India Number of Schools: Secondary School data was reported at 252,176.000 Unit in 2015. This records an increase from the previous number of 244,653.000 Unit for 2014. India Number of Schools: Secondary School data is updated yearly, averaging 114,629.000 Unit from Sep 1950 (Median) to 2015, with 34 observations. The data reached an all-time high of 252,176.000 Unit in 2015 and a record low of 7,416.000 Unit in 1950. India Number of Schools: Secondary School data remains active status in CEIC and is reported by Ministry of Education. The data is categorized under India Premium Database’s Education Sector – Table IN.EDC001: Number of Schools: Secondary School.

This dataset contains the details about the cumulative number of schools in India and also by the type of school management such as Government, Private, Government Aided and others.

Number of Schools: Secondary School: Delhi data was reported at 2,061.000 Unit in 2015. This records an increase from the previous number of 2,046.000 Unit for 2014. Number of Schools: Secondary School: Delhi data is updated yearly, averaging 1,768.000 Unit from Sep 2001 (Median) to 2015, with 15 observations. The data reached an all-time high of 2,061.000 Unit in 2015 and a record low of 1,578.000 Unit in 2001. Number of Schools: Secondary School: Delhi data remains active status in CEIC and is reported by Ministry of Education. The data is categorized under India Premium Database’s Education Sector – Table IN.EDC001: Number of Schools: Secondary School.

The Young Lives survey is an innovative long-term project investigating the changing nature of childhood poverty in four developing countries. The purpose of the project is to improve understanding of the causes and consequences of childhood poverty and examine how policies affect children's well-being, in order to inform the development of future policy and to target child welfare interventions more effectively. The objectives of the study are to provide good quality long-term data about the lives of children living in poverty, trace linkages between key policy changes and child welfare, and inform and respond to the needs of policymakers, planners and other stakeholders. Research activities of the project include the collection of data on a set of child welfare outcomes and their determinants and the monitoring of changes in policy, in order to explore the links between the policy environment and outcomes for children. The study is being conducted in Ethiopia, India (in Andhra Pradesh), Peru and Vietnam. These countries were selected because they reflect a range of cultural, geographical and social contexts and experience differing issues facing the developing world; high debt burden, emergence from conflict, and vulnerability to environmental conditions such as drought and flood. The Young Lives study aims to track the lives of 12,000 children over a 15-year period. This is the time-frame set by the UN to assess progress towards the Millennium Development Goals. Round 1 of the study followed 2,000 children (aged between 6 and 18 months in 2002) and their households, from both urban and rural communities, in each of the four countries (8,000 children in total). Data were also collected on an older cohort of 1,000 children aged 7 to 8 years in each country, in order to provide a basis for comparison with the younger children when they reach that age. Round 2 of the study returned to the same children who were aged 1-year-old in Round 1 when they were aged approximately 5-years-old, and to the children aged 8-years-old in Round 1 when they were approximately 12-years-old. Round 3 of the study returned to the same children again when they were aged 7 to 8 years (the same as the older cohort in Round 1) and 14 to 15 years. It is envisaged that subsequent survey waves will take place in 2013 and 2016. Thus the younger children are being tracked from infancy to their mid-teens and the older children through into adulthood, when some will become parents themselves. Further information about the survey, including publications, can be downloaded from the Young Lives website. School Survey: A school survey was introduced into Young Lives in 2010, following the third round of the household survey, in order to capture detailed information about children’s experiences of schooling. It addressed two main research questions: • how do the relationships between poverty and child development manifest themselves and impact upon children's educational experiences and outcomes? • to what extent does children’s experience of school reinforce or compensate for disadvantage in terms of child development and poverty? The survey allows researchers to link longitudinal information on household and child characteristics from the household survey with data on the schools attended by the Young Lives children and children's achievements inside and outside the school. A wide range of stakeholders, including government representatives at national and sub-national levels, NGOs and donor organisations were involved in the design of the school survey, so the researchers could be sure that the ‘right questions’ were being asked to address major policy concerns. This consultation process means that policymakers already understand the context and potential of the Young Lives research and are interested to utilise the data and analysis to inform their policy decisions. The survey provides policy-relevant information on the relationship between child development (and its determinants) and children’s experience of school, including access, quality and progression. This combination of household, child and school-level data over time constitutes the comparative advantage of the Young Lives study. School Survey data are currently only available for India and Peru. The Peru data are available from the UK Data Archive under SN 7479. Further information is available from the Young Lives School Survey webpages.

This dataset has state-wise student enrollment data for Primary,Secondary and Higher secondary schools. This data is for the year of 2015-2016.

Section 2

Description and codebook for subset of harmonized variables:

Section 3

Survey Instruments:

Section 10

No associated survey instrument

Section 5

Survey instruments:

Section 7

Survey instruments:

Section 8

Survey instruments:

Section 9

Survey instruments:

Section 11

Survey instruments:

Documentation

Guide to Datasets:

Full Project Name: Can Informational Campaigns Raise Awareness and Local Participation in Primary Education in India?

Unique ID: 43

PIs: Abhijit Banerjee, Rukmini Banerji, Esther Duflo, Rachel Glennerster, Stuti Khemani

Location: Jaunpur district in eastern Uttar Pradesh, India

Sample: Households and government schools in 280 villages

Timeline: 2005 to 2006

Target Group: Children Parents Primary schools Students Urban population

Outcome of Interest: Social service delivery Student learning

Intervention Type: Community participation Information

Research Papers: https://www.povertyactionlab.org/sites/default/files/publications/121-%20Pitfalls%20of%20Participatory%20Programs%20February%202010.pdf

More information: https://www.povertyactionlab.org/evaluation/can-informational-campaigns-raise-awareness-and-local-participation-primary-education

Dataverse: Duflo, Esther; Banerjee, Abhijit; Banerji, Rukmini; Glennerster, Rachel; Khemani, Stuti, 2009, “Pratham Information Project – Read India”, https://doi.org/10.7910/DVN/CHDLPN, Harvard Dataverse, V1.

Section 6

Survey instruments:

Section 4

Survey instruments:

Section 12

This dataset was created on 2021-10-06 19:25:56.054 by merging multiple datasets together. The source datasets for this version were:

India Education Participation Child Test Panel: This data is tests of children’s reading and math ability. It was done both in school visits and during the household survey. The variable fromsurvey tells where the testing was done. Data from both the household survey and school visit testing has been merged together to form this dataset.

India Education Participation Household Survey Child Panel: This survey was done of households, asking information on the household, parents, children, and schools. This also includes testing of children’s math and reading ability (see section “Child Testing”). It was determined that the school ID variable in “householdsurveyschool.tab” and both the school ID and teacher ID “householdsurveychild.tab” were unreliable and/or incomplete and therefore were dropped.

India Education Participation Household Survey Panel: This survey was done of households, asking information on the household, parents, children, and schools. This also includes testing of children’s math and reading ability (see section “Child Testing”). It was determined that the school ID variable in “householdsurveyschool.tab” and both the school ID and teacher ID “householdsurveychild.tab” were unreliable and/or incomplete and therefore were dropped.

India Education Participation Household Survey School Panel: This survey was done of households, asking information on the household, parents, children, and schools. This also includes testing of children’s math and reading ability (see section “Child Testing”). It was determined that the school ID variable in “householdsurveyschool.tab” and both the school ID and teacher ID “householdsurveychild.tab” were unreliable and/or incomplete and therefore were dropped.

India Education Participation School Observation Panel: This is a form that surveyors fill out as they observe the school.

India Education Participation School Survey Panel: These are questions asked to school supervisors, including information about the school and each of the teachers. The variable for teacher ID was determined to be incomplete and therefore was dropped

India Education Participation School Survey Teacher Panel: These are questions asked to school supervisors, including information about the school and each of the teachers. The variable for teacher ID was determined to be incomplete and therefore was dropped

India Education Participation VEC Member Turnover: This is administrative data that gives information about whether members of the VEC were members in the baseline and midline. There is no corresponding questionnaire. The data is organized as follows: For individuals in the baseline (surveyround = 1), the variable futmember is an indicator variable for whether the individual continues as a member of the VEC at the time of the midline. The variable surv

The data shows the year-wise number of institutions and schools for higher education and school education for different levels of education.

Note: 1. Data for Higher Education is till 2021-22 only. 2. No. of Colleges (2000-01 to 2009-10) includes stand alone Institutions like Polytechnics. 3. Total of all schools includes schools from Class I to Class XII for General Education Only (Pre-Primary and other Technical/Vocational Schools not included).
4. Stand Alone Institutions includes: Polytechnics, PGDM, Nursing, Teacher Training and Institutes under Ministries. 5. Data for universities and colleges only till 2020-21. 6. In a few states such as Odisha higher secondary is part of higher education which may not have been covered under U-DISE.

This data is tests of children’s reading and math ability. It was done both in school visits and during the household survey. The variable fromsurvey tells where the testing was done. Data from both the household survey and school visit testing has been merged together to form this dataset.

India Number of Schools: Primary School data was reported at 840,546.000 Unit in 2015. This records a decrease from the previous number of 847,118.000 Unit for 2014. India Number of Schools: Primary School data is updated yearly, averaging 632,737.500 Unit from Sep 1950 (Median) to 2015, with 34 observations. The data reached an all-time high of 858,916.000 Unit in 2013 and a record low of 209,671.000 Unit in 1950. India Number of Schools: Primary School data remains active status in CEIC and is reported by Ministry of Education. The data is categorized under India Premium Database’s Education Sector – Table IN.EDB001: Number of Schools: Primary School.

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).

The Young Lives survey is an innovative long-term project investigating the changing nature of childhood poverty in four developing countries. The purpose of the project is to improve understanding of the causes and consequences of childhood poverty and examine how policies affect children's well-being, in order to inform the development of future policy and to target child welfare interventions more effectively. The objectives of the study are to provide good quality long-term data about the lives of children living in poverty, trace linkages between key policy changes and child welfare, and inform and respond to the needs of policymakers, planners and other stakeholders. Research activities of the project include the collection of data on a set of child welfare outcomes and their determinants and the monitoring of changes in policy, in order to explore the links between the policy environment and outcomes for children. The study is being conducted in Ethiopia, India (in Andhra Pradesh), Peru and Vietnam. These countries were selected because they reflect a range of cultural, geographical and social contexts and experience differing issues facing the developing world; high debt burden, emergence from conflict, and vulnerability to environmental conditions such as drought and flood. The Young Lives study aims to track the lives of 12,000 children over a 15-year period. This is the time-frame set by the UN to assess progress towards the Millennium Development Goals. Round 1 of the study followed 2,000 children (aged between 6 and 18 months in 2002) and their households, from both urban and rural communities, in each of the four countries (8,000 children in total). Data were also collected on an older cohort of 1,000 children aged 7 to 8 years in each country, in order to provide a basis for comparison with the younger children when they reach that age. Round 2 of the study returned to the same children who were aged 1-year-old in Round 1 when they were aged approximately 5-years-old, and to the children aged 8-years-old in Round 1 when they were approximately 12-years-old. Round 3 of the study returned to the same children again when they were aged 7 to 8 years (the same as the older cohort in Round 1) and 14 to 15 years. It is envisaged that subsequent survey waves will take place in 2013 and 2016. Thus the younger children are being tracked from infancy to their mid-teens and the older children through into adulthood, when some will become parents themselves. Further information about the survey, including publications, can be downloaded from the Young Lives website. School Survey: A school survey was introduced into Young Lives in 2010, following the third round of the household survey, in order to capture detailed information about children’s experiences of schooling. It addressed two main research questions: • how do the relationships between poverty and child development manifest themselves and impact upon children's educational experiences and outcomes? • to what extent does children’s experience of school reinforce or compensate for disadvantage in terms of child development and poverty? The survey allows researchers to link longitudinal information on household and child characteristics from the household survey with data on the schools attended by the Young Lives children and children's achievements inside and outside the school. A wide range of stakeholders, including government representatives at national and sub-national levels, NGOs and donor organisations were involved in the design of the school survey, so the researchers could be sure that the ‘right questions’ were being asked to address major policy concerns. This consultation process means that policymakers already understand the context and potential of the Young Lives research and are interested to utilise the data and analysis to inform their policy decisions. The survey provides policy-relevant information on the relationship between child development (and its determinants) and children’s experience of school, including access, quality and progression. This combination of household, child and school-level data over time constitutes the comparative advantage of the Young Lives study. School Survey data are currently only available for India and Peru. The India data are available from the UK Data Archive under SN 7478. Further information is available from the Young Lives School Survey webpages.

For the last several years, NIEPA has been actively involved in strengthening the Educational Management Information System (EMIS) in the country to promote evidence based policy planning and management of school education. The State Report Cards: 2015-16 is based on data received from as many as 1.47 million primary and upper primary schools /sections spread over 701 districts across 36 States and UTs. The publication presents not only state-specific indicators but also brings in many new dimensions of elementary education into focus. It incorporates key indicators on key aspects of universalisation of elementary education in case of all States and UTs. Users can explore the references of use of DISE data.Disclaimer from data provider:Raw data presented in the document or used for calculating indicators are essentially based on data provided by the States and UTs through annual data collection under U-DISE. NIEPA is committed to provide professional and software support to all States and UTs as well as for dissemination and analysis of data as it is provided by the individual States and UTs.In no way, NIEPA is involved in data collection as such and therefore the accuracy and truthfulness of the data rest with the States/UTs. The State Project Directors have certified that data is free from errors and inconsistencies and hence may be merged into the national database maintained at NIEPA, New Delhi.Note: AGOL only supports https. In case of any url not working for you, please try with http.This map layer is offered by Esri India, for ArcGIS Online subscribers without any manipulation in the source data. If you have any questions or comments, please let us know via content@esri.in.

India Number of Teachers: Secondary School data was reported at 3,473,455.000 Person in 2015. This records an increase from the previous number of 3,331,599.000 Person for 2014. India Number of Teachers: Secondary School data is updated yearly, averaging 2,247,960.000 Person from Sep 2001 (Median) to 2015, with 15 observations. The data reached an all-time high of 3,473,455.000 Person in 2015 and a record low of 1,777,495.000 Person in 2001. India Number of Teachers: Secondary School data remains active status in CEIC and is reported by Ministry of Education. The data is categorized under India Premium Database’s Education Sector – Table IN.EDC007: Number of Teachers: Secondary School.

India Number of Students: Primary School data was reported at 129,122,784.000 Person in 2015. This records a decrease from the previous number of 130,501,135.000 Person for 2014. India Number of Students: Primary School data is updated yearly, averaging 131,625,278.500 Person from Sep 2000 (Median) to 2015, with 16 observations. The data reached an all-time high of 139,869,904.000 Person in 2011 and a record low of 113,800,000.000 Person in 2000. India Number of Students: Primary School data remains active status in CEIC and is reported by Department of Higher Education. The data is categorized under India Premium Database’s Education Sector – Table IN.EDB003: Number of Students: Primary School.

Number of Schools: Secondary School: Meghalaya data was reported at 1,555.000 Unit in 2015. This records an increase from the previous number of 1,419.000 Unit for 2014. Number of Schools: Secondary School: Meghalaya data is updated yearly, averaging 800.000 Unit from Sep 2001 (Median) to 2015, with 15 observations. The data reached an all-time high of 1,555.000 Unit in 2015 and a record low of 641.000 Unit in 2002. Number of Schools: Secondary School: Meghalaya data remains active status in CEIC and is reported by Ministry of Education. The data is categorized under India Premium Database’s Education Sector – Table IN.EDC001: Number of Schools: Secondary School.

Number of Schools: Secondary School: West Bengal data was reported at 10,194.000 Unit in 2015. This records an increase from the previous number of 10,027.000 Unit for 2014. Number of Schools: Secondary School: West Bengal data is updated yearly, averaging 8,795.000 Unit from Sep 2001 (Median) to 2015, with 15 observations. The data reached an all-time high of 10,194.000 Unit in 2015 and a record low of 7,697.000 Unit in 2002. Number of Schools: Secondary School: West Bengal data remains active status in CEIC and is reported by Ministry of Education. The data is categorized under India Premium Database’s Education Sector – Table IN.EDC001: Number of Schools: Secondary School.

Number of Schools: Secondary School: Haryana data was reported at 7,663.000 Unit in 2015. This records an increase from the previous number of 7,571.000 Unit for 2014. Number of Schools: Secondary School: Haryana data is updated yearly, averaging 6,095.000 Unit from Sep 2001 (Median) to 2015, with 15 observations. The data reached an all-time high of 7,663.000 Unit in 2015 and a record low of 4,579.000 Unit in 2001. Number of Schools: Secondary School: Haryana data remains active status in CEIC and is reported by Ministry of Education. The data is categorized under India Premium Database’s Education Sector – Table IN.EDC001: Number of Schools: Secondary School.

Number of Schools: Primary School: Delhi data was reported at 2,755.000 Unit in 2015. This records a decrease from the previous number of 2,776.000 Unit for 2014. Number of Schools: Primary School: Delhi data is updated yearly, averaging 2,581.000 Unit from Sep 2001 (Median) to 2015, with 15 observations. The data reached an all-time high of 2,776.000 Unit in 2014 and a record low of 2,111.000 Unit in 2002. Number of Schools: Primary School: Delhi data remains active status in CEIC and is reported by Ministry of Education. The data is categorized under India Premium Database’s Education Sector – Table IN.EDB001: Number of Schools: Primary School.

Number of Schools: Secondary School: Gujarat data was reported at 10,942.000 Unit in 2015. This records an increase from the previous number of 10,811.000 Unit for 2014. Number of Schools: Secondary School: Gujarat data is updated yearly, averaging 9,015.000 Unit from Sep 2001 (Median) to 2015, with 15 observations. The data reached an all-time high of 10,942.000 Unit in 2015 and a record low of 6,734.000 Unit in 2001. Number of Schools: Secondary School: Gujarat data remains active status in CEIC and is reported by Ministry of Education. The data is categorized under India Premium Database’s Education Sector – Table IN.EDC001: Number of Schools: Secondary School.

Number of Schools: Primary School: Sikkim data was reported at 706.000 Unit in 2015. This records a decrease from the previous number of 715.000 Unit for 2014. Number of Schools: Primary School: Sikkim data is updated yearly, averaging 732.000 Unit from Sep 2001 (Median) to 2015, with 15 observations. The data reached an all-time high of 772.000 Unit in 2007 and a record low of 497.000 Unit in 2003. Number of Schools: Primary School: Sikkim data remains active status in CEIC and is reported by Ministry of Education. The data is categorized under India Premium Database’s Education Sector – Table IN.EDB001: Number of Schools: Primary School.