The National Indian Education Study, 2007 (NIES 2007), is a study that is part of the National Indian Education Study (NIES), which is a part of National Assessment of Educational Progress (NAEP) program; program data is available since 2005 at https://nces.ed.gov/nationsreportcard/nies/. NIES 2007 (https://nces.ed.gov/nationsreportcard/nies/) is a cross-sectional survey that is designed to describe the condition of education for American Indian and Alaska Native (AI/AN) students in the United States. Students in public, private, Department of Defense, and Bureau of Indian Education-funded schools were sampled using paper-and-pencil assessment. Overall weighted response rate for 4th grade was 75 percent. Overall weighted response rate for 8th grade was 74 percent. Key statistics produced from NIES 2007 provides educators, policymakers, and the public with information about the academic performance in reading and mathematics of AI/AN fourth- and eighth-graders as well as their exposure to Native American culture.

The Dataset covers number of Teachers available at the various stages of schooling in the Indian education system, which generally follow a progression from primary to secondary and finally to higher secondary education. Data is captured at country level, State level and at the district level geographies.

Tables -

• Teachers Count
• Teachers Appointment Count
• School Headmaster Stats
• Pupil Teacher Ratio

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

As of 2021, India recorded a higher nationwide share of men with at least 10 years of schooling than that of women. Around half of the male population age between 15 and 49 years stayed in school for at least 10 years, compared to only 41 percent of their female counterparts. The gender education gap also remained evident in rural India, with only one out of three women in this region receiving at least 10 years of schooling.

India Educational Attainment: Doctoral or Equivalent: Population 25+ Years: % Cumulative data was reported at 3.487 % in 2023. This records an increase from the previous number of 3.162 % for 2022. India Educational Attainment: Doctoral or Equivalent: Population 25+ Years: % Cumulative data is updated yearly, averaging 3.162 % from Dec 2010 (Median) to 2023, with 5 observations. The data reached an all-time high of 3.487 % in 2023 and a record low of 2.050 % in 2010. India Educational Attainment: Doctoral 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 Doctoral or equivalent.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;;

India Trained Teachers in Preprimary Education: % of Total Teachers data was reported at 92.959 % in 2023. This records a decrease from the previous number of 94.773 % for 2022. India Trained Teachers in Preprimary Education: % of Total Teachers data is updated yearly, averaging 88.363 % from Dec 2020 (Median) to 2023, with 4 observations. The data reached an all-time high of 94.773 % in 2022 and a record low of 83.622 % in 2021. India Trained Teachers in Preprimary Education: % of Total Teachers 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. Trained teachers in preprimary education are the percentage of preprimary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;Weighted average;

The National Indian Education Study, 2011 (NIES 2011), is a study that is part of the National Indian Education Study (NIES) within the National Assessment of Educational Progress (NAEP) program. NIES 2011 (https://nces.ed.gov/nationsreportcard/nies/) is a cross-sectional survey that is designed to describe the condition of education for American Indian and Alaska Native (AI/AN) students in the United States. Students in public, private, Department of Defense, and Bureau of Indian Education-funded schools were sampled and then assessed using a paper-and-pencil assessment instrument. The weighted response rates ranged from 80 to 92 percent. Key statistics produced from NIES 2011 provides educators, policymakers, and the public with information about the academic performance in reading and mathematics of AI/AN fourth- and eighth-graders, as well as information about their exposure to Native American culture.

The National Indian Education Study, 2005 (NIES 2005), is a study that is part of the National Indian Education Study (NIES), which is a part of National Assessment of Educational Progress (NAEP) program; program data is available since 2005 at https://nces.ed.gov/nationsreportcard/nies/. NIES 2005 (https://nces.ed.gov/nationsreportcard/nies/) is a cross-sectional survey that is designed to describe the condition of education for American Indian and Alaska Native (AI/AN) students in the United States. Students in public, private, Department of Defense, and Bureau of Indian Education-funded schools were sampled using paper-and-pencil assessment in April and May of 2005. Overall weighted response rate for 4th grade reading was 83 percent. Overall weighted response rate for 8th grade reading was 85 percent. Overall weighted response rate for 4th grade math was 86 percent. Overall weighted response rate for 8th grade math was 87 percent. Key statistics produced from NIES 2005 provides educators, policymakers, and the public with information about the academic performance in reading and mathematics of AI/AN fourth- and eighth-graders as well as their exposure to Native American culture.

India's performance in the Sustainable Development Goal indicator for quality of education improved in the ratings for 2024. Although the country improved the SDG targets for net primary enrollment rate in 2023, it lagged in lower secondary completion with a value of over 87 percent as of 2022.

In a survey conducted in June 2023 on the use of online education platforms among Indians, ** percent of respondents were bothered by changes in teaching staff, effectiveness, trust issues, false promises, transparency problems, and refund issues. In contrast, ** percent reported no complaints during the survey period.

The 2015 National Indian Education Study (NIES 2015) is a data collection that is part of the National Assessment of Educational Progress (NAEP) program; program data are available since 2005 at . NIES 2015 (https://nces.ed.gov/nationsreportcard/nies/) was a cross-sectional survey of the educational experiences of American Indian and Alaska Native (AI/AN) students in the United States. The data collection included paper-and-pencil questionnaires of students, as well as online questionnaires of teachers and school administrators. Key statistics produced from NIES 2015 include information on student knowledge of their Native cultures and languages; the extent to which AI/AN culture and language were a part of curricula; and the extent to which school resources were available for improving AI/AN student achievement.

RAISE focused on socio-economically disadvantaged children of primary school age in India, and conceptualised accountability as systemic and relational. It showed that multiple actors across home, community, school and bureaucratic ‘scales’ have divergent norms, interests and modes of participation that differentially shape children’s learning outcomes. RAISE adopted a mixed methods approach focused on themes of access, participation, and monitoring. Empirical work took place in Patna District (Bihar) and Udaipur District (Rajasthan). The qualitative phase came first: per District, the sample comprised 12 schools of government, low-fee private primary schools and non-formal types, grouped into a rural and an urban cluster, each of six schools (total n = 24; all Hindi-medium). We explored stakeholder perspectives using individual and group interviews, observations and focus group discussions which were thematically analysed using NVivo. Quantitative data were collected using a survey of representative stakeholders in a sample of representative schools (25 rural and 25 urban schools per District [n = 50 per State, total n = 100], although in Bihar it covered only 36 schools as a teachers’ strike then Covid curtailed access). Key findings included: accountability relations are everywhere bureaucratised in ways that preclude focus on children’s learning; underpinning assumptions about stakeholder responsibilities embedded in the 2009 Right to Education Act result in a misrepresentative social contract that reinforces power differentials; and state support schemes of support are weak in targeting the inequalities that impact on children’s learning.

Evidence of a ‘learning crisis’ in primary schools in the Global South has prompted significant concern over accountability in education systems. The RAISE project investigates education system accountability in India, focusing on children of primary school age who are disadvantaged by a range of cross-cutting structural inequalities that include gender, location, caste, and class. It advances understanding of accountability for improved learning outcomes for such children by conceptualising accountability as systemic and relational. In so doing, it departs from the established approach of isolating specific variables for reform. RAISE aims instead to show how multiple actors across the home, community, school and bureaucratic ‘scales’ have particular norms and interests, modes of participation and regulatory roles that shape learning outcomes for disadvantaged children - in both positive and negative ways. It does this by examining both the formal rule-based relations of these system actors, and the informal, everyday practices of accountability, which all bear significantly on progress towards India’s intention, under the 2009 Right to Education Act (RTE), to ensure free, compulsory, good quality education for all children. RAISE selects three themes for in-depth focus of accountability relations in Indian elementary education: access, participation, and monitoring. It examines how these are taken up in different ways, and with respect to differing understandings of education quality and equity held by actors across the four scales. To do this, it adopts a mixed-methods approach, beginning with a qualitative phase (comprising semi-structured interviews, classroom observations, and focus group discussions), followed by a quantitative survey to validate and extend the qualitative analysis. Empirical work takes place in two States, Bihar and Patna, focusing on two districts and within each, two blocks. In each block, a purposive sample of ten schools is selected to include government, private, and non-formal provision, to enable examination of accountability relations that surround differently positioned learners.

India Trained Teachers in Preprimary Education: Male: % of Male Teachers data was reported at 70.706 % in 2023. This records a decrease from the previous number of 76.618 % for 2022. India Trained Teachers in Preprimary Education: Male: % of Male Teachers data is updated yearly, averaging 35.353 % from Dec 2020 (Median) to 2023, with 4 observations. The data reached an all-time high of 76.618 % in 2022 and a record low of 0.000 % in 2021. India Trained Teachers in Preprimary Education: Male: % of Male Teachers 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. Trained teachers in preprimary education are the percentage of preprimary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;Weighted average;

Abstract

The Ministry of Human Resource Development (MHRD) initiated an All India Survey on Higher Education (AISHE) to build a robust database and to assess the correct picture of higher Education in the country. The main objectives of the survey was to (1) - identify & capture all the institutions of higher learning in the country, (2) - Collect the data from all the higher education institutions on various aspects of higher education.

Documentation

Please visit data.gov.in and/or contact Dr N Saravana Kumar.

Methodology

Data is being collected annually since 2011 on the following broad items

• Institution’s Basic Details
• Teacher’s Details
• Details of Non-Teaching Staff
• Programme conducted under various Faculties/Schools & Departments/Centres
• Students enrolled in these Programme
• Examination result of terminal year of each Programme
• Financial Information such as Receipt and Expenditure under various heads
• Availability of Infrastructure
• Scholarships, Loans & Accreditation

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Data is collected by inviting institutions of higher education to upload information. Around 900 universities, 40.000 colleges and 10.00 stand alone institutions are invited to respond annually (all institutions of higher education in India).

Section 2

Description and codebook for subset of harmonized variables:

Section 3

Survey Instruments:

Section 10

No associated survey instrument

Section 5

Survey instruments:

Section 7

Survey instruments:

Section 8

Survey instruments:

Section 9

Survey instruments:

Section 11

Survey instruments:

Documentation

Guide to Datasets:

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

Unique ID: 43

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

Location: Jaunpur district in eastern Uttar Pradesh, India

Sample: Households and government schools in 280 villages

Timeline: 2005 to 2006

Target Group: Children Parents Primary schools Students Urban population

Outcome of Interest: Social service delivery Student learning

Intervention Type: Community participation Information

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

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

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

Section 6

Survey instruments:

Section 4

Survey instruments:

Section 12

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

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

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

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

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

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

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

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

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

The National Indian Education Study, 2009 (NIES 2009), is a study that is part of the National Indian Education Study (NIES), which is a part of National Assessment of Educational Progress (NAEP) program; program data is available since 2005 at https://nces.ed.gov/nationsreportcard/nies/. NIES 2009 (https://nces.ed.gov/nationsreportcard/nies/) is a cross-sectional survey that is designed to describe the condition of education for American Indian and Alaska Native (AI/AN) students in the United States. Students in public, private, Department of Defense, and Bureau of Indian Education-funded schools were sampled using paper-and-pencil assessment. Key statistics produced from NIES 2009 provides educators, policymakers, and the public with information about the academic performance in reading and mathematics of AI/AN fourth- and eighth-graders as well as their exposure to Native American culture.

This statistic describes the market value of online education market across India in 2016, with a forecast for 2021. The online education market was projected to reach about *********** U.S. dollars, an increase from *** million dollars in 2016 at a growth rate of about ** percent.

This dataset contains the year and country wise number of Indian students travelled abroad for higher education as per information provided by the Bureau of Immigration (BoI)

Comprehensive dataset of 484 General education schools in Uttar Pradesh, India as of July, 2025. Includes verified contact information (email, phone), geocoded addresses, customer ratings, reviews, business categories, and operational details. Perfect for market research, lead generation, competitive analysis, and business intelligence. Download a complimentary sample to evaluate data quality and completeness.

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This online education market in india report comprises information on key market sizing data. The market segment analysis and the market forecast help vendors to take informed decisions.

The various market segmentation are: ProductContentServicesEnd-userHigher educationK-12 For more information on market segments click here