NCERTandNICHQhadrepresentativesonthisCommittee.TheStateSurveyOfficeris

themember-conveneroftheCommittee.

Thefirsttaskofthesurveywastoprepareacomprehensive,up-to-datelistofrecognised

schoolsforeachblock/town(wardinclassIcities).Thislisthelpedindistributionof

surveytoolsandreceivingthembackaftertheyarefilled-in.Priortodatacollection,

everystatehaddevelopedacomprehensiveplanfortrainingatvariouslevels,regarding

datacollectionandmanualscrutinyofdata.Activitiesundertakenaftercompletionof

datacollectionanddatascrutinyaretranscription,validationandprocessingofdata.

ResponsibilityforaccomplishingtheseactivitiesrestedwiththeDSOinclosecontact

withDPC(SSA).StateSurveyUnitsprovidednecessarysupport.Forensuringcomplete

anderrorfreedata,exerciseofdatavalidationwastobeundertakenatMISunitofSSAat

thedistrictlevel.AlltheStates/UTshavecompleted100%dataentryanddatauploadingth

ofmain Schedules of 8 AISES except seven States/UTs, namely, Assam,Meghalaya,

Jharkhand,MadhyaPradesh,Gujarat,MaharashtraandKarnataka.TheprocessofdatathentryanduploadingofmainSchedulesof8 AISESwerefreezedon26March,2014for

alltheStates/UTs.AttheNationallevel,theSchedules–VIF:99.86%,UIF:98.56%,SIF-1:

99.57%,SIF-2:99.50%andCIF:99.73%hadbeenuploaded.

Thepresentsurveyisdifferentfromtheprevioussevensurveyswithregardtosurvey

methodologyalso. Forthefirsttime,inthissurveyinformationregardingsingleage-

wiseenrolment,newentrants,promotee,repeatersandattendancehasbeencollected

on census basis. Like in Sixth and Seventh surveys, the computerizationworkwas

undertakenbyNICwhichresultedinfollowingbenefits.

(1) Thedatabaseofbenchmarkdatahasbeencreatedwhichwillhelpinthestorage

andretrievalofvoluminousdataondifferentvariablesrelatedtoeachandevery

Introduction


primaryunit,namely,thevillage,thetown/cityandtheschool.Theagenciesatthe

stateandnationallevelwouldbeabletosharetheselargedatabasethroughthe

nationalcommunicationnetworksystem.

(2) LikethepreviousAIESs,block-wiseup-to-datecompletelistofschoolswithpostal

addresseswerepreparedinadvanceforcanvassingtheschoolquestionnairesand

monitoring the progress. This time it has been stored on computer for use.

Needless tomention, this database would help in establishing a Management

InformationSystem(MIS)atthenational,stateanddistrictlevels.ThisMISwould

helpindevelopingthedirectoriesofschoolsatthenational/state/district/block

levelforreference.

(3) ThisapproachofMISwouldalsoprovideaplatformtodevelopdifferentkindsof

up-to-date sampling frames in order to draw rigorous samples for conducting

sample surveys. In this way, the data of sample surveys would provide

supplementary,demonstrableandafirmbasisfordrawingvalidconclusionswhich

would,inturn,helpintakingtherightdecisions.

(4) This new feature called forwell laid-out design of the survey, training and its

executionstrategyateverystageofthesurvey. Thedetails fortrainingofthe

surveypersonnel,datacollection,manualscrutinyofdata,handlingofformsetc.,

were contained in the manual 'Guidelines for Survey Officers'. The training

programme for data collection methodology, data preparation, coding, data

transcription,etc.,wereorganizedatthestatelevelforthestaffoftheStateSurvey

Unit and for the District Survey Officers. The District Survey Officers in turn

conductedatwodaytrainingprogrammefortheblocklevelofficers.

Inadditiontomanualscrutinyofdataanditsvalidationfordatatranscription,special

effort has beenmade to identify and correct the inconsistencywithin and between

tables,atNCERTlevelaftergenerationoftables(report).Thedatainthetabulationshas

beenvalidatedfromtheresultsoftheSeventhSurveyandalsofromothersources.

DisseminationofData

InearlierAISESs,thedatahasbeenaggregatedattheblock,district,stateandnational

levels. These aggregated data are available for the use at the respective state

headquarters, and States/UTs used to prepare analytical reports in the print form

containingdistrictlevelaggregateddata.Atthenationallevel,theNCERTusedtoprint

theNationalReportgivingstate-wiseinformationonmostofthedataitemsalongwith

otherclassificatoryvariables,likeruralandurbanareas,schoolmanagement,gender,

socialcategory,etc.

thIn8 AISES,adetachablesheet(Informationforflashstatistics)weredevelopedand

attachedwithVIF,SIF-1,SIF-2andCIFtoreleasestatisticsinadvance.Thedatafromthis

sheetwereentered,validatedandcompiledtoproducetheProvisionalStatistics. The

state-wiseresultswerereleasedinthe'Provisional(Flash)Statistics'reportinJanuary

2013andisavailableonAISESwebportalatwww.aises.nic.inforwiderdissemination.

Intro

ductio

n

8::ESD,NCERTth


ThefinaltabulationplanforVIF,UIF,SIF-1,SIF-2andCIFtoolshasprovidedinformation

at the states and national levels. The national and state-level tables based on data

collectedincensusmodewillbeavailableinprintformas'NationalTables'and'State

Tables'.Also,thedatabaseandtables,bothatnationallevelandstatelevel,areavailable

onAISESwebportalatwww.aises.nic.inforitswiderandglobaldissemination.

AboutthisReport

ThehighlightsofEighth survey is an attempt topresent somemain findingsof this

survey.Asdiscussedearlier,therearefiveschedules(tools)viz.,VIF,UIF,SIF-1,SIF-2and

CIF, used in this survey to collect the information from the fields. The collected

informationisclassifiedintoelevenmajorconcernsnamely:

(i) SchoolingFacilitiesinRuralAreas

(ii) Schools,PhysicalandAncillaryFacilities

(iii) MediaofInstructionandLanguagesTaught

(iv) TeachersandTheirQualifications

(v) SomeImportantEducationalIndicators

(vi) SchoolingFacilitiesforChildrenwithDisabilities

(vii) Pre-primaryEducationandAlternativeSchooling

(viii) EnrolmentinSchools

(ix) IncentiveSchemes

(x) SpecificFacilitiesinSecondaryandHigherSecondarySchools

(xi) VocationalEducationinSchools

Thenext sectionof this report is classified intoabovementionedeleven topics.The

majorfindingintheformofhighlightsoneachtopichasbeengivenseparatelywithsome

graphicalpresentationforquick-view.Inannexuresection,theconceptanddefinitionofth

sometechnicaltermsusedinthe8 AISESaregivenforreader'sunderstandingpurpose.

Introduction

Sch

oolingFacilitiesinRuralAreas


Schooling FacilitiesSchooling Facilities

in Rural Areasin Rural Areas

10::ESD,NCERTth


Sch


Tth

hemain findings of Eighth All India School Education Survey (8 AISES)with

referencedate30September2009,regardingschoolingfacilitiesinruralareasare

asunder:

! Inordertoachievetheobjectiveofuniversalelementaryeducation,animportant

pre-requisite is provision of schooling facilities within a convenient walking

distance. Sofar,mainfocusofthesurveyshasbeentoassesstheavailabilityof

educationalfacilitiestotheschoolagechildreninruralareaandthedistanceof

suchfacilitiesfromthehabitation.

! The concept and definition of 'habitation' has been changing over differentth thSurveys.However,inthe8 Surveythedefinitionhasbeenthesameastakenin7

Survey.Itis:

PrimaryStageSchoolingFacility

th! Thefiguresofthe8 Surveyrevealthatthereare11,37,833habitationsinthe

countryoutofwhich10,37,833(91.21%)habitationshaveprimaryeducation

facilities within a walking distance of 1 km.; including 7,54,406 (66.30%)

habitationswhichhave these facilitieswithin thehabitations itself. From the

populationpointofview83,68,82,700(96.19%)ruralpopulationhaveaccessto

primarystageeducationfacilitieswithinawalkingdistanceof1km.,including

73,76,75,159 (84.79%) population which has these facilities within the

habitationsitself.

! Thefacilitieshavebeenextendednowtoalargernumberofhabitationseither

withinthemoruptoadistanceof1km..

! Population slab 5000 and above : Out of 14,466 rural habitations with

population '5000 and above', 14,081 (97.34%) have primary sections in the

(a)Ahabitationisadistinctclusterofhousesexistinginacompact

andcontiguousmanner;withalocalname;anditspopulation

shouldnotbelessthan25inplainareasandnotlessthan10in

hilly/desert/sparselypopulatedareas.Incasethereexitsmore

thanonesuchclusterofhouses inavillage, theywillnotbe

treatedasseparatehabitationsunlesstheconvenientwalking

distancebetweenthemismorethan200meters.

(b)Anyhabitationwithpopulationlessthan25inplainareasor

with population less than 10 in hilly/desert/sparsely

populated areas may not be given separate status of a

habitation and its population be included in the nearest

habitationofthesamevillage.Butthisconditionwillnotapply

toavillagewithonehabitationonly.

(c)A villagemayhave oneormore thanonehabitation, except

whenitisadeserted/Bechiragvillage.

Sch

oolin

gFacilitie

sinRuralA

reas


habitations itself.Again, in termsofpopulation,97.37%isservedbyprimary

sections within its own habitations while 98.96% of the rural population is

servedbythefacilitieswithintheirownhabitationsoruptoadistanceof1km.

Further,99.80%habitationscovering99.81%populationintheslabareserved

byprimarysectionswithin2kms.

! Populationslab2000–4999:Thereare76,419habitationsinthisslabinthe

country. Of these,71,158 (93.12%)habitations, covering93.72%population

haveprimarysectionswithinthem.Again74,789(97.87%)habitationscovering

98.06%populationhaveprimarysectionsinthemoruptoadistanceof1km.

HabitationsPredominantlyPopulatedbyScheduledCaste(SC)

! Habitationshaving50%ormoreScheduledCastepopulationhavebeentermed

as 'predominantlypopulatedbyScheduledCastes' (SCHabitation).Thereare

1,81,753SChabitationsinthecountry.,whilethisnumberwas1,74,700attheth

timeof7 Survey,showingagrowthofabout4%ofsuchhabitationsbetweenthe

twoAISESs.

! 1,65,884(91.27%)habitationspredominantlypopulatedbySC,haveprimary

stageeducationfacilitieswithinawalkingdistanceof1km.;including1,16,144

(63.90%)habitationshavingthesefacilitieswithinthehabitationsitself.From

thepopulationpointofview12,51,09,500(96.01%)ruralpopulationhaveaccess

toprimarystageeducationfacilitieswithinawalkingdistanceof1km.,including


habitationsitself.


population '5000 and above', 1,604 (95.93%) have primary sections in the

habitationsitself. Again,intermsofpopulation,96.30%isservedbyprimary

sections within its own habitations while 98.83% of the rural population is

servedbythefacilitieswithintheirownhabitationsoruptoadistanceof1km.

Further,99.82%habitationscovering99.83%populationintheslabareserved

byprimarysectionswithin2kms.

66.3 63.9 68.87

91.21 91.27 89.64

0

20

40

60

80

100

All Habitations SC Habitations

(Pe

rce

nta

ge)

ST Habitations

Availability of Primary Stage Schooling Facility

WithinHabitations

Within 1 Km

! Populationslab2000–4999:Thereare9,931habitations inthisslab inthe

country.Ofthese,9,270(93.34%)habitations;covering93.68%populationhas

primarysectionsinthem.Again,9,769(98.39%)habitations;covering98.39%

populationhaveprimarysectionsinthemoruptoadistanceof1km.Whenthe

availabilityoffacilityobservedwithinadistanceof2kms,itisfoundthat9,886

(99.54%) habitations covering 99.57% population in the slab are served by

primarysections.

HabitationsPredominantlyPopulatedbyScheduledTribe(ST)

! Habitationshaving50%ormoreScheduledTribepopulationhavebeentermed

as 'predominantly populated by Scheduled Tribe' (ST Habitation). There areth1,98,493SThabitationsfoundin8 Survey,whilethisnumberwas2,42,993at

ththetimeof7 Survey,showingdecreasinginhabitationsofabout22.4%between

thetwoSurveys.

! 1,77,929 (89.64%)habitations predominantly populated by ST have primary

stageeducationfacilitieswithinawalkingdistanceof1km.;including1,36,699

(68.87%)habitationshavingthesefacilitieswithinthehabitationsitself.From

thepopulationpointofview7,85,11,204(95.49%)ruralpopulationhaveaccess

toprimarystageeducationfacilitieswithinawalkingdistanceof1km.,including


habitationsitself.

! Population slab 5000 and above : Out of 405 ST rural habitations, 395

(97.53%) have primary sections in the habitations itself. Again, in terms of

population, 97.41% is servedbyprimary sectionswithin its ownhabitations

while98.74%oftheruralpopulationisservedbythefacilitieswithintheirown

habitationsoruptoadistanceof1km.Further,99.51%habitationscovering

99.34%populationintheslabareservedbyprimarysectionswithin2kms.


country.Ofthese,2,870(95.06%)habitations,covering95.28%populationhave

primarysectionsinthem. Again2,978(98.64%)habitationscovering98.61%

populationhaveprimarysectionsinthemoruptoadistanceof1km.Whenthe


(99.57%) habitations covering 99.57% population are served by primary

sections.

UpperPrimaryStageSchoolingFacility

! Outof11,37,833habitationsinthecountry,9,96,521(87.58%)habitationshave

upperprimaryeducationfacilitieswithinawalkingdistanceof3kms.;including

2,98,073(26.20%)habitationshavingthesefacilitieswithinthehabitationitself.

Fromthepopulationpointofview,80,74,82,339(92.81%)ruralpopulationhave

accesstoupperprimarystageeducationfacilitieswithinadistanceof3kms.,

including 44,02,47,219 (50.60%) population which has these within the

habitationsitself.

12::ESD,NCERTth


Sch



withinthemoruptoadistanceof3kms..However,stillchildrenof4%habitation

inthecountryhavetogobeyond5kmforschoolingfacility.


population'5000andabove',11,898(82.25%)haveupperprimarysectionsin

thehabitationsitself. Again,intermsofpopulation,82.79%isservedbyupper

primarysectionswithinitsownhabitationswhile98.00%oftheruralpopulation

isservedbythefacilitieswithintheirownhabitationsoruptoadistanceof3km.

! Populationslab2000–4999:Thereare76,419habitationsinthisslabinthe

country. Ofthese,52,966(69.31%)habitations,covering71.07%population,

have upper primary sections in them. Again 73,776 (96.54%) habitations

covering96.72%populationhaveupperprimary sections in themorup to a

distanceof3km.


! Outof1,81,753SChabitationsinthecountry,1,60,558(88.34%)habitationshave

upperprimaryeducationfacilitieswithinawalkingdistanceof3kms.;including

37118(20.42%)habitationshave these facilitieswithin thehabitations itself.

Fromthepopulationpointofview,12,02,73,555(92.30%)ruralpopulationhave

accesstoupperprimarystageeducationfacilitieswithinadistanceof3kms.,

including 5,12,75,948 (39.35%) population which has these within the

habitationsitself.


withinthemoruptoadistanceof3kms. However,stillchildrenof3.13%SC

habitationinthecountryhavetogobeyond5kmforschoolingfacility.

Availability of Upper Primary Stage Schooling Facility

Within Habitations Within 3 Kms

(Pe

rce

nta

ge)

26.220.42 19.84

87.58 88.3477.63

0

20

40

60

80

100

All Habitations SC Habitations ST Habitations


Sch

oolin

gFacilitie

sinRuralA

reas

! Population slab5000andabove : Out of 1,672 rural SC habitations, 1,225

(73.27%)haveupperprimarysectionsinthehabitationsitself.Again,intermsof

population, 73.71% is served by upper primary sections within its own

habitationswhile98.20%oftheruralpopulationisservedbythefacilitieswithin

thehabitationsoruptoadistanceof3kms.Further,99.28%habitationscovering

99.45%populationintheslabareservedbyprimarysectionswithin5kms.

! Populationslab2000–4999:Thereare9,931habitationsinthisslab.Ofthese,

5,840(58.81%)habitations,covering60.54%population,haveupperprimary

sectionsinthem.Again,9,553(96.19%)habitationscovering96.31%population

haveupperprimarysectionsinthemoruptoadistanceof3kms. Whenthe


(99.98%)habitationscovering99.00%populationservedbyprimarysections.

HabitationsPredominantlyPopulatedbyScheduledTribe

! Outof1,98,493SThabitationsinthecountry, 1,54,092(77.63%)habitations

have upper primary education facilities within a walking distance of 3 kms;

including 39,374 (19.84%) habitations having these facilities within the

habitationsitself.Fromthepopulationpointofview6,90,05,745(83.93%)rural

population have access to upper primary stage education facilities within a

distance of 3 kms, including 3,15,25,397 (38.34%) population having facility

withinthehabitationsitself.


within them or up to a distance of 3 kms. However, children of 9.59% ST

habitationshavetogobeyond5kms.forUpperPrimarystagefacility.

! Populationslab5000andabove:Outof405ruralSTdominatedhabitations,

332(81.98%)haveupperprimarysections in thehabitations itself.Again, in

termsofpopulation,80.59%isservedbyupperprimarysectionswithinitsown

habitationswhile93.83%oftheruralSTdominatedpopulationisservedbythe

facilitieswithin their own habitations or up to a distance of 3 kms. Further,

96.54%habitationscovering95.25%populationintheslabareservedbyupper

primarysectionswithin5kms.


country.Ofthese,2,248(74.46%)habitations,covering75.41%population,have

upper primary sections in them. Again 2,820 (93.41%) habitations covering

94.52%populationhaveupperprimarysectionsinthemoruptoadistanceof3

kms.Whenweseetheavailabilityoffacilitywithinadistanceof5kms,wefind

that 3,019 (97.28%) habitations covering 97.39% population in the slab are

servedbyupperprimarysections.

SecondaryStageSchoolingFacility

! About79.94%ofruralhabitationshavethesecondaryeducationfacilitieswithin

fivekilometres,including 8%habitations,whichhavethesefacilitieswithin

14::ESD,NCERTth


Sch


ththemselvesthoughatthetimeofthe7 Survey,73.81%ruralhabitationshadthe

secondaryschoolingfacilitieswithin5kms,including5.79%habitations,which

havethesefacilitieswithinthehabitations.

! 84.56% rural population has access to secondary education facilities within5 kms, including 21.35% of the population having these facilitieswithin the

thhabitationsofresidence.Whilein7 Survey,80.43%oftheruralpopulationhasaccesstosecondaryeducationfacilitieswithin5kms,including20.55%ofthepopulationhavingthesefacilitieswithinthehabitationsofresidence.

! Atotalof2,28,218(20.06%)ofthehabitationsarehavingsecondaryeducationfacilityinneighbouringhabitationatadistanceofmorethan5kms.Morethanonethirdofthehabitationsinthiscategorybelongtothepopulationslab'Below500'.

! 91.83%ofhabitationsarehavingsecondaryschooleducationfacilitieswithin8 kms, which include habitations having secondary school facility withinhabitations.

! 91.68% of the habitation in the population slab '5000 and above' havingthsecondaryeducationfacilitieswithin5kmsfromthehabitations.In7 Survey,

93.82%ofthehabitationsinthepopulationslab'5000andabove',werehavingthesefacilities.


! Out of the total, 1,81,753 SC habitations, 84.18% habitations are havingsecondarystageeducation facilitieswithinadistanceof5kms, including6%habitations,whichhavethesefacilitieswithinthemselves.

! 84.18% habitations are having secondary stage education facilities within adistanceof5kms,including6.01%habitations,whichhavethesefacilitieswithinthemselves.

! 87.08% of the rural population from habitations with 50% and more SCpopulation has access to secondary stage education facilities within 5 kms,including15.37%ofthepopulationhavingthesefacilitieswithinthehabitationsofresidence.

! 94.41%ofhabitationsarehavingsecondaryschooleducationfacilitieswithin8 kms, which include habitations having secondary school facility withinhabitations.


! Outofthetotal,1,98,493habitationspopulatedby50%andmorescheduledtribepopulation,65.62%habitationsarehavingsecondaryeducationfacilitieswithinadistanceof5kms,including4.9%habitations,whichhavethesefacilitieswithinthemselves.

! Out of the total, 1,98,493 habitations predominantly populated by scheduled

tribepopulation,81.81%habitationsarehavingsecondaryeducationfacilities

within a distance of 8 kms, including 4.94% habitations, which have these

facilitieswithinthemselves.

Sch




Sch

oolin

gFacilitie

sinRuralA

reas

! 72.21%oftheruralpopulationfromthesehabitationshasaccesstosecondary

educationfacilitieswithin5kms,including13%ofthepopulationhavingthese

facilitieswithinthehabitationsofresidence.

! 86.16%oftheruralpopulationfromthesehabitationshasaccesstosecondary

educationfacilitieswithin8kms,including13%ofthepopulationhavingthese

facilitieswithinthehabitationsofresidence.

! Atotalof68,238(34.39%)ofthehabitationsarehavingsecondaryeducation

facilityinneighbouringhabitationatadistanceofmorethan5kms.About81%of

thehabitationsinthiscategorybelongtothepopulationslab'Below500'.

! 81.81%ofhabitationsarehavingsecondaryschooleducationfacilitieswithin

8 kms, which include habitations having secondary school facility within

habitations.

HigherSecondaryStageSchoolingFacility

! About74.88%ofruralhabitationshavethehighersecondarystageeducation

facilitieswithin8kms,including3.37%habitations,whichhavethesefacilitiesthwithinthemselvesthoughatthetimeofthe7 Survey,only62%ruralhabitations

had the higher secondary schooling facilities within 8 kms, including 1.66%

habitations,whichhavethesefacilitieswithinthehabitations.

! 80.09%oftheruralpopulationhasaccesstohighersecondarystageeducation

facilitieswithin8kms,including10.28%ofthepopulationhavingthesefacilities

withinthehabitationsofresidence.

! A total of 2,85,796 (25.12%) of the habitations are having this facility in

neighboring habitation at a distance of more than 8 kms. 28.85% of the

habitationsinthiscategorybelongtothepopulationslab'Below500'.

! 86.9%ofthehabitationinthepopulationslab'5000andabove'arehavinghigherthsecondary stage education facilitieswithin8kms from thehabitations. In7

Survey,81.21%ofthehabitationsinthepopulationslab'5000andabove'were

foundhavingthesefacilities.


! Out of the total 1,81,753 habitations predominantly populated by scheduled

caste population, 82.41% habitations are having higher secondary stage

education facilities within a distance of 8 kms, including 2.78% habitations,

whichhavethesefacilitieswithinthemselves.

! 85.90% of the rural population from such habitations has access to higher

secondary stage education facilities within 8 kms, including 8.05% of the

populationhavingthesefacilitieswithinthehabitationsofresidence.

! 91.09%ofthehabitationinthepopulationslab'5000andabove'havinghigher

secondaryeducationfacilitieswithin8kmsfromthehabitations.

16::ESD,NCERTth


Sch



! Outofthetotal,1,98,493habitationspredominantlypopulatedscheduledtribe

population, 54.96%habitations are having higher secondary stage education

facilitieswithinadistanceof8kms,including2%habitations,whichhavethese

facilitieswithinthemselves.

! 62.36% of the rural population from ST habitations has access to higher

secondary stage education facilities within 8 kms, including 5.27% of the

populationhavingthesefacilitieswithinthehabitationsofresidence.

! Atotalof89,407(45.04%)ofthehabitationsarethesefacilityinneighbouring

habitationatadistanceofmorethan8kms.Aboutonethirdofthehabitationsin

thiscategorybelongtothepopulationslab'Below500'.

! Almost all of the habitations in the population slab '5000 and above' having

highersecondaryeducationfacilitieswithin8kmsfromthehabitations.


Sch

oolin

gFacilitie

sinRuralA

reas

Sch

ools,P

hysica

landAncillaryFacilities


Schools, Physical andSchools, Physical and

Ancillary FacilitiesAncillary Facilities

Tth

he main findings of Eighth All India School Education Survey (8 AISES) with

reference date 30 September 2009, regarding schools, physical and ancillary

facilitiesareasunder:

RecognisedSchools

! The Eighth survey has identified around 13 lakh recognised primary, upper

primarysecondaryandhighersecondaryschoolsinthecountry.Theseschools

arefurthersegregatedoverruralandurbanareas.Theruralareahas10,94,510

(84%)schoolswhereastheurbanareahas2,05,392(16%)schools.Ofthese,the

percentagesofprimary,upperprimary,secondaryandhighersecondaryschools

are59%,27%,9%and5%,respectively.

! These recognised schools

according to type are nearly

21,602(2%),36,077(3%)and

12,42,223(96%)forboys,girls

and co-education schools of

which nearly 13,314 (62%),

22,923 (64%) and 10,58,273

(85%)schools respectivelyare

situated in rural area in the

country.

Boys2%

Girls3%

Co-Education95%

Type of Schools

Rural84%

Urban16%

Area-wise Distribution of Schools Category-wise Schoools

Primary59%

Upper Primary27%

Secondary

9%

High

er

Secon

dary

5%

Sch

ools,P

hysica

landAncilla

ryFacilitie

s


Sch

ools,P

hysica


20::ESD,NCERTth


! The distribution of recognised

schools management-wise, i.e.,

Government, Local Body, Private

Aided and Private unaided is

nearly 8,51,419 (66%), 1,85,937

(14%),87,598(7%)and1,74,948

(13%) schools, respectively. The

majority of schools run by the

Government (91%) and Local

Body(90%)aresituatedinrural

area,whereas,thisproportionfor

PrivateAided(66%)andPrivate

unaided(52%)schoolswasfound

onlowersideinruralareasinthe

country.

! TheEighthsurveyreported7,65,852recognisedprimaryschoolsinthecountry.

Outoftotal7,65,852primaryschools,6,80,372primaryschools(88.84%)arein

theruralareawhereas85,480primaryschools(11.16%)arelocatedinurban

area.Thereare14,874girlsprimaryschoolsoutofwhichnearly91.13%girls'

schoolsaremanagedbythepublicauthoritiesinthecountry.Overtheperiodof

timefrom2002to2009,thenumberofrecognisedprimaryschoolsshoweda

growthof17.63%.Thegrowthinrecognisedprimaryschoolsinruralandurban

areasisrecordednearly18.78%and9.24%respectively.

! TheEighthsurveyrevealedthat3,54,130recognisedupperprimaryschools,out

ofwhich2,95,096schools(83.33%)aresituatedinruralareaand59,034schools

(16.67%)areinurbanarea.Thetotalnumberofgirls'upperprimaryschoolsare

recordednumerically11,474.Thecontributionofgovernmentand localbody

upper primary girls’ schools are nearly 85.55% in the country. A growth of

44.35%isrecordedinupperprimaryschoolswithrespecttotheSeventhsurvey

conductedin2002.Thereferredgrowthinrecognisedupperprimaryschoolsis

attributedtonearly52.15%inruraland14.91%inurbanarea,respectively.

! In2009,therecognisedsecondaryschoolsarenearly1,17,257inthecountry.Out

of which 82,468 secondary school (70.33%) are in rural area and 34,789

secondaryschools (29.67%)are inurbanarea, respectively.Therearenearly

4,362 girls’ secondary schools. Out of this, government 47.92%, local body

8.33%, private-aided 32.81% and private-unaided 33.31% schools.

Longitudinallyfrom2002to2009,thenumberofrecognisedsecondaryschools

exhibitedagrowthof29.22%inthecountry.Thegrowthofrecognisedsecondary

schoolsinruralandurbanareais29.72%and28.06%respectively.

! Thenumberofrecognisedhighersecondaryschoolsis62,663inthecountryas

per the findings of Eighth survey. In rural area, 36,574 (58.36%) recognised

higher secondary schools are located, whereas remaining 26,089 (41.63%)

Government66%

Local Body14%

Private Aided7%

Privateunaided

13%

Management-wiseDistribution of Schools

recognisedhighersecondaryschoolsaresituatedinurbanareainthecountry.

Thegirls'highersecondaryschoolsarereportedaround6,116ofwhich2,937;

219;1,867and1,093aremanagedbythegovernment,localbody,private-aided

andprivateunaidedmanagementrespectively.Thenumberofrecognisedhigher

secondaryschools shownagrowthof42.84%from2002 to2009.Area-wise

growthofrecognisedhighersecondaryschoolsis60.08and11.55%inruraland

urbanareas,respectively.

! There are 26,682 schools in urban slum areas in the country. This further

comprisesof12,651(47.41%)primary;7,488(28.06%)upperprimary;4,093

(15.34%) secondary and 2,450 (9.18%) higher secondary schools. The

distribution of these schools management-wise are, government, local body,

privateaidedandprivateunaided isnearly12,534(46.98%);2,422(9.08%);

4,442(16.65%)and7,284(27.30%)schools,respectively.TheUnionTerritories

ofDadraandNagarHaveli,DamanandDiu,LakshadweepandStateofSikkimhas

reportednoschoolinurbanslumareas.

! Thereare2,06,337schoolsintribalareasinthecountry.Thisfurthercomprises

of1,36,406(66.11%)primary;50,363(24.41%)upperprimary;14,286(6.92%)

secondary and 5,282 (2.56%) higher secondary schools. The distribution of

theseschoolsmanagement-wiseare,government,localbody,privateaidedand

privateunaidedisnearly1,54,184(74.72%);28,280(13.71%);14,161(6.86%)

and9,712(4.71%)schools,respectively.

! Thereare2,599degreecollegeshavingclassesXIandXIIinthecountry.Outof

these411(15.81%)degreecollegesareintribalareainthestateofAssam,Bihar,

Jharkhand,Maharashtra,Manipur,Meghalaya,NagalandandOrissa.

! There are 42,548 schools in

the country managed by

differentreligiousminorities.

Outofthis51%Muslims;4%

Sikh; 1.43% Jain; 37.06%

Christian; 0.17% Parsi;

0.32% Neo-Bhuddhist and

5.86% managed by Other

religious minorities. The

category-wisedistributionis

50.58% primary; 26.64%

upper primary; 14.46%

secondaryand8.33%higher

secondary.

! Out of 12,99,902 schools,

only 17,395 (1.34%) are

residentialschools.

Distribution of Schools run byMinority Management

Muslim51%

Jain, Parsi andNeo-Buddhist

2%

Sikh4%

Chirstian37%

Other6%


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s

SchoolBuilding

! AccordingtoEighthsurvey,Schoolbuildingsinwhichthemajorityofclassesare

heldhavebeenclassifiedas–pucca,partlypucca,kuchcha,tentandopenspace.

Outof12,99,902recognisedschoolsinthecountry,97.26%schoolsarehousedin

pucca/partlypuccabuildingsand1.67%isrunninginkuchchabuildings. The

remaining1.07%schoolsarewithoutbuildingsincludingtentandopenspace.

According to Seventh survey, 93.78%, 3.76% and 2.46% schools were

accommodatedinpucca/partlypucca,kuchchaandwithoutbuildingsincluding

tentandopenspaceinthecountryintheyear2002.

! Inruralareas,97.03%schoolshavepucca/partlypuccabuildings,1.83%schools

havekuchchabuildingandremaining1.14%schoolsare intentsandinopen

space. Inurbanareas,98.47%,0.83%and0.70%schoolsare inpucca/partly

pucca,kuchchaandwithoutbuildingsincludingtentandopenspacerespectively.

! Out of total 7,65,852 primary schools, 79,036 primary schools (10.32%) are

running innon-puccabuildings(partlypucca,kuchcha, tentandopenspace).

The remaining 6,86,816 primary schools (89.68%) are functioning in pucca

buildings. The situation of primary schools without building (tent and open

space) in rural area has declined with 42.19% i.e., from 17,748 (3.10%) in

Seventhsurveyto10,260(1.51%)inEighthsurvey.

! EightStates/UTsnamely;AndamanandNicobarIslands,Chandigarh,Dadraand

NagarHaveli,DamanandDiu,Goa,Lakshadweep,PuducherryandSikkimare

reported zero primary schools, functioning without building (tent and open

space). However,more than 11,000 primary schools are functiningwithout

building in 28 states/UTs like Bihar followed by Odissa, Andhra Pradesh,

Chhattisgarh,Maharashtra,Rajasthanandsoon.

Growth in School Buildings since 1973

0

20

40

60

80

100

1973 1978 1986 1993 2002 2009

(Perc

en

tag

e)

(Survey Years)

Pucca+PartlyPucca Building

Kuchcha Building

Without Building

22::ESD,NCERTth


Sch

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! Of the totalprimaryschoolswhichhavepucca/partlypuccabulding,88.64%

pucca/partlypuccabuildingareofGovernment/LocalBodyschools,3.17%areof

private aided schools and 8.19% are private unaided school buildings. Same

trendobservedinruralareas.Howeverinurbanarea,32.84%privateunaided;

46.34% government and 11.10% are local body primary schools have

pucca/partlypuccabuilding.

! Among3,54,130upperprimaryschools,thesituationwascomparativelybetter

thanprimaryschoolsas30,353upperprimaryschools(8.57%)arerunningin

non-puccabuildingsandremaining91.43%arehousedinpuccabuildings. The

upperprimaryschoolswithoutbuildinginruralareahasdecreasedfrom4,656

(1.31%)in2002to1,637(0.55%)in2009.Thisregisteredadeclineof64.84%.

! Eleven States/UTs reported zero upper primary schools have no building,

namely;AndamanandNicobarIslands,ArunachalPradesh,Chandigarh,Dadra

andNagarHaveli, Daman andDiu, Goa, Kerala, Lakshadweep, Mizoram,

Puducherry and Sikkim. However, around 2,000 upper primary schools are

functiningwithoutbuildingin24states/UTslikeChhattisgarhfollowedbyBihar,

MadhyaPradesh,Rajasthan,WestBengalandsoon.A largenumberofupper

primaryschools(1,627)withoutbuildinginruralareaswasreportedforBihar

followedbyChhattisgarh,MadhyaPradesh,Rajasthan,WestBengalandsoon.

! Ofthetotalupperprimaryschools, 64.17%governmentschools,14.04%local

bodyschools,5.39%privateaidedschoolsand16.41%privateunaidedschool

havepucca/partlypuccabuilding.

! TheSeventhsurveyrevealsthat13,729secondaryschools(11.71%)arehoused

innon-puccabuildingsandremaining88.29%(1,03,528)secondaryschoolsare

functioning inpuccabuildings.Thepercentageof schoolswithnobuilding is

0.59%. In rural areas, 11.71% secondary schools are running in non-pucca

building(includingwithoutbuildingschools).Theschoolswithoutbuildingin

ruralareahaveincreasedfrom496in2002to688in2009.Thisindicatingan

increaseof31.71%.

! Fourteen States/UTs viz. Andaman and Nicobar Islands, Arunachal Pradesh,

Chandigarh,DadraandNagarHaveli,DamanandDiu,Delhi,Goa,Lakshadweep,

Meghalaya,Mizoram,Nagaland,Puducherry,SikkimandTripurahavereported

zerosecondaryschoolswithoutbuildings.Almost700schoolsdistributedin21

stateswherewithoutbuildingschoolsarefunctioning.

! Withthehigherstageofschools,thepercentageofgovernmentandlocalbody

havingpucca/partlypuccaschoolbuildingisdecreasing.Ofthetotalsecondary

schools,39.17%governmentschools,9.05%localbodyschools,22.60%private

aided schools and 29.18% private unaided schools have pucca/partly pucca

schoolbuilding.Inurbanareas,shareofprivateunaidedschoolsisincreasedto

52.53%while around 26% government/local body schools and 23% private

aidedschoolshavepucca/partlypuccaschoolbuilding.


Sch

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landAncilla

ryFacilitie

s

! Thestatusof schoolbuildings forhighersecondaryschools is fairlybetter in

comparisontoothercategoriesofschoolsinthecountry.Nearly,3,734(5.96%)

higher secondary schools were having non-pucca buildings. The higher

secondary schoolswithoutbuilding in rural areahas increasedakin toother

categoriesofschoolsfrom65in2002to70in2009.Thisreflectinganincreaseof

7.70%.

! Thereare18stateswherehighersecondaryschoolsrunningwithoutbuildingis

reported maximum in Andhra Pradesh (27) followed by Tamil Nadu (7),

Karnataka,JammuandKashmirandBihar(6each),Chhattisgarh(5)andsoon.

! Amongtotalhighersecondaryschools,around40%aregovernmentandlocal

bodyschoolswhichhavingpuccaorpartlypuccaschoolbuilding.Ontheother

hand, share of private aided and unaided schools in total higher secondary

schoolsareincreasedto25.91%and33.63%respectively.

! Outof12,99,902schoolsinthecountry,only42.39%schoolshaveboundarywall

orfencingfortheprotectionofthestudentswhere75.11%areinruralschools

and24.89%areurbanschools.Outofthetotalschoolswhichhaveboundarywall

or fencing, 48.90% are primary schools, 30.91% are upper primary schools,

12.07%aresecondary,8.12%arehighersecondaryschools.

! Outoftotalschools,only16.95%schoolshavinggardenwithinschoolpremises

where78.44%and21.56%areruralandurbanschools,respectively.Ofthetotal

schoolswhichhavegardenwithinschoolpremises,43.14%primary;32.23%

upperprimary;14.29%secondaryand10.34%arehighersecondaryschools.

! Incountry,53.40%schoolshaveseparateroomfortheheadoftheinstitutions

(HeadMaster/HeadTeacher/Principal).Outof this,26.02%primary;16.29%

upperprimary;6.78%secondaryand4.78%arehighersecondaryschools.Of

thistotal,49.12%ruraland76.17%urbanschoolshavingseparateroom.

88.64

3.178.19

78.2

5.39

16.41

48.21

22.629.18

40.46

25.91

33.63

0

50

25

75

100

Govt./Local Body Private Aided Private unaided

Schools having Pucca/Partly Pucca Building

Primary Upper Primary Secondary Higher Secondary

24::ESD,NCERTth


Sch

ools,P

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! IntheEighthsurvey,theinformationaboutaccessto

playground facility to the recognised schools is

collectedon fivewell-definedcriteria (i)numberof

schools having playground facility for the students;

(ii) number of schools having playground facility

withinschoolpremises;(iii)numberofschoolshaving

playground facility in usable condition; (iv) area of

playgroundanddetailaboutgames/sportsplayedin

theschool.

! TheEighthsurveyrevealsthat,outoftotalrecognised

schools in the country, nearly 50%schools haveplayground facility for their

children.However,48.34%schoolshaveplaygroundfacilitywithintheschool

premises.Outofthis,45.24%schools’playgroundsareinusablecondition.This

wasfurtherdistributedovergovernment,localbody,privateaidedandprivate

unaidedschoolsby38.37%,47.89%,66.52%and65.23%respectively.

! At elementary level of schooling, the playground facility within the school

premises in usable condition are available in 38.14% (primary) and 49.62%

(upperprimary) schools. In rural area, 37.34%primary schools and48.56%

upperprimaryschoolshaveplaygroundfacilitywithintheschoolpremisesin

usableconditionwhereasthesameisavailablein42.17%and54.94%schoolsin

urbanarea,respectively.

AncillaryFacilities

! The Eighth survey provides information regarding availability of ancillary

facilitieswithintheschoolpremisesviz.,drinkingwater,usabletoiletfacilities

(urinal and lavatory), electricity connection, arrangement of annual medical

check-up(vaccination/inoculation)ofstudents,playgroundandsportsmaterial.

! Around11,61,698(89.37%)recognisedschoolsreportedavailabilityofdrinking

waterfacilitieswithinschoolpremises.Itreflectsthatnearly10.63%schoolsare

nothavingdrinkingwaterfacility.Inruralarea,9,69,727(88.60%)schoolshave

drinkingwaterfacility,andnearly11.40%schoolsarewithoutdrinkingwater

facility.Inurbanarea,1,91,971(93.47%)schoolshavedrinkingwaterfacilityand

nearly6.53%schoolsarewithoutdrinkingwaterfacility.WhileinSeventhsurvey

itwas8,27,684recognisedschoolswheredrinkingwaterfacilityavailablewithin

school premises. In rural area, 6,67,578 (78.25%) schools have the drinking

water facility and nearly 21.75% schools arewithout drinkingwater facility

withintheschoolpremises.

! Theavailabilityofdrinkingwaterfacilityinprimaryschoolswithinpremisesin

rural area is– government (87.53%), local body (82.94%), private-added

(83.91%) and private unaided (94.33%) whereas, in upper primary it is–

89.63%,92.48%,86.31%and95.56%,respectively.Further,insecondaryitis–

89.08%,85.59%,94.68%,95.23%andinhighersecondary–94.31%,95.03%,

97.75%,97.64%,respectively.

ü Only 53.4%

schools have

SEPARATE ROOM

for head of the

institution.

ü Nearly 50%

schools have

PLAYGROUND

facility.


Sch

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landAncilla

ryFacilitie

s

! WhileinSeventhsurvey,thedrinkingwaterfacilitywithinschoolpremisesin

government,localbody,privateaidedandprivateunaidedruralprimaryschools

was76.15%,74.70%,72.47%and92.72%;inupperprimaryschools79.95%,

74.61%, 84.34%, 94.64%, respectively. In case of secondary schools it was

85.21%, 79.16%, 94.14%, 91.92% and in higher secondary schools 93.43%,

95.03%,98.31%,96.57%,respectively.

! Toilet is an important and necessary facility for a good school. Hence, the

informationinthisregardiscollectedintheEighthsurveyakintotheearlier

surveysseparatelyonurinalandlavatory.Italsoprovidedinformationonthe

schoolshavingseparateurinalandlavatoryfacilityforgirls.

! Overall,outofabout13lakhschools,77.28%and72.86%schoolshaveusable

urinalandlavatoryfacilityrespectively.Outofabout12.75lakhschoolshaving

girl's enrolment only 62.26% and 55.17% have separate usable urinal and

lavatory facility for girls respectively. The usable urinal and usable lavatory

facilitiesinprimaryschoolsareavailablein5,60,514and5,24,927schools,which

meannearly26.81%and31.46%primaryschoolsdonothaveprovisionforthe

urinal and lavatory facilities in the country. Similarly, nearly 4,14,631 and

3,59,651 primary schools with girls' enrolment have urinal and lavatory

facilities, thereby; non-availability of urinal and lavatory facilities in primary

schoolswithgirls'enrolmentinnearly45%and52.29%schools,respectively.

! In Seventh survey, the urinal and lavatory facilities in primary schools are

availablein2,20,583and1,91,831schools,whichmeans66.12%and70.54%

primaryschoolsdonothaveprovisionfortheurinalandlavatoryfacilitiesinthe

country.Similarly,2,12,970and1,84,423primaryschoolswithgirls'enrolment

haveurinaland lavatory facilities, thereby; ithasreplicatedthestoryofnon-

availabilityofurinaland lavatoryfacilities inschoolswithgirls'enrolment in

66.78%and71.23%schools,respectively.

8890

89

94

83

92

86

95

8486

95

98

9496

95

98

75

80

85

90

95

100

Primary Upper primary Secondary Higher secondary

Availability of Drinking Water Facility in Rural areas

Government Local Body Private aided Private unaided

26::ESD,NCERTth


Sch

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! TheavailabilityofelectricityconnectioninEighthsurveyisfoundas36.03%in

primary,52.88%inupperprimary,76.41%insecondaryand88.45%inhigher

secondary schools. The distribution of this in rural area schools is 32.26%,

47.95%,70.05%and84.85%,respectively.

! While in Seventh survey, primary, upper primary, secondary and higher

secondaryschoolswithelectricityconnectionwerefoundin15.99%,44.21%,

69.19%and89.66%, respectively. Thedistribution in rural area schoolswas

10.93%,32.27%,59.31%and82.87%,respectively.

! Thepresentsurveyrevealsthatannualmedicalcheck-upofstudentsisarranged

in 4,62,431 primary; 2,36,441 upper primary; 78,825 secondary and 45,937

highersecondaryschoolsinthecountrywhereas,theannualmedicalcheck-upis

notavailablein39.62%,33.23%,32.78%and26.69%,respectively.Similartrend

isalsoobservedinarrangingtheannualvaccination/inoculations.

! The Seventh survey revealed that annualmedical check-up of studentswere

arrangedin3,42,124primary;1,57,809upperprimary;55,217secondaryand

28,352highersecondaryschools in thecountrywhereas, theannualmedical

check-upwasnotavailable in47.45%,35.67%,59.62%and35.37%schools,

respectively. Similar trend was also observed in arranging the annual

vaccination/inoculationsintheschools.

3632

1611

5348

44

32

7670 69

59

88 8590

83

0

20

40

60

80

100

Total Rural Total Rural

th8 Survey th7 Survey

Availability of Electricity Connection

Primary Upper primary Secondary Higher secondary


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s

MediaofInstru

ctionandLanguagesTaught

thHighlights::8 AISESReport ESD,NCERT::28

Medium of InstructionMedium of Instruction

and Languages Taughtand Languages Taught


MediumofIn

structio

nandLanguagesT

aught

Tth


reference date 30 September 2009, regarding medium of instruction and

languagestaughtareasunder:

! Inthecountry,numberofschoolshavingprimary,upperprimary,secondaryand

higher secondary stages are 10,31,361, 4,72,350, 1,74,240 and 62,663th

respectively. The corresponding figures in the 7 Survey were 8,50,421,

3,37,980,1,30,675and43,869,respectively.

th! In the8 Survey, 86.62%schools at theprimary stage teach throughmother

thtongueincomparisonto92.07%schoolsinthe7 Survey.Comparisonofrural

andurbanschoolsshowthatmediumofinstructionissameasmothertonguein

87.56% schools in rural and 80.99% schools in urban areas as compared toh92.39%schoolsinruraland90.39%schoolsinurbanareasinthe7 Survey.

! 13.51%schoolsattheprimarystage,17.77%schoolsattheupperprimarystage,

21.69%schoolsatthesecondarystagehavetwoormoremediumofinstruction.thThecorrespondingfiguresinthe7 Surveywere12.14%,14.47%and18.53%,

respectively.

Medium of Instruction at Different Stages

52 54

43

51

15

21

2933

0

10

20

30

40

50

60


Hindi English

! Englishasmediumofinstructionisusedin15.49%schoolsattheprimarystage,

21.08%schoolsat theupperprimarystage,28.73%schoolsat thesecondary

stage and 33.06% schools at the higher secondary stage. The correspondingth

figuresinthe7 Surveywere12.98%,18.25%,25.84%and33.59%,respectively.

! Hindiasmediumofinstructionisusedin51.50%schoolsattheprimarystage,

54.15%schoolsat theupperprimarystage,43.18%schoolsat thesecondary

stageand51.45%schoolsat thehigher secondarystage. Thecorrespondingthfiguresinthe7 surveywere46.79%,47.41%,41.32%and48.11%,respectively.

Teachers and their QualificationsTeachers and their Qualifications

Tth

hemain findings of EighthAll India School Education Survey (8 AISES)with

referencedate30September2009,regardingteachersandtheirqualificationsare

asunder:

! Thetotalnumberofteachers(includingparateachers)inpositionare67,47,466th

showingagrowthof22.01%from7 Survey.Thisgrowthis30.36%forteachers

ofruralschoolsasagainstonly5.59%forteachersinurbanschools.

! There was substantial increase in number of para teachers (302.49%) and

part-timeteachers(210.63%)inthecountryduring2002-2009.

! The growth recorded for total full-time teachers (includingpara teachers) of

primary, upper primary, secondary and higher secondary schools is 19.88%,

23.27%,23.24%and23.78%,respectively.Theruralandurbandisparityismore

pronouncedinthegrowthofprimaryandupperprimaryschoolteachers.The

growthof25.04%teachersinruraland0.76%inurbanprimaryschoolsandthe

growthof34.32%teachersinruraland-3.07%inurbanupperprimaryschools thwasrecordedin8 Survey.

! Aslightincreaseisobservedwithregardtoprovidingteachersinprimaryschoolsth thincomparisontothe7 Survey.Therewere2.94teachersperprimaryschoolin7

thSurveywhichis2.99perprimaryschoolin8 Survey.

! The share of full time teachers (including para teachers) has increased from

47.66%to68.30%ingovernmentprimaryschools.Theshareofteachersinlocal

bodyschools,privateaidedandunaidedprimaryschoolshasdeclinedto13.75%,

4.98%and12.98% inEighth survey from31.09%,6.29%and14.96% in the

Seventhsurvey.

! Thereis39.27%increaseinfull-timeprimaryteachersinpositionfrom2002-

2009.Atthesametimethereisdeclineinnumberoffull-timeprimaryteachers

managedbyLocalBody,PrivateAidedandPrivateUnaided.

Teachers’ Growth during 2002–2009

RURAL

URBAN

TOTAL

16

308

270

-1

278

149

11

302

211

-50

0

50

100

150

200

250

300

350

Full TimeTeachers

ParaTeachers

Part TimeTeachers

(Pe

rce

nta

ge)

Teach

ersa

ndTheirQ

ualifica

tions


! Theshareofteachersatgovernmentprimaryschoolsismaximum68.30%thanth

privateaidedandunaidedin8 Survey.Thereissimilarsituationatgovernment

upperprimaryschoolswheretheshareis55.24%teachers.Athighersecondary

stage,theshareofteachersinGovernment34.74%,Privateaided29.18%and

Privateunaided33.47%,whichisalmostequal.

! Outof7,65,852primaryschools,84,424(11.02%)primaryschoolsarewithout

full timeteachersand2,41,939(32.57%)primaryschoolshavelessthantwo

full-timeteachers.

! Fouroutof every tenprimary schoolshaveat least two full-time teachers in

position.

68

55

32 35

1416

10

35

8

2529

13

21

32 33

0

10

20

30

40

50

60

70

80


(Pe

rce

nta

ge)

Management-wise Growth of Teachers in Different School Categories(2002–2009)

Government Local Bodies Private aided Private unaided

QualificationofTeachers

! Outof26,41,943 full-time teachers teachingpredominantlyatprimarystage,

84%teachersare trainedand thereare total4.7%teachershavingacademicth

qualification'belowsecondary',however,in7 Surveyitwas78.59%and4.62%

respectively.

! Outof15,44,322full-timeteachersteachingpredominantlyatupper-primary

stage,83.72%teachersaretrainedand13.06%teachersarehavingacademicthqualifications as 'secondary or equivalent'. While in 7 Survey, 13,51,499

full-timeteachersteachingpredominantlyatupper-primarystageoutofwhich,

80.76% teachers are trained and 20.13 % teachers are having academic

qualificationsas'secondaryorequivalent'.

Teach

ersandTheirQualifica

tions

32::ESD,NCERTth


! Outof12,67,000full-timeteachersteachingpredominantlyatsecondarystage,

86%teachersaretrained.Outofthetotal,20.13%teachersarehavingacademicthqualificationsas'belowgraduation'.In7 Survey,10,51,733full-timeteachers

teachingpredominantlyat secondarystage,87.17%teachersare trainedand

12.03%teachersarehavingacademicqualificationsas'belowgraduation'.

! Outof4,00,695full-timeteachersteachingpredominantlyathighersecondary

stage,84.05%teachersaretrainedand24.56%teachersarehavingacademicthqualificationsas'graduateorequivalent'.In7 Surveyitisfoundthat3,77,383

full-time teachers teachingpredominantlyathighersecondarystage,83.26%

teachersaretrainedand18.83%teachersarehavingacademicqualificationsas

'graduateorequivalent'.

! Outof5,60,492parateachersteachingpredominantlyatprimarystageoutof

which, 3.48% teachers are having academic qualifications 'below secondary'th

whilein7 Survey,1,46,526parateachersteachingpredominantlyatprimary

stageoutofwhich,3.60%teachersarehavingacademicqualifications 'below

secondary'.

! Outof2,48,764parateachersteachingpredominantlyatupperprimarystage,in

which, 5.86% teachers are having academic qualification 'secondary orth

equivalent'.Whilein7 Survey,69,923parateachersteachingpredominantlyat

upper primary stage in which, 23.52% teachers are having academic

qualification'secondaryorequivalent'.

Trained Teachers at Different School Stages

78.59

80.76

87.17

83.2684 83.72

86

84.05

74

76

78

80

82

84

86

88

Primary UpperPrimary

Secondary HigherSecondary

(Perc

en

tag

e)

th7 Survey

th8 Survey


Teach

ersa

ndTheirQ

ualifica

tions

SomeImportantEduca

tionalIndicators


Some ImportantSome Important

Educational IndicatorsEducational Indicators

T thhemain findings of Eighth All India School Education Survey (8 AISES)with

reference date 30 September 2009, regarding some important educational

indicatorareasunder:

PupilTeacherRatio(PTR)

th! PTRofPrimaryschoolshasdecreasedfrom42(7 Survey)to34intheEighth

survey. The corresponding rural and urban figures are 34.12 and 33.47

respectively.PTRincaseofupperprimaryschoolshavecomedownfrom34to

32.15.PTRofsecondaryschoolsineighthsurveyhasalsodecreasedfrom30to

16.53.

! Comparison of PTR of primary schools between

State/UTs reveals that PTR is greater than 40 in

States/UTsnamelyBihar(54.24),Jharkhand(40.48)

andUttarPradesh(44.64).Incaseofupperprimary

schoolsPTRisgreaterthan30inStates/UTsnamely;

Bihar(66.23),Chandigarh(31.18),DadraandNagar

Haveli (37.04), Gujarat (33.28), Jharkhand (47.25),

Maharashtra (31.38),TamilNadu (31.23)andUttar

Pradesh(38.62).

! PTRatprimarystageishowever44.72,54.79atupper

primarystageand30.22atsecondarystage.ItisalsoobservedthatPTRislowin

ruralareaincomparisontourbanareaatallstagesviz.primary,upperprimary

andsecondary.

GrossEnrolmentRatio(GER)

! Atprimarystage,theGERwas93.32inSeventhsurvey,whichhasincreasedto

94.72.Forgirls,GERis95.87.ManipurhasmaximumGER135.41whereasJammu

andKashmirhasminimumGER79.30.

! Atupperprimarystage,GERwas58.42inSeventhsurvey,whichhasgoneupto

71.67inEighthsurvey.Forgirls,GERis71.64.PuducherryhasmaximumGER

115.08whereasBiharhasminimumGER46.30.

! At secondary stage, GER is 54.55. For girls, GER is 53.60. Lakshadweep has

maximumGER113.60whereasBiharhasminimumGER35.88.

NetEnrolmentRatio(NER)

! Atprimarystage,NERis81.68andforgirls,NERis82.74.Punjabhasminimum

NER65.81whereastherearecertainstateswhoseNERismorethan100namely;

ArunachalPradesh,Goa,Lakshadweep,ManipurandTripura.

! Atupperprimarystage,NERis56.24andforgirls,NERis56.32.Puducherryhas

maximumNER87.95whereasMeghalayahasminimumGER32.28.

thIn comparison to 7

Survey, the PTR of

Primary and Upper

Primary schools

Decreased to 34 and

32 from 42 and 34,

respectively.

SomeIm

porta

ntE

duca

tionalIn

dica

tors


AgeSpecificEnrolmentRatio(ASER)

! Age-SpecificEnrolmentRatiosintheagegroupof6-10yearsis86.65,in11-13

years is69.09, in14-15years is50.97and in16-17years is30.39.Thereare

certain stateswhose ASER in the age group of 6-11 years ismore than 100

namely; Arunachal Pradesh, Goa, Lakshadweep, Manipur, Puducherry and

Tripura.AlsoASERinagegroupof11-13yearsismorethan100forGoaand

Puducherry.

Drop-outRate(DoR)

! Class-wiseDrop-outrateintheyearof2008-09forClassesVandVIIIare15.84,

13.42forboysand16.08and14.64forgirls,respectively.Drop-outofgirlsismore

thanboysacrossallsocialcategoriesinClassV.InClassVIII,boys’Drop-outrateis

moreinSTandEBMCcategories.

SomeImportantEduca

tionalIndicators

36::ESD,NCERTth


IncentiveSch

emes

thHighlights::8 AISESReport ESD,NCERT::37

Schooling Facilities forSchooling Facilities for

Children with DisabilitiesChildren with Disabilities

38::ESD,NCERTth


Sch

oolingFacilitiesforChildrenw

ithDisabilities

Tthhemain findings of Eighth All India School Education Survey (8 AISES)with

referencedate30September2009,regardingschoolingfacilitiesforchildrenwithdisabilitiesareasunder:

! Outofatotal12,99,902schoolsinthecountry,only2,74,445(21.11%)schoolsadhere to inclusive education for disabled children. Out of 2,74,445, theproportionofprimary,upperprimary,secondaryandhighersecondaryschoolsadhering to inclusive education are 1,65,966 (60.47%), 77,757 (28.33%),18,084(6.59%)and12,638(5.07%),respectively.

! Thenumberof teacherswhohave received trainingof at least twoweeks ininclusiveeducationis80,942(1.32%)outofthe58,76,273totalTeachers.

! The number of schools where special educator/resource teachers never visited is 5,54,882(42.69%) whereas the schools where specialeducators/resource teachers visits the schoolsfrequentlyorsometimesis7,45,020(57.31%).

! There are 8,35,287 differently abled studentsenrolledatallstagesinthecountry.Thiscomprisesof children with different disabilities viz., visualimpairment (29.16%), hearing impairment(14.47%), orthopaedic (locomotor) disability(25.05%), intellectual impairment (22.35%),multipleimpairment(4.20%)andothers(4.77%).

! Outofthetotalenrolmentofdifferentlyabledstudents,52.27%,28.78%,15.51%and 3.45% are enrolled at Primary, Upper Primary, Secondary and HigherSecondarystagesrespectively.

! Over the period of time from2002 to 2009, the number of differently abledstudentssufferingfromhearing,orthopaedicandIntellectualimpairmenthavedecreased by 3.98%, 68.05% and 15.59% respectively. However there is aincreaseof17.36%Visuallyimpairedstudentsinthecountry.Thereisadrasticdecreaseintheorthopaedicstudentsovertheperiodoftwosurveys.

! Thereare7,60,327studentswithvisual,hearing,orthopaedicandintellectualimpairment.Outofthisthedegreeofdisabilityisknownfor65.93%students.

! Outof the total schools in the country,10.47%haveHandrails,43.62%haveRamps,3.81%haveadaptedlaboratoryand7.64%haveadaptedlavatory.

! 8,35,287 differently abled students are enrolled in 55,574 schools whichcomprisesof22,192(39.93%)primary;10,730(19.30%)upperprimary;16,054(28.89%)secondaryand6,598(11.87%)highersecondaryschools.

! Out of the 12,99,902 schools, Braille books are available in 89,145 (6.86%),Braille Slate and Stylus in 88,775 (6.83%), Taylor Frame in 88,399 (6.80%),Abacus in 1,08,441 (8.34%), Hearing-aid in 94,882 (7.30%), Computer andSoftwarein1,00,334(7.72%)andAudio-visualin1,09,647(8.44%)schools.

ü Drastic decrease of

68.05% in

ORTHOPAEDIC

students from 2002-

2009.

ü DEGREE of

DISABILITY (visual,

hearing, orthopaedic

and intellectual

impairment) is known

for 65.93% students.

Pre-PrimaryEduca

tionandAltern

ativeSch

ooling


Pre-primary EducationPre-primary Education

and Alternative Educationand Alternative Educaiton

40::ESD,NCERTth


Pre-PrimaryEduca

tionandAltern

ativeSch

ooling

Tth


reference date 30 September 2009, regarding pre-primary education and

alternativeschoolingareasunder:

! Thereare6,55,493pre-primaryinstitutionsinthecountry.Outofthese6,04,395

(92.20%)areinruralarea.

! There are 30,434 Balwadis, 5,91,632 Aganwadis, 15,924 EC centres, 10,237

pre-primary schools having LKG/UKG/Nursery classes and only 7,266

unrecognisedschools/institutionsarehavingpre-primaryclasses.

! InthesePre-primaryinstitutions8,02,007teachersareemployed.Outofthese,

7,56,880(94.37%)arefemaleteachers.Themajorityofteachersi.e.6,98,070

(87.04%)areemployedinAganwadis.

! Thereare4,69,506children inpre-primaryclassesattached tounrecognised

schools.

AlternativeSchools/AlternativeandInnovativeEducationCentres

! There are 32,682 alternative schools in the country providing education to

childrennothavingaccesstorecognisedschools.

! In these alternative schools, there are 19.07 lakh children studying in

ClassesItoV.Outofthese,9.29lakh(48.71%)aregirls.

! Thereare57,581educationvolunteersworking inalternativeschools.Outof

these38,259(66.44%)arefemalevolunteers.

! Thereare3,759AIEcentresattheprimarylevel,outofwhich2,636(70.12%)are

inruralarea.

! Thereare1,778AIEcentreswhichcatertotheupperprimarystage,outofwhich

1,173(65.97%)areinruralarea.

! InAIE centres 5,08 lakh children are studying.Out of these, 62.47 thousand

(12.28%)arebelow6years,20.35thousand(40%)areintheagegroup6to

below11years,13.83thousand(27.18%)intheagegroup11tobelow14years,

while10.44thousand(20.53%)areintheagegroup14yearsandabove.Outof

thetotalchildren,15.83thousand(31.11%)arefromruralarea.

! InAIEcentres,90,408educationvolunteersareemployed,outofwhich44,463

(49.18%)arefemale.

UnrecognisedSchools

! Inruralareathereare16,948unrecognisedschoolswithprimarystagewhilethe

correspondingnumberinurbanareais6866.

! UnrecognisedSchoolswithupperprimarystageinruralareaare708whilein

urbanareathenumberis1496.

! Unrecognisedschoolsatboththestagesinruralareaare8,368ascomparedto

3,978inurbanareas.


Pre-Prim

aryEduca

tionandAlte

rnativ

eSch

oolin

g! Enrolmentinunrecognisedschoolsattheprimarystageinruralareais25.91

lakhascomparedto16.33lakhinurbanarea.

! Enrolmentinunrecognisedschoolsattheupperprimarystageinruralareais

5.36lakhascomparedto5.46lakhinurbanarea.

! Enrolmentinunrecognisedschoolsatboththestagesinruralareasis31.28lakh

ascomparedto21.79lakhinurbanareas.

! Unrecognisedschoolsemploy78,183teachersatprimarystage,11,577atupper

primarystageand95,681teachersatboththestages.

! Unrecognisedschoolsemploy47,265(60.45%)teachersatprimarystage,2,492

(21.52%)teachersatupperprimarystageand59,989(62.69%)teachersatboth

thestages.

OrientalSchools

© SanskritPathshalas

! Thereare715SanskritPathshalaswhichprovideeducationattheprimarystage.

Out of these, 78.60% are government/local body; 14.27% are private aided;

5.45% are private unaided recognised while 1.68% are private unaided

unrecognised.

! Thereare805SanskritPathshalaswhichprovideeducationattheupperprimary

stage. Out of these, 76.65% are government/local body; 17.02% are private

aided;4.97%areprivateunaidedrecognisedwhile1.37%areprivateunaided

unrecognised.

! Atsecondarystage304SanskritPathshalasareprovidingeducation.Outofthese,

54.28% are government/local body; 28.29% are private aided; 14.47% are

privateunaidedrecognisedwhile2.96%areprivateunaidedunrecognised.

! Thereare156SanskritPathshalasprovidingeducationatthehighersecondary

stage. Out of these, 58.97% are government/local body; 30.13% are private

aided; 10.26% are private unaided recognised and 0.64% private unaided

unrecognised.

! In 25 States/UTs, Sanskrit Pathshala facilities are available however in 10

States/UTs,thereisnoSanskritPathshala.

! In Sanskrit Pathshalas, 26,503 (52.94%)boys and23,564 (47.06%) girls are

studyingatprimarystageand22,006(54.93%)boysand18,057(45.07%)girls

at upperprimary stage.At secondary stage, the enrolment of boys is 13,669

(59.43%)andof girls is9,330 (40.57%)while at thehigher secondary stage

5,616 (58.30%) boys and 4,017 (41.70%) girls are studying in Sanskrit

Pathshalas.

! Thereare3,391maleteachersand753femaleteachersinSanskritPathshalasin

thecountry.

© MaktabsandMadrasasFollowingSystemofGeneralEducation

! Thereare711Maktabswhichprovideeducationatprimarystage.Outofthese,


privateunaidedrecognisedwhile9.85%areprivateunaidedunrecognised.Out

oftotalMaktabs,82.96%areinruralarea.

! Atotalof87Maktabsprovideeducationattheupperprimarystage.Outofthese,


privateunaidedrecognisedwhile6.90%areprivateunaidedunrecognised.Out

oftotalMaktabs,82.63%areinruralarea.

! InMaktabs,1.23lakhchildrenarestudyingofwhich0.54lakh(44.77%)aregirls.

! There are 806Madrasas imparting education at primary stage.Out of these,

83.25%areinruralarea.Managementdistributionshowsthat50.74%Madrasas

are government; 15.26% are private aided, 24.57% are private unaided

recognisedand9.43%areprivateunaidedunrecognised.

! Atupperprimarystage,thereare99Madrasas,ofwhich86.86%arelocatedin

rural area. Management distribution shows that 55.56% are managed by

government;23.23%areprivateaided,15.15%areprivateunaidedrecognised

and6.06%areprivateunaidedunrecognised.

! Atsecondarystage,thereare18Madrasas,ofwhich77.77%areinruralarea.

Managementdistributionshowsthat61.11%Madrasasaregovernment;33.33%

areprivateaided,5.56%areprivateunaidedrecognised.

! Atthehighersecondarystage,thereare5Madrasas,ofwhich60%areinrural

area. Management distribution shows that 60% Madrasas are government;

40.00%areprivateaided.

! Total enrolment in Madrasas is 96.20 thousand, of which 45.57 thousand

(47.37%)aregirls.

! Madrasasemploy2276teachersofwhich312(15.85%)arefemaleteachers.

© MaktabsandMadrasasNotFollowingSystemofGeneralEducation

! Total enrolment in Madrasas is 96.20 thousand, of which 45.57 thousand

(47.37%)aregirls.

! Madrasasemploy2276teachersofwhich312(15.85%)arefemaleteachers.

42::ESD,NCERTth


Pre-PrimaryEduca

tionandAltern

ativeSch

ooling

Enro

lmentinSch

ools


Enrolment in SchoolsEnrolment in Schools

44::ESD,NCERTth


Enro

lmentinSch

ools

T thhe main findings of Eighth All India School Education Survey (8 AISES) with

referencedate30September2009,regardingenrolmentofchildrenatdifferent

stagesofschooleducationareasunder:

PrimaryStage

! AccordingtothepresentSurvey,atprimarystagetotalenrolmentis12,40,19,536

whichincludes5,99,67,812girlsand6,40,51,724boys.Thesefiguresshowthat

48.35%aregirlsand51.65%boys.Inruralareas,percentageofgirls'enrolmentis

48.67%whereasinurbanareaitis47.30%.

! Inruralarea,Lakshadweephasthehighestpercentage

of girls' enrolment (50.50%) followed by Madhya

Pradesh and Meghalaya with 50.44% and 50.27%

respectivelywhileit isthelowest46.08%inPunjab

followed by Rajasthan (46.67%) and Mizoram

(46.91%).Inurbanarea,Meghalayawith50.38%ison

thetopandDadraandNagarHaveliwith43.04%isat

the bottom. Overall,Meghalaya hasmaximum girls'

enrolment(50.30%)andminimumisinChandigarh

(45.40%).

! IncomparisontoSeventhSurvey,totalenrolmenthasincreasedby0.9%.Inthe

SeventhSurvey,girls'enrolmentwas46.82%whileintheEighthSurveythisis

48.35%,whichisshowinganincreaseof4.20%.Anincreaseof7.04%ingirls'

enrolmentinruralareaisobservedinEighthSurvey(48.67%)againstSeventh

Survey(46.73%).

! Atprimarystage,maximumenrolmentinGovernmentandLocalBodySchoolsis

73.86%whereasinGovernment-ownedschools,itis61.73%andLocalBodyhas

12.13%.Thelowestenrolmentrecordedprivate-aidedschools(7.83%)however,

inprivateunaidedschools,enrolmentis18.31%.

! Inprimaryschools,totalenrolmentis7,80,06,821outofwhich49.16%aregirls

and50.84%areboys.Thepercentagesofgirls'enrolment inruralandurban

areasare49.33%and48.34%,respectively.TheGrowthhasbeenrecordedfrom

Seventhsurvey.InSeventhsurvey,percentageofgirlswas47.38%intotaland

ruralandurbanareas,itwas47.27%and47.88%,respectively.

! Outoftotalenrolmentinprimaryschools,71.37%areenrolledingovernment

schools,10.68%inlocalbodyschools,5%inprivateaidedschoolsand12.94%in

privateunaidedschools.Totalenrolmentinprimaryschoolshasdecreasedby

3.58%incomparisontoSeventhSurvey.

! Theenrolmentofscheduledcasteschildrenis18%oftotalenrolmentatprimary

stage.Inruralandurbanareas,sameare18.75%and15.45%respectively.In

Seventhsurvey,thetotalenrolmentofscheduledcasteschildrenatprimarystage

was21.07%of total enrolment. In rural andurbanareas, itwas22.42%and

16.87%,respectively.

In Lakshadweep,

Madhya Pradesh

and Meghalaya

enrolment of Girls is

more than 50 per

cent in total

enrolment in rural

areas.


Enro

lmentin

Sch

ools

! ThepresentSurveyrevealsthattheenrolmentofscheduledtribeschildrenis

10.76% of total enrolment which was 9.37% in the Seventh Survey. The

percentageofenrolmentofscheduledtribeschildreninruralandurbanareasare

12.67%and4.32%,respectively.OutoftotalenrolmentofST,thepercentageof

girlsis48.32%withpercentage48.49%and48.14%inruralandurbanareas,

respectively.

! TheenrolmentpercentageofOtherBackwardClasses(OBC)intotalenrolmentis

40.20%.Inruralareas,shareofOBCchildrenis40.91%andinurbanareasitis

37.77%.InthetotalenrolmentofOBC,thepercentageofgirlsis48.49%.Inrural

andurbanareasOBCgirlspercentageare48.76%and49.09%,respectively.

! Intotalenrolment,educationallybackwardminoritycommunity(EBMC)hasa

shareof10.08%with9.08%inruraland13.46%inurbanareas. In thetotal

EBMCenrolmentoverallpercentageofgirlsis48.99%.Inruralandurbanareas

EBMCgirlspercentageare48.94%and47.30%,respectively.

! TheGrossEnrolmentRatio (GER)atprimarystagewas93.32 in theSeventh

Survey, which has gone up to 94 during Eighth Survey. For girls, GER is 95.

ManipurhasmaximumGER(137)whereasJammuandKashmirhasminimum

GER(79).

UpperPrimaryStage

! There are 5,49,17,509 children enrolled at upper primary stage. In this

enrolment 47.71% are girls and 52.29% boys. In rural area percentage of

enrolled girls (47.83%) is slightly higher than urban area (47.41%) in the

country.

! Sikkimhasthemaximumpercentageofgirlsenrolment(53.59%)followedby

MeghalayaandWestBengalwith52.67%and50.87%,respectively.Ontheother

hand,DamanandDiuhasminimumgirls'enrolmentwith42.06%follwedby

Rajasthan(42.20%)andGujarat(43.98%).Inruralandurbanareas,Sikkimand

Meghalaya has highest girls' enrolment 53.78% and 51.39%, respectively,

whereaslowestgirls'enrolmentwasrecordedinRajasthan(42.19%)andDadra

andNagarHaveli(40.69%),respectively.

! IncomparisontotheSeventhSurvey,17.23%growthhasbeenobservedintotal

enrolmentwith27.11%ingirls'enrolment. Inruralarea, thegrowth ingirls'

enrolmentis41.27%whereasinurbanareaitis2.77%.

! Outoftotalenrolmentatupperprimarystage,48.82%studentsarestudyingin

government schools. 8.77% in local body schools, 22.44% in private aided

schoolsand19.97%inprivateunaidedschools.

! Total enrolment in upper primary schools is 6,26,41,397, out of which

3,00,10,665, i.e. 47.91%are girls. In comparison to the Seventh Survey, total

enrolmentinupperprimaryschoolshasincreasedby15.50%.Inruralarea,the

percentageofgirls'enrolmentis48.08%whereasinurbanareaitis47.30%.

! Out of total enrolment in upper primary schools, 60.20% is in government

schools, 14.39% in local body schools, 7.79% in private aided schools and

17.62%inprivateunaidedschools.Outoftotalenrolmentineachmanagement,

girlsenrolmentare49.32%,49.05%,47.91%and42.15%,respectively.

! Scheduledcasteshave17.43%shareoftotalenrolmentatupperprimarystage

whichwas18%intheSeventhSurvey.Inruralareathisshareis18.51%whereas

intheurbanareaitis14.90%.Inthetotalenrolmentofscheduledcastes,47.77%

aregirls.ThepercentageofSCgirls'enrolmentinruralareais47.56%andinthe

urbanareaitis48.36%. EnrolmentofSCchildrenhasgoneupby13.51%as

comparedtotheSeventhSurvey.

! In the total enrolment8.69%are scheduled tribeswith10.48% in rural and

4.51%intheurbanareas.IntheSeventhSurvey,enrolmentofscheduledtribes

childrenwas7.16%oftotalenrolment.Percentageofgirls'enrolmentintotal

enrolment of scheduled tribes is 47.62%. In rural area, their percentage is

47.55%andintheurbanareaitis48.01%.IncomparisontotheSeventhSurvey,

enrolmentofSTchildrenhasincreasedby42.31%.

! TheOtherBackwardClasses (OBC) have40.89%share in total enrolment at

upperprimarystage.Inruralareas,theOBCenrolmentis42.13%whereasinthe

urbanareaitis37.97%.InthetotalenrolmentofOBC,47.42%isgirls'enrolment.

However,inruralareathepercentageofOBCgirls'enrolmentis47.38%andin

theurbanareaitis47.51%.

! Overall enrolmentof educationallybackwardminority community (EBMC) is

8.96%ofthetotalenrolment.OutoftotalEBMCenrolment,thepercentageof

girls'enrolmentis50.26%where,inruralandurbanareas,thispercentageis

50.08%and50.56%respectively.

! Atupperprimarystage,overallGERis71.67whichwas58intheSeventhSurvey.

For girls, GER is 71.64. Puducherry is on the topwith 115 GER followed by

AndamanandNicobar IslandsandHimachalPradeshwith109and107GER,

respectively.OntheotherhandBiharhaslowestGER(46)followedbyMeghalaya

(53) andNagaland (60). The girls' GERwas highest in Puduchery (113) and

lowestinBihar(46).

2.790

20

40

60

80

100

25.8935.46

84.03

0.9

17.2325.06

62.4

Primary Upper Primary Secondary HigherSecondary

Rural

Total

th thGrowth in Enrolment (from 7 Survey to 8 Survey)

46::ESD,NCERTth


Enro

lmentinSch

ools

SecondaryStage

! Thereare2,73,74,950childrenenrolledatsecondarystage.Outofthese46.47%

are girls and 53.53% are boys. In rural and urban areas, the percentage of

enrolmentis71.48%and28.52%,respectively.Theshareofenrolmentofgirlsin

ruralareais48%whereasintheurbanareaitis47.15%.

! At secondary stage,Meghalayahas thehighestpercentageof girls enrolment

(52.86%)followedbySikkim(52.28%)andAssam(50.92%).Rajasthanhasthe

lowest(38.25%),thenGujaratwith40.51%andDadraandNagarHaveliwith

40.65%. In rural areas, Lakshadweep, Meghalaya and Sikkim have highest

percentageofgirls'enrolmentwith54.88%,53.12%and52.29%,respectively

and Rajasthan (38.17%), Gujarat (38.79%) and Dadra and Nagar Haveli

(40.01%)havelowestpercentage.Inurbanareas,maximumgirls'enrolmentwas

recorded in Meghalaya (52.51%), Sikkim (52.17%), Assam (51.32%) and

minimum in Rajasthan (38.41%), Dadra andNagarHaveli (41.76%), Gujarat

(42.52%).

! IncomparisontotheSeventhSurvey,theenrolmenthasincreasedby25.06%and

thegirls'enrolmentby40%.Intheruralarea,girls'enrolmenthasincreasedby

60.25%while in theurbanarea ithas increasedby

only16.18%.

! Themanagement-wise distribution of enrolment is

38.17%ingovernment.6.23%inlocalbody,31.43%in

privateaidedand24.17%inprivateunaidedschools.

However,theenrolmentinruralareasisdistributedas

42.72%ingovernment.7.29%inlocalbody,30.63%in

privateaidedand18.36%inprivateunaidedschools.

! At secondary stage, 15.71% children are from the

scheduledcastescategorywhilethesamewas15.39%

intheSeventhSurvey.Intheruralarea,percentageofscheduledcasteschildrenis

16.72%whereasintheurbanareait is14.04%.Outoftotalscheduledcastes

enrolment,thepercentageofgirlsenrolledis46.63%.Girls'percentageinrural

andurbanareasare45.79%and48.28%respectively.EnrolmentofSCchildren

hasincreasedby27.64%incomparisontotheSeventhSurvey.

! Inthetotalenrolment,7.48%arescheduledtribeschildrenwith9.15%inthe

rural area and4.72% in theurbanarea. In the SeventhSurvey, enrolmentof

scheduledtribeschildrenwas5.63%ofthetotalenrolment.Thepercentageof

scheduledtribesgirlsis46.22%.Ruralandurbanareashave45.87%and47%of

ST girls respectively. As compared to the Seventh Survey, enrolment of ST

childrenhasgoneupby66.23%.

! Outoftotalenrolment,40.77%childrenareofOtherBackwardClasses(OBC)

where 41.82% are in the rural area and 39.04% in the urban area. In total

enrolment,thepercentageofOBCgirlsis45.86%.Inruralandurbanareas,OBC

girls'percentageisreportedas45.19%and47.03%,respectively.

At Secondary stage

enrolment of SC and

ST children increased

to 27.64% and

63.23%, respectively, thin comparison to 7

Survey.


Enro

lmentin

Sch

ools

! Thereare7.84%EducationallyBackwardMinorityCommunity(EBMC)children

intotalenrolmentatsecondarystage.OutoftotalEBMCenrolmentatsecondary

stage, thepercentageofgirls' enrolment is49.66%. In ruralandurbanareas

EBMCgirls'percentageare48.87%and50.71%respectively.

! Insecondaryschools,thetotalenrolmentis3,02,44,561outofwhich44.76%are

girlsand55.24%areboys.Themanagement-wisedistributionoftotalenrolment

insecondaryschools is29.14%ingovernmentschools,11.41%in localbody

schools,34.84%inprivateaidedand24.61%inprivateunaidedschools.

HigherSecondaryStage

! Athighersecondarystage1,59,26,278childrenareenrolledincluding45.46%

girlsand54.54%boys.Theruralareahas47.76%oftotalenrolment.Inrural

areathepercentageofgirls'enrolmentis44.66whereasintheurbanareathis

percentageis46.19%.

! TheUnionTerritoryPuducherry has the highest percentage of girls enrolled

whichis53.83,followedbyTamilNadu(53.22%)andKerala(52.85%).Rajasthan

has the lowestwith36.28 followedbyBihar (36.97%)andDadra andNagar

Haveli(37.78%).

! IncomparisontotheSeventhSurvey,theenrolmentathighersecondarystage

hasincreasedby62.40%.Theincreaseinruralandurbanareasare84.03%and

46.64%,respectively.Inruralarea,thetotalenrolmentofgirlshasincreasedby

111.23%andinurbanarea,by53.52%.

! At higher secondary stage, maximum children (41.23%) are enrolled in

Government(36.08%)andLocalBody(5.15%)schools.Inprivateaidedschools

andprivateunaidedschools,theenrolmentpercentageare32.11%and26.67%

respectively.

! Theenrolmentofscheduledcasteschildrenis13.61%oftotalenrolmentwhich

was 12.76% in the Seventh Survey. In rural area, 15.37% and in urban area

11.99%childrenbelongingtoscheduledcastescategoryareenrolled.Amongthe

61.7348.82

38.17 36.08

12.13

8.77

6.23 5.15

7.8322.44

31.43 32.11

18.31 19.97 24.17 26.67

0

20

40

60

80

100

Primary

(Pe

rce

nta

ge)

Upper Primary Secondary Higher Secondary

Management-wise Enrolment in different Stages

Private Unaided

Private Aided

Local Body

Government

48::ESD,NCERTth


Enro

lmentinSch

ools

scheduledcastesstudents,45.20%aregirls.InruralareaSCgirls'percentageis

43.93%whereasinurbanareaitis46.70%.EnrolmentofSCchildrenhasgoneup

by68.74%incomparisontotheSixthSurvey

18 17.43 15.71 13.61

10.76 8.69 7.48 6.1

40.2 40.89 40.7737.28

10.08 8.96 7.846.55

20.96 24.03 28.19 36.46

0

20

40

60

80

100

Primary

(Pe

rce

nta

ge)

Upper Primary Secondary Higher Secondary

Enrolment by Social Groups in different School Stages

Others

EBMC (Muslims)

OBC

ST

SC

! Theenrolmentofscheduledtribeschildrenis6.10%withfurtherdistributionof

7.38%and4.94%inrural'andurbanareasrespectively.IntheSeventhSurvey,

enrolmentofscheduledtribeschildrenwas4.56%oftotalenrolment.AmongST

students,44.01%aregirlsand55.99%areboys.Inruralandurbanareasthe

percentagesofSTgirlsare42.82%and45.65%,respectively.Ascomparedtothe

SeventhSurvey,enrolmentofSTchildrenhasincreasedby133.15%.

! TheenrolmentofOtherBackwardClasses(OBC)childrenis37.28%withfurther

distributionof38.18%and36.45%inruralandurbanareas,respectively.Among

OBCstudents,45.91%aregirlsand54.09%areboys.Inruralandurbanareasthe

percentagesofOBCgirlsare44.96%and46.82%,respectively.

! Educationally Backward Minority Community (EBMC) has 6.55% enrolment

withfurtherbifurcationof6.47%inruralareaand6.62%inurbanarea.Overall

percentageofgirlsinEBMCis47.50%withdistributioninruralandurbanareas

as45.41%and49.37%,respectively.

! Thetotalenrolmentinhighersecondaryschoolsis4,71,10,081.Thenumberof

studentsenrolledinruralareais2,35,75,889whichis50.04%oftotalenrolment.

Theenrolmentofgirlsinurbanareais46.15%whereasintheruralareaitis

44.54%.


Enro

lmentin

Sch

ools

IncentiveSch

emes


Incentive SchemesIncentive Schemes

Tth


referencedate30September2009,regardingincentiveschemesareasunder:

! Various IncentiveSchemes likeMid-dayMeal,FreeTextBooks,FreeUniform,

Scholarship/Attendance Scholarship (especially of girls students, SC/ST

students),freebicycle,etc.havebeenintroducedbytheGovernmentofIndiaand

State Governments from time to time for enhancing enrolment, retention of

childreninschoolsanddecreasingtherateofdropoutsofstudent.

th! In this 8 AISES, an attempt has beenmade to gather information on some

incentiveschemeswhicharelargelyimplementedinthecountry.Theseincentive

schemesare(i)Mid-dayMeal(atprimarystageandupperprimarystage)(ii)

FreeUniform; (iii) Free Textbooks; (iv) Scholarships and (v)Other Incentive

Schemeswhichincludesallotherincentiveschemesofferedintheschools.The

informationhasbeencollectedforschoolsofferingtheschemesandbeneficiaries

gender-wiseandsocialcategory-wise.

Mid-DayMealIncentiveSchemes

! InIndia,school-agegroupchildrenareinvolvedindomesticactivitiesandfacing

the problems of child labour at either agricultural farms or other industrial

chorus,etc.,toearlivelihoodfortheirfamilysincetimeimmemorial,thoughthey

are supposed to attend the schools. To avoid the referred impediments and

bottleneck,theGovernmentofIndiahadinitiatedthemid-daymealschemefor

schoolchildrenenrolledatprimarystage.

! TheEighthsurveyrevealsthatoutof10,31,361schoolswhichhavingprimary

stage,8,92,011schools(86.49%)havingmid-daymealschemeatprimarystage.

Besides, nearly 91.23% schools in rural and 58.34% schools in urban areas

havingmid-daymealschemewithrespecttototalnumberofschoolsatprimary

stage. Around90.11%schools are cookingmeal in theirpremises, however,

86

78

9

60

737164

7

49

58

0

10

20

30

40

50

60

70

80

90

100

Schools havingMid-day Meal

Scheme

Cooking meal inthe premises

Providing cookedmeal by outside

agencies

Having kitchen-cum-store

Having kitchendevices

Mid-day Meal Scheme primary stage

upper primary stage

(Pe

rce

nta

ge)

Incentiv

eSch

emes


9.89%schoolsareprovidingcookedmealfromoutsideagencies;69.22%such

schoolshavekitchen-cum-storeroomand83.87%schoolshavekitchendevices

(utencils,etc.).

! Thesurveyrevealsthatoutof4,72,350schoolshaving

upperprimarystage,3,36,962schools(71.33%)are

havingmid-daymealschemeinthecountryatupper

primarystage.Theproportionisdistributed78.75%

in rural and44.34% inurbanareaswith respect to

totalnumberofschoolshavingupperprimarystage.

Around89.54%schoolshavefacilityofcookingmeal

intheirpremises,10.46%schoolsprovidingcooked

meal from outside agencies, 68.62% schools have

kitchen-cum-store room and 81.43% schools have

kitchendevices(utencils,etc.).

FreeUniform

! To increase the participation of children in schools, free uniforms are being

providedbythevariousorganizationsincludinggovernmentorganizationsinthe

country,particularly,tothechildrenofsociallyeconomicallyweakersectionsof

thesociety. TheEighthsurveyrevealsthat4,36,008schools(33.54%)covered

underfreeuniformincentiveschemes.InSeventhsurvey,2,40,778schools,i.e.,

23.54%schoolshadfreeuniformscheme.

! The freeuniformincentivescheme isavailable innearly36.15%and19.63%

schoolsinruralandurbanareasinrespecttototalnumberofschoolsinreferred

areasinthecountrywhileduringSeventhsurveythispercentagewas24.67%

and17.05%schoolsinruralandurbanareas.Thetotalnumberof1,19,32,045

boysand2,29,01,140girlsarebenefitedbythisincentivescheme. However,in

boththesurveys,theproportionofgirlsisfoundonhighersideascomparedto

boysavailingthefreeuniformincentivescheme.

! Incaseofprimaryschools,freeuniformincentiveschemeisavailablein2,85,595

(37.29%)primaryschoolsoutoftotal7,65,852primaryschools.Theproportion

ofschoolshavingthisschemeis38.96%inruralareasasagainst24.02%inurban

areawith respect to total number of schools in respective areas. In Seventh

survey, only 25.38% primary schools out of total primary schools had this

schemewhere25.87%schoolsinruralareasand21.79%wereinurbanareas

withrespecttototalnumberofschoolsinrespectiveareas.

! Thebeneficiariesofthisschemeinprimaryschoolsarenearly38,26,747boys

and1,19,42,450girlsinthecountry.Theproportionofgirlsinprimaryschoolsis

foundonhighersideascomparedtoboysakintothenationalleveltrendsfor

various social groups. Almost similar trends are observed in case of upper

primary schools, secondary schools and higher secondary schools from

arithmeticviewpoint.

Out of 10,31,361

schools which have

primary stage,

8,92,011 schools

(86.49%) have Mid-

day Meal scheme at

primary stage.

IncentiveSch

emes

52::ESD,NCERTth


FreeTextbooks

! An incentive for providing free textbooks to school

children was initiated by the public organizations to

attract the children in schools and retain them to

complete the school education. The Eighth survey

reveals that nearly 9,14,029 schools (70.32%) are

havingfreetextbookschemeoutof12,99,902schoolsin

thecountry. Thefacilityoffreetextbookstostudentsis

availablein75.44%and42.99%schools,areaslocatedin

rural and urban areas. In Seventh survey, 66.42%

schoolshadthisschemeoutofwhich71.93%locatedin

ruralareaand39.97%inurbanareas.

! The number of students benefitted by free textbooks scheme are nearly

5,65,82,856boysand5,69,12,368girls. Here,theproportionofgirlsisfound

marginallyhighascomparedtoboysinavailingfreetextbooks.

! Thefreetextbooksschemeisavailablein5,85,493primaryschools(76.50%)out

of7,65,852primaryschools. Area-wise,thisproportionisdistributedinnearly

79.40%and52.99%primaryschoolsinruralandurbanareas,respectively.The

beneficiariesoffreetextbooksschemeinprimaryschoolsarenearly2,56,08,239

boysand2,61,59,564girlsinthecountry.Similartrendswithlittledifferencesin

respectiveproportionsareobservedincaseofothercategoryofschools.

Scholarship

! The enrolment in schools especially girls' enrolment has always been found

lowerthantheboysduetovarioussocio-economicreasonsintheearliersurveys.

Hence,educationalplannershavingconcernwithschooleducationconsidered

that scholarship for ‘attending schools’ could bring an increase in the girls'

enrolment. Accordingly, governments introduced this incentive scheme for

enhancingtheenrolmentofbothboysandgirlstoretainthemintheschools.

The proportion of

Girls beneficiary is

on Higher side as

compared to Boys

beneficiary in

availing various

incentive schemes

both in Rural and

Urban areas in the

country.

th7 AISES

th8 AISES

Beneficiaries Availing Various Incentive Schemes

th* In 7 Survey, information on Scholarship asked only for Girls.

813

36

43

4 3 4

10

22

4954

1619

3 4

0

10

20

30

40

50

60

Boys Girls Boys Girls Boys Girls Boys Girls

Free uniform Free textbooks Scholarship* Others

(Pe

rce

nta

ge)


Incentiv

eSch

emes

! Only4,73,592 schools (36.43%)out of total 12,99,902 schools areproviding

scholarshipinthecountry. Atallstagesofschooleducation,1,83,62,301boys

and2,04,46,994girlsarebeingbenefittedfromthescholarshipwhichisfurther

segregated in 54,19,192; 27,18,490; 75,64,363; 38,48,772 and 61,88,408;

34,44,760;78,15,696;42,35,518bysocialgroupsofboysandgirlsbelongingto

thescheduledcastes,scheduledtribes,otherbackwardclassesandeducationally

backwardminoritycommunityrespectively.

! Area-wisethescholarshipforboysandgirlsisavailablein38.31%ruralschools

and26.44%urbanschoolswithrespecttototalnumberofschoolsavailablein

ruralandurbanareasrespectively.InSeventhsurvey,thisscholarshipscheme

(information was reported for 'attendance scholarship for girls' only) was

availablein13.13%ruraland5.65%urbanschools.

OtherIncentiveSchemes

! Apartfromincentiveschemesmentionedherein,103,017schools(7.92%)are

havingotherincentiveschemesoutoftotalschoolsinthecountry. Thedirect

beneficiariesofsuchincentiveschemesarenearly2,885,687boysand3,719,189

girlsenrolledintheseschools.Area-wisesuchincentiveschemesareexistingin

8.28%and6.04%ruralandurbanschoolswithrespecttototalnumberofschools

inruralandurbanareas,respectively.

Schools Having Incentive Schemes

24

66

12

86

13

34

70

36

78

8

0

10

20

30

40

50

60

70

80

90

100

Free uniform Free textbooks Scholarship* Mid-day Meal(Primary Stage)

Others

(Pe

rce

nta

ge)

th7 AISES

th8 AISES

th* In 7 Survey, information on Scholarship asked only for Girls.

54::ESD,NCERTth


IncentiveSch

emes

SpecificFacilitiesinSeco

ndaryandHigherSeco

ndarySch

ools


Specific Facilities in Secondaryand Higher Secondary Schools

Specific Facilities in Secondaryand Higher Secondary Schools

56::ESD,NCERTth



ndaryandHigherSeco

ndarySch

ools T

thhemainfindingsofEighthAllIndiaSchoolEducationSurvey(8 AISES)with

referencedate30September2009,regardingspecificfacilitiesinsecondaryand

highersecondaryschoolsareasunder:

EducationalandVocationalGuidanceandCounseling(EVGC)

! Outof1,17,257secondaryschoolsand62,663highersecondaryschoolsinthe

country, 39,799 (33.94 %) secondary schools and 29,604 (47.24%) higher

secondary schools are providing Educational and Vocational Guidance andthCounselling(EVGC)servicestostudents.In7 surveyoutof90,741secondary

schoolsand43,869highersecondaryschoolsaproportionof20,689(22.80%)

secondary schools and 15,044 (34.29%) higher secondary schools were

providing similar services to the students. It shows that the proportion of

secondaryandhighersecondaryschoolsprovidingtheservicesofEducational

andVocationalGuidanceandCounsellingtostudentsisincreasing.

! 26,983 (32.72%) rural secondary schools and 16,533 (45.20%) rural higher

secondary schools as against 12,816 (36.84%) urban secondary schools and

13,071 (50.10%) urban higher secondary schools) are reportedly providing

EducationVocationalGuidanceandCounseling(EVGC)servicestothestudents.

ItshowsthatprevalenceofEVGCservicesisslightlymoreamongtheschoolsof

urbanareathanthatofruralarea.

LibraryFacility

th! As per 8 AISES, 79,396 (67.71%) secondary schools and 48,859 (77.97%)

highersecondaryschoolsarehavinglibraryfacility.

! In the country, 55,134 (66.86%) rural secondary schools are having library

facility,whereas24,262(69.74%)urbansecondaryschoolsarehavinglibrary

facility.Similarly,28,028(76.63%)ruralhighersecondaryschoolsarehaving

libraryasagainst20,831(79.85%)urbanhighersecondaryschools.

! In secondary schools

having library facility,

thelargestproportion

of schools, i.e. 34,039

(23 .33%) schools

having book strength

of upto 500 books.

Only 3,423 (4.31%)

schools having book

strengthofmorethan

5000 books. Out of

3 9 , 3 0 1 h i g h e r

secondaryschoolshavinglibraryfacility,thelargestproportionofschools,i.e.

12,616(25.82%)schoolshavingbookstrengthof2,001 to5,000books.Only

8,729(17.87%)schoolshavingbookstrengthofmorethan5,000books.


SpecificF

acilitie

sinSeco

ndaryandHigherS

eco

ndarySch

ools

Non-Teachingstaff

th! Out of 1,17,257 secondary schools in the country as per 8 AISES, 22.62%

schoolsarehavinglibrary/labattendants;17.41%schoolsarehavinglibrary/lab

assistants; 59.13% schools are having clerical staff and 65.78% schools are

having peon, etc. Similarly, out of 62,663 higher secondary schools, 40.28%

schoolsarehavinglibrary/labattendants;36.72%schoolsarehavinglibrary/lab

assistants; 74.74% schools are having clerical staff and 77.69% schools are

havingpeon,etc.

Science, Mathematics, Social Science and Pre-vocational Laboratory at the

SecondaryStage

! Out of the total 1,17,257 secondary schools in the country, 49,278 (42.03%)

schoolsarehavingfacilityofSciencelaboratory. Outof49,278schools,having

Science laboratory out of them70.64% schools are having adequate Science

laboratory.Outof56,983highersecondaryschoolswithsecondarystage,33,999

(59.67%)arehavingScience laboratoryandoutof theseschools57.14%are

havingadequatefacility.

! Out of the total 1,17,257 secondary schools in the country, 21,541 (18.37%)

schoolsarehavingfacilityofMathematicslaboratoryandamongtheseschools

only38.29%schoolshaveadequateMathematicslaboratory. 13,766(24.16%)

schools,outof56,983highersecondaryschoolshavingsecondarystage,have

Mathematicslaboratory.44.84%oftheseschoolshavingMathematicslaboratory

withadequatefacility.

! Outofthetotal1,17,257secondaryschools,20,281(17.30%)schoolsarehaving

SocialSciencelaboratory,andamongtheseschoolsonly37.59%schoolshave

adequate Social Science laboratory. 12,884 (22.61%) schools out of 56,983

highersecondaryschoolshavingsecondarystage,haveSocialSciencelaboratory.

39.68%oftheseschoolshavingsuchLaboratoryhaveadequatefacility.

! Only10.42%secondaryschoolsinthecountryhavepre-vocationallaboratory.

Outoftheseschoolsonly2,146secondaryschoolshaveadequatepre-vocational

laboratory. 7,197 (12.63%) schools out of 56,983 higher secondary schools

havingsecondarystage,havepre-vocationallaboratory.29.40%oftheseschools

havingpre-vocationallaboratoryhaveadequatefacility.

AvailabilityofComputersandPrinters

InSecondarySchools

! Outof82,468Secondaryschoolsinruralarea;36,121(43.80%)havecomputers

which areused for teaching and learningpurpose. The largest proportionof

theseschoolsi.e.18,793(52.03%)arehavingnumberofcomputersintherange

of1to5.Thenumberofschoolswhichhavecomputersforuseintheofficeofthe

schoolare27,564(33.42%).Thelargestproportionoftheseschoolsi.e.,24,716

(89.67%)arehavingcomputersintherangeof1to2.Thenumberofschoolsthat

have computer printers are 33,420 (40.52%). The range of 1 to 2 computer

printersholdsthelargestproportionoftheseschoolsi.e.,31,354(93.82%).

! Outof34,789Secondaryschoolsinurbanarea,21,941(63.07%)havecomputers

which areused for teaching and learningpurpose. The largest proportionof

theseschools,i.e.,10,655(30.63%)arehavingnumberofcomputersintherange


schoolare19,405(55.78%).Thelargestproportionoftheseschools,i.e.,16,422



printersholdsthelargestproportionoftheseschoolsi.e.17,459(88.15%).

! Outoftotal1,17,257Secondaryschools,58,062(49.52%)havecomputerswhich

are used for teaching and learning purpose. The largest proportion of these

schoolsi.e.29,448(50.72%)arehavingnumberofcomputersintherangeof1to

5.Thenumberofschoolswhichhavecomputersforuseintheofficeoftheschool

are 46,969 (40.06%). The largest proportion of these schools i.e. 41,138




InHigherSecondarySchools

! Outof36,574HigherSecondaryschools in ruralarea;22,941 (62.72%)have

computers which are used for teaching and learning purpose. The largest

proportionoftheseschoolsi.e.9,233(40.25%)arehavingnumberofcomputers

intherangeof1to5.Thenumberofschoolswhichhavecomputersforuseinthe

officeoftheschoolare18,123(49.55%).Thelargestproportionoftheseschools

i.e.15,155(83.62%)arehavingcomputersintherangeof1to2.Thenumberof

schoolsthathavecomputerprintersare22,267(60.88%).Therangeof1to2

computer printers holds the largest proportion of these schools i.e., 19,273

(86.55%).

! Outof26,089HigherSecondaryschoolsinurbanarea;18,681(71.60%)have

computers which are used for teaching and learning purpose. The largest

proportion of these schools i.e., 8,055 (43.12%) are having more than 10

computers.Thenumberofschoolswhichhavecomputersforuseintheofficeof

the school are 17,475 (66.98%). The largest proportion of these schools i.e.,

12,824(73.38%)arehavingcomputersintherangeof1to2.Thenumberof

schoolsthathavecomputerprintersare18,491(70.88%).Therangeof1to2

computer printers holds the largest proportion of these schools i.e., 14,229

(76.95%).

! Outof62,663totalHigherSecondaryschools,41,622(66.43%)havecomputers

whichareused for teachingand learningpurpose.The largestproportionof

theseschoolsi.e.,14,701(35.29%)arehavingnumberofcomputersintherange

58::ESD,NCERTth



ndaryandHigherSeco

ndarySch

ools


schoolare35,598(56.81%).Thelargestproportionoftheseschoolsi.e.,27,979




! Thefiguresofavailabilityofcomputerandprintersrevealthatthesecondary

schoolsinurbanareaarebetterequipped.

InternetConnectivityandTrainedComputerTeachers

InSecondarySchools

! Out of 82,468 Secondary schools in rural area, 17,546 (21.28%) have

connectivityofinternetintheschool.Theproportionsoftheseschoolsthathave

broadbandanddialupconnectionsare12,018(68.49%)and5,528(31.51%)

respectively. Thenumberof schools that haveLocalAreaNetwork (LAN) for

computersintheschoolis10,109(12.26%).Thenumberofschoolsthathave

separate computer teacher for teaching the computer subject is 14,693

(17.82%).Thenumberofschoolsthathaveteacherstrainedinteachingthrough

computers is 27,861 (33.78%). The largest proportion of these schools i.e.,

20,468(73.46%)arehavingnumberofsuchteachersintherangeof1to2.

! Out of 34,789 Secondary schools in urban area, 12,599 (36.22%) have


broadband and dial up connections are 9,745 (77.35%) and 2,854 (22.65%)

respectively. Thenumberof schools that haveLocalAreaNetwork (LAN) for

computers in theschool is7,451(21.42%).Thenumberof schools thathave

separate computer teacher for teaching the computer subject is 12,858

(36.96%).Thenumberofschoolsthathaveteacherstrainedinteachingthrough

computers is 17,081 (49.10%). The largest proportion of these schools i.e.,

12,418(72.70%)arehavingnumberofsuchteachersintherangeof1to2.

! Outoftotal1,17,257Secondaryschools,30,145(25.71%)haveconnectivityof

internetintheschool.Theproportionsoftheseschoolsthathavebroadbandand

dialupconnectionsare21,763(72.19%)and8,382(27.81%)respectively.The

numberofschools thathaveLocalAreaNetwork(LAN) forcomputers in the

schoolis17,560(14.98%).Thenumberofschoolsthathaveseparatecomputer

teacherforteachingthecomputersubjectis27,551(23.50%).Thenumberof

schools that have teachers trained in teaching through computers is 44,942

(38.33%). The largest proportion of these schools i.e., 32,886 (73.17%) are

havingnumberofsuchteachersintherangeof1to2.

InHigherSecondarySchools

! Outof36,574HigherSecondary schools in rural area,12,171 (33.28%)have


broadbandanddialup connections are9,760 (80.19%)and2,411 (19.81%),


SpecificF

acilitie

sinSeco

ndaryandHigherS

eco

ndarySch

ools

respectively. Thenumber of schools that have LocalAreaNetwork (LAN) for

computers in the school is7,723 (21.12%).Thenumberof schools thathave

separatecomputerteacherforteachingthecomputersubjectis11,553(31.59%).

Thenumberofschoolsthathaveteacherstrainedinteachingthroughcomputers

is17,459(47.74%).Thelargestproportionoftheseschoolsi.e.11,368(65.11%)

arehavingnumberofsuchteachersintherangeof1to2.

! Outof26,089HigherSecondaryschoolsinurbanarea,13,344(51.15%)have


broadband and dial up connections are 11,714 (87.78%) and 16.30 (12.22)

respectively. Thenumber of schools that have LocalAreaNetwork (LAN) for

computers in the school is8,484 (32.52%).Thenumberof schools thathave

separatecomputerteacherforteachingthecomputersubjectis12,211(46.81%).

Thenumberofschoolsthathaveteacherstrainedinteachingthroughcomputers

is14,989(57.45%).Thelargestproportionoftheseschoolsi.e.,9,054(60.40%)

arehavingnumberofsuchteachersintherangeof1to2.

Outoftotal62,663HigherSecondaryschools,25,515(40.72%)haveconnectivity

ofinternetintheschool.Theproportionsoftheseschoolsthathavebroadband

anddialupconnectionsare21,474(84.16%)and4,041(15.84%)respectively.

ThenumberofschoolsthathaveLocalAreaNetwork(LAN)forcomputersinthe

schoolis16,207(25.86%).Thenumberofschoolsthathaveseparatecomputer

teacherforteachingthecomputersubjectis23,764(37.92%).Thenumberof

schools that have teachers trained in teaching through computers is 32,448

(51.78%). The largest proportion of these schools i.e., 20,422 (62.94%) are

havingnumberofsuchteachersintherangeof1to2.

60::ESD,NCERTth



ndaryandHigherSeco

ndarySch

ools

Voca

tionalEduca

tioninSch

ools


Vocational Education in SchoolsVocational Education in Schools

62::ESD,NCERTth


Voca

tionalEduca

tioninSch

ools

Tth


referencedate30September2009,regardingvocationaleducationinschoolsat

secondaryandhighersecondarystagesareasunder:

Pre-vocationalEducation

! Atotalof5,732numberofschoolsofferingPre-vocationalcoursesatClassIXand

X.Outofwhich2,485(43.35%)aregovernment(includeslocalbody)schools

followedby35.05%privateaidedschoolsandtherest21.6%areprivateunaided

schools.

! Outof total schools,65.16%are in rural areaand in rural area48.6%of the

government schools are offering Pre-vocational courses followed by 34.75%

privateaidedand16.65%areprivateunaidedschools.34.84%schools inthe

urbanareofferingPre-vocationalcoursesoutofthetotalschoolsinthecountry.

Inurbanarea35.6%ofschoolsareprivateaidedfollowedby33.6%government

schoolsandtherest30.8%areprivateunaidedschools.

! Atotalof167,375studentsareenrolledinPre-vocationalcoursesatClassIX,out

ofwhich55%areboysand45%aregirls.Theprivateaidedschoolsarehavinga

maximum share of enrolment i.e.47.18% followed by government schools

38.72%and14.10%atprivateunaidedschools.Asimilartrendisobservedinthe

enrolmentofboysandgirlsindifferentschoolsbymanagement.

! InClassX,1,24,955studentsareenrolledinPre-vocationalcourses,outofwhich

47%areinprivateaidedschoolsfollowedby38.10%ingovernmentschoolsand

14.9%inprivateunaidedschools.Theenrolmentofboysandgirlsare60.48%

and39.52%,respectively.

! Out of total enrolment 56.4% are in rural schoolswhile 43.6% are in urban

schools.Thepercentdistributionofenrolmentofboysandgirlsinruralschoolsis

62.71% and 37.29%, respectively, while in urban schools it is 57.62% and

42.39%,respectively.

! Atotalof38,995teachersareinpositionatthetimeofsurveyforPre-vocational

courses.Outofwhichare64.42%maleand35.58%are females.Outof total

teachersforPre-vocationalcourses,45.79%areinprivateaidedschoolsfollowed

by30.58%ingovernmentschoolsand23.63%inprivateunaidedschools.

17

65

37

35

47

92

19

64

5

13

98

19

97 53

19

19

35

0

31

63

57

32 1

01

11

38

99

5

0

5000

10000

15000

20000

25000

30000

35000

40000

th7 AISES th8 AISES th7 AISES th8 AISES

Number of schools Number of teachers

Number of Schools Offering Pre-vocational Coursesand Teachers in Them

Rural

Urban

Total


Voca

tionalE

duca

tionin

Sch

ools

! 50.38%oftheteachersareintheschoolsbelongingtoruralareaandoutofwhich

57.63%aremaleand42.32%arefemale.Outoftotalteachers,49.62%arein

schoolsituatedinurbanareaand71.26%aremaleand25.74%arefemale.

th! In 8 AISES, 81% schools offering Pre-vocational courses have increased as

thcomparedto7 AISES.Therateofincreaseofschoolsinruralareaismoreasthe

schoolshavebecomemorethandoublewhileinurbanarea,thereisincreaseof

43%.Incaseofteachersthereishugeincrease,morethan3.8timesofincreasethfrom7 AISES.

! State-wise distribution of schools offering Pre-vocational courses show that

Maharashtra has the maximum number of schools offering Pre-vocational

coursesi.e.,18.79%ofthetotalschoolsinthecountry.Karnatakahas15.48%of

thetotalschoolsandthesecondplaceinthecountry.Morethanonethirdofthe

schoolsaresituatedinthesetwostates.Therearetotal14stateshavingmore

than100schoolsofferingvocationalcoursesandconstitutesthe90.6%ofthe

schoolsofferingPre-vocationalcourses.TheState-wisedistributionofnumberof

schoolsin14statesisasunder:

Ü FiveStatesnamelyBihar,HimachalPradesh,JammuandKashmir,Orissa

andPunjabarehavingbetween50andlessthan100schoolsofferingPre-

vocationalcourses.Theremaining16State/UTsarehavinglessthan50

schoolsofferingPre-vocationalcourses.

VocationalEducationatHigherSecondaryStage

! Atotalof2,812HigherSecondarySchools/DegreeCollegeshavingClassXIand

XIIareofferingvocationalcoursesathighersecondarystage.Outof the total

63

2

54

3

41

4

26

2 36

5

25

0

16

2

11

2 17

1

12

4

88 10

9

85

71

44

5

29

3

23

0

22

9

80

74 88 1

21

42 49 61

16 37 40

10

77

83

6

64

4

49

1

44

5

32

4

25

0

23

3

21

3

17

3

14

9

12

5

12

2

11

10

200

400

600

800

1000

1200

Mah

aras

htr

a

Kar

nat

aka

An

dh

ra P

rad

esh

Utt

ar P

rad

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asth

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a

Pre-vocational Courses Offered by Schools in States

(States > 100 Schools)

Rural

Urban

Total

schools,1,431(50.9%)ofschoolsareGovernmentmanagedfollowedby1,156

(41.1%)privateaidedand225(8.0%)privateunaided.

! Outof the totalschools,1,417(50.4%)are fromruralareaandwithin these

school48.98%aregovernmentschools,43.9%privateaidedare7.12%private

unaided. 49.61%ofschoolsareinurbanareaoutofwhich52.83%schoolare

governmentmanagedwhichishigherthantheschoolsinthesamecategoryin

rural area, 38.28% are private aided schools and 8.88% schools are private

unaided.

! ThestateofTamilNaduhasthemaximumnumberofhighersecondary/Degree

college's,which is 33.04%of the total schools offering vocational courses at

highersecondarystageinthecountry.Onlysevenstatesarehavingmorethan

100highersecondary/degreecollegesofferingvocationalcollegesatsecondary

stage. These seven states cover about 85%of thehigher secondary schools/

Degreecolleges.

Number of Higher Secondary Schools/Degree Colleges offering Vocational

CoursesathighersecondaryStage

! Therearesixbroadvocationalareai.e.BusinessandCommerce,Engineeringand

Technology,Agriculture,HealthandParamedical,HomeScienceandHumanities

are covered in this survey. Overall Engineering and Technology vocational

coursesareofferedbythemaximumnumberofschools(1,228)followedbythe,

Businessandcommerce,Agriculture,HomeScience,Healthandparamedicaland

Humanitiesandotherandthereareschoolsofferinguptothreedifferentcourses

inthesevocationalareas.Asimilarpatternisalsofollowedinruralarea,however

inurbanareacoursesunder'Businessandcommerce'vocationalareaareoffered

bymaximumnumberofschools.

! Thereareschoolsofferingmore thanonecourses invocationalareas.Except

EngineeringandTechnologyandAgriculturevocationalareas,girlsareenrolled

morethantheboysinallotherareasi.e.,BusinessandCommerce,Healthand

Paramedical,HomeScienceandHumanitiesandothersatClassXIIlevel.

! Atotalof8,533fulltimeand4,686parttimeteachers'postsaresanctionedforall

vocationalareasandthetimeofsurveyitisfoundthat78.5%fulltimeteachers

areinpositionandhence21.5%fulltimepositionsarelyingvacant.Incaseofpart

timeteachers,21.08%ofthepostsarelyingvacant.

! In the vocational area 'Business and commerce' themost favoured course is

'Accountancy and Auditing/Accountancy and Taxation' followed by 'Office

Management/Office Management and Secretarial Practice' and 'Office

Secretaryship/Stenography/ Secretarial Practice/Steno Typing'. In the

vocational area of Engineering and technology, it is course 'Computer

Technique/ComputerScienceandEngineering/Computer'andin'Agriculture'it

is'CropProduction/CropScience',intheareaofHealthandParamedicalcourse

'MedicalLaboratoryTechnician'ismostfavoured.

64::ESD,NCERTth


Voca

tionalEduca

tioninSch

ools

Annexure:


AnnexuresAnnexures

66::ESD,NCERTth


Theconceptsanddefinitionsofsomeimportanttermstobeusedinthe8thAISESare

givenbelow:

UrbanArea

AllareaswhichwereidentifiedasurbanatthetimeoftheCensus2001orsubsequently

notifiedtobesoaretobetreatedasurban.

RuralArea

Areasthatarenoturbanshallbetreatedasrural.

CommunityDevelopmentBlock(C.D.Block)

C.D. Block connotes the Block under the community project administration. In this

surveytheC.D.Block(noteducational)isthelowestadministrativeandplanningunitfor

organisation of fieldwork and tabulation of data. In states where the scheme of

Community Development Blocks is not in vogue, Tahsil/Taluka/Mandal or their

equivalentwillbetheunitforthepurposeofthissurvey.

Village

Villagereferstorevenuevillage,whichhasdefinitesurveyedboundaries.Therevenue

villagemaycompriseseveralhamletsbuttheentirevillagewillbetreatedasoneunitfor

presentationofdata.Intheunsurveyedareaslikesettlementswithintheforestareas,

each habitation area with locally recognised boundaries within each forest range

officers'areawillbetreatedasaseparatevillage.Avillagewithnopopulationistobe

termedasBechiragordesertedoruninhabited.

RuralHabitation

(a) Ahabitationisadistinctclusterofhousesexistinginacompactandcontiguous

manner;withalocalname;anditspopulationshouldnotbelessthan25inplain

areasandnotlessthan10inhilly/desert/sparselypopulatedareas.Incasethere

existsmorethanonesuchclusterofhousesinavillage,theywillnotbetreatedas

separate habitations unless the convenient walking distance between them is

morethan200metres.

(b) Anyhabitationwithpopulationlessthan25inplainareasorwithpopulationless

thanl0inhilly/desert/sparselypopulatedareasmaynotbegivenaseparatestatus

ofahabitationanditspopulationbeincludedinthenearesthabitationofthesame

village.Butthisconditionwillnotapplytoavillagewithonehabitationonly.

(c) A village may have one or more than one habitation, except when it is a

deserted/Bechiragvillage.

DistanceofaSchoolfromRuralHabitation

The distance between a habitation and a school is the convenientwalking distance

betweenthecentralpointofthehabitationandtheschool.

Annexure:ConceptandDefinitions


RecognisedSchool

Arecognisedschoolisthatinwhichthecourse(s)ofstudyfollowedis/areprescribedor

recognisedbytheGovernment(Central/State)oraUniversityoraBoardconstitutedby

laworbyanyotheragencyauthorisedinthisbehalfbytheCentralorStateGovernment

and which satisfies one or more of the authorities e.g., Directorate of Education,

MunicipalCorporation/Committees,Board,etc.,withregardtoitsstandardofefficiency.

Itrunsregularclassesandsendscandidatesforpublicexamination,ifany.

UnrecognisedSchool

Unrecognisedschoolisthatwhichisnotrecognisedbutrunningclassesonthepatternof

recognisedschool.Thisdoesnotincludecoachingcentres.

ManagementofSchools

Theauthority,whichrunsaschool,determinesitstypeofmanagement.Forthepurpose

ofthesurveythefollowingmanagementshavebeenconsidered.

(a) Government:AGovernmentSchoolisthatwhichisrunbytheStateGovernment

or Central Government or Public Sector Undertaking or an Autonomous

OrganisationcompletelyfinancedbytheGovernment.

(b) LocalBody:ALocalBodySchoolisthatwhichisrunbyPanchayatiRajorlocal

body institutions such as Zilla Parishad, Municipal Corporation, Municipal

Committee,NotifiedAreaCommitteeandCantonmentBoard.

(c) PrivateAided:APrivateAidedSchoolisthatwhichisrunbyanindividualora

privateorganisationandreceivesgrantfromgovernmentorlocalbody.

(d) Private Unaided : A Private Unaided School is that which is managed by an

individualoraprivateorganisationanddoesnotreceiveanygranteitherfrom

governmentorlocalbody.

TypeofSchools

(a) Boys'School:Boys'schoolisthatinwhichboysareadmittedtoallclassesand

admissionofgirlsisrestrictedtosomespecificclasses.

(b) Girls'School:Girls'schoolisthatinwhichgirlsareadmittedtoallclassesand

admissionofboysisrestrictedtosomespecificclasses.

(c) Co-educationalSchool:Co-educationalschoolisthatinwhichbothboysandgirls

areadmittedtoallclassesintheschool.

SchoolStage

Combinationofclasses fordifferentschoolstagesdiffers fromstatetostate.Various

combinations of classes of the school system constitute primary, upper primary,

secondaryandhighersecondarystages.

Generally, inmostof the statesClasses I-IV/I-V constituteprimary stage;ClassesV-

VII/VI-VII/VI-VIII constitute upper primary stage; Classes VIII-X/IX-X constitute

secondarystage;andClassesXI-XIIashighersecondarystage.

Annexure:Concepta

ndDefin

itions

68::ESD,NCERTth


SomeoftheStatesandUnionTerritorieshaveprovisionforjuniorcolleges,independent

Pre-University Classes (PUC), intermediate colleges and degree colleges having the

highersecondaryclasses.Inthissurvey,theseclasses/collegeswillbeconsideredalong

withthehighersecondarystage.

SchoolCategory

Schoolcategorywillbedeterminedasperstatepatternonthebasisofthehighestclassin

aschool.Forexample,inastatewhereClassesI-V,VI-VIII,IX-XandXI-XIIformprimary,

upperprimary,secondaryandhighersecondarystagesrespectivelythecategoryofthe

schoolwillbedecidedasfollows:

(a) AschoolhavingclassesuptoVwillbetermedasPrimaryschool.

(b) AschoolhavinghighestclasseitherVI,VIIorVIIIwillbetermedasUpperprimary

school.

(c) AschoolhavinghighestclasseitherIXorXwillbetermedasSecondaryschool.

(d) AschoolhavinghighestclasseitherXIorXIIwillbetermedasHigherSecondary

school.

Section

Allstudentsofaclassaredividedintogroupsfortheconvenienceofteaching.Eachgroup

iscalledaSection.AclassmayhaveoneormorethanoneSection.Ifthereismorethan

oneSection ina class theyare labelledasSectionA,SectionB,SectionCandsoon.

Example:Ifthereare110studentsinclassVI,theymaybeplacedintothreegroupsof40,

40and30.ThesegroupsmaybelabelledasSectionVI-A,SectionVI-BandasSectionVI-C.

MotherTongue

Mothertongue(s)arethelanguagesofthehome,street,neighbourhood,peergroup,and

kinshipnetworks.

MediumofInstruction

Mediumofinstructionisthelanguagethroughwhichsubjectsotherthanlanguagesare

taught.

SchoolBuilding

(a) PuccaBuilding:Aschoolbuildingistobetreatedaspuccaifithasitswallsand

roofmadeofthefollowingmaterials.

(b) WallMaterial:Burntbricks,stones(dulypackedwithlimeorcement),cement

concreteor timber,plywood,bamboo,artificialwoodofsyntheticmaterialand

PVC.

(c) RoofMaterial:Tiles,G.I./metal/asbestossheets,concrete,bricks,stones,timber,

bamboo,plywood,artificialwoodofsyntheticmaterialandPVC.

(d) PartlyPuccaBuilding:Aschoolbuildingistobetreatedaspartlypuccaifithasits

wallsmadeoftheabovementionedmaterialbutroofismadeofthematerialsother

thanthosementionedabovesuchasbamboos,grass,thatch,etc.



(e) KuchchaBuilding:Schoolbuilding,thewallsand/orroofofwhicharemadeof

materialsother than thosementionedabovesuchasunburntbricks,bamboos,

mud, grass, reeds, thatch, loosely packed stones is to be treated as kuchcha

building.

Repeaters

Repeatersarethosepupilswhowerestudyinginthesameclassduringthepreviousyear.

AlternativeSchools(AS)

Schoolssetupinunservedhabitations(withnoschoolingfacilitieswithinonekm)under

theEducationGuaranteeScheme(EGS)componentoftheEGS&AIEschemetoprovide

educationtooutofschoolchildrenaretermedasAlternativeSchools.EGSschoolsinthe

StatesofMadhyaPradesh,Orissa,UttarPradesh;Maavadi inAndhraPradesh;Multi-

gradelearningcentersinKerala;ShishuShikshaKaramsuchiKendrasinWestBengal;

ContractschoolsinMaharashtra;RajivGandhiSwarnaJayantiPathshalasinRajasthan

aresomeoftheexamplesofAlternativeSchools.

AlternativeandInnovativeEducation(AlE)Centres

The centres set up for very specific, difficult groups of out of school children for

mainstreamingorotherwise,under theAlEcomponentof theEGS&AIEscheme,are

termedasAlternativeandInnovativeEducationCenters.SomeoftheexamplesofAlE

Centresareseasonalhostelsformigratingchildren,condensedbridgecourses/backto

schoolcampsformainstreamingoutofschoolchildrenandtoachievecompetencies

appropriatefortheirageinashortperiod,residentialcamps/drop-incentresforstreet

andslumchildren.

EducationVolunteers

The persons appointed for teaching in Alternative Schools/ AlE Centres on a fixed

remunerationarecalledEducationVolunteers(EVs).

Pre-primaryEducationFacility

Pre-primaryeducationfacilitycoversBalwadi/Anganwadi,Nurseries,Kindergartenand

othersuchPre-primaryclassesattachedtoschools.

Para-teachers

Para-teachers are those teachers who have been appointed in primary and upper

primaryschoolseitheroncontractand/orontermsandconditionsdifferentfromthe

regularteachercadre.AfewexamplesofaParaTeachersareVidyaVolunteersinAndhra

Pradesh,NagarShikshak/PanchayatShikshak/PrakhandShikshakinBihar,Rehbar-E-

Taleem/Contract teacher/Third Teacher/Substitute to Zonal Resource Persons in

Jammu and Kashmir, Samvida Shikshak in Madhya Pradesh, Shiksha Sevak in

Maharashtra,ShikshaSahayakinOdisha,ShikshaSahayogiinRajasthan,ShikshaMitrain

UttarPradeshandUttarakhand,ShikshaKarmiinChhattisgarh,AdditionalPara-teacher,

LadyPara-teacher,Para-physicalteacherinJharkhand,etc.

Annexure:Concepta

ndDefin

itions

70::ESD,NCERTth


SpecialEducators

Teachers having Certificate/Diploma/Degree in special education recognised by

RehabilitationCouncilofIndia.

Disability

Disabilitymaybedefinedasanyrestrictionorlackofabilitiestoperformanactivityin

themannerorwithintherangeconsiderednormalforahumanbeing.Personshaving

any of the disabilities, namely; visual, intellectual, communication (hearing and/or

speech)andlocomotors,consideredphysicallydisabled.

(a) Visual Impairment : A person having no light perception, or having light

perceptionbutnotabletocountthefingersofahandcorrectly(usingtheglassesif

ordinarilyused)fromadistanceof3metresingooddaylightwithbotheyesopen.

(b) HearingImpairment:Aperson,whocannothearatall,orcouldhearonlyloud

sounds,orcanhearonlyshoutedwords,orcanhearonlywhenthespeaker is

sittinginthefront,orusuallyaskingtorepeatthewordsspokenorwouldliketosee

thefaceofthespeaker.

(c) Orthopaedic (Locomotor) Disability : Loss or lack of normal ability of an

individualtomovehimself/herselfand/orobjectsfromoneplacetoanother.

(d) Intellectual Impairment (Mental Retardation) : A condition of arrested or

incompletedevelopmentofmindofapersonwhichisspeciallycharacterisedby

sub-normalityofintelligence.

(e) MultipleImpairment:Childrenwithmorethanonedisabilitywillbeclassified

underMultipleImpairmentcategories.



*Personswhohaveworkedintheprojectformorethan3monthsareincludedintheabovelist.

Survey Associate

Shri Manish Kumar Singh

(03/11/2009 - 08/03/2010)

Ms Sonam Maheshwari

(04/06/2010 - 28/09/2010)

Ms Rajesh Kumari

(03/12/2010 - 14/06/2011)

Ms Loveneet Kumar

( 25/07/2011 - 01/09/2011)

Ms Inka Goel

(16/08/2011 - 31/03/2012)

Shri Dharmendra Kumar

(01/12/2009 - 15/07/2011)

Shri Hariom Kumar

(07/06/2010 - 19/07/2011)

Shri Raj Kumar

(01/10/2010 - 23/04/2012)

Ms Ritu

(12/08/2011 - 30/04/2012)

Shri Pradeep Kumar Vishwakarma

(19/07/2011 - 30/11/2011)

Computer System Analyst

Shri Ankit Gupta

(06/11/2009 - 02/11/2012)

Shri Shiv Pratap

(06/11/2009 -31/03/2011)

Ms Sonali Sharma

(06/11/2009 - 26/05/2011)

Shri Hemant Kumar

(03/11/2009 - 14/07/2010)

Shri Sachin Kumar

(26/07/2011 - 05/09/2013)

Shri Mohan Chandra Mishra

(04/06/2010 - 17/01/2011)

Shri Chanchal

(18/10/2010 - 18/11/2010)

Shri Sunil Vijayan

(19/02/2011 - 08/03/2013)

Ms Charu Vaid

(26/12/2011 - 30/09/2013)

Ms Prerna Waila

(26/12/2011 - 30/09/2013)

Account Assistant

Shri Jai Prakash

(17/11/2009 - 31/03/2010)

Ms Preeti Piplani

(09/10/2009 - 05/10/2010)

Ms Anupa Jyanti Toppo

(08/12/2010 - 10/10/2011)

Ms Madhu Thakur

(29/02/2012 - 20/06/2013)

Steno-cum-Computer Operator

Ms Sarita

(03/06/2010 - 28/02/2011)

Shri V.V. Subba Rao

(03/06/2010 - 31/04/2012)

Annexure:Pro

jectS

taff

72::ESD,NCERTth


Survey year Rural Urban Total

3rd Survey (1973) 5,16,876 72,155 5,89,031 4th Survey (1978) 5,56,873 77,271 6,34,144 5th Survey (1986) 6,34,908 1,00,863 7,35,771 6th Survey (1993) 6,96,297 1,26,189 8,22,486 7th Survey (2002) 8,53,184 1,77,812 10,30,996 8th Survey (2009) 10,94,510 2,05,392 12,99,902

Growth in Schools

Male Female Total

3rd Survey (1973) 1965.59 659.82 2625.41

4th Survey (1978) 2149.30 791.04 2940.34

5th Survey (1986) 2550.26 1094.42 3644.68

6th Survey (1993) 2786.30 1411.26 4197.56

7th Survey (2002) 3330.29 2199.98 5530.27*8th Survey (2009) 4067.80 2890.50 6958.28

* Include Para and Part Time Teachers

(Figures in Thousand)Survey year

Teachers in Schools

Survey year Classes I-V Classes VI-VIII

3rd Survey (1973) 80 33

4th Survey (1978) 82 38

5th Survey (1986) 92 48

6th Survey (1993) 82 54

7th Survey (2002) 93 58

8th Survey (2009) 95 71

Gross Enrolment Ratio (GER)

Rural Urban Total

3rd Survey (1973) 592.33 236.87 829.19

4th Survey (1978) 670.72 283.61 954.33

5th Survey (1986) 913.28 368.87 1282.15

6th Survey (1993) 1044.52 473.33 1517.85

7th Survey (2002) 1408.01 622.86 2030.88

8th Survey (2009) 1578.74 617.10 2195.85

(Figures in Thousand)Survey year

Area-wise Enrolment

Annexure:GrowthinSch

oolEduca

tion

th 1. 8 AISES:AConciseReport

2. SchoolingFacilitiesinRuralAreas

3. Schools,PhysicalandAncillaryFacilities

4. MediaOfInstructionAndLanguagesTaught

5. TeachersandTheirQualifications

6. SomeImportantEducationalIndicators

7. SchoolingFacilitiesforChildrenwithDisabilities

8. Pre-PrimaryEducationandAlternativeSchooling

9. EnrolmentinSchools

10. IncentiveSchemes

11. SpecificFacilitiesInSecondaryandHigherSecondarySchools

12. VocationalEducationinSchools

13. SchoolingFacilitiesinRuralAreas:AThematicReport

thListof8 AISESReports

Visit us at : www.ncert.nic.in; www.aises.nic.in

This All India School Education Survey (AISES) is Eighth in the series of Surveys. The Eighth AISES data with its comprehensive coverage of school-level indicators would be useful for monitoring the implementation of SSA/RMSA and various other schemes. It will provide useful inputs for researchers and general public on the status of school education, progress made over the period

and spatial distribution of educational provisions.

“

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