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.

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.

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.

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.

Number of Schools: Primary School: Nagaland data was reported at 1,265.000 Unit in 2015. This records a decrease from the previous number of 1,428.000 Unit for 2014. Number of Schools: Primary School: Nagaland data is updated yearly, averaging 1,520.000 Unit from Sep 2001 (Median) to 2015, with 15 observations. The data reached an all-time high of 1,834.000 Unit in 2012 and a record low of 1,265.000 Unit in 2015. Number of Schools: Primary School: Nagaland 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]

As of the financial year 2024, India had around 1.4 million schools. There was a decrease of over 17,000 schools from the financial year 2022 to 2024.

This dataset provides information on 77,670 in India as of March, 2025. It includes details such as email addresses (where publicly available), phone numbers (where publicly available), and geocoded addresses. Explore market trends, identify potential business partners, and gain valuable insights into the industry. Download a complimentary sample of 10 records to see what's included.

Total Union Budget allocation for the Department of Higher Education under the Ministry of Education. It contains budgetary allocations by the Union Government for interventions in University and Higher education through University Grants Commission (UGC), Assistance to State Governments for Degree Colleges, various schemes and programmes like Rashtriya Uchcha Shiksha Abhiyan (RUSA), National Mission on Teachers and Teaching, National Initiative on Sports and Wellness, Support for Skill based Higher Education including Community Colleges, Andhra Pradesh and Telangana Tribal Universities, and Establishment of Tribunals, Accreditation Authority, NCHER and National Finance Corporation. It also contains allocations for scholarship for college and university students, and for Open and Distance Education and ICT like IGNOU. Further, it contains allocations for Development of Languages, and for Institutes of Technical Education like IITs, NITTTRs, IIMs and other Institutions funded by the Union Government.

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: Primary School: Himachal Pradesh data was reported at 11,327.000 Unit in 2015. This records a decrease from the previous number of 11,340.000 Unit for 2014. Number of Schools: Primary School: Himachal Pradesh data is updated yearly, averaging 11,292.000 Unit from Sep 2001 (Median) to 2015, with 15 observations. The data reached an all-time high of 11,525.000 Unit in 2006 and a record low of 10,868.000 Unit in 2002. Number of Schools: Primary School: Himachal 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.

During the financial year 2024, India had over 248 million school students. The highest number of students were enrolled in elementary schools and the lowest in higher secondary school.

In 2023, primary school made up the majority of the school market in India in terms of education levels, at over 80 percent. Higher secondary level made up the smallest share of the market during the same time period.

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. 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. The School Survey data are held separately for each country. The Peru data are available from the UK Data Archive under SN 7479, the Vietnam data have been archived under SN 7663, and the Ethiopia data are available from SN 7823. A further round of school surveys took place during the 2016-2017 school year. The Ethiopia survey is available under SN 8358, the India survey under SN 8359 and the Vietnam survey under SN 8360. Further information is available from the Young Lives School Survey webpages. Main Topics: The survey included data collection at the school, class and pupil level, and involved the Principal, the maths teacher, and the Young Lives child. The instruments included in the survey are:Principal questionnaire. Administered individually to principalsTeacher questionnaires and assessment. Administered individually to maths teachers. Teacher assessment component (of mathematical pedagogical content knowledge) was self-administered under fieldworker supervisionChild questionnaire and assessments. Administered in groups of 6. Questionnaire was fieldworker led and directed. Assessments in Maths, Telugu and English were self-administeredSchool observation. Fieldworker completed during time in schoolClassroom observations. Fieldworker completed observation of YL child maths lesson. Both YL child/children, class peers (to make it up to 6 children per class) and the teacher were observed at intervals across each lesson and their activities recorded. Additional class-specific questions asked of teacher Multi-stage stratified random sample Face-to-face interview Self-completion Educational measurements

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).

A survey conducted in November 2020 showed that for established companies in educational sector, the most used technologies were big data, web-based apps, software applications and web-based apps. The increased usage of information technologies was partially driven by distance learning as the creation of portals for students to be assessed and evaluated through various parameters.

Data and insights on the teaching faculty in India's schools, colleges, and universities - qualification, training, pupil-teacher ratio, and more.

As per the results of a survey across India on higher education, there were over 45 thousand colleges across India in the academic year 2022, a significant increase from the previous year. A majority of the colleges in the country are private unaided colleges and Bangalore Urban had the highest number of colleges in the country.

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.

Literacy in India has been increasing as more and more people receive a better education, but it is still far from all-encompassing. In 2022, the degree of literacy in India was about 76.32 percent, with the majority of literate Indians being men. It is estimated that the global literacy rate for people aged 15 and above is about 86 percent. How to read a literacy rateIn order to identify potential for intellectual and educational progress, the literacy rate of a country covers the level of education and skills acquired by a country’s inhabitants. Literacy is an important indicator of a country’s economic progress and the standard of living – it shows how many people have access to education. However, the standards to measure literacy cannot be universally applied. Measures to identify and define illiterate and literate inhabitants vary from country to country: In some, illiteracy is equated with no schooling at all, for example. Writings on the wallGlobally speaking, more men are able to read and write than women, and this disparity is also reflected in the literacy rate in India – with scarcity of schools and education in rural areas being one factor, and poverty another. Especially in rural areas, women and girls are often not given proper access to formal education, and even if they are, many drop out. Today, India is already being surpassed in this area by other emerging economies, like Brazil, China, and even by most other countries in the Asia-Pacific region. To catch up, India now has to offer more educational programs to its rural population, not only on how to read and write, but also on traditional gender roles and rights.