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.

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.

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.

Context

Education is a major aspect of the development of any modern society. Education brings awareness in people and keeps them away from superstitious beliefs. It provides the best possible settlement not only in India but also in many western countries. Education will direct the person to move on the right path at all times in life. An educated person can always manage things independently. An educated person can lead his life with much comfort.

Content

What's inside is more than just rows and columns. Make it easy for others to get started by describing how you acquired the data and what time period it represents, too.

Acknowledgements

We wouldn't be here without the help of others. If you owe any attributions or thanks, include them here along with any citations of past research.

Inspiration

Real time and quality data Data analytics to identify factors affecting school performance in terms of enrolment, retention etc. Time series data to study the trend over years and monitor improvement/growth Track Key Performance Indicators School and teacher rationalisation Your data will be in front of the world's largest data science community. What questions do you want to see answered?

The data is manually created and took almost 2 days to create so it would be good to upvote so that I can upload more dataset like this. The dataset has the following properties. - Contains local pronunciation of all boards with different formats including Acronyms - Divided into 5 parts which are state_boards, ICSE, CBSE, madarsa_boards, and open_school_boards. - Each type of board is ultimately divided into 10th and 12th fields.

1. State Boards These are local state-wise boards in India in which some states have the same board for 10th and 12th and others have different boards of a directory within the state for 10th and 12th.
2. ICSE Contains 10th and 12th-related pronunciation.
3. CBSE Contains 10th and 12th-related pronunciation.
4. Madarasa Boards In India, there are five states which have Madarasa Boards init.
5. Open School Boards In India, there are about 10 states which offer Open schooling options.

For Searchable Only List of boards in India COBSE recognized boards. Open School Boards in India Kaggle State Boards in India. Indian Boards International Boards in India Indian State Boards Madarasa Boards Madarasa State Board Open School Boards in India CBSE Board ICSE Board

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 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, surveyed once every 3-4 years. 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, and Round 4 surveyed them at 12 and 19 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 survey consists of three main elements: a child questionnaire, a household questionnaire and a community questionnaire. The household data gathered is similar to other cross-sectional datasets (such as the World Bank's Living Standards Measurement Study). It covers a range of topics such as household composition, livelihood and assets, household expenditure, child health and access to basic services, and education. This is supplemented with additional questions that cover caregiver perceptions, attitudes, and aspirations for their child and the family. Young Lives also collects detailed time-use data for all family members, information about the child's weight and height (and that of caregivers), and tests the children for school outcomes (language comprehension and mathematics). An important element of the survey asks the children about their daily activities, their experiences and attitudes to work and school, their likes and dislikes, how they feel they are treated by other people, and their hopes and aspirations for the future. The community questionnaire provides background information about the social, economic and environmental context of each community. It covers topics such as ethnicity, religion, economic activity and employment, infrastructure and services, political representation and community networks, crime and environmental changes. 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 surveys were introduced into Young Lives in 2010 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-groups. school 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-systems. equity issues (including gender) in relation to learning outcomes and the evolution of inequalities within education The survey allows us 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. Findings are all available on our Education theme pages and our publications page. Further information is available from the Young Lives School Survey webpages.

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.

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 India data are available from SN 7478 and SN 8359, 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 Vietnam survey included data collection at the school, class and pupil level, and involved the Principal / 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 Grade 10 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)Maths test - repeated measures, administered at the beginning and end of Grade 10. 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 Grade 10. 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 Grade 10. Assessing problem solving and critical thinking skillsSchool facilities observation - collected data on school infrastructure Multi-stage stratified random sample See documentation for details Face-to-face interview Self-completion Educational measurements

Number of Schools: Secondary School: Senior: Uttarakhand data was reported at 2,218.000 Unit in 2015. This records an increase from the previous number of 2,155.000 Unit for 2014. Number of Schools: Secondary School: Senior: Uttarakhand data is updated yearly, averaging 1,348.000 Unit from Sep 2001 (Median) to 2015, with 15 observations. The data reached an all-time high of 2,218.000 Unit in 2015 and a record low of 907.000 Unit in 2001. Number of Schools: Secondary School: Senior: Uttarakhand 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: 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: 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 India data are available from the UK Data Archive under SN 7478. Further information is available from the Young Lives School Survey webpages.

Number of Schools: Upper Primary School: Gujarat data was reported at 29,642.000 Unit in 2015. This records an increase from the previous number of 29,464.000 Unit for 2014. Number of Schools: Upper Primary School: Gujarat data is updated yearly, averaging 29,464.000 Unit from Sep 2001 (Median) to 2015, with 15 observations. The data reached an all-time high of 42,145.000 Unit in 2011 and a record low of 21,205.000 Unit in 2001. Number of Schools: Upper Primary 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.EDB002: Number of Schools: Upper Primary 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: Daman and Diu data was reported at 42.000 Unit in 2015. This stayed constant from the previous number of 42.000 Unit for 2014. Number of Schools: Secondary School: Daman and Diu data is updated yearly, averaging 28.000 Unit from Sep 2001 (Median) to 2015, with 15 observations. The data reached an all-time high of 42.000 Unit in 2015 and a record low of 26.000 Unit in 2002. Number of Schools: Secondary School: Daman and Diu 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.

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.

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.

Number of Schools: Secondary School: Andhra Pradesh data was reported at 13,823.000 Unit in 2015. This records an increase from the previous number of 13,358.000 Unit for 2014. Number of Schools: Secondary School: Andhra Pradesh data is updated yearly, averaging 20,105.000 Unit from Sep 2001 (Median) to 2015, with 15 observations. The data reached an all-time high of 26,222.000 Unit in 2013 and a record low of 13,358.000 Unit in 2014. Number of Schools: Secondary School: Andhra 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.EDC001: Number of Schools: Secondary School.

India Number of Schools: Upper Primary School data was reported at 429,624.000 Unit in 2015. This records an increase from the previous number of 425,094.000 Unit for 2014. India Number of Schools: Upper Primary School data is updated yearly, averaging 194,085.000 Unit from Sep 1950 (Median) to 2015, with 34 observations. The data reached an all-time high of 474,294.000 Unit in 2011 and a record low of 13,596.000 Unit in 1950. India Number of Schools: Upper 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.EDB002: Number of Schools: Upper Primary School.