Eighth
All India School Education Survey
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Educational Survey Division
8
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AISES
8
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AISES
Eighth
All India School Education Survey
(Ason30September,2009)
ACONCISEREPORT
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Educational Survey Division
ISBN 978-93-5007-764-1
First Edition
January 2016 Pausa1937
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PD 6H MJ
© National Council of Educational
Research and Training, 2016
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Cover
Rituraj Sharma
Foreword
th
ThehighlightsoftheEighthAllIndiaSchoolEducationSurvey(8 AlSES)present
salient features of the report with the reference date of 30 September 2009.
th
th
Comparedtothedataoftheprevioussurveyssuchas6 and7 ,whichwerewith
referencedateof30September,1993and2002respectively,the8thSurveydata
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
inJanuary2013underthetitle,‘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
MinistryofHumanResourceDevelopmentforprovidingadministrativeandfinancial
th
supporttothe8 Survey.
Weearnestlyhopethatthepublicationofthisreportwillbepositivelyreceivedinthe
communityofeducationalresearchers,administratorsandplanners.Wewillbegrateful
forresponsesandsuggestions.ThesewillenableustoimprovetheensuingEducational
Surveystobeinitiatedshortly.Itisanestablishedfactofeducationalplanningthatthe
qualityofdatainfluenceeveryaspectofpolicyanddesignofinstitutionalreforms.The
NCERTstandscommittedforprovidingareliablepictureoftheschooleducationsystem
sothatIndia'sattemptstoreformthesystemcansucceed.
NewDelhi
December,2015
H.K.Senapaty
Director
NationalCouncilofEducational
ResearchandTraining
iv
Preface
th
The Eighth All India School Education Survey (8 AISES) was initiated by 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
the Ministry of Human Resource Development, the data entry work had been
giventotheMISunitofSSAintheStates/UTs.
ManyStates/UTshavegivenhighprioritytothissurveyworkandinitiatedsteps
forcollectionofdataaspertimeschedule.However,fewStatesundertookthe
survey activities much 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 express my 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.Iamsurethatthe
th
outcome of 8 AISES will provide the much needed exhaustive data to planners,
academicians,administratorsandresearchersengagedinthepursuitsofadvancement
ineducationforthebenefitofourchildren.
NewDelhi
December,2015
Y.Sreekanth
ProfessorandHead
EducationalSurveyDivision
vi
SteeringCommittee
Chairperson
Secretary,D/oSchoolEducationandLiteracy,MHRD,NewDelhi-110001
Members
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.
MemberConvener
Head,EducationalSurveyDivision
(ErstwhileDepartmentofEducationalSurveyandDataProcessing)
NationalCouncilofEducationalResearchandTraining,NewDelhi.
NationalLevelTeam
National
Coordinator(s)
:
Prof.D.K.Vaid
ProfessorandHead(erstwhileDESDP)
till30.04.2012
Prof.SridharSrivastava
ProfessorandHead(ESD)
(since01.05.2012to18.05.2015)
Prof.Y.Sreekanth
ProfessorandHead(ESD)
(since19.05.2015)
RegionalFaculty
Coordinator(s)
:
Prof.SridharSrivastava
(SouthernStates/UTs)
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.
Members
JointSecretary
SchoolEducation,MHRD
ShashtriBhawan,
NewDelhi-110001.
ShriS.Chakraborti
Dy.DirectorGeneral,
SocialStatisticsDivision,CSO,
R.K.Puram,NewDelhi-110066.
TheDirectorofSchoolEducation
th
(DirectorofSurvey-8 AISES),
DirectorateofSchoolEducation,
GovernmentofManipur,
Imphal-795001.
ShriMadhubhaiPatel
DirectorofSurvey-8thAISES
DirectorofLiteracyand
ContinuingEducation,
GandhiNagar,(Gujarat).
ShriV.P.Goel
Dy.DirectorGeneral,
DepartmentofHigherEducation,
MHRD,ShastriBhawan,
NewDelhi-110001
DrGautamBose
Dy.DirectorGeneral,
NationalInformaticsCenter(NIC),
NewDelhi-110003.
DrAmarjitSingh
JointSecretary,(EE-I)
DepartmentofElementaryEducation,
MHRD,ShastriBhawan,
NewDelhi-110001.
ShriAnshulAggarwal
SeniorTechnicalDirector,
NationalInformaticsCenter(NIC),
NewDelhi-110003.
ShriB.Purushartha,IAS
th
(DirectorofSurvey-8 AISES)
DirectorGeneralofSchoolEducation,
Govt.ofPunjab,
Chandigarh-160034.
ShriManojSingh,IAS
Commissioner
NavodayaVidyalayaSamiti,
A-28,KailashColony,
NewDelhi-110048.
ShriK.P.Hanumantarayappa
DirectorofSurvey-8thAISES
DirectorofSec.Education,
O/otheCommissionerof
PublicInstruction,
Bangalore-560001.
ShriAvinashDikshit
Commissioner
KendriyaVidyalayaSangathan,
18,InstitutionalArea,
ShaheedJeetSinghMarg,
NewDelhi-110016
Prof.SabekTripathy
th
DirectorofSurvey-8 AISES
Director,TEandSCERT,
Bhubaneswar-751001,(Odisha).
Dr.CChandramohan,
Prof.A.B.L.Srivastava
ChiefConsultant,RESU
10-B,I.P.Estate,
NewDelhi-110002.
Adviser(SchoolEducation,
YouthAffairsandSports),
NITIAayog(formallyPlanning
DrSantoshMehrotra
DirectorGeneral
InstituteofAppliedManpowerResearch
A-7,NarelaInstitutionalArea,
Delhi-110040.
Commission),
NewDelhi-110001
Prof.RGovinda
ViceChancellor
NationalUniversityofEducational
Prof.PadmaValeskar
CentreforStudiesin
SociologyofEducation
TataInstituteofSocialScience,
Mumbai–400088.
PlanningandAdministration,
7-B,SriAuribindoMarg,
NewDelhi-110016.
ShriJ.Dash
Prof.M.S.Yadav
C-3,/3038VasantKunj
NewDelhi-110070.
DirectorGeneral,
NationalSampleSurveyOffice,
M/oStatisticsandProgramme
Prof.SatishDeshpande
Dept.ofSociology,
NorthCampus,DelhiUniversity,
Delhi-110007.
Implementation
NewDelhi-110001.
Prof.RRSaxena
H.No.69,Pkt.-9,
Secretary
NCERT,
NewDelhi-110016.
Block-C4-H,Janakpuri,NewDelhi110058.
MemberConvener
Head,EducationalSurveyDivision
(ErstwhileDepartmentofEducationalSurveyandDataProcessing),
NationalCouncilofEducationalResearchandTraining,NewDelhi.
x
Contents
Foreword iii
Preface v
Introduction 1
th
Highlightsof8 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
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xii::ESD,NCERT
AConciseReport::8 AISES
Introduction
Introduction
th
8 AISES::AConciseReport
ESD,NCERT::1
th
About8 AISES
Introduction
ThecontributionoftheAllIndiaSchoolEducationSurveys(AISES)atmicro-aswellasat
macro-level planning of school education is well-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
the country as on the reference date is collected with the active participation of the
States/Union Territories. The Survey covered about 13 lakh schools functioning in
around6lakhvillagesandaround5.2thousandtowns/urbanareas.Italsoprovides
informationabout58.76lakhteachersimpartingeducationtomorethan22crorepupils
inthecountry.Thesurveyiscomprehensiveinitsscopeasitcoversallaspectsofschool
educationinalltheStates/UnionTerritories.
The Eighth survey provides certain basic inputs such as identification of school-less
habitations, their population and distance at which 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
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2::ESD,NCERT
AConciseReport::8 AISES
magnitude 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, availability of laboratories and library, physical education 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) The position of enrolment and teachers in oriental schools, viz., Maktabs,
MadrasasandSanskritPathshalas;
(xii) Class-wiseenrolmentbysingleage,newentrants,promotees,andrepeaters
inthecontextofUEE.
th
8 AISES::AConciseReport
ESD,NCERT::3
Introduction
ToolsUsed
In order to achieve the above objectives, the following five tools were 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.
Introduction
NewFeatures
th
Somenewdataitems,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 and malnutrition and mode of investigation (observation,
pathologicaltestsorothers)ofanaemiaandmalnutrition;
(11) Number of full-time regular teachers who have attended in-service
training/orientationprogrammeduringtheacademicyear2008-09;
(12) Number of full-time regular teachers (including headmaster/head teacher) in
positionaccordingtoage,sexandstage;
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4::ESD,NCERT
AConciseReport::8 AISES
(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) Teaching of social science and science at upper primary stage in a section by
numberofteachers;
(22) NumberofBraillebooksavailableinthelibrary;
(23) ICT facilities like computers, printers, availability of Internet, LAN, computer
teachers/teacherstrainedintheuseofcomputerandteachingthroughcomputer;
(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
survey and administrative support for its efficient execution. The NCERT shared 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/UTswascreatedtoguideandmonitortheprogressofthesurveyandtotake
administrative decisions from time to time. To provide academic and administrative
supportintheexecutionofthesurveyandtomonitortheprogressofthesurvey,an
AdvisoryCommitteewasconstitutedatthenationallevel.ThisCommitteewaschaired
bytheDirector,NCERTwiththeHeadoftheEducationalSurveyDivisionastheex-officio
member-convener.
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8 AISES::AConciseReport
ESD,NCERT::5
Introduction
(24) ICTequipmentandmaterialsinworkingcondition;
Introduction
A State Survey Unit was created in every State/UT. The State Survey Officer (SSO) is
responsibleforexecutionofallsurveyactivities.Furtherinthecaseofstates,District
SurveyUnitwastobecreatedineachdistrict.WhereasincaseofUTs,DistrictSurvey
Units werenot createdand the work at the districtlevelwereexecutedbythe State
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%dataentryanddatauploading
th
of main Schedules of 8 AISES except seven States/UTs, namely, Assam, Meghalaya,
Jharkhand,MadhyaPradesh,Gujarat,MaharashtraandKarnataka.Theprocessofdata
entryanduploadingofmainSchedulesof8thAISESwerefreezedon26March,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,inthissurveyinformationregardingsingleagewiseenrolment,newentrants,promotee,repeatersandattendancehasbeencollected
on census basis. Like in Sixth and Seventh surveys, the computerization work was
undertakenbyNICwhichresultedinfollowingbenefits.
(1) Thedatabaseofbenchmarkdatahasbeencreatedwhichwillhelpinthestorage
andretrievalofvoluminousdataondifferentvariablesrelatedtoeachandevery
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6::ESD,NCERT
AConciseReport::8 AISES
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 to mention, 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.
Inadditiontomanualscrutinyofdataanditsvalidationfordatatranscription,special
effort has been made to identify and correct the inconsistency within 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.
In8thAISES,adetachablesheet(Informationforflashstatistics)weredevelopedand
attachedwithVIF,SIF-1,SIF-2andCIFtoreleasestatisticsinadvance.Thedatafromthis
sheetwereentered,validatedandcompiledtoproducetheProvisionalStatistics. The
state-wiseresultswerereleasedinthe'Provisional(Flash)Statistics'reportinJanuary
2013andisavailableonAISESwebportalatwww.aises.nic.inforwiderdissemination.
th
8 AISES::AConciseReport
ESD,NCERT::7
Introduction
(4) This new feature called for well laid-out design of the survey, training and its
executionstrategyateverystageofthesurvey. Thedetailsfortrainingofthe
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.
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
The highlights of Eighth survey is an attempt to present some main findings of 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
Introduction
(v) SomeImportantEducationalIndicators
(vi) SchoolingFacilitiesforChildrenwithDisabilities
(vii) Pre-primaryEducationandAlternativeSchooling
(viii) EnrolmentinSchools
(ix) IncentiveSchemes
(x) SpecificFacilitiesinSecondaryandHigherSecondarySchools
(xi) VocationalEducationinSchools
The next section of this report is classified into above mentioned eleven topics. The
majorfindingintheformofhighlightsoneachtopichasbeengivenseparatelywithsome
graphicalpresentationforquick-view.Inannexuresection,theconceptanddefinitionof
th
sometechnicaltermsusedinthe8 AISESaregivenforreader'sunderstandingpurpose.
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8::ESD,NCERT
AConciseReport::8 AISES
SchoolingFacilitiesinRuralAreas
Schooling Facilities
in Rural Areas
th
8 AISES::AConciseReport
ESD,NCERT::9
T
!
SchoolingFacilitiesinRuralAreas
!
th
he main 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 different
Surveys.However,inthe8thSurveythedefinitionhasbeenthesameastakenin7th
Survey.Itis:
(a)Ahabitationisadistinctclusterofhousesexistinginacompact
andcontiguousmanner;withalocalname;anditspopulation
shouldnotbelessthan25inplainareasandnotlessthan10in
hilly/desert/sparselypopulatedareas.Incasethereexitsmore
than one such cluster of houses in a village, they will not be
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 village may have one or more than one habitation, except
whenitisadeserted/Bechiragvillage.
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%)
habitations which have these facilities within the habitations 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
th
10::ESD,NCERT
AConciseReport::8 AISES
Availability of Primary Stage Schooling Facility
Within
Habitations
91.21
(Percentage)
100
80
66.3
91.27
63.9
89.64
68.87
Within 1 Km
60
40
20
0
SC Habitations
ST Habitations
habitations itself. Again, in terms of population, 97.37% is served by primary
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, covering 93.72% population
haveprimarysectionswithinthem.Again74,789(97.87%)habitationscovering
98.06%populationhaveprimarysectionsinthemoruptoadistanceof1km.
HabitationsPredominantlyPopulatedbyScheduledCaste(SC)
!
!
!
Habitationshaving50%ormoreScheduledCastepopulationhavebeentermed
as 'predominantly populated by Scheduled Castes' (SC Habitation). There are
1,81,753SChabitationsinthecountry.,whilethisnumberwas1,74,700atthe
th
timeof7 Survey,showingagrowthofabout4%ofsuchhabitationsbetweenthe
twoAISESs.
1,65,884 (91.27%) habitations predominantly populated by SC, have primary
stageeducationfacilitieswithinawalkingdistanceof1km.;including1,16,144
(63.90%)habitationshavingthesefacilitieswithinthehabitationsitself.From
thepopulationpointofview12,51,09,500(96.01%)ruralpopulationhaveaccess
toprimarystageeducationfacilitieswithinawalkingdistanceof1km.,including
10,75,89,646 (82.57%) population which has these facilities within the
habitationsitself.
Population slab 5000 and above : Out of 1,672 rural habitations with
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.
th
8 AISES::AConciseReport
ESD,NCERT::11
SchoolingFacilitiesinRuralAreas
All Habitations
!
Populationslab2000–4999:Thereare9,931habitationsinthisslabinthe
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)
SchoolingFacilitiesinRuralAreas
!
!
!
!
Habitationshaving50%ormoreScheduledTribepopulationhavebeentermed
as 'predominantly populated by Scheduled Tribe' (ST Habitation). There are
1,98,493SThabitationsfoundin8thSurvey,whilethisnumberwas2,42,993at
thetimeof7thSurvey,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
7,00,49,967 (85.20%) population which has these facilities within the
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 served by primary sections within its own habitations
while98.74%oftheruralpopulationisservedbythefacilitieswithintheirown
habitationsoruptoadistanceof1km.Further,99.51%habitationscovering
99.34%populationintheslabareservedbyprimarysectionswithin2kms.
Populationslab2000–4999:Thereare3,019habitationsinthisslabinthe
country.Ofthese,2,870(95.06%)habitations,covering95.28%populationhave
primarysectionsinthem. Again2,978(98.64%)habitationscovering98.61%
populationhaveprimarysectionsinthemoruptoadistanceof1km.Whenthe
availabilityoffacilityobservedwithinadistanceof2kms,itisfoundthat3,006
(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.
th
12::ESD,NCERT
AConciseReport::8 AISES
Availability of Upper Primary Stage Schooling Facility
Within Habitations
100
Within 3 Kms
88.34
87.58
77.63
60
40
26.2
20
20.42
19.84
0
All Habitations
!
!
!
SC Habitations
ST Habitations
Thefacilitieshavebeenextendednowtoalargernumberofhabitationseither
withinthemoruptoadistanceof3kms..However,stillchildrenof4%habitation
inthecountryhavetogobeyond5kmforschoolingfacility.
Population slab 5000 and above : Out of 14,466 rural habitations with
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
covering 96.72% population have upper primary sections in them or up to a
distanceof3km.
HabitationsPredominantlyPopulatedbyScheduledCaste(SC)
!
!
Outof1,81,753SChabitationsinthecountry,1,60,558(88.34%)habitationshave
upperprimaryeducationfacilitieswithinawalkingdistanceof3kms.;including
37118 (20.42%) habitations have these facilities within the habitations itself.
Fromthepopulationpointofview,12,02,73,555(92.30%)ruralpopulationhave
accesstoupperprimarystageeducationfacilitieswithinadistanceof3kms.,
including 5,12,75,948 (39.35%) population which has these within the
habitationsitself.
Thefacilitieshavebeenextendednowtoalargernumberofhabitationseither
withinthemoruptoadistanceof3kms. However,stillchildrenof3.13%SC
habitationinthecountryhavetogobeyond5kmforschoolingfacility.
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8 AISES::AConciseReport
ESD,NCERT::13
SchoolingFacilitiesinRuralAreas
(Percentage)
80
!
SchoolingFacilitiesinRuralAreas
!
Population slab 5000 and above : 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
availabilityoffacilityobservedwithinadistanceof5kms,itisfoundthat9,830
(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.
Thefacilitieshavebeenextendednowtoalargernumberofhabitationseither
within them or up to a distance of 3 kms. However, children of 9.59% ST
habitationshavetogobeyond5kms.forUpperPrimarystagefacility.
Populationslab5000andabove:Outof405ruralSTdominatedhabitations,
332 (81.98%) have upper primary sections in the habitations itself. Again, in
termsofpopulation,80.59%isservedbyupperprimarysectionswithinitsown
habitationswhile93.83%oftheruralSTdominatedpopulationisservedbythe
facilities within their own habitations or up to a distance of 3 kms. Further,
96.54%habitationscovering95.25%populationintheslabareservedbyupper
primarysectionswithin5kms.
Populationslab2000–4999:Thereare3,019habitationsinthisslabinthe
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
th
14::ESD,NCERT
AConciseReport::8 AISES
th
themselvesthoughatthetimeofthe7 Survey,73.81%ruralhabitationshadthe
secondaryschoolingfacilitieswithin5kms,including5.79%habitations,which
havethesefacilitieswithinthehabitations.
!
!
!
Atotalof2,28,218(20.06%)ofthehabitationsarehavingsecondaryeducation
facilityinneighbouringhabitationatadistanceofmorethan5kms.Morethan
onethirdofthehabitationsinthiscategorybelongtothepopulationslab'Below
500'.
91.83%ofhabitationsarehavingsecondaryschooleducationfacilitieswithin
8 kms, which include habitations having secondary school facility within
habitations.
91.68% of the habitation in the population slab '5000 and above' having
secondaryeducationfacilitieswithin5kmsfromthehabitations.In7thSurvey,
93.82%ofthehabitationsinthepopulationslab'5000andabove',werehaving
thesefacilities.
HabitationsPredominantlyPopulatedbyScheduledCaste(SC)
!
!
!
!
Out of the total, 1,81,753 SC habitations, 84.18% habitations are having
secondary stage education facilities within a distance of 5 kms, including 6%
habitations,whichhavethesefacilitieswithinthemselves.
84.18% habitations are having secondary stage education facilities within a
distanceof5kms,including6.01%habitations,whichhavethesefacilitieswithin
themselves.
87.08% of the rural population from habitations with 50% and more SC
population has access to secondary stage education facilities within 5 kms,
including15.37%ofthepopulationhavingthesefacilitieswithinthehabitations
ofresidence.
94.41%ofhabitationsarehavingsecondaryschooleducationfacilitieswithin
8 kms, which include habitations having secondary school facility within
habitations.
HabitationsPredominantlyPopulatedbyScheduledTribe(ST)
!
!
Outofthetotal,1,98,493habitationspopulatedby50%andmorescheduledtribe
population,65.62%habitationsarehavingsecondaryeducationfacilitieswithin
adistanceof5kms,including4.9%habitations,whichhavethesefacilitieswithin
themselves.
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.
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8 AISES::AConciseReport
ESD,NCERT::15
SchoolingFacilitiesinRuralAreas
!
84.56% rural population has access to secondary education facilities within
5 kms, including 21.35% of the population having these facilities within the
th
habitationsofresidence.Whilein7 Survey,80.43%oftheruralpopulationhas
accesstosecondaryeducationfacilitieswithin5kms,including20.55%ofthe
populationhavingthesefacilitieswithinthehabitationsofresidence.
!
!
!
SchoolingFacilitiesinRuralAreas
!
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,whichhavethesefacilities
withinthemselvesthoughatthetimeofthe7thSurvey,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'arehavinghigher
secondary stage education facilities within 8 kms from the habitations. In 7th
Survey,81.21%ofthehabitationsinthepopulationslab'5000andabove'were
foundhavingthesefacilities.
HabitationsPredominantlyPopulatedbyScheduledCaste(SC)
!
!
!
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.
th
16::ESD,NCERT
AConciseReport::8 AISES
HabitationsPredominantlyPopulatedbyScheduledTribe(ST)
!
!
!
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.
th
8 AISES::AConciseReport
ESD,NCERT::17
SchoolingFacilitiesinRuralAreas
!
Outofthetotal,1,98,493habitationspredominantlypopulatedscheduledtribe
population, 54.96% habitations are having higher secondary stage education
facilitieswithinadistanceof8kms,including2%habitations,whichhavethese
facilitieswithinthemselves.
Schools,PhysicalandAncillaryFacilities
Schools, Physical and
Ancillary Facilities
th
8 AISES::AConciseReport
ESD,NCERT::18
T
th
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
!
Area-wise Distribution of Schools
Category-wise Schoools
5%
ary
Rural
84%
Upper Primary
27%
Higherdary
Secon
9%
nd
o
Sec
Urban
16%
Primary
59%
Type of Schools
Boys
2%
Girls
3%
Co-Education
95%
!
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 respectively are
situated in rural area in the
country.
th
8 AISES::AConciseReport
ESD,NCERT::19
Schools,PhysicalandAncillaryFacilities
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.
Schools,PhysicalandAncillaryFacilities
!
!
!
!
!
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.
Management-wise
Distribution of Schools
Pr
iva
t
7% e Ai
Private
unaided
13%
de
d
Local Body
14%
Government
66%
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.Thecontributionofgovernmentandlocalbody
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
secondary schools (29.67%) are in urban area, respectively. There are nearly
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%)
th
20::ESD,NCERT
AConciseReport::8 AISES
recognisedhighersecondaryschoolsaresituatedinurbanareainthecountry.
Thegirls'highersecondaryschoolsarereportedaround6,116ofwhich2,937;
219;1,867and1,093aremanagedbythegovernment,localbody,private-aided
andprivateunaidedmanagementrespectively.Thenumberofrecognisedhigher
secondary schools shown a growth of 42.84% from 2002 to 2009. Area-wise
growthofrecognisedhighersecondaryschoolsis60.08and11.55%inruraland
urbanareas,respectively.
!
!
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.
!
Distribution of Schools run by
Minority Management
Other
6%
Chirstian
37%
Muslim
51%
!
Jain, Parsi and
Neo-Buddhist
2%
Sikh
4%
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.
th
8 AISES::AConciseReport
ESD,NCERT::21
Schools,PhysicalandAncillaryFacilities
!
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,
private aided and private unaided is nearly 12,534 (46.98%); 2,422 (9.08%);
4,442(16.65%)and7,284(27.30%)schools,respectively.TheUnionTerritories
ofDadraandNagarHaveli,DamanandDiu,LakshadweepandStateofSikkimhas
reportednoschoolinurbanslumareas.
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.
Growth in School Buildings since 1973
100
80
(Percentage)
Schools,PhysicalandAncillaryFacilities
!
Pucca+Partly
Pucca Building
60
Kuchcha Building
40
Without Building
20
0
1973
1978
1986
1993
2002
2009
(Survey Years)
!
!
!
Inruralareas,97.03%schoolshavepucca/partlypuccabuildings,1.83%schools
havekuchchabuildingandremaining1.14%schoolsareintentsandinopen
space. In urban areas, 98.47%, 0.83% and 0.70% schools are in pucca/partly
pucca,kuchchaandwithoutbuildingsincludingtentandopenspacerespectively.
Out of total 7,65,852 primary schools, 79,036 primary schools (10.32%) are
running in non-pucca buildings (partly pucca, kuchcha, tent and open space). 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 functining without
building in 28 states/UTs like Bihar followed by Odissa, Andhra Pradesh,
Chhattisgarh,Maharashtra,Rajasthanandsoon.
th
22::ESD,NCERT
AConciseReport::8 AISES
!
!
!
!
!
!
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
and Nagar Haveli, Daman and Diu, Goa, Kerala, Lakshadweep, Mizoram, Puducherry and Sikkim. However, around 2,000 upper primary schools are
functiningwithoutbuildingin24states/UTslikeChhattisgarhfollowedbyBihar,
MadhyaPradesh,Rajasthan,WestBengalandsoon.Alargenumberofupper
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 in pucca buildings. The percentage of schools with no building 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.
th
8 AISES::AConciseReport
ESD,NCERT::23
Schools,PhysicalandAncillaryFacilities
!
Of the total primary schools which have pucca/partly pucca bulding, 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.
The status of school buildings for higher secondary schools is fairly better in
comparisontoothercategoriesofschoolsinthecountry.Nearly,3,734(5.96%)
higher secondary schools were having non-pucca buildings. The higher
secondary schools without building in rural area has increased akin to other
categoriesofschoolsfrom65in2002to70in2009.Thisreflectinganincreaseof
7.70%.
!
Thereare18stateswherehighersecondaryschoolsrunningwithoutbuildingis
reported maximum in Andhra Pradesh (27) followed by Tamil Nadu (7),
Karnataka,JammuandKashmirandBihar(6each),Chhattisgarh(5)andsoon.
Schools,PhysicalandAncillaryFacilities
!
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.
!
100
Schools having Pucca/Partly Pucca Building
88.64
78.2
75
48.21
50
40.46
22.6
25
29.18
25.91
33.63
16.41
3.17
8.19
5.39
0
Govt./Local Body
Primary
!
!
Upper Primary
Private Aided
Secondary
Private unaided
Higher Secondary
Outoftotalschools,only16.95%schoolshavinggardenwithinschoolpremises
where78.44%and21.56%areruralandurbanschools,respectively.Ofthetotal
schools which have garden within school premises, 43.14% primary; 32.23%
upperprimary;14.29%secondaryand10.34%arehighersecondaryschools.
Incountry,53.40%schoolshaveseparateroomfortheheadoftheinstitutions
(HeadMaster/HeadTeacher/Principal).Outofthis,26.02%primary;16.29%
upperprimary;6.78%secondaryand4.78%arehighersecondaryschools.Of
thistotal,49.12%ruraland76.17%urbanschoolshavingseparateroom.
th
24::ESD,NCERT
AConciseReport::8 AISES
!
!
ü
Only 53.4%
schools have
SEPARATE ROOM
for head of the
institution.
ü
Nearly 50%
schools have
PLAYGROUND
facility.
TheEighthsurveyrevealsthat,outoftotalrecognised
schools in the country, nearly 50% schools have playground 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%
(upper primary) schools. In rural area, 37.34% primary schools and 48.56%
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 are without drinking water 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.
th
8 AISES::AConciseReport
ESD,NCERT::25
Schools,PhysicalandAncillaryFacilities
!
IntheEighthsurvey,theinformationaboutaccessto
playground facility to the recognised schools is
collected on five well-defined criteria (i) number of
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.
Availability of Drinking Water Facility in Rural areas
100
98 98
96
95
89
88
86
85
Schools,PhysicalandAncillaryFacilities
94
92
90
90
95 95
94
95
83
86
84
80
75
Primary
Government
!
!
!
!
Upper primary
Local Body
Secondary
Private aided
Higher secondary
Private unaided
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
have urinal and lavatoryfacilities,thereby; it has replicated the storyof nonavailabilityofurinalandlavatoryfacilitiesinschoolswithgirls'enrolmentin
66.78%and71.23%schools,respectively.
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26::ESD,NCERT
AConciseReport::8 AISES
Availability of Electricity Connection
100
88
76
80
40
70
83
69
59
53
60
90
85
48
36
44
32
32
16
11
0
Total
Rural
Total
8th Survey
Primary
!
!
!
!
Upper primary
Rural
7th Survey
Secondary
Higher secondary
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% and 89.66%, respectively. The distribution in rural area schools was
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 annual medical check-up of students were
arrangedin3,42,124primary;1,57,809upperprimary;55,217secondaryand
28,352 higher secondary schools in the country whereas, the annual medical
check-up was not available in 47.45%, 35.67%, 59.62% and 35.37% schools,
respectively. Similar trend was also observed in arranging the annual
vaccination/inoculationsintheschools.
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8 AISES::AConciseReport
ESD,NCERT::27
Schools,PhysicalandAncillaryFacilities
20
th
Highlights::8 AISESReport
ESD,NCERT::28
MediaofInstructionandLanguagesTaught
Medium of Instruction
and Languages Taught
T
!
!
Inthecountry,numberofschoolshavingprimary,upperprimary,secondaryand
higher secondary stages are 10,31,361, 4,72,350, 1,74,240 and 62,663
th
respectively. The corresponding figures in the 7 Survey were 8,50,421,
3,37,980,1,30,675and43,869,respectively.
In the 8th Survey, 86.62% schools at the primary stage teach through mother
th
tongueincomparisonto92.07%schoolsinthe7 Survey.Comparisonofrural
andurbanschoolsshowthatmediumofinstructionissameasmothertonguein
87.56% schools in rural and 80.99% schools in urban areas as compared to
92.39%schoolsinruraland90.39%schoolsinurbanareasinthe7hSurvey.
13.51%schoolsattheprimarystage,17.77%schoolsattheupperprimarystage,
21.69%schoolsatthesecondarystagehavetwoormoremediumofinstruction.
Thecorrespondingfiguresinthe7thSurveywere12.14%,14.47%and18.53%,
respectively.
Medium of Instruction at Different Stages
Hindi
60
English
54
52
51
50
43
40
29
30
33
21
20
15
10
0
Primary
!
!
Upper Primary
Secondary
Higher Secondary
Englishasmediumofinstructionisusedin15.49%schoolsattheprimarystage,
21.08%schoolsattheupperprimarystage,28.73%schoolsatthesecondary
stage and 33.06% schools at the higher secondary stage. The corresponding
th
figuresinthe7 Surveywere12.98%,18.25%,25.84%and33.59%,respectively.
Hindiasmediumofinstructionisusedin51.50%schoolsattheprimarystage,
54.15%schoolsattheupperprimarystage,43.18%schoolsatthesecondary
stage and 51.45% schools at the higher secondary stage. The corresponding
figuresinthe7thsurveywere46.79%,47.41%,41.32%and48.11%,respectively.
th
8 AISES::AConciseReport
ESD,NCERT::29
MediumofInstructionandLanguagesTaught
!
th
he main findings of Eighth All India School Education Survey (8 AISES) with
reference date 30 September 2009, regarding medium of instruction and
languagestaughtareasunder:
Teachers and their Qualifications
T
th
he main findings of Eighth All India School Education Survey (8 AISES) with
referencedate30September2009,regardingteachersandtheirqualificationsare
asunder:
!
!
!
!
!
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 (including para 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
wasrecordedin8thSurvey.
Aslightincreaseisobservedwithregardtoprovidingteachersinprimaryschools
incomparisontothe7thSurvey.Therewere2.94teachersperprimaryschoolin7th
Surveywhichis2.99perprimaryschoolin8thSurvey.
The share of full time teachers (including para teachers) has increased from
47.66%to68.30%ingovernmentprimaryschools.Theshareofteachersinlocal
bodyschools,privateaidedandunaidedprimaryschoolshasdeclinedto13.75%,
4.98% and 12.98% in Eighth survey from 31.09%, 6.29% and 14.96% in the
Seventhsurvey.
Thereis39.27%increaseinfull-timeprimaryteachersinpositionfrom20022009.Atthesametimethereisdeclineinnumberoffull-timeprimaryteachers
managedbyLocalBody,PrivateAidedandPrivateUnaided.
Teachers’ Growth during 2002–2009
RURAL
URBAN
302
350
308
278
(Percentage)
300
TOTAL
270
211
250
200
149
150
100
50
0
-50
16
-1 11
Full Time
Teachers
Para
Teachers
Part Time
Teachers
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8 AISES::AConciseReport
ESD,NCERT::31
TeachersandTheirQualifications
!
Thetotalnumberofteachers(includingparateachers)inpositionare67,47,466
th
showingagrowthof22.01%from7 Survey.Thisgrowthis30.36%forteachers
ofruralschoolsasagainstonly5.59%forteachersinurbanschools.
Theshareofteachersatgovernmentprimaryschoolsismaximum68.30%than
th
privateaidedandunaidedin8 Survey.Thereissimilarsituationatgovernment
upperprimaryschoolswheretheshareis55.24%teachers.Athighersecondary
stage,theshareofteachersinGovernment34.74%,Privateaided29.18%and
Privateunaided33.47%,whichisalmostequal.
!
Outof7,65,852primaryschools,84,424(11.02%)primaryschoolsarewithout
fulltimeteachersand2,41,939(32.57%)primaryschoolshavelessthantwo
full-timeteachers.
!
Four out of every ten primary schools have at least two full-time teachers in
position.
Management-wise Growth of Teachers in Different School Categories
(2002–2009)
Government
Local Bodies
Private aided
Private unaided
80
70
68
60
(Percentage)
TeachersandTheirQualifications
!
55
50
40
32
32
30
20
14
10
13
5
8
29
25
21
16
35
33
10
3
0
Primary
Upper Primary
Secondary
Higher Secondary
QualificationofTeachers
!
!
Out of 26,41,943 full-time teachers teaching predominantly at primary stage,
84% teachers are trained and there are total 4.7% teachers having academic
th
qualification'belowsecondary',however,in7 Surveyitwas78.59%and4.62%
respectively.
Outof15,44,322full-timeteachersteachingpredominantlyatupper-primary
stage,83.72%teachersaretrainedand13.06%teachersarehavingacademic
qualifications as 'secondary or equivalent'. While in 7th Survey, 13,51,499
full-timeteachersteachingpredominantlyatupper-primarystageoutofwhich,
80.76% teachers are trained and 20.13 % teachers are having academic
qualificationsas'secondaryorequivalent'.
th
32::ESD,NCERT
AConciseReport::8 AISES
!
!
Outof12,67,000full-timeteachersteachingpredominantlyatsecondarystage,
86%teachersaretrained.Outofthetotal,20.13%teachersarehavingacademic
qualificationsas'belowgraduation'.In7thSurvey,10,51,733full-timeteachers
teaching predominantly at secondary stage, 87.17% teachers are trained and
12.03%teachersarehavingacademicqualificationsas'belowgraduation'.
Outof4,00,695full-timeteachersteachingpredominantlyathighersecondary
stage,84.05%teachersaretrainedand24.56%teachersarehavingacademic
qualificationsas'graduateorequivalent'.In7thSurveyitisfoundthat3,77,383
full-time teachers teaching predominantly at higher secondary stage, 83.26%
teachersaretrainedand18.83%teachersarehavingacademicqualificationsas
'graduateorequivalent'.
th
7 Survey
8th Survey
88
87.17
86
86
(Percentage)
82
80
84.05
83.72
84
84
83.26
80.76
78.59
78
76
74
Primary
!
!
Upper
Primary
Secondary
Higher
Secondary
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 or
th
equivalent'.Whilein7 Survey,69,923parateachersteachingpredominantlyat
upper primary stage in which, 23.52% teachers are having academic
qualification'secondaryorequivalent'.
th
8 AISES::AConciseReport
ESD,NCERT::33
TeachersandTheirQualifications
Trained Teachers at Different School Stages
SomeImportantEducationalIndicators
Some Important
Educational Indicators
th
8 AISES::AConciseReport
ESD,NCERT::34
T
he main findings of Eighth All India School Education Survey (8th AISES) with
reference date 30 September 2009, regarding some important educational
indicatorareasunder:
PupilTeacherRatio(PTR)
!
!
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), Tamil Nadu (31.23) and Uttar
Pradesh(38.62).
In comparison to 7th
Survey, the PTR of
Primary and Upper
Primary schools
Decreased to 34 and
32 from 42 and 34,
respectively.
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.
th
8 AISES::AConciseReport
ESD,NCERT::35
SomeImportantEducationalIndicators
!
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.
AgeSpecificEnrolmentRatio(ASER)
!
Age-SpecificEnrolmentRatiosintheagegroupof6-10yearsis86.65,in11-13
yearsis69.09,in14-15yearsis50.97andin16-17yearsis30.39.Thereare
certain states whose ASER in the age group of 6-11 years is more than 100
namely; Arunachal Pradesh, Goa, Lakshadweep, Manipur, Puducherry and
Tripura.AlsoASERinagegroupof11-13yearsismorethan100forGoaand
Puducherry.
SomeImportantEducationalIndicators
Drop-outRate(DoR)
!
Class-wiseDrop-outrateintheyearof2008-09forClassesVandVIIIare15.84,
13.42forboysand16.08and14.64forgirls,respectively.Drop-outofgirlsismore
thanboysacrossallsocialcategoriesinClassV.InClassVIII,boys’Drop-outrateis
moreinSTandEBMCcategories.
th
36::ESD,NCERT
AConciseReport::8 AISES
IncentiveSchemes
Schooling Facilities for
Children with Disabilities
th
Highlights::8 AISESReport
ESD,NCERT::37
T
SchoolingFacilitiesforChildrenwithDisabilities
!
!
!
!
!
!
!
!
!
!
he main findings of Eighth All India School Education Survey (8th AISES) with
referencedate30September2009,regardingschoolingfacilitiesforchildrenwith
disabilitiesareasunder:
Outofatotal12,99,902schoolsinthecountry,only2,74,445(21.11%)schools
adhere to inclusive education for disabled children. Out of 2,74,445, the
proportionofprimary,upperprimary,secondaryandhighersecondaryschools
adhering to inclusive education are 1,65,966 (60.47%), 77,757 (28.33%),
18,084(6.59%)and12,638(5.07%),respectively.
The number of teachers who have received training of at least two weeks in
inclusiveeducationis80,942(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 special
educators/resource teachers visits the schools
frequentlyorsometimesis7,45,020(57.31%).
There are 8,35,287 differently abled students
enrolledatallstagesinthecountry.Thiscomprises
of children with different disabilities viz., visual
impairment (29.16%), hearing impairment
(14.47%), orthopaedic (locomotor) disability
(25.05%), intellectual impairment (22.35%),
multipleimpairment(4.20%)andothers(4.77%).
ü Drastic decrease of
68.05% in
ORTHOPAEDIC
students from 20022009.
ü DEGREE of
DISABILITY (visual,
hearing, orthopaedic
and intellectual
impairment) is known
for 65.93% students.
Outofthetotalenrolmentofdifferentlyabledstudents,52.27%,28.78%,15.51%
and 3.45% are enrolled at Primary, Upper Primary, Secondary and Higher
Secondarystagesrespectively.
Over the period of time from 2002 to 2009, the number of differently abled
studentssufferingfromhearing,orthopaedicandIntellectualimpairmenthave
decreased by 3.98%, 68.05% and 15.59% respectively. However there is a
increaseof17.36%Visuallyimpairedstudentsinthecountry.Thereisadrastic
decreaseintheorthopaedicstudentsovertheperiodoftwosurveys.
Thereare7,60,327studentswithvisual,hearing,orthopaedicandintellectual
impairment.Outofthisthedegreeofdisabilityisknownfor65.93%students.
Out of the total schools in the country, 10.47% have Handrails, 43.62% have
Ramps,3.81%haveadaptedlaboratoryand7.64%haveadaptedlavatory.
8,35,287 differently abled students are enrolled in 55,574 schools which
comprisesof22,192(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 and
Softwarein1,00,334(7.72%)andAudio-visualin1,09,647(8.44%)schools.
th
38::ESD,NCERT
AConciseReport::8 AISES
th
8 AISES::AConciseReport
ESD,NCERT::39
Pre-PrimaryEducationandAlternativeSchooling
Pre-primary Education
and Alternative Educaiton
Education
T
Pre-PrimaryEducationandAlternativeSchooling
!
!
!
!
th
he main findings of Eighth All India School Education Survey (8 AISES) with
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.
There are 4,69,506 children in pre-primary classes attached to unrecognised
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.
Thereare57,581education volunteersworking inalternativeschools.Out of
these38,259(66.44%)arefemalevolunteers.
Thereare3,759AIEcentresattheprimarylevel,outofwhich2,636(70.12%)are
inruralarea.
Thereare1,778AIEcentreswhichcatertotheupperprimarystage,outofwhich
1,173(65.97%)areinruralarea.
In AIE 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.
th
40::ESD,NCERT
AConciseReport::8 AISES
!
!
!
!
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 and 23,564 (47.06%) girls are
studyingatprimarystageand22,006(54.93%)boysand18,057(45.07%)girls
at upper primary stage. At secondary stage, the enrolment of boys is 13,669
(59.43%) and of girls is 9,330 (40.57%) while at the higher secondary stage
5,616 (58.30%) boys and 4,017 (41.70%) girls are studying in Sanskrit
Pathshalas.
Thereare3,391maleteachersand753femaleteachersinSanskritPathshalasin
thecountry.
th
8 AISES::AConciseReport
ESD,NCERT::41
Pre-PrimaryEducationandAlternativeSchooling
!
Enrolmentinunrecognisedschoolsattheprimarystageinruralareais25.91
lakhascomparedto16.33lakhinurbanarea.
© MaktabsandMadrasasFollowingSystemofGeneralEducation
Pre-PrimaryEducationandAlternativeSchooling
!
!
!
!
!
!
!
!
!
Thereare711Maktabswhichprovideeducationatprimarystage.Outofthese,
49.79% are government/local body; 14.63% are private aided; 25.74% are
privateunaidedrecognisedwhile9.85%areprivateunaidedunrecognised.Out
oftotalMaktabs,82.96%areinruralarea.
Atotalof87Maktabsprovideeducationattheupperprimarystage.Outofthese,
57.47% are government/local body; 19.53% are private aided; 16.09% are
privateunaidedrecognisedwhile6.90%areprivateunaidedunrecognised.Out
oftotalMaktabs,82.63%areinruralarea.
InMaktabs,1.23lakhchildrenarestudyingofwhich0.54lakh(44.77%)aregirls.
There are 806 Madrasas 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.
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42::ESD,NCERT
AConciseReport::8 AISES
EnrolmentinSchools
Enrolment in Schools
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8 AISES::AConciseReport
ESD,NCERT::43
T
he main findings of Eighth All India School Education Survey (8th AISES) with
reference date 30 September 2009, regarding enrolment of children at different
stagesofschooleducationareasunder:
PrimaryStage
!
EnrolmentinSchools
!
!
!
!
!
!
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%
respectivelywhileitisthelowest46.08%inPunjab
followed by Rajasthan (46.67%) and Mizoram
(46.91%).Inurbanarea,Meghalayawith50.38%ison
thetopandDadraandNagarHaveliwith43.04%isat
the bottom. Overall, Meghalaya has maximum girls'
enrolment(50.30%)andminimumisinChandigarh
(45.40%).
In Lakshadweep,
Madhya Pradesh
and Meghalaya
enrolment of Girls is
more than 50 per
cent in total
enrolment in rural
areas.
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
and 50.84% are boys. The percentages of girls' enrolment in rural and urban
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
was 21.07% of total enrolment. In rural and urban areas, it was 22.42% and
16.87%,respectively.
th
44::ESD,NCERT
AConciseReport::8 AISES
!
!
!
TheenrolmentpercentageofOtherBackwardClasses(OBC)intotalenrolmentis
40.20%.Inruralareas,shareofOBCchildrenis40.91%andinurbanareasitis
37.77%.InthetotalenrolmentofOBC,thepercentageofgirlsis48.49%.Inrural
andurbanareasOBCgirlspercentageare48.76%and49.09%,respectively.
Intotalenrolment,educationallybackwardminoritycommunity(EBMC)hasa
share of 10.08%with 9.08%in rural and 13.46%in urban areas. In the total
EBMCenrolmentoverallpercentageofgirlsis48.99%.Inruralandurbanareas
EBMCgirlspercentageare48.94%and47.30%,respectively.
The Gross Enrolment Ratio (GER) at primary stage was 93.32 in the Seventh
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, Daman and Diu has minimum girls' enrolment with 42.06%follwed by
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,thegrowthingirls'
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%.
th
8 AISES::AConciseReport
ESD,NCERT::45
EnrolmentinSchools
!
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.
!
!
EnrolmentinSchools
!
!
!
!
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 enrolment 8.69% are scheduled tribes with 10.48% 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%.
The Other Backward Classes (OBC) have 40.89% 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 enrolment of educationally backward minority 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 top with 115 GER followed by
Andaman and Nicobar Islands and Himachal Pradesh with 109 and 107 GER,
respectively.OntheotherhandBiharhaslowestGER(46)followedbyMeghalaya
(53) and Nagaland (60). The girls' GER was highest in Puduchery (113) and
lowestinBihar(46).
th
th
Growth in Enrolment (from 7 Survey to 8 Survey)
Rural
100
Total
84.03
80
62.4
60
40
20
0
35.46
25.89
17.23
2.79
25.06
0.9
Primary
Upper Primary
Secondary
Higher
Secondary
th
46::ESD,NCERT
AConciseReport::8 AISES
SecondaryStage
!
!
!
!
!
!
At secondary stage, Meghalaya has the highest percentage of 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 and Nagar Haveli (41.76%), Gujarat
(42.52%).
IncomparisontotheSeventhSurvey,theenrolmenthasincreasedby25.06%and
thegirls'enrolmentby40%.Intheruralarea,girls'enrolmenthasincreasedby
60.25% while in the urban area it has increased by
only16.18%.
At Secondary stage
The management-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.
enrolment of SC and
ST children increased
to 27.64% and
63.23%, respectively,
in comparison to 7th
Survey.
At secondary stage, 15.71% children are from the
scheduledcastescategorywhilethesamewas15.39%
intheSeventhSurvey.Intheruralarea,percentageofscheduledcasteschildrenis
16.72%whereasintheurbanareaitis14.04%.Outoftotalscheduledcastes
enrolment,thepercentageofgirlsenrolledis46.63%.Girls'percentageinrural
andurbanareasare45.79%and48.28%respectively.EnrolmentofSCchildren
hasincreasedby27.64%incomparisontotheSeventhSurvey.
Inthetotalenrolment,7.48%arescheduledtribeschildrenwith9.15%inthe
rural area and 4.72% in the urban area. In the Seventh Survey, enrolment of
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.
th
8 AISES::AConciseReport
ESD,NCERT::47
EnrolmentinSchools
!
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%.
!
!
Thereare7.84%EducationallyBackwardMinorityCommunity(EBMC)children
intotalenrolmentatsecondarystage.OutoftotalEBMCenrolmentatsecondary
stage, the percentage of girls' enrolment is 49.66%. In rural and urban areas
EBMCgirls'percentageare48.87%and50.71%respectively.
Insecondaryschools,thetotalenrolmentis3,02,44,561outofwhich44.76%are
girlsand55.24%areboys.Themanagement-wisedistributionoftotalenrolment
in secondary schools is 29.14% in government schools, 11.41% in local body
schools,34.84%inprivateaidedand24.61%inprivateunaidedschools.
Management-wise Enrolment in different Stages
100
(Percentage)
EnrolmentinSchools
80
60
18.31
7.83
12.13
19.97
22.44
8.77
40
61.73
20
48.82
24.17
26.67
31.43
32.11
6.23
5.15
38.17
36.08
Secondary
Higher Secondary
Private Unaided
Private Aided
Local Body
Government
0
Primary
Upper Primary
HigherSecondaryStage
!
!
!
!
!
Athighersecondarystage1,59,26,278childrenareenrolledincluding45.46%
girlsand54.54%boys.Theruralareahas47.76%oftotalenrolment.Inrural
areathepercentageofgirls'enrolmentis44.66whereasintheurbanareathis
percentageis46.19%.
The Union Territory Puducherry has the highest percentage of girls enrolled
whichis53.83,followedbyTamilNadu(53.22%)andKerala(52.85%).Rajasthan
has the lowest with 36.28 followed by Bihar (36.97%) and Dadra and Nagar
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
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48::ESD,NCERT
AConciseReport::8 AISES
scheduledcastesstudents,45.20%aregirls.InruralareaSCgirls'percentageis
43.93%whereasinurbanareaitis46.70%.EnrolmentofSCchildrenhasgoneup
by68.74%incomparisontotheSixthSurvey
Enrolment by Social Groups in different School Stages
100
(Percentage)
80
20.96
24.03
28.19
10.08
8.96
7.84
60
40
20
0
!
!
!
40.89
40.77
18
8.69
17.43
7.48
15.71
Primary
Upper Primary
10.76
6.55
37.28
EBMC (Muslims)
OBC
ST
SC
6.1
13.61
Secondary Higher Secondary
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%.
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8 AISES::AConciseReport
ESD,NCERT::49
EnrolmentinSchools
!
40.2
Others
36.46
IncentiveSchemes
Incentive Schemes
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8 AISES::AConciseReport
ESD,NCERT::50
T
th
he main findings of Eighth All India School Education Survey (8 AISES) with
referencedate30September2009,regardingincentiveschemesareasunder:
!
!
Various Incentive Schemes like Mid-day Meal, Free Text Books, Free Uniform,
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.
In this 8th AISES, an attempt has been made to gather information on some
incentiveschemeswhicharelargelyimplementedinthecountry.Theseincentive
schemesare(i)Mid-dayMeal(atprimarystageandupperprimarystage)(ii)
Free Uniform; (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. Around 90.11% schools are cooking meal in their premises, however,
primary stage
(Percentage)
Mid-day Meal Scheme
100
90
80
70
60
50
40
30
20
10
0
upper primary stage
86
78
73
71
64
60
58
49
9
Schools having
Mid-day Meal
Scheme
7
Cooking meal in Providing cooked Having kitchenthe premises
meal by outside
cum-store
agencies
Having kitchen
devices
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8 AISES::AConciseReport
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IncentiveSchemes
!
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 and 44.34% in urban areas with 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.).
Out of 10,31,361
schools which have
primary stage,
8,92,011 schools
(86.49%) have Midday Meal scheme at
primary stage.
IncentiveSchemes
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 free uniform incentive scheme is available in nearly 36.15% and 19.63%
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
area with 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.
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52::ESD,NCERT
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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 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.
The number of students benefitted by free textbooks scheme are nearly
5,65,82,856boysand5,69,12,368girls. Here,theproportionofgirlsisfound
marginallyhighascomparedtoboysinavailingfreetextbooks.
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.
Beneficiaries Availing Various Incentive Schemes
60
49
50
(Percentage)
8th AISES
43
36
40
30
22
20
10
7th AISES
54
8
10
19
16
13
4
3
3
4
4
0
Boys
Girls
Free uniform
Boys
Girls
Free textbooks
Boys
Girls
Scholarship*
Boys
Girls
Others
* In 7th Survey, information on Scholarship asked only for Girls.
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8 AISES::AConciseReport
ESD,NCERT::53
IncentiveSchemes
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.
!
!
Only 4,73,592 schools (36.43%) out of total 12,99,902 schools are providing
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.
Schools Having Incentive Schemes
7th AISES
8th AISES
86
90
78
80
66
70
(Percentage)
IncentiveSchemes
100
70
60
50
40
30
36
34
24
20
13
12
10
8
0
Free uniform
Free textbooks
Scholarship*
Mid-day Meal
(Primary Stage)
Others
* In 7th Survey, information on Scholarship asked only for Girls.
OtherIncentiveSchemes
!
Apartfromincentiveschemesmentionedherein,103,017schools(7.92%)are
havingotherincentiveschemesoutoftotalschoolsinthecountry. Thedirect
beneficiariesofsuchincentiveschemesarenearly2,885,687boysand3,719,189
girlsenrolledintheseschools.Area-wisesuchincentiveschemesareexistingin
8.28%and6.04%ruralandurbanschoolswithrespecttototalnumberofschools
inruralandurbanareas,respectively.
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8 AISES::AConciseReport
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SpecificFacilitiesinSecondaryandHigherSecondarySchools
Specific Facilities in Secondary
and Higher Secondary Schools
SpecificFacilitiesinSecondaryandHigherSecondarySchools
T
hemainfindingsofEighthAllIndiaSchoolEducationSurvey(8thAISES)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 and
Counselling(EVGC)servicestostudents.In7thsurveyoutof90,741secondary
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
!
!
!
As per 8th 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%) rural higher secondary schools are having
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
39,301 higher
secondaryschoolshavinglibraryfacility,thelargestproportionofschools,i.e.
12,616 (25.82%) schools having book strength of 2,001 to 5,000 books. Only
8,729(17.87%)schoolshavingbookstrengthofmorethan5,000books.
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56::ESD,NCERT
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!
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 them 70.64% schools are having adequate Science
laboratory.Outof56,983highersecondaryschoolswithsecondarystage,33,999
(59.67%) are having Science laboratory and out of these schools 57.14% 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 are used for teaching and learning purpose. The largest proportion of
theseschoolsi.e.18,793(52.03%)arehavingnumberofcomputersintherange
of1to5.Thenumberofschoolswhichhavecomputersforuseintheofficeofthe
schoolare27,564(33.42%).Thelargestproportionoftheseschoolsi.e.,24,716
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8 AISES::AConciseReport
ESD,NCERT::57
SpecificFacilitiesinSecondaryandHigherSecondarySchools
Non-Teachingstaff
SpecificFacilitiesinSecondaryandHigherSecondarySchools
(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 are used for teaching and learning purpose. The largest proportion of
theseschools,i.e.,10,655(30.63%)arehavingnumberofcomputersintherange
of1to5.Thenumberofschoolswhichhavecomputersforuseintheofficeofthe
schoolare19,405(55.78%).Thelargestproportionoftheseschools,i.e.,16,422
(84.63%)arehavingcomputersintherangeof1to2.Thenumberofschoolsthat
have computer printers are 19,805 (56.93%). The range of 1 to 2 computer
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
(87.59%)arehavingcomputersintherangeof1to2.Thenumberofschoolsthat
have computer printers are 53,225 (45.39%). The range of 1 to 2 computer
printersholdsthelargestproportionoftheseschoolsi.e.48,813(91.71%).
InHigherSecondarySchools
!
!
!
Out of 36,574 Higher Secondary schools in rural area; 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
which are used for teaching and learning purpose. The largest proportion of
theseschoolsi.e.,14,701(35.29%)arehavingnumberofcomputersintherange
th
58::ESD,NCERT
AConciseReport::8 AISES
!
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. The number of schools that have Local Area Network (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
connectivityofinternetintheschool.Theproportionsoftheseschoolsthathave
broadband and dial up connections are 9,745 (77.35%) and 2,854 (22.65%)
respectively. The number of schools that have Local Area Network (LAN) for
computers in the school is 7,451 (21.42%). The number of schools that have
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
number of schools that have Local Area Network (LAN) for computers 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
!
Out of 36,574 Higher Secondary schools in rural area, 12,171 (33.28%) have
connectivityofinternetintheschool.Theproportionsoftheseschoolsthathave
broadband and dial up connections are 9,760 (80.19%) and 2,411 (19.81%),
th
8 AISES::AConciseReport
ESD,NCERT::59
SpecificFacilitiesinSecondaryandHigherSecondarySchools
of1to5.Thenumberofschoolswhichhavecomputersforuseintheofficeofthe
schoolare35,598(56.81%).Thelargestproportionoftheseschoolsi.e.,27,979
(78.60%)arehavingcomputersintherangeof1to2.Thenumberofschoolsthat
have computer printers are 40,758 (65.04%). The range of 1 to 2 computer
printersholdsthelargestproportionoftheseschoolsi.e.33,502(82.20%).
SpecificFacilitiesinSecondaryandHigherSecondarySchools
respectively. The number of schools that have Local Area Network (LAN) for
computers in the school is 7,723 (21.12%). The number of schools that have
separatecomputerteacherforteachingthecomputersubjectis11,553(31.59%).
Thenumberofschoolsthathaveteacherstrainedinteachingthroughcomputers
is17,459(47.74%).Thelargestproportionoftheseschoolsi.e.11,368(65.11%)
arehavingnumberofsuchteachersintherangeof1to2.
!
Outof26,089HigherSecondaryschoolsinurbanarea,13,344(51.15%)have
connectivityofinternetintheschool.Theproportionsoftheseschoolsthathave
broadband and dial up connections are 11,714 (87.78%) and 16.30 (12.22)
respectively. The number of schools that have Local Area Network (LAN) for
computers in the school is 8,484 (32.52%). The number of schools that have
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.
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VocationalEducationinSchools
Vocational Education in Schools
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T
th
he main findings of Eighth All India School Education Survey (8 AISES) with
referencedate30September2009,regardingvocationaleducationinschoolsat
secondaryandhighersecondarystagesareasunder:
Pre-vocationalEducation
!
!
!
!
!
Out of total schools, 65.16% are in rural area and in rural area 48.6% of the
government schools are offering Pre-vocational courses followed by 34.75%
privateaidedand16.65%areprivateunaidedschools.34.84%schoolsinthe
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 schools while 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. Out of which are 64.42% male and 35.58% are females. Out of total
teachersforPre-vocationalcourses,45.79%areinprivateaidedschoolsfollowed
by30.58%ingovernmentschoolsand23.63%inprivateunaidedschools.
Rural
Urban
Total
38995
Number of Schools Offering Pre-vocational Courses
and Teachers in Them
40000
35000
19645
25000
5319
4792
5732
3735
1997
5000
1765
10000
3163
15000
10111
20000
19350
30000
1398
VocationalEducationinSchools
!
Atotalof5,732numberofschoolsofferingPre-vocationalcoursesatClassIXand
X.Outofwhich2,485(43.35%)aregovernment(includeslocalbody)schools
followedby35.05%privateaidedschoolsandtherest21.6%areprivateunaided
schools.
0
7th AISES
8th AISES
Number of schools
7th AISES
8th AISES
Number of teachers
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62::ESD,NCERT
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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
th
comparedto7 AISES.Therateofincreaseofschoolsinruralareaismoreasthe
schoolshavebecomemorethandoublewhileinurbanarea,thereisincreaseof
43%.Incaseofteachersthereishugeincrease,morethan3.8timesofincrease
from7thAISES.
!
Rural
Pre-vocational Courses Offered by Schools in States
Urban
1077
1200
Total
836
1000
Haryana
Jharkhand
Assam
Gujarat
173
88
61
149
109
16
125
85
37
122
71
40
111
49
Kerala
213
124
42
Uttrakhand
233
171
Tamil Nadu
250
88
Madhya Pradesh
112
121
74
West Bengal
162
324
445
80
Rajasthan
Karnataka
Maharashtra
0
250
Uttar Pradesh
200
365
262
229
491
644
230
Andhra Pradesh
414
293
400
543
600
445
632
800
(States > 100 Schools)
schoolsofferingPre-vocationalcourses.TheState-wisedistributionofnumberof
schoolsin14statesisasunder:
Ü
FiveStatesnamelyBihar,HimachalPradesh,JammuandKashmir,Orissa
andPunjabarehavingbetween50andlessthan100schoolsofferingPrevocationalcourses.Theremaining16State/UTsarehavinglessthan50
schoolsofferingPre-vocationalcourses.
VocationalEducationatHigherSecondaryStage
!
Atotalof2,812HigherSecondarySchools/DegreeCollegeshavingClassXIand
XII are offering vocational courses at higher secondary stage. Out of the total
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VocationalEducationinSchools
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
!
schools,1,431(50.9%)ofschoolsareGovernmentmanagedfollowedby1,156
(41.1%)privateaidedand225(8.0%)privateunaided.
!
VocationalEducationinSchools
!
Out of the total schools, 1,417 (50.4 %) are from rural area and within 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 the higher 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.
There are schools offering more than one courses in vocational areas. 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' the most 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.
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Annexure:
Annexures
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Theconceptsanddefinitionsofsomeimportanttermstobeusedinthe8thAISESare
givenbelow:
UrbanArea
AllareaswhichwereidentifiedasurbanatthetimeoftheCensus2001orsubsequently
notifiedtobesoaretobetreatedasurban.
RuralArea
Annexure:ConceptandDefinitions
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 convenient walking distance
betweenthecentralpointofthehabitationandtheschool.
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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
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
Combinationofclassesfordifferentschoolstagesdiffersfromstatetostate.Various
combinations of classes of the school system constitute primary, upper primary,
secondaryandhighersecondarystages.
Generally, in most of the states Classes I-IV/I-V constitute primary stage; Classes VVII/VI-VII/VI-VIII constitute upper primary stage; Classes VIII-X/IX-X constitute
secondarystage;andClassesXI-XIIashighersecondarystage.
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Annexure: ConceptandDefinitions
Unrecognisedschoolisthatwhichisnotrecognisedbutrunningclassesonthepatternof
recognisedschool.Thisdoesnotincludecoachingcentres.
SomeoftheStatesandUnionTerritorieshaveprovisionforjuniorcolleges,independent
Pre-University Classes (PUC), intermediate colleges and degree colleges having the
highersecondaryclasses.Inthissurvey,theseclasses/collegeswillbeconsideredalong
withthehighersecondarystage.
Annexure:ConceptandDefinitions
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
one Section in a class they are labelled as Section A, Section B, Section C and so on.
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
concrete or timber, plywood, bamboo, artificial wood of synthetic material and
PVC.
(c) RoofMaterial:Tiles,G.I./metal/asbestossheets,concrete,bricks,stones,timber,
bamboo,plywood,artificialwoodofsyntheticmaterialandPVC.
(d) PartlyPuccaBuilding:Aschoolbuildingistobetreatedaspartlypuccaifithasits
wallsmadeoftheabovementionedmaterialbutroofismadeofthematerialsother
thanthosementionedabovesuchasbamboos,grass,thatch,etc.
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(e) KuchchaBuilding:Schoolbuilding,thewallsand/orroofofwhicharemadeof
materials other than those mentioned above such as unburnt bricks, bamboos,
mud, grass, reeds, thatch, loosely packed stones is to be treated as kuchcha
building.
Repeaters
Repeatersarethosepupilswhowerestudyinginthesameclassduringthepreviousyear.
AlternativeSchools(AS)
AlternativeandInnovativeEducation(AlE)Centres
The centres set up for very specific, difficult groups of out of school children for
mainstreaming or otherwise, under the AlE component of the EGS&AIE scheme, 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-ETaleem/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.
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Annexure: ConceptandDefinitions
Schoolssetupinunservedhabitations(withnoschoolingfacilitieswithinonekm)under
theEducationGuaranteeScheme(EGS)componentoftheEGS&AIEschemetoprovide
educationtooutofschoolchildrenaretermedasAlternativeSchools.EGSschoolsinthe
States of Madhya Pradesh, Orissa, Uttar Pradesh; Maavadi in Andhra Pradesh; MultigradelearningcentersinKerala;ShishuShikshaKaramsuchiKendrasinWestBengal;
ContractschoolsinMaharashtra;RajivGandhiSwarnaJayantiPathshalasinRajasthan
aresomeoftheexamplesofAlternativeSchools.
SpecialEducators
Teachers having Certificate/Diploma/Degree in special education recognised by
RehabilitationCouncilofIndia.
Disability
Annexure:ConceptandDefinitions
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, or can hear only shouted words, or can hear only when the speaker 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.
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Survey Associate
Shri Dharmendra Kumar
(03/11/2009 - 08/03/2010)
(01/12/2009 - 15/07/2011)
Ms Sonam Mah eshwari
Shri Hariom Kumar
(04/06/2010 - 28/09/2010)
(07/06/2010 - 19/07/2011)
Ms Rajesh Kumari
Shri Raj Kumar
(03/12/2010 - 14/06/2011)
(01/10/2010 - 23/04/2012)
Ms L oveneet Kumar
Shri Pradeep Kumar Vishwakarma
( 25/07/2011 - 01/09/2011)
(19/07/2011 - 30/11/2011)
Ms Inka Goel
Ms Ritu
(16/08/2011 - 31/03/2012)
(12/08/2011 - 30/04/2012)
Computer System Analyst
Shri Ankit Gupta
Shri Shiv Pratap
(06/11/2009 - 02/11/2012)
(06/11/2009 -31/03/2011)
Ms Sonali Sharma
Shri Hemant Kumar
(06/11/2009 - 26/05/2011)
(03/11/2009 - 14/07/2010)
Shri Sachin Kumar
Shri Mohan Chandra Mishra
(26/07/2011 - 05/09/2013)
(04/06/2010 - 17/01/2011)
Shri Chanchal
Shri Sunil Vijayan
(18/10/2010 - 18/11/2010)
(19/02/2011 - 08/03/2013)
Ms Charu Vaid
Ms Prerna Waila
(26/12/2011 - 30/09/2013)
(26/12/2011 - 30/09/2013)
Account Assistant
Shri Jai Prakash
Ms Preeti Piplani
(17/11/2009 - 31/03/2010)
(09/10/2009 - 05/10/2010)
Ms Anupa Jyanti Toppo
Ms Madhu Thakur
(08/12/2010 - 10/10/2011)
(29/02/2012 - 20/06/2013)
Steno-cum-Computer Operator
Ms Sarita
Shri V.V. Subba Rao
(03/06/2010 - 28/02/2011)
(03/06/2010 - 31/04/2012)
*Personswhohaveworkedintheprojectformorethan3monthsareincludedintheabovelist.
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Annexure: ProjectStaff
Shri Manish Kumar Singh
Growth in Schools
Annexure:GrowthinSchoolEducation
Survey year
3rd Survey (1973)
4th Survey (1978)
5th Survey (1986)
6th Survey (1993)
7th Survey (2002)
8th Survey (2009)
Rural
Urban
Total
5,16,876
5,56,873
6,34,908
6,96,297
8,53,184
10,94,510
72,155
77,271
1,00,863
1,26,189
1,77,812
2,05,392
5,89,031
6,34,144
7,35,771
8,22,486
10,30,996
12,99,902
Female
Total
Teachers in Schools
Male
Survey year
(Figures in Thousand)
3rd Survey (1973)
4th Survey (1978)
5th Survey (1986)
6th Survey (1993)
7th Survey (2002)
8th Survey (2009)*
1965.59
2149.30
2550.26
2786.30
3330.29
4067.80
659.82
791.04
1094.42
1411.26
2199.98
2890.50
2625.41
2940.34
3644.68
4197.56
5530.27
6958.28
* Include Para and Part Time Teachers
Gross Enrolment Ratio (GER)
Survey year
3rd Survey (1973)
4th Survey (1978)
5th Survey (1986)
6th Survey (1993)
7th Survey (2002)
8th Survey (2009)
Classes I-V
Classes VI-VIII
80
82
92
82
93
95
33
38
48
54
58
71
Area-wise Enrolment
Survey year
3rd Survey (1973)
4th Survey (1978)
5th Survey (1986)
6th Survey (1993)
7th Survey (2002)
8th Survey (2009)
Rural
Urban
Total
(Figures in Thousand)
592.33
670.72
913.28
1044.52
1408.01
1578.74
236.87
283.61
368.87
473.33
622.86
617.10
829.19
954.33
1282.15
1517.85
2030.88
2195.85
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72::ESD,NCERT
AConciseReport::8 AISES
Listof8thAISESReports
1. 8thAISES: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
“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.
”
ISBN 978-93-5007-764-1
Visit us at : www.ncert.nic.in; www.aises.nic.in