Primary education system in india

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1. Primary Education System in India PRESENTED BY – NISHANT KUMAR III YEAR Integrated M.SC. ECONOMICS I120412

2. Introduction Education is a critical input in human resource development. Primary Education is not simply as a matter of economic growth but more to foster social justice, social well-being and social stability. A high literacy rate, especially in the case of women, correlates with low birth rate, low IMR and increase in the rate of life expectancy.

3. Objective of Study Analysing the problem of children in not attending school thereby making it difficult to achieve one of the important Millennium Development Goals unless costs are further subsidized.

4. New Scheme District Primary Education Programme Sarva Shiksha Abhiyan Rashtriya Madhyamik Shiksha Abhiyan Mid-Day Meals Scholarship to Students Strengthening of Teachers Training Institutions Mahila Samakhya

5. Current status India, with more than a billion residents, has the second largest education system in the world. ( Ruzzi and muralidharan , 2005) According to the NSSO data for 2004–05, the number of out-of-school children in the age group 6–14 years was over 3 crores. According to NSSO data from the 66th round survey on employment and Unemployment, in 2009–10, 2.2 crores children in the age group 6–14 years were not attending school. 26 per cent of pupils enrolled in primary school drop out before Grade 5.

6. Dreze and Kingdon (1999) Dreze and Kingdon (1999) provide a theoretical model of schooling decisions in the cost-benefit framework. the natural criterion for enrolling the child is:

7. Duraisamy (2002) After the analysing the National Council of Applied Economic Research (NCAER) data , he concluded that the child enrolment decision is dependent on parental education, family income, and availability of schools within the village.

8. CHANDRASEKHAR,MUKHOPADHYAY (2006) Even after making the primary education completely free India will not be able to increase the attendance rates to 100 per cent. There are other direct and indirect costs that can determine children from going to school. After controlling for the opportunity cost of going to school ,it is found that the direct costs of education adversely affect the probability of children going to school, more so for children from poorer households.

9. Sengupta and pal (2008) They visualized education as a multidimensional entity. They identified three basic aspects of education: Poverty in the education system Social indicator Policy indicator

10. P. Geetha Rani (2005) She examined the problems of achieving Primary Education in the educationally backward states – by focusing on Bihar, Rajasthan, Madhya Pradesh and Assam. Bihar-Very low expenditure on education and 99 per cent spent on salaries. Rajasthan- Reasons for non enrolment and drop-outs are found both among children engaged in non-economic activity and economic activities. Madhya Pradesh- decentralized governance in improving the enrolment , But the physical facilities are low in government schools. Assam- Financial constraint is the major reason for drop outs. (PROBE 1999) EGS, so successful in Madhya Pradesh and Rajasthan can be solution in the short run but cannot continue for long run.

11. Vikas Rawal (2011) He summarise official statistics on schooling infrastructure and on children’s participation in elementary schooling in rural India. About 22 per cent of rural primary schools in Bihar and Jharkhand had no classrooms at all. More than 20 per cent of rural elementary schools in Assam, Arunachal Pradesh, Andhra Pradesh, and Meghalaya had only one classroom . About 50 per cent school did not have separate toilets for girls. About 14 per cent of all primary schools in rural India had only one teacher.

12. TOI (13 Aug 2014) According to the HRD ministry report, in Tamil Nadu, 1,442 girls' and 4,278 boys' schools do not have toilets.  In several region, girls find it difficult to use toilets due to lack of sanitation facilities and tend to develop infections. The teachers apparently fear that the absence of the toilet facilities may bring down enrolment. 

13. Conclusion One of the reasons for the high drop-out rate in India is “fictitious enrolment” of children in primary schools (Jayachandran 2007, Venkatanarayana 2009). Employment opportunities available to the children and the wages paid to children are important determinants of schooling decisions. ( Chandrashekahar , Mukhopadhyay , 2006) Primary education in India started showing good sign in increases in GER ,infrastructure but on the other hand the overall quality of primary education has not improved. It is too difficult to achieve Universal Primary Education goal.

14. References Atanu Sengupta & Naibedya Prasun Pal(2010), “ Primary Education In India : Delivery and outcome-A District level analysis based on DISE data”. Vikas Rawal(2011), “ Statistics on Elementary School Education in Rural India”. S Chandrasekhar, A Mukhopadhyay (2006), “ Primary Education as a Fundamental Right Cost Implications”. P. Geetha Rani(2005), “ Elementary Education: Rising Expenditure, Poor Quality” Elementary Education, IX Five year Plan 2002-07 S Chandrasekhar, A Mukhopadhyay (2006), “Does Cost of Primary Education Matter: Evidence from Rural India”