In 2022, the degree of literacy in India was about 97 percent among the youth between the ages of 15 to 24 years. An exponential increase in the literary rate was seen over the years from 1981 in the country.

Literacy in India has been increasing as more and more people receive a better education, but it is still far from all-encompassing. In 2023, the degree of literacy in India was about 77 percent, with the majority of literate Indians being men. It is estimated that the global literacy rate for people aged 15 and above is about 86 percent. How to read a literacy rateIn order to identify potential for intellectual and educational progress, the literacy rate of a country covers the level of education and skills acquired by a country’s inhabitants. Literacy is an important indicator of a country’s economic progress and the standard of living – it shows how many people have access to education. However, the standards to measure literacy cannot be universally applied. Measures to identify and define illiterate and literate inhabitants vary from country to country: In some, illiteracy is equated with no schooling at all, for example. Writings on the wallGlobally speaking, more men are able to read and write than women, and this disparity is also reflected in the literacy rate in India – with scarcity of schools and education in rural areas being one factor, and poverty another. Especially in rural areas, women and girls are often not given proper access to formal education, and even if they are, many drop out. Today, India is already being surpassed in this area by other emerging economies, like Brazil, China, and even by most other countries in the Asia-Pacific region. To catch up, India now has to offer more educational programs to its rural population, not only on how to read and write, but also on traditional gender roles and rights.

Documentation

Description and codebook for subset of harmonized variables:

Section 2

Guide to datasets:

Full Project Name: The Impact of Mother Literacy and Participation Programs on Child Learning in India

Unique ID: 458

PIs: Rukmini Banerji, James Berry, Marc Shotland

Location: Indian states of Bihar and Rajasthan

Sample: Around 9,000 households in 480 villages

Timeline: 2010 to 2012

Target Group: Children Parents Rural population Women and girls

Outcome of Interest: Employment, Student learning ,Women’s/girls’ decision-making, Gender attitudes and norms

Intervention Type: Early childhood development, Tracking and remedial education, Empowerment training

Associated publications: https://www.aeaweb.org/articles?id=10.1257/app.20150390

More information: https://www.povertyactionlab.org/evaluation/impact-mother-literacy-and-participation-programs-child-learning-india

Dataverse: Banerji, Rukmini; Berry, James; Shotland, Marc, 2017, “The Impact of Maternal Literacy and Participation Programs: Evidence from a Randomized Evaluation in India”, https://doi.org/10.7910/DVN/19PPE7, Harvard Dataverse, V1

Section 3

Survey instrument:

Testing tools:

Section 4

Survey instrument:

Testing tools:

Section 5

No associated survey instrument

Section 6

This dataset was created on 2021-10-06 20:35:41.921 by merging multiple datasets together. The source datasets for this version were:

Maternal Literacy in India Baseline: Modified from ml_merged : contains data with variables only from baseline surveys

Maternal Literacy in India Endline: Modified from ml_merged : contains data with variables only from endline surveys

Maternal Literacy in India Raw Administrative Statistics: ml_admin_stats_raw: Contains administrative statistics from the 2011 census and aser surveys used in online Appendix Table 1 in the paper; this is merged with some of the survey data to create ml_admin_stats

In 2011, **** million out of 26.8 million of people with disability in India were illiterate. Among illiterates in India, more women than men were reported to be illiterate, at respectively **** million and **** million of people.The general schooling system in India comprises of four levels namely, Primary (classes I – V), Middle or Upper Primary (Classes VI – VIII), Secondary (Classes IX – X), and Higher Secondary (XI – X). In India, the total number of illiterate women was higher than that of illiterate men. According to the 2009 Right to Education Act in India, children aged six to 14 years are entitled to free and compulsory education until upper primary level. However, as of 2011, less than one in every ten people with disability completed middle school.

Gender gap in education

Regarding reproductive health, empowerment and the labor market, India belongs to the least gender equal countries in the world. Gender disparity in India is also evident in the literacy gap. For instance, there are more men than women that have higher education levels . The same trend was also recorded among those with disability. Even though the Constitution of India grants women equality before the law and equal protection of the law, India still has a long way to go to achieve gender equality. Nevertheless, there is no question that women in India have overcome numerous barriers within the last few decades and continue to strive their way towards equality.

Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for allEnrolment in primary education in developing countries has reached 91%, but 57 million children remain out of school.More than half of children who have not enrolled in school live in sub-Saharan Africa.An estimated 50% of out-of-school children of primary school age live in conflict-affected areas. Children in the poorest households are 4 times as likely to be out of school as children in the richest households.The world has achieved equality in primary education between girls and boys, but few countries have achieved that target at all levels of education.Among youth aged 15 to 24, the literacy rate has improved globally from 83 per cent to 91 per cent between 1990 and 2015.India has made significant progress in universalizing primary education. Enrolment and completion rates of girls in primary school have improved as are elementary completion rates. The net enrolment ratio in primary education (for both sexes) is 88%(2013-14). At the national level, male and female youth literacy rate is 94% and 92%.This map layer is offered by Esri India, for ArcGIS Online subscribers, If you have any questions or comments, please let us know via content@esri.in.

Crime rate against Children-India

Investigating Crime Trends and Patterns Across India

By Bhavna Chawla [source]

About this dataset

This dataset provides an in-depth look at crime against children throughout India. The data, collected from state and union territories throughout the country, tracks arrests made in response to a variety of crimes including infanticide, murder of children, rape of Children, kidnapping and abduction of children, foeticide, abetment of suicide, exposure and abandonment. Additionally it looks at procuration of minor girls as well as buying or selling minors for prostitution. It also illustrates arrests made related to violation or prevention under the Prohibition Of Child Marriage Act (PCMA).

The dataset paints an unfortunately dark image across India with rising numbers each year - painfully representing the suffering these innocent minors have faced over time. Through this dataset we can not only get a better understanding on who is leading the charge in terms of crime rate but also uncover startling patterns about type specified categories that are particularly egregious when it comes to number of arrests made. By examining this data more closely together we can unravel meaningful solutions which ultimately could help protect our beloved child population from needless harm and distress

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How to use the dataset

This dataset is suitable for researchers interested in learning more about crime against children as well as government planners who may want to analyze which states have higher rates of various types of crimes and identify strategies for managing them.

To use this dataset, start by examining the main columns – STATE/UT, CRIME HEAD, 2001-2012 – which provide additional information about each row such as state or UT name and type of crime committed respectively. Then you can use a visualized comparison to evaluate trends across all the listed years: a look at total numbers or changes over time will help reveal how arrests vary among different categories or within a particular year; it will also identify areas with particularly high numbers that need more attention from policy makers. These visualizations can also be compared with statistics on population density or socio-economic characteristics such as literacy rate or poverty levels to get further insights into characterizing patterns for targeted interventions that could reduce criminal activities towards vulnerable communities.

Additionally, you could use this dataset combined with other external sources/variables (governance measures taken against certain categories etc.) to build predictive models that identify relationships between risks factors associated with higher rate of specific type(s) criminal activities prevailing amongst certain age group(s). Such approaches would help contribute towards evidence informed public safety interventions, public health initiatives and legal systems strengthening over time specifically targeting those districts where higher rates are taking place so that people especially women & girls are protected from any form physical abuse & harassment leading potential threat on their living condition & livelihood opportunities eventually affecting national development levels if left unchecked regularly each year progressing forward

Research Ideas

• This dataset could be used to identify the states with the highest crime rates against children, and explore any potential correlations between crime statistics and social or economic factors in those states.
• This dataset can also be used to analyze state-wise trends over time to assess whether government initiatives aimed at curbing crimes against children have been effective or not.
• The dataset can also help researchers examine which type of crimes are most prevalent in each state/UT and come up with ways to reduce these crimes via policy measures or public outreach programs, etc

Acknowledgements

If you use this dataset in your research, please credit the original authors. Data Source

License

See the dataset description for more information.

Columns

File: Crime head-wise persons arrested under crime against children during 2001-2012.csv | Column name | Description | |:---------------|:----------------------------------------------------------------| | STATE/UT | The state or union territory in India. (String) | | CRIME HEAD | The type of crime against chi...

Only data used in the analysis published in the Final Report to 3ie on the project, "The impact of mother literacy and participation programs on child learning: evidence from a randomized evaluation in India" (project code OW2.153). This project was funded as part of the Open Window Round 2. The data and analysis have not been verified by 3ie as the authors have not submitted the statistical code files to 3ie.

IntroductionRates of primary school enrolment have improved in India, but levels of learning achievement remain low. In the Support To Rural India’s Public Education System (STRIPES) trial, a para-instructor intervention improved numeracy and literacy levels in Telangana, India (2008−10). The STRIPES2 trial was designed to assess whether a similar intervention in a younger cohort of children would have similar effects in Satna and Maihar districts of Madhya Pradesh, India, and be cost-effective.MethodsIn this Madhya Pradesh cluster-randomized controlled trial, 196 villages (clusters) were randomized to receive either a health (CHAMPION2: community health promotion and medical provision and impact on neonates) or education (STRIPES2) intervention. Villages receiving the health intervention were controls for the education intervention and vice versa. For children newly enrolled in primary school, the STRIPES2 intervention comprised before/after-school classes (2 hours per day, 6 days a week) given by trained para-instructors from the local community, frequent monitoring, and engagement with caregivers to motivate children, delivered by the Pratham Education Foundation. STRIPES2 activities had to be suspended twice for around ten and a half months, and some components of the intervention modified due to the COVID-19 pandemic. The period of the trial was extended with the primary outcome (a composite literacy and numeracy score of Early Grade Reading and Mathematics Assessments) assessed around 30 months after classes started.ResultsComposite test scores were significantly higher in the intervention arm (98 villages; 3054 children) than in the control arm (98 villages; 3275 children) at the end of the trial. The mean difference on a percentage point scale was 14.17; 95% CI 11.36 to 16.97; p 

This dataset is a cross-sectional survey collected from two provinces in Pakistan (Punjab) and India (State of Gujarat). The sample included both urban and rural parts of the two countries. The dataset mainly looks at children’s learning and general life experiences in the early years of childhood (at ages 4 to 8). We assessed 1,129 children on tasks of basic numeracy, literacy, and social-emotional learning using a standardised measure of assessment, implemented at two points in time with a gap of 12 months. Also, we collected data on household characteristics, children's learning performance and a parents' survey of children's activities and learning outcomes.School enrolment of around 80% in India and Pakistan is lower than targets associated with Sustainable Development Goal 4 and functional levels of literacy and numeracy are inadequate even for many young children who are enrolled in school. This project, based on 1,500 young children from one province in Pakistan and one state in India, seeks to examine patterns of enrolment of children and school readiness by socio-economic group, family background, urban / rural locations and individual characteristics such as gender, disability and health. Attendance and progress at school will be analysed over one year, demonstrating how much of a difference school attendance can make to children’s cognitive development and health outcomes. The project aims to collect in-depth information from families and communities on their views of schools and any barriers to attendance, and conduct a systematic review of the evidence. The findings are expected to have policy implications on school enrolment, attendance and retention.

The team's final project report was published on 20 September 2022, and a foreword has been authored by Ziauddin Yousafzai (Malala Yousafzai’s father).

Abstract

The National Family Health Survey 2019-21 (NFHS-5), the fifth in the NFHS series, provides information on population, health, and nutrition for India, each state/union territory (UT), and for 707 districts.

The primary objective of the 2019-21 round of National Family Health Surveys is to provide essential data on health and family welfare, as well as data on emerging issues in these areas, such as levels of fertility, infant and child mortality, maternal and child health, and other health and family welfare indicators by background characteristics at the national and state levels. Similar to NFHS-4, NFHS-5 also provides information on several emerging issues including perinatal mortality, high-risk sexual behaviour, safe injections, tuberculosis, noncommunicable diseases, and the use of emergency contraception.

The information collected through NFHS-5 is intended to assist policymakers and programme managers in setting benchmarks and examining progress over time in India’s health sector. Besides providing evidence on the effectiveness of ongoing programmes, NFHS-5 data will help to identify the need for new programmes in specific health areas.

The clinical, anthropometric, and biochemical (CAB) component of NFHS-5 is designed to provide vital estimates of the prevalence of malnutrition, anaemia, hypertension, high blood glucose levels, and waist and hip circumference, Vitamin D3, HbA1c, and malaria parasites through a series of biomarker tests and measurements.

Geographic coverage

National coverage

Analysis unit

• Household
• Individual
• Children age 0-5
• Woman age 15-49
• Man age 15 to 54

Universe

The survey covered all de jure household members (usual residents), all women aged 15-49, all men age 15-54, and all children aged 0-5 resident in the household.

Kind of data

Sample survey data [ssd]

Sampling procedure

A uniform sample design, which is representative at the national, state/union territory, and district level, was adopted in each round of the survey. Each district is stratified into urban and rural areas. Each rural stratum is sub-stratified into smaller substrata which are created considering the village population and the percentage of the population belonging to scheduled castes and scheduled tribes (SC/ST). Within each explicit rural sampling stratum, a sample of villages was selected as Primary Sampling Units (PSUs); before the PSU selection, PSUs were sorted according to the literacy rate of women age 6+ years. Within each urban sampling stratum, a sample of Census Enumeration Blocks (CEBs) was selected as PSUs. Before the PSU selection, PSUs were sorted according to the percentage of SC/ST population. In the second stage of selection, a fixed number of 22 households per cluster was selected with an equal probability systematic selection from a newly created list of households in the selected PSUs. The list of households was created as a result of the mapping and household listing operation conducted in each selected PSU before the household selection in the second stage. In all, 30,456 Primary Sampling Units (PSUs) were selected across the country in NFHS-5 drawn from 707 districts as on March 31st 2017, of which fieldwork was completed in 30,198 PSUs.

For further details on sample design, see Section 1.2 of the final report.

Mode of data collection

Computer Assisted Personal Interview [capi]

Research instrument

Four survey schedules/questionnaires: Household, Woman, Man, and Biomarker were canvassed in 18 local languages using Computer Assisted Personal Interviewing (CAPI).

Cleaning operations

Electronic data collected in the 2019-21 National Family Health Survey were received on a daily basis via the SyncCloud system at the International Institute for Population Sciences, where the data were stored on a password-protected computer. Secondary editing of the data, which required resolution of computer-identified inconsistencies and coding of open-ended questions, was conducted in the field by the Field Agencies and at the Field Agencies central office, and IIPS checked the secondary edits before the dataset was finalized.

Field-check tables were produced by IIPS and the Field Agencies on a regular basis to identify certain types of errors that might have occurred in eliciting information and recording question responses. Information from the field-check tables on the performance of each fieldwork team and individual investigator was promptly shared with the Field Agencies during the fieldwork so that the performance of the teams could be improved, if required.

Response rate

A total of 664,972 households were selected for the sample, of which 653,144 were occupied. Among the occupied households, 636,699 were successfully interviewed, for a response rate of 98 percent.

In the interviewed households, 747,176 eligible women age 15-49 were identified for individual women’s interviews. Interviews were completed with 724,115 women, for a response rate of 97 percent. In all, there were 111,179 eligible men age 15-54 in households selected for the state module. Interviews were completed with 101,839 men, for a response rate of 92 percent.

Rotating Book Rack for Kids Market Outlook

According to our latest research, the Global Rotating Book Rack for Kids market size was valued at $412 million in 2024 and is projected to reach $729 million by 2033, expanding at a robust CAGR of 6.5% during 2024–2033. This impressive growth trajectory is primarily driven by the increasing emphasis on early childhood education and the growing demand for innovative, space-saving furniture solutions that foster reading habits among children. As parents and educators worldwide become more aware of the importance of accessible and organized reading environments, the adoption of rotating book racks for kids is gaining remarkable momentum across both developed and developing economies.

Regional Outlook

North America currently holds the largest share of the global Rotating Book Rack for Kids market, accounting for over 35% of total revenue in 2024. This dominance is attributed to the region's mature educational infrastructure, high disposable incomes, and a strong culture of reading and literacy promotion from an early age. The United States, in particular, is a leading market due to widespread investments in home and school learning environments, as well as a well-established retail sector that supports the distribution of innovative children’s furniture. Furthermore, the presence of major manufacturers and a high rate of product innovation contribute to North America's leadership in this sector.

The Asia Pacific region is projected to witness the fastest CAGR of 8.2% during the forecast period, driven by rapid urbanization, growing middle-class populations, and heightened awareness regarding the value of early childhood education. Countries such as China, India, and Japan are seeing substantial investments in educational infrastructure and a surge in demand for child-friendly, ergonomic furniture products. The proliferation of e-commerce platforms and the expansion of organized retail in these markets are making rotating book racks more accessible to a broader consumer base. Additionally, government initiatives aimed at improving educational outcomes and promoting reading among children are acting as significant catalysts for market growth in the region.

In emerging economies across Latin America, the Middle East, and Africa, the adoption of rotating book racks for kids is gradually increasing, albeit from a smaller base. These regions face unique challenges, including limited purchasing power, infrastructural constraints, and lower awareness about the benefits of such products. However, localized demand is being fueled by non-profit organizations, international aid programs, and government-backed educational reforms focusing on child development. As these economies continue to develop and urbanize, and as literacy rates improve, the market for rotating book racks is expected to expand, though at a more moderate pace compared to North America and Asia Pacific.

Report Scope

BackgroundIn India, acute respiratory infections (ARIs) are a leading cause of mortality in children under 5 years. Mapping the hotspots of ARIs and the associated risk factors can help understand their association at the district level across India.MethodsData on ARIs in children under 5 years and household variables (unclean fuel, improved sanitation, mean maternal BMI, mean household size, mean number of children, median months of breastfeeding the children, percentage of poor households, diarrhea in children, low birth weight, tobacco use, and immunization status of children) were obtained from the National Family Health Survey-4. Surface and ground-monitored PM2.5 and PM10 datasets were collected from the Global Estimates and National Ambient Air Quality Monitoring Programme. Population density and illiteracy data were extracted from the Census of India. The geographic information system was used for mapping, and ARI hotspots were identified using the Getis-Ord Gi* spatial statistic. The quasi-Poisson regression model was used to estimate the association between ARI and household, children, maternal, environmental, and demographic factors.ResultsAcute respiratory infections hotspots were predominantly seen in the north Indian states/UTs of Uttar Pradesh, Bihar, Delhi, Haryana, Punjab, and Chandigarh, and also in the border districts of Uttarakhand, Himachal Pradesh, and Jammu and Kashmir. There is a substantial overlap among PM2.5, PM10, population density, tobacco smoking, and unclean fuel use with hotspots of ARI. The quasi-Poisson regression analysis showed that PM2.5, illiteracy levels, diarrhea in children, and maternal body mass index were associated with ARI.ConclusionTo decrease ARI in children, urgent interventions are required to reduce the levels of PM2.5 and PM10 (major environmental pollutants) in the hotspot districts. Furthermore, improving sanitation, literacy levels, using clean cooking fuel, and curbing indoor smoking may minimize the risk of ARI in children.

The global market for children's audiobook software is experiencing robust growth, driven by increasing smartphone penetration, rising parental awareness of the educational benefits of audiobooks, and the expanding availability of high-quality, engaging content. The market, segmented by application (school vs. personal use) and type (paid vs. free), shows a strong preference for free, personal-use applications, particularly amongst younger demographics. However, the paid segment is also exhibiting significant growth, fueled by premium content offerings, exclusive features, and subscription models offering diverse content libraries. The competitive landscape is characterized by a mix of established publishers like Harper Collins and Audible, alongside specialized children's audiobook providers like Storynory and emerging tech companies in regions like China. Geographical distribution reveals North America and Europe as leading markets, reflecting higher disposable incomes and digital literacy rates, but Asia-Pacific, particularly India and China, show significant growth potential due to rapid economic development and rising internet adoption. The market is expected to maintain a healthy Compound Annual Growth Rate (CAGR) over the forecast period (2025-2033), propelled by continuous technological advancements, innovative content formats (interactive storytelling, personalized learning experiences), and increasing parental spending on children's education and entertainment. The restraints on market growth include concerns about screen time, the digital divide (access to technology and internet connectivity), and the challenge of creating engaging and age-appropriate content for diverse age groups and learning styles. However, these challenges are being addressed through the development of offline access options, affordable subscription models, and partnerships with educational institutions. Future growth will also depend on advancements in artificial intelligence, particularly in personalized recommendations and adaptive learning features within audiobook applications. This will enhance user experience and tailor content to individual children's preferences and learning needs. The successful players will be those who effectively leverage technology to improve accessibility, create compelling content, and address parental concerns about screen time and educational value. Therefore, a nuanced approach focusing on both user engagement and educational benefits is crucial for success within this dynamically evolving market.

Data have been generated as part of an ESRC-funded research project that investigates the potential of community-school partnerships in raising government school children’s learning in rural India. This longitudinal study covers three rounds of in-person surveys and one round of phone survey, which took place during the Covid-19 pandemic. The sample was selected from children attending government schools in primary grades 2, 3, and 4 who had not achieved foundational literacy at the time of the survey. In addition to measuring children’s foundational literacy and numeracy (in all in-person survey rounds), information was collected on each selected child’s household as well as on the schools attended by these children. The baseline survey was conducted between October 2018 and January 2019, and the survey was done for the following units at the baseline: Child, Household, School, Head Teacher, Teacher, and Classroom observations. Similarly, the midline data (i.e., the second survey round) was collected between November 2019 and March 2020. Due to the pandemic, we tracked the sampled children’s households and teachers through a phone survey during the period of school closures (from October – November 2021) to capture the status of education-related activities. The final survey (from December 2021 – January 2022) only collected information on the sample children’s enrolment status and their learning levels after the pandemic.

Our project explores the potential of community-based accountability relationships to raise children's foundational learning outcomes, with a focus on the most disadvantaged primary-school learners: namely those who are from poorer households and, within these, girls. We ask both whether and how changes occur when school actors are supported to view their accountability as being primarily to their local community and their goal as being to raise all children's learning. To do this, we evaluate a grassroots intervention that supports school actors to work directly with their communities to develop a shared understanding of children's learning levels, collaborate in planning how to raise them, and facilitate action both inside and outside the classroom. In addition to analysing changes in children's learning, we examine the intervention's capacity to create changes in school-community relations, teachers' attitudes perceptions, and actions in the classroom.

The intervention builds on two of Pratham's grassroots literacy campaigns to incorporate school-community accountability relationships. Lakhon Mein Ek (LME) was primarily an information campaign, supporting communities to undertake and discuss their own independent assessments of children's learning outcomes. Reading Week (RW) provided community volunteers with packages of simple materials with which to work with children to improve their foundational literacy and numeracy skills. The proposed intervention seeks to enhance the impact of these previous interventions by working directly with school actors to help them engage and work with their local communities.

The Multilingualism and Multiliteracy (MultiLila) project was a four-year research study (2016 –2020).It aimed to examine whether a match or mismatch between the child’s home language(s) and the school language affect learning outcomes while at the same time taking into other factors that can affect a child’s performance on basic school skills and more advanced, problem-solving and reasoning skills. Specifically, socioeconomic status, school site, urban vs. rural location and differences between two urban sites (Delhi and Hyderabad) were considered when evaluating learning outcomes in the project’s tasks. The project also sought to understand whether children who use more than one language in the home or children who live in linguistically highly diverse environments have better cognitive skills than children in monolingual or less diverse contexts. A variety of quantitative and qualitative data were collected over a period of four years. The data include children’s performance on the fourteen different tasks of literacy, numeracy, oral language, verbal reasoning, and cognitive tasks mentioned above. In addition, we collected data from the surveys and questionnaires used for teacher and head-teacher interviews.

This innovative project examines the causes of low educational outcomes in schools in India where many children fail to achieve basic literacy and numeracy levels, while dropout rates, affecting girls more than boys, are very high. A starting point of this research is that bilingualism and multilingualism have revealed cognitive advantages and good learning skills in children raised in western societies. Multilingualism is the norm in India. However, rather than enjoying cognitive and learning advantages, multilingual Indian children show low levels of basic learning skills including critical thinking and problem-solving. This project is innovative in seeking to disentangle the causes of this paradox. The project builds on Tsimpli's large scale (600K) EU-funded THALES bilingualism project which assessed cognitive and language abilities of 700+ children in five different countries, expanding this project into numeracy, critical thinking and problem solving in multilingual children which are key elements in the Indian context. The PI and co-Is have been preparing this application for the last two years in conjunction with the current project partners and consultants in India with 20k. funding from the British Council and 3k funding from the Centre for Literacy and Multilingualism at the University of Reading. The PI was invited to take part in a Roundtable discussion on Multilingual Education at the British Council in September 2014 (https://www.youtube.com/watch?v=JXMhAzgcdzM).The applicants discussed key questions from charities and schools and obtained advice from a range of educational and linguistics experts in Delhi and Hyderabad and visited different schools in both cities in 2014-15. The key question this project seeks to address is to explore how the complex dynamics of social, economic and geographical contexts affect the delivery of quality multilingual education in India. The growth of literacy and numeracy in children is constrained by complex interactions between elements of the education system, the context in which they are embedded, and the dynamics operating within that system. By conducting research among children living in urban slums in Delhi and Hyderabad as well as in remote rural areas of Bihar where food deprivation, low sanitation, poverty and migration make school attendance and education hard to maintain, the project focuses on structural and language inequalities affecting educational quality in India. Language inequalities arise because a large number of children in India are deprived of receiving mother-tongue support, being instructed only in the regional language and English, often from teachers with poor teaching qualifications and practices or limited knowledge of the language of instruction too. Teaching practices in India are teacher- and textbook-centred with detrimental effects on the development of critical thinking and problem solving abilities. These skills are fundamental in every learning process including numeracy and the understanding of mathematics. The method of this study is highly innovative in a number of ways. A combination of several tasks and questionnaires will address the role of several factors on learning outcomes. Each child's language, literacy and numeracy skills will be evaluated at two time points with a one year interval between them. This design is known to provide reliable findings on the development of learning rather than only on knowledge itself allowing future interventions to build on these findings to ensure improved outcomes. This study will provide policymakers and practitioners with concrete ideas on how to improve learning outcomes in the multilingual education context of India. It will offer a crucial understanding of how these ideas will translate to their specific contexts and institutions in India across regions and states. At the same time, the project will also inform UK stakeholders about educating bilingual children in the UK.

According to the 2022 survey conducted on the distribution of reading levels among third-graders across rural India, more than ** percent of the children participating were able to read second-grade texts in rural India. While **** percent of students were not able to read even a letter.

The children's magazine market, currently valued at $1534 million in 2025, is projected to experience steady growth, exhibiting a compound annual growth rate (CAGR) of 4.8% from 2025 to 2033. This growth is fueled by several key factors. Increasing parental awareness of the educational benefits of print media, coupled with a desire to limit screen time for young children, significantly boosts demand for engaging and age-appropriate content. The market's segmentation reflects this diverse need, catering to various age groups (0-6, 6-12, and 12-18 years) with different publication frequencies (weekly, monthly, quarterly, and annual). The rise in subscription models and digital distribution channels further enhances accessibility and convenience for parents, contributing to market expansion. However, competition from digital entertainment and educational platforms, along with fluctuating paper costs and printing expenses, pose challenges to the market's sustained growth. The diverse range of publishers, including established names like Highlights and Cricket Media, alongside newer entrants focusing on niche interests, contributes to a dynamic and evolving market landscape. Geographic distribution reveals a significant concentration of market share in North America and Europe, reflecting higher disposable incomes and established literacy rates. However, developing economies in Asia-Pacific, particularly India and China, represent significant growth opportunities due to rising middle-class incomes and increased access to education. Effective marketing strategies targeting parents through online channels, coupled with collaborations with schools and libraries, are crucial for publishers seeking to capitalize on this potential. Furthermore, the incorporation of interactive elements and augmented reality (AR) technology within print magazines can enhance engagement and help maintain a competitive edge against purely digital offerings. A focus on specialized content, catering to particular interests like science, nature, or sports, can also attract loyal readership and contribute to market differentiation.

Interactive Sound Storybooks Market Outlook

According to our latest research, the Global Interactive Sound Storybooks market size was valued at $1.52 billion in 2024 and is projected to reach $3.41 billion by 2033, expanding at a CAGR of 9.4% during the forecast period of 2025–2033. The primary factor propelling this remarkable growth is the increasing integration of technology into early childhood education, which has transformed traditional storybooks into immersive, interactive experiences. As parents and educators recognize the cognitive and developmental benefits of multisensory learning, demand for interactive sound storybooks continues to surge globally. These products not only enhance reading engagement but also foster language acquisition and auditory skills, making them a preferred choice among modern households and educational institutions alike.

Regional Outlook

North America currently holds the largest share of the global Interactive Sound Storybooks market, accounting for approximately 38% of total market revenue in 2024. This dominance is attributed to a mature publishing industry, widespread adoption of digital learning tools, and high disposable incomes among consumers. The region’s robust infrastructure for educational technology, coupled with strong collaborations between publishers and technology firms, has led to a steady stream of innovative products. Favorable government policies supporting early childhood literacy programs and the presence of leading market players further consolidate North America’s leadership position. The United States, in particular, demonstrates a high penetration rate of interactive learning products in both households and educational settings, making it a key revenue generator in the global landscape.

Asia Pacific is the fastest-growing region in the Interactive Sound Storybooks market, with a projected CAGR of 12.7% from 2025 to 2033. The region’s impressive growth is fueled by rapid urbanization, rising literacy rates, and increasing awareness of the importance of early childhood education. Countries such as China, India, and Japan are witnessing heightened investments in educational technology, with both public and private sectors driving the adoption of interactive learning materials. The proliferation of e-commerce platforms has also made these products more accessible to a broader consumer base, including remote and underserved areas. Additionally, cultural emphasis on multilingual education in the region has spurred demand for sound storybooks available in multiple languages, further accelerating market expansion.

Emerging economies in Latin America and the Middle East & Africa are gradually embracing interactive sound storybooks, though adoption rates remain lower compared to developed regions. In these markets, challenges such as limited access to digital infrastructure, lower purchasing power, and inadequate distribution networks have hindered widespread uptake. However, localized content development and targeted government literacy initiatives are beginning to drive incremental growth. For instance, collaborations with local authors and illustrators to create culturally relevant storybooks are helping to bridge the gap in adoption. As policy reforms and improvements in educational funding continue, these regions are expected to contribute a growing share to the global market in the coming years.

Report Scope

Abstract

The National Family Health Survey (NFHS) was carried out as the principal activity of a collaborative project to strengthen the research capabilities of the Population Reasearch Centres (PRCs) in India, initiated by the Ministry of Health and Family Welfare (MOHFW), Government of India, and coordinated by the International Institute for Population Sciences (IIPS), Bombay. Interviews were conducted with a nationally representative sample of 89,777 ever-married women in the age group 13-49, from 24 states and the National Capital Territoty of Delhi. The main objective of the survey was to collect reliable and up-to-date information on fertility, family planning, mortality, and maternal and child health. Data collection was carried out in three phases from April 1992 to September 1993. THe NFHS is one of the most complete surveys of its kind ever conducted in India.

The households covered in the survey included 500,492 residents. The young age structure of the population highlights the momentum of the future population growth of the country; 38 percent of household residents are under age 15, with their reproductive years still in the future. Persons age 60 or older constitute 8 percent of the population. The population sex ratio of the de jure residents is 944 females per 1,000 males, which is slightly higher than sex ratio of 927 observed in the 1991 Census.

The primary objective of the NFHS is to provide national-level and state-level data on fertility, nuptiality, family size preferences, knowledge and practice of family planning, the potentiel demand for contraception, the level of unwanted fertility, utilization of antenatal services, breastfeeding and food supplemation practises, child nutrition and health, immunizations, and infant and child mortality. The NFHS is also designed to explore the demographic and socioeconomic determinants of fertility, family planning, and maternal and child health. This information is intended to assist policymakers, adminitrators and researchers in assessing and evaluating population and family welfare programmes and strategies. The NFHS used uniform questionnaires and uniform methods of sampling, data collection and analysis with the primary objective of providing a source of demographic and health data for interstate comparisons. The data collected in the NFHS are also comparable with those of the Demographic and Health Surveys (DHS) conducted in many other countries.

Geographic coverage

National

Analysis unit

• Household
• Data collected for women 13-49, indicators calculated for women 15-49

Universe

The population covered by the 1992-93 DHS is defined as the universe of all women age 13-49 who were either permanent residents of the households in the NDHS sample or visitors present in the households on the night before the survey were eligible to be interviewed.

Kind of data

Sample survey data

Sampling procedure

SAMPLE DESIGN

The sample design for the NFHS was discussed during a Sample Design Workshop held in Madurai in Octber, 1991. The workshop was attended by representative from the PRCs; the COs; the Office of the Registrar General, India; IIPS and the East-West Center/Macro International. A uniform sample design was adopted in all the NFHS states. The Sample design adopted in each state is a systematic, stratified sample of households, with two stages in rural areas and three stages in urban areas.

SAMPLE SIZE AND ALLOCATION

The sample size for each state was specified in terms of a target number of completed interviews with eligible women. The target sample size was set considering the size of the state, the time and ressources available for the survey and the need for separate estimates for urban and rural areas of the stat. The initial target sample size was 3,000 completed interviews with eligible women for states having a population of 25 million or less in 1991; 4,000 completed interviews for large states with more than 25 million population; 8,000 for Uttar Pradesh, the largest state; and 1,000 each for the six small northeastern states. In States with a substantial number of backward districts, the initial target samples were increased so as to allow separate estimates to be made for groups of backward districts.

The urban and rural samples within states were drawn separetly and , to the extent possible, sample allocation was proportional to the size of the urban-rural populations (to facilitate the selection of a self-weighting sample for each state). In states where the urban population was not sufficiently large to provide a sample of at least 1,000 completed interviews with eligible women, the urban areas were appropriately oversampled (except in the six small northeastern states).

THE RURAL SAMPLE: THE FRAME, STRATIFICATION AND SELECTION

A two-stage stratified sampling was adopted for the rural areas: selection of villages followed by selection of households. Because the 1991 Census data were not available at the time of sample selection in most states, the 1981 Census list of villages served as the sampling frame in all the states with the exception of Assam, Delhi and Punjab. In these three states the 1991 Census data were used as the sampling frame.

Villages were stratified prior to selection on the basis of a number of variables. The firts level of stratification in all the states was geographic, with districts subdivided into regions according to their geophysical characteristics. Within each of these regions, villages were further stratified using some of the following variables : village size, distance from the nearest town, proportion of nonagricultural workers, proportion of the population belonging to scheduled castes/scheduled tribes, and female literacy. However, not all variables were used in every state. Each state was examined individually and two or three variables were selected for stratification, with the aim of creating not more than 12 strata for small states and not more than 15 strata for large states. Females literacy was often used for implicit stratification (i.e., the villages were ordered prior to selection according to the proportion of females who were literate). Primary sampling Units (PSUs) were selected systematically, with probaility proportional to size (PPS). In some cases, adjacent villages with small population sizes were combined into a single PSU for the purpose of sample selection. On average, 30 households were selected for interviewing in each selected PSU.

In every state, all the households in the selected PSUs were listed about two weeks prior to the survey. This listing provided the necessary frame for selecting households at the second sampling stage. The household listing operation consisted of preparing up-to-date notional and layout sketch maps of each selected PSU, assigning numbers to structures, recording addresses (or locations) of these structures, identifying the residential structures, and listing the names of the heads of all the households in the residentiak structures in the selected PSU. Each household listing team consisted of a lister and a mapper. The listing operation was supervised by the senior field staff of the concerned CO and the PRC in each state. Special efforts were made not to miss any household in the selected PSU during the listing operation. In PSUs with fewer than 500 households, a complete household listing was done. In PSUs with 500 or more households, segmentation of the PSU was done on the basis of existing wards in the PSU, and two segments were selected using either systematic sampling or PPS sampling. The household listing in such PSUs was carried out in the selected segments. The households to be interviewed were selected from provided with the original household listing, layout sketch map and the household sample selected for each PSU. All the selected households were approached during the data collection, and no substitution of a household was allowed under any circumstances.

THE RURAL URBAN SAMPLE: THE FRAME, STRATIFICATION AND SELECTION

A three-stage sample design was adopted for the urban areas in each state: selection of cities/towns, followed by urban blocks, and finally households. Cities and towns were selected using the 1991 population figures while urban blocks were selected using the 1991 list of census enumeration blocks in all the states with the exception of the firts phase states. For the first phase states, the list of urban blocks provided by the National Sample Survey Organization (NSSSO) served as the sampling frame.

All cities and towns were subdivided into three strata: (1) self-selecting cities (i.e., cities with a population large enough to be selected with certainty), (2) towns that are district headquaters, and (3) other towns. Within each stratum, the cities/towns were arranged according to the same kind of geographic stratification used in the rural areas. In self-selecting cities, the sample was selected according to a two-stage sample design: selection of the required number of urban blocks, followed by selection of households in each of selected blocks. For district headquarters and other towns, a three stage sample design was used: selection of towns with PPS, followed by selection of two census blocks per selected town, followed by selection of households from each selected block. As in rural areas, a household listing was carried out in the selected blocks, and an average of 20 households per block was selected systematically.

Mode of data collection

Face-to-face

Research instrument

Three types of questionnaires were used in the NFHS: the Household Questionnaire, the Women's Questionnaire, and the Village Questionnaire. The overall content

IntroductionRates of primary school enrolment have improved in India, but levels of learning achievement remain low. In the Support To Rural India’s Public Education System (STRIPES) trial, a para-instructor intervention improved numeracy and literacy levels in Telangana, India (2008−10). The STRIPES2 trial was designed to assess whether a similar intervention in a younger cohort of children would have similar effects in Satna and Maihar districts of Madhya Pradesh, India, and be cost-effective.MethodsIn this Madhya Pradesh cluster-randomized controlled trial, 196 villages (clusters) were randomized to receive either a health (CHAMPION2: community health promotion and medical provision and impact on neonates) or education (STRIPES2) intervention. Villages receiving the health intervention were controls for the education intervention and vice versa. For children newly enrolled in primary school, the STRIPES2 intervention comprised before/after-school classes (2 hours per day, 6 days a week) given by trained para-instructors from the local community, frequent monitoring, and engagement with caregivers to motivate children, delivered by the Pratham Education Foundation. STRIPES2 activities had to be suspended twice for around ten and a half months, and some components of the intervention modified due to the COVID-19 pandemic. The period of the trial was extended with the primary outcome (a composite literacy and numeracy score of Early Grade Reading and Mathematics Assessments) assessed around 30 months after classes started.ResultsComposite test scores were significantly higher in the intervention arm (98 villages; 3054 children) than in the control arm (98 villages; 3275 children) at the end of the trial. The mean difference on a percentage point scale was 14.17; 95% CI 11.36 to 16.97; p