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 July of 2025.

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.

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.

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.

AI Tool Usage by Indian College Students 2025

This unique dataset, collected via a May 2025 survey, captures how 496 Indian college students use AI tools (e.g., ChatGPT, Gemini, Copilot) in academics. It includes 16 attributes like AI tool usage, trust, impact on grades, and internet access, ideal for education analytics and machine learning.

Columns

• Student_Name: Anonymized student name.
• College_Name: College attended.
• Stream: Academic discipline (e.g., Engineering, Arts).
• Year_of_Study: Year of study (1–4).
• AI_Tools_Used: Tools used (e.g., ChatGPT, Gemini).
• Daily_Usage_Hours: Hours spent daily on AI tools.
• Use_Cases: Purposes (e.g., Assignments, Exam Prep).
• Trust_in_AI_Tools: Trust level (1–5).
• Impact_on_Grades: Grade impact (-3 to +3).
• Do_Professors_Allow_Use: Professor approval (Yes/No).
• Preferred_AI_Tool: Preferred tool.
• Awareness_Level: AI awareness (1–10).
• Willing_to_Pay_for_Access: Willingness to pay (Yes/No).
• State: Indian state.
• Device_Used: Device (e.g., Laptop, Mobile).
• Internet_Access: Access quality (Poor/Medium/High).

Use Cases

• Predict academic performance using AI tool usage.
• Analyze trust in AI across streams or regions.
• Cluster students by usage patterns.
• Study digital divide via Internet_Access.

Source: Collected via Google Forms survey in May 2025, ensuring diverse representation across India. Note: First dataset of its kind on Kaggle!

School life expectancy, primary, male (years) in India was reported at 4.8106 years in 2019, according to the World Bank collection of development indicators, compiled from officially recognized sources. India - School life expectancy, primary, male (years) - actual values, historical data, forecasts and projections were sourced from the World Bank on June of 2025.

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.

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 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.

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 July of 2025.

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.

Graph and download economic data for Ratio of Female to Male Secondary School Enrollment for India (SEENRSECOFMZSIND) from 1971 to 2021 about enrolled, secondary schooling, secondary, females, males, ratio, India, and education.

India Educational Attainment: At Least Master's or Equivalent: Population 25+ Years: % Cumulative data was reported at 3.490 % in 2023. This records an increase from the previous number of 3.160 % for 2022. India Educational Attainment: At Least Master's or Equivalent: Population 25+ Years: % Cumulative data is updated yearly, averaging 3.315 % from Dec 2018 (Median) to 2023, with 4 observations. The data reached an all-time high of 3.490 % in 2023 and a record low of 2.390 % in 2018. India Educational Attainment: At Least Master's or Equivalent: Population 25+ Years: % Cumulative data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s India – Table IN.World Bank.WDI: Social: Education Statistics. The percentage of population ages 25 and over that attained or completed Master's or equivalent.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;;

School enrollment, primary (% gross) in India was reported at 112 % in 2023, according to the World Bank collection of development indicators, compiled from officially recognized sources. India - School enrollment, primary (% gross) - actual values, historical data, forecasts and projections were sourced from the World Bank on July of 2025.

Labor force with advanced education (% of total working-age population with advanced education) in India was reported at 65.27 % in 2023, according to the World Bank collection of development indicators, compiled from officially recognized sources. India - Labor force with advanced education (% of total) - actual values, historical data, forecasts and projections were sourced from the World Bank on July of 2025.

We study the impact of a personalized technology-aided after-school instruction program in middle-school grades in urban India using a lottery that provided winners with free access to the program. Lottery winners scored 0.37 sigma higher in math and 0.23 sigma higher in Hindi over just a 4.5-month period. IV estimates suggest that attending the program for 90 days would increase math and Hindi test scores by 0.6 sigma and 0.39 sigma respectively. We find similar absolute test score gains for all students, but much greater relative gains for academically-weaker students. Our results suggest that well-designed, technology-aided instruction programs can sharply improve productivity in delivering education.

Government expenditure on education, total (% of GDP) in India was reported at 4.1207 % in 2022, according to the World Bank collection of development indicators, compiled from officially recognized sources. India - Public spending on education, total (% of GDP) - actual values, historical data, forecasts and projections were sourced from the World Bank on July of 2025.

School enrollment, tertiary (% gross) in India was reported at 33.12 % in 2023, according to the World Bank collection of development indicators, compiled from officially recognized sources. India - School enrollment, tertiary (% gross) - actual values, historical data, forecasts and projections were sourced from the World Bank on July of 2025.

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 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.