This dataset presents national-level literacy rates, compiled from multiple official sources, including the National Sample Survey (NSS), Periodic Labour Force Survey (PLFS), Population Census, National Family Health Survey (NFHS), and data published by the Ministry of Statistics and Programme Implementation (MoSPI).

It provides literacy rates disaggregated by gender, region (urban and rural), and age group. The inclusion of age groups is essential, as the criteria for calculating literacy rates have changed over time. To allow consistent comparisons across sources and years, an ‘age group’ column is included in the dataset. In general, literacy is assessed based on whether a person above a specified age can read and write a simple message with understanding in at least one language. The age specified as per these sources is as follows:

Census: Population aged 7 years and above (used since 1981; previously, it was 5 years and above). Data is available for 1951, 1961, 1971, 1981, 1991, 2001, and 2011 NSS: Population aged 5 years and above. Data is available for 2005, 2007-08, 2010, 2011-12, 2014, and 2017-18 PLFS: Survey typically covers population aged 15 years and above, but literacy data is also available for 5 years and above and 7 years and above. Data is available for 2017-18 to 2023-24. NFHS: Covers population aged 15–49 years only. Literacy rate refers to women and men who have completed standard 6, 9, or higher, or those who can read a full or partial sentence among individuals assumed to be literate. Data is available for 2005-06, 2015-16, and 2019-21. MoSPI: Follows the NSS age criteria, usually 5 years and above. Data is available for 2003, 2004, 2006, 2007, and 2011

Literacy in India has been increasing as more and more people receive a better education, but it is still far from all-encompassing. In 2023, the degree of literacy in India was about 77 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.

Dataset

This dataset was created by Akshit Sinha

Contents

Documentation

Description and codebook for subset of harmonized variables:

Section 2

Guide to datasets:

Full Project Name: The Impact of Mother Literacy and Participation Programs on Child Learning in India

Unique ID: 458

PIs: Rukmini Banerji, James Berry, Marc Shotland

Location: Indian states of Bihar and Rajasthan

Sample: Around 9,000 households in 480 villages

Timeline: 2010 to 2012

Target Group: Children Parents Rural population Women and girls

Outcome of Interest: Employment, Student learning ,Women’s/girls’ decision-making, Gender attitudes and norms

Intervention Type: Early childhood development, Tracking and remedial education, Empowerment training

Associated publications: https://www.aeaweb.org/articles?id=10.1257/app.20150390

More information: https://www.povertyactionlab.org/evaluation/impact-mother-literacy-and-participation-programs-child-learning-india

Dataverse: Banerji, Rukmini; Berry, James; Shotland, Marc, 2017, “The Impact of Maternal Literacy and Participation Programs: Evidence from a Randomized Evaluation in India”, https://doi.org/10.7910/DVN/19PPE7, Harvard Dataverse, V1

Section 3

Survey instrument:

Testing tools:

Section 4

Survey instrument:

Testing tools:

Section 5

No associated survey instrument

Section 6

This dataset was created on 2021-10-06 20:35:41.921 by merging multiple datasets together. The source datasets for this version were:

Maternal Literacy in India Baseline: Modified from ml_merged : contains data with variables only from baseline surveys

Maternal Literacy in India Endline: Modified from ml_merged : contains data with variables only from endline surveys

Maternal Literacy in India Raw Administrative Statistics: ml_admin_stats_raw: Contains administrative statistics from the 2011 census and aser surveys used in online Appendix Table 1 in the paper; this is merged with some of the survey data to create ml_admin_stats

This project on multiliteracies involved groups of deaf learners in India, Uganda, and Ghana, both in primary schools and with young adult learners. The Peer-to-Peer Deaf Multiliteracies project examined how some of the dynamics that contribute to learners’ marginalisation can be changed by involving deaf individuals in the design of new teaching approaches, and by using children and young people's lived experiences and existing multilingual-multimodal skills as the starting point for theme-based learning. The aim was for participants to develop not only English literacy, but "multiliteracies", i.e. skills in sign languages, ICT, written English, creative expression through drawing and acting, and other forms of multimodal communication. The data collection includes reports from classroom settings compiled by tutors and by research assistants, pre-and post-tests on language and literacy abilities with learners, samples from an online learning platform, and multimedia portfolios collected from learners. A total of 124 young deaf adults and 79 deaf primary school children took part in the research

The exclusion of deaf children and young adults from access to school systems in the developing world results in individuals and communities being denied quality education; this not only leads to unemployment, underemployment, low income, and a high risk of poverty, but also represents a needless waste of human talent and potential. To target this problem, this project extends work conducted under a pilot project addressing issues of literacy education with young deaf people in the Global South. Creating, implementing and evaluating our innovative intervention based on the peer teaching of English literacy through sign language-based tutoring, everyday real life texts such as job application forms, and the use of a bespoke online resource, enabled us to generate a sustainable, cost-effective and learner-directed way to foster literacy learning amongst deaf individuals. To reach further target groups and conduct more in-depth research, the present project extends our work to new groups of learners in India, Uganda, Ghana, Rwanda and Nepal, both in primary schools (ca 60 children in India, Ghana, and Uganda) and with young adult learners (ca 100 learners in interventions, plus ca 60 young adults in scoping workshops in Nepal and Rwanda). In the targeted countries, marginalisation begins in schools, since many have no resources for teaching through sign language, even though this is the only fully accessible language to a deaf child. This project intends to examine how we can change some of the dynamics that contribute to this, by involving deaf individuals in the design of new teaching approaches, and by using children and young people's everyday experiences and existing literacy practices as the basis for their learning. Participants in such a programme not only develop English literacy, but "multiliteracies", i.e. skills in sign languages, technology, written English, gesture, mouthing, and other forms of multimodal communication. Developing a multilingual toolkit is an essential element of multiliteracies. Being 'literate' in the modern world involves a complex set of practices and competencies and engagement with various modes (e.g. face-to-face, digital, remote), increasing one's abilities to act independently. Our emphases on active learning, contextualised assessments and building portfolios to document progress increases the benefit to deaf learners in terms of their on-going educational and employment capacity. Apart from the actual teaching and interventions, the research also investigates factors in existing systems of educational provisions for deaf learners and how these may systematically undermine and isolate deaf communities and their sign languages. Our analyses identify the local dynamics of cultural contexts that our programmes and future initiatives need to address and evaluate in order to be sustainable. One challenge we encountered in the pilot was the lack of trained deaf peer tutors. There is a need for investment in local capacity building and for the creation of opportunities and pathways for deaf people to obtain formal qualifications. Therefore, we develop training in literacy teaching and in research methods for all deaf project staff. We also develop and adapt appropriate assessment tools and metrics to confirm what learning has taken place and how, with both children and young adults. This includes adapting the Common European Framework of Reference for Languages (CEFR) for young deaf adult learners and the 'Language Ladder' for deaf children so that we use locally-valid test criteria. To document progress in more detail and in relation to authentic, real life literacy demands we need to create our own metrics, which we do by using portfolio based assessments that are learner-centred and closely linked to the local curricula.

India Government Expenditure: Year to Date: Ministry of Human Resource Development: Department of School Education and Literacy data was reported at 275,270.000 INR mn in Sep 2018. This records an increase from the previous number of 149,222.700 INR mn for Aug 2018. India Government Expenditure: Year to Date: Ministry of Human Resource Development: Department of School Education and Literacy data is updated monthly, averaging 225,219.850 INR mn from Apr 2017 (Median) to Sep 2018, with 18 observations. The data reached an all-time high of 466,004.400 INR mn in Mar 2018 and a record low of 5,664.600 INR mn in Apr 2018. India Government Expenditure: Year to Date: Ministry of Human Resource Development: Department of School Education and Literacy data remains active status in CEIC and is reported by Controller General of Accounts. The data is categorized under India Premium Database’s Government and Public Finance – Table IN.FA005: Central Government Expenditure: Controller General of Accounts (CGA): by Ministry-wise.

This dataset contain data for cyber crime from 2002-2020 in four different files:

The complete dataset processed is in CleanedData2002-2020.csv .

Other files are given below 1. 2002-2013.csv

This file contain two columns for each year one the case registered in IT act and other IPC secton. Sum of these two will give the total cases registered.

1. 2014-2017.csv

   This file contain a single total crime case registered column for each year . Also a new state telangana was formed.

2. 2017-2020.csv

   Also a new union territory Ladakh was formed.

What one can do with this dataset ?

• Find the state wise decline or increase in the number of cybercases over the year .
• Compare the state cyber crime data with literacy rate .
• Calculate the national daily average and annual average etc.

The value of the print industry across India was *** billion Indian rupees in 2024. This was further expected to reach *** billion rupees by 2026, indicating a compound annual growth of around *** percent.No language barrierPublishing businesses are scattered all over the nation and most of them are carried out on proprietor basis. The idea is to cater to the needs of the local markets and producing titles in regional languages to deliver news to a nation, where citizens speak more than ** languages. In financial year 2018, the print circulation revenue in the south Asian country was led by the Hindi-speaking market with a revenue of almost ** billion Indian rupees. The employment in the sector has also increased over the last decade and was estimated to cross the ** thousand mark in 2022. Read one, read allIncrease in literacy rates across the country has created an interest amongst the young and old alike to stay up to date with the current affairs of the country and the globe. Dainik Jagran, a Hindi language daily newspaper had the highest readership in the country with about ** thousand readers in 2017. Unlike some other markets with more developed digital ecosystems, the newspaper revenue streams in the nation have not faced serious challenges from the digital innovations. Nonetheless, senior citizens prefer to keep it old school when it comes to getting their daily entertainment and information which is likely to keep the ink in the print sector flowing.