Country Presentation: INDIA

Transcription

1 /5/25 Education for All: Achievements, Challenges and Priorities of Action Country Presentation: INDIA Progress towards EFA Goals Since 2, India has made significant progress towards all the EFA goals, particularly in regard to Goal 2 on universal primary education, and Goal 5 on gender equality (especially in terms of gender party in enrolment rate in primary, upper primary and secondary education). Goal : Enrolment in pre primary education increased almost threefold between 999 and Enrolment in pre primary education (in million) Year Enrolment in pre primary education in 2 was estimated at 2.9 million (Source: UIS database; GMR 25) Goal 2: 2.2 million more children (3. million more boys and 28.8 million more girls) were enrolled in elementary education in 23 than in Enrolment in Elementary Education (Grades I VIII) (in million) Enrolment of girls increased by 2.8% (compared to 5% for boys), indicating that gender parity in enrolment in elementary education has improved since

2 /5/25 Goal 2: Increased enrolment in elementary education can be attributed to progress in terms of habitations with schooling facilities within specified distance norm Rural habitations with Primary Schools within Km. (%) Rural habitations with Upper Primary School within 3 kms. (%) Goal 2: There were more than 63,7 schools imparting primary/upper primary/elementary education in 23- than in 2-,6,,,,2,,,, 6,, 2, Source: U DISE Number of schools imparting primary, upper primary, and elementary education (Source: U DISE) 638,738 8,96 26, ,796 85,7 Primary Upper Primary Elementary 2 23,8,72 Goal 2: Near universal enrolment in primary education 95 Primary Education Adjusted Net Enrolment Rate (ANER) (%) Primary education Adjusted Net Enrolment Ratio improved significantly, rising 3 percentage points from 999 to 22. (Source: UIS database; GMR 25) Goal 2: Transition rate from primary to upper primary education Transition Rate (from primary to upper primary stage) (%) (Source: UDISE) Year

3 /5/25 Goal 2: Enrolment rates in upper primary education GER in Upper Primary (grades V VIII) Education (%) (Source: UDISE) Goal 2: Substantial reduction in the number of out of school children of primary school age (Decreased by 9.7% between 999 and 22 (Source: GMR 25) Out of school children of primary school age (6 years), 999 and The number of out of school children in 2 5 is estimated at.6 million. Goal 2: Reduction in out-of-school children (6-3 years) Out of school children in the age group 6 3 years All categories Total girls SC ST Source: IMRB survey Goal 2: Annual drop out rates Annual average drop out rates at primary level (Source: U DISE) Year Over All Girls Boys 3

4 /5/25 Goal 3: Around 32 million more children (.6 million more boys and 7. million more girls) were in secondary/senior secondary schools in 23 than in Enrolment in secondary/senior secondary education Enrolment of girls increased by almost threefold compared to almost twofold increase for boys, indicating that gender parity in enrolment in secondary education has improved since Goal 3: Participation in secondary education Gross Enrolment Ratio in secondary education (Classes IX X) (Age 5 years) Goal 3: Enrolment rates in higher secondary education 3.8 Gross Enrolment Ratio in higher secondary education (Classes XI XII) (Age 6 7 years) (Source: U DISE) Youth literacy rate Youth literacy rate (Age 5 2) (2 & 2 (Source: Census of India, 2 & 2) Male Female Persons 2 2

5 /5/25 Rural-urban disparities in youth literacy rates Goal : Adult literacy rate 95 Youth literacy rate (age 5 2) by rural/urban area (2) (Source: Census of India, 2) Adult literacy rate (age 5 years and more) (2 & 2) (Source: Census 2 & 2) Total Rural Urban Persons Males Females 35 Male Female Persons Goal : Rural-urban disparities in adult literacy rates Adult Literacy Rate (Age 5 Years and Above) by rural/urban area(%) Rural Urban Rural Urban Source: Census of India, Male Female.2 Goal 5: Impressive progress towards gender equality Gender Parity Index (GPI) for GER in primary, upper primary and elementary education Primary Upper primary Elementary Gender parity in GER achieved at the primary, upper primary and elementary stages of education.8. 5

6 /5/25 Goal 5: Substantial progress towards gender parity in GER at secondary level Goal 6: National Learning Assessments Gender Parity Index (GPI) for GER in secondary education (Classes IX X) (Age 5 years) GPI (All) GPI (SC) GPI (ST) Gender parity in GER achieved at the secondary level, including for disadvantage population groups such as scheduled castes and scheduled tribes.2.7 The Central and State Governments are paying increased attention to improving student learning outcomes in recent years. National learning achievement surveys are conducted periodically to obtain an overall picture of the extent to which: students attain expected learning outcomes at different stages of school education; monitor improvement in children s learning and assess system performance; and help design and implement education policies and practices to enhance quality of education and improve student learning outcomes. National Learning Assessments Country Description of assessment Organisation/i nstitution responsible for assessment Target group Curricular areas assessed Year(s) Goal 6: National Learning Achievement Surveys (NAS) India National Achievement Survey National Council of Educational Research and Training Grade 3 Grade 5 Grade 8 Grade Language, 2, 27, Mathematics 23 Language, 22, 26, Mathematics, 2 Environmental Studies Language, 23, 28, Mathematics, 22 Science, Social Science Language, 25 Mathematics, Science, Social Science The findings of the National Learning Achievement Surveys (NAS) suggest that learning achievement of a significant proportion of students at the primary and upper primary education does not measure up to the expected levels. 6

7 /5/ Goal 6: Trained teachers age of trained regular teachers at elementary level of education, All Schools Govt. Schools Funding for education sector programmes Public Expenditure on Education as percentage of GDP (%) Unfinished EFA agenda Though substantial progress has been made, significant challenges remain in the case of EFA Goal on Early Childhood Care and Education (ECCE), youth and adult skills (EFA Goal 3), adult literacy (EFA Goal ) and quality of education (EFA Goal 6). Post 25 education development agenda: Priority areas of action The EFA agenda thus remains unfinished in the country. There is a need to accelerate progress towards all the EFA goals as an integral part of the post 25 education development agenda. 7

8 /5/25 Post 25 priority areas of action: Overall priority Ensuring equitable and inclusive access to quality education for all children, youth and adults at all levels of education, from early childhood care and education to tertiary education. Post 25 priority areas of action Integrated multi sector initiatives, including access to heath care, balanced nutrition and pre school education, for promoting universal access to quality EECE services; Addressing the residual access and equity gaps in primary and secondary education with a view to reducing and eventually eliminating gender and social category gaps and inequalities in access to education and in teaching learning processes and learning outcomes; Ensuring upward transition/mobility of students from primary to secondary and from secondary to tertiary levels of education, including through alternative learning systems such as open and distance learning modes, use of MOOC etc; Post 25 priority areas of action Expanding skill development opportunities, including technical and vocational education and training, within the framework of National Skills Qualification Framework, to respond to changing job profiles and labour market needs. Fostering quality education with focus on achievement by students of relevant learning outcomes and improved teacher quality and performance. Promoting effective use of ICTs for improving access to secondary and tertiary education, enhancing the quality of teaching learning process, training of teachers, and for strengthening educational planning and management. Post 25 priority areas of action Building a life long learning and literacy support system. Institutionalising a responsive, decentralised and accountable systems of educational governance and management and professionalising institutional leadership. Strengthening monitoring of educational goals/targets, including periodic assessment of progress in learning outcomes. Well targeted financing of education in order to ensure that 2 percent of total government expenditure and 6% of GDP is allocated for education sector. 8

9 /5/25 The strategic framework for development of education Expansionto ensure educational access to hither tounreached and other disadvantaged population groups; Equity/Inclusion: Area and group specific strategies for reducing and eventually eliminating gender and social category gaps and inequalities in access to education, teaching learning process and learning outcomes; Excellence: Promoting excellence in education by fostering quality education through improvement of learning contents, learning environment, teaching learning process, learning assessment procedures etc.; The strategic framework for development of education Employability: Enhancing employability of adolescents and youth through curriculum reform and collaboration and partnership with industry for designing skill development, including TVET programmes, designed to promote acquisition by students of technical and vocational skills; Governance and management: Improving governance and management of education system to ensure accountability and efficiency; Financing of education: Ensuring adequate investment in education and ensuring equity and inclusiveness in education expenditure; Adopting innovative approaches to mobilising domestic resources. 9