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.

School enrollment, secondary, female (% gross) in India was reported at 78.75 % in 2023, according to the World Bank collection of development indicators, compiled from officially recognized sources. India - School enrollment, secondary, female (% gross) - actual values, historical data, forecasts and projections were sourced from the World Bank on August of 2025.

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.

The Residential School Locations Dataset [IRS_Locations.csv] contains the locations (latitude and longitude) of Residential Schools and student hostels operated by the federal government in Canada. All the residential schools and hostels that are listed in the Indian Residential School Settlement Agreement are included in this dataset, as well as several Industrial schools and residential schools that were not part of the IRRSA. This version of the dataset doesn’t include the five schools under the Newfoundland and Labrador Residential Schools Settlement Agreement. The original school location data was created by the Truth and Reconciliation Commission, and was provided to the researcher (Rosa Orlandini) by the National Centre for Truth and Reconciliation in April 2017. The dataset was created by Rosa Orlandini, and builds upon and enhances the previous work of the Truth and Reconcilation Commission, Morgan Hite (creator of the Atlas of Indian Residential Schools in Canada that was produced for the Tk'emlups First Nation and Justice for Day Scholar's Initiative, and Stephanie Pyne (project lead for the Residential Schools Interactive Map). Each individual school location in this dataset is attributed either to RSIM, Morgan Hite, NCTR or Rosa Orlandini. Many schools/hostels had several locations throughout the history of the institution. If the school/hostel moved from its’ original location to another property, then the school is considered to have two unique locations in this dataset,the original location and the new location. For example, Lejac Indian Residential School had two locations while it was operating, Stuart Lake and Fraser Lake. If a new school building was constructed on the same property as the original school building, it isn't considered to be a new location, as is the case of Girouard Indian Residential School.When the precise location is known, the coordinates of the main building are provided, and when the precise location of the building isn’t known, an approximate location is provided. For each residential school institution location, the following information is provided: official names, alternative name, dates of operation, religious affiliation, latitude and longitude coordinates, community location, Indigenous community name, contributor (of the location coordinates), school/institution photo (when available), location point precision, type of school (hostel or residential school) and list of references used to determine the location of the main buildings or sites.

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.

The Residential Schools Locations Dataset in shapefile format contains the locations (latitude and longitude) of Residential Schools and student hostels operated by the federal government in Canada. All the residential schools and hostels that are listed in the Indian Residential School Settlement Agreement are included in this data set, as well as several Industrial schools and residential schools that were not part of the IRRSA. This version of the dataset doesn’t include the five schools under the Newfoundland and Labrador Residential Schools Settlement Agreement. The original school location data was created by the Truth and Reconciliation Commission, and was provided to the researcher (Rosa Orlandini) by the National Centre for Truth and Reconciliation in April 2017. The data set was created by Rosa Orlandini, and builds upon and enhances the previous work of the Truth and Reconcilation Commission, Morgan Hite (creator of the Atlas of Indian Residential Schools in Canada that was produced for the Tk'emlups First Nation and Justice for Day Scholar's Initiative, and Stephanie Pyne (project lead for the Residential Schools Interactive Map). Each individual school location in this dataset is attributed either to RSIM, Morgan Hite, NCTR or Rosa Orlandini. Many schools/hostels had several locations throughout the history of the institution. If the school/hostel moved from its’ original location to another property, then the school is considered to have two unique locations in this data set,the original location and the new location. For example, Lejac Indian Residential School had two locations while it was operating, Stuart Lake and Fraser Lake. If a new school building was constructed on the same property as the original school building, it isn't considered to be a new location, as is the case of Girouard Indian Residential School. When the precise location is known, the coordinates of the main building are provided, and when the precise location of the building isn’t known, an approximate location is provided. For each residential school institution location, the following information is provided: official names, alternative name, dates of operation, religious affiliation, latitude and longitude coordinates, community location, Indigenous community name, contributor (of the location coordinates), school/institution photo (when available), location point precision, type of school (hostel or residential school) and list of references used to determine the location of the main buildings or sites. The geographic coordinate system for this dataset is WGS 1984. The data in shapefile format [IRS_locations.zip] can be viewed and mapped in a Geographic Information System software. Detailed metadata in xml format is available as part of the data in shapefile format. In addition, the field name descriptions (IRS_locfields.csv) and the detailed locations descriptions (IRS_locdescription.csv) should be used alongside the data in shapefile format.

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 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.

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.

This project focused on children who are enrolled in school but attend irregularly, so their learning is interrupted in ways that negatively affect their learning outcomes. This form of 'learning poverty' is prevalent across government schools in southern Rajasthan’s Adivasi (tribal) belt where the project was located.

The project was a small, qualitative research study that addressed evidence gaps about the patterns and causes of interrupted learning and fragile attendance (ILFA), and about actors’ perceptions of accountability for children's learning in this context. It comprised three school sites purposively selected to include a primary school and elementary sections of a secondary and higher secondary school. The study focused on grades 2, 4 and 7. The study asked why, in any one school, some children are more or less regular in attendance, and what explains a child's pattern of presence and absence. It adopted a 'process tracing' approach anchored in analysis of daily attendance statistics to identify children’s attendance patterns, and how stakeholders understand and explain irregular attendance and its effects on learning progression. Using available school level quantitative data, the project generated a typology of learner attendance patterns that were more complex than actors had recognised. Using participant observation of classroom interactions and interviews with teachers, the project found that teachers’ pedagogical responses lacked the necessary nuance to be effective in response to differing attendance patterns. Observations and interviews also revealed that systemic monitoring of attendance was highly performative and focused on incentive schemes rather than learning progression. Profiles of households were generated using semi-structured interviews, and analysed to understand household priorities and factors positively or negatively associated with regular school attendance at the household level.

School enrollment, primary, private (% of total primary) in India was reported at 45.12 % in 2020, according to the World Bank collection of development indicators, compiled from officially recognized sources. India - School enrollment, primary, private (% of total primary) - actual values, historical data, forecasts and projections were sourced from the World Bank on August of 2025.

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.

In September 2017, USAID commissioned RTI and Pratham Education Foundation’s (Pratham) Annual Status of Education Report (ASER) Centre to conduct the Analysis of Early Grade Reading Assessment (EGRA) in India activity. Together, RTI and Pratham developed a research plan and modified standard ASER and EGRA instruments to serve the research objective. The five largest education projects from the Mission’s portfolio were selected for inclusion into the assessment. Projects use different approaches and strategies to achieve similar goals – some work through government systems while others are working directly with schools to improve learning outcomes.

Number of Schools: Secondary School: Senior: Punjab data was reported at 4,553.000 Unit in 2015. This records an increase from the previous number of 4,364.000 Unit for 2014. Number of Schools: Secondary School: Senior: Punjab data is updated yearly, averaging 2,380.000 Unit from Sep 2001 (Median) to 2015, with 15 observations. The data reached an all-time high of 4,553.000 Unit in 2015 and a record low of 1,674.000 Unit in 2001. Number of Schools: Secondary School: Senior: Punjab 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.EDC003: Number of Schools: Secondary School: Senior.

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: Primary School: Uttar Pradesh data was reported at 155,756.000 Unit in 2015. This records an increase from the previous number of 154,982.000 Unit for 2014. Number of Schools: Primary School: Uttar Pradesh data is updated yearly, averaging 132,403.000 Unit from Sep 2001 (Median) to 2015, with 15 observations. The data reached an all-time high of 155,756.000 Unit in 2015 and a record low of 88,927.000 Unit in 2001. Number of Schools: Primary School: Uttar Pradesh 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.

Abstract

UNHCR India implemented a telephone survey to measure the satisfaction with educational services provided by UNHCR and NGO partners. Most reported financial issues as reasons for their children not attending UNHCR partner led schools and lack of devices for not being able to make use of the online program. The survey also covers a few questions on the impact of COVID-19 on school attendance, and the education quality of public schools. The household survey spans a sample of more than 1,500 households and 2,200 children.

Geographic coverage

National coverage

Analysis unit

Households

Universe

Refugees in India

Kind of data

Sample survey data [ssd]

Sampling procedure

Not Applicable

Mode of data collection

Computer Assisted Telephone Interview [cati]

School enrollment, primary, female (% gross) in India was reported at 111 % in 2023, according to the World Bank collection of development indicators, compiled from officially recognized sources. India - School enrollment, primary, female (% gross) - actual values, historical data, forecasts and projections were sourced from the World Bank on July of 2025.

Abstract copyright UK Data Service and data collection copyright owner.The Young Lives survey is an innovative long-term project investigating the changing nature of childhood poverty in four developing countries. The study is being conducted in Ethiopia, India, Peru and Vietnam and has tracked the lives of 12,000 children over a 20-year period, through 5 (in-person) survey rounds (Round 1-5) and, with the latest survey round (Round 6) conducted over the phone in 2020 and 2021 as part of the Listening to Young Lives at Work: COVID-19 Phone Survey.Round 1 of Young Lives surveyed two groups of children in each country, at 1 year old and 5 years old. Round 2 returned to the same children who were then aged 5 and 12 years old. Round 3 surveyed the same children again at aged 7-8 years and 14-15 years, Round 4 surveyed them at 12 and 19 years old, and Round 5 surveyed them at 15 and 22 years old. 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.The 2020 phone survey consists of three phone calls (Call 1 administered in June-July 2020; Call 2 in August-October 2020 and Call 3 in November-December 2020) and the 2021 phone survey consists of two additional phone calls (Call 4 in August 2021 and Call 5 in October-December 2021) The calls took place with each Young Lives respondent, across both the younger and older cohort, and in all four study countries (reaching an estimated total of around 11,000 young people).The Young Lives survey is carried out by teams of local researchers, supported by the Principal Investigator and Data Manager in each country.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, and to improve our understanding of:the relationships between learning outcomes, and children's home backgrounds, gender, work, schools, teachers and class and school peer-groupsschool effectiveness, by analysing factors explaining the development of cognitive and non-cognitive skills in school, including value-added analysis of schooling and comparative analysis of school-systemsequity issues (including gender) in relation to learning outcomes and the evolution of inequalities within educationThe 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. It 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 Young Lives. A further round of school surveys took place during the 2016-2017 school year. The key focus areas for these were:benchmarking levels of student attainment and progress in key learning domainseffects of school and teacher quality, and school effectivenesseducational transitions at age 15The 2016-2017 school surveys focused on the level of schooling accessed by 15-year-olds in each country, so including Grade 7 and 8 students in Ethiopia (upper primary level), Grade 9 students in India (lower secondary level), and Grade 10 students in Vietnam (upper secondary level). The School Survey data are held separately for each country. The Ethiopia data are available from the UK Data Archive under SN 7823 and SN 8359, the Vietnam data are available from SN 7663 and SN 8360, and the Peru data have been archived under SN 7479 (no 2016-2017 survey). Further information is available from the Young Lives School Survey webpages. Main Topics: The India survey included data collection at the school, class and pupil level, and involved the Director / Head teacher, the Maths and English teachers, and the Young Lives child. The instruments included in the survey were:Principal questionnaire - collected background data on the principal and the school (including school management practices)Teacher questionnaire - collected background data on Class 9 Maths and English teachers (including teacher motivation and class-level information)Student questionnaire - collected background data on Grade 10 students (including academic support within and beyond school, and psychosocial measures)School facilities observation - collected data on school infrastructureTeacher professional knowledge questionnaire - collected Mathematics teacher performance on an assessment of specialised content knowledge for teachingMaths test - repeated measures, administered at the beginning and end of Class 9. Assessing students’ curriculum knowledge, and ability to apply curriculum knowledge in less familiar contextsFunctional English test - repeated measures, administered at the beginning and end of Class 9. Assessing students' English reading skills relevant to the contexts in which they use (or will use) the languageTransferable Skills test - cross-sectional measure, administered at the end of Class 9. Assessing problem-solving and critical thinking skills

Number of Schools: Primary School: Punjab data was reported at 14,371.000 Unit in 2015. This records a decrease from the previous number of 14,641.000 Unit for 2014. Number of Schools: Primary School: Punjab data is updated yearly, averaging 13,950.000 Unit from Sep 2001 (Median) to 2015, with 15 observations. The data reached an all-time high of 16,954.000 Unit in 2009 and a record low of 13,074.000 Unit in 2001. Number of Schools: Primary School: Punjab 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.