National Human Development Report: 2001 - Indira Gandhi Institute ...

More documents

Recommendations

Info

NATIONAL HUMAN DEVELOPMENT REPORT 2001 EDUCATIONAL ATTAINMENTS AND WELL-BEING 53The Literacy Transition of Indian States-Census 1991 and 2001Literacy RatesMalesFemalesPersons> 80%Kerala, Lakshadweep, Mizoram,Kerala, Lakshadweep, MizoramKerala, Mizoram, Lakshadweep,Pondicherry, Goa, Daman & Diu,Goa, Delhi, Chandigarh,Delhi, Maharashtra, Andaman &Pondicherry, Andaman & NicobarNicobar Is., Himachal Pradesh,Is., Daman & DiuChandigarh, Uttaranchal, Tamil2001Nadu, Tripura, Gujarat1991Kerala, Lakshadweep, Mizoram,KeralaKerala, Mizoram, LakshadweepPondicherry, Goa, Daman & Diu,Delhi, Chandigarh70-80%Haryana, Manipur, Chattisgarh,Chandigarh, Goa, Andaman &Maharashtra, Himachal Pradesh,West Bengal, Madhya Pradesh,Nicobar Is., Delhi, Pondicherry,Tripura, Tamil Nadu, UttaranchalSikkim, Rajasthan, Karnataka,Daman & DiuOrissa, Punjab, Dadra & NagarHaveli, Assam, Nagaland, Andhra2001Pradesh, Uttar Pradesh1991Gujarat, Himachal Pradesh,Lakshadweep, Mizoram,Goa, Delhi, Chandigarh,Maharashtra, Manipur, Tamil Nadu,ChandigarhPondicherry, Andaman & NicobarTripura, Andaman & Nicobar Is.Is., Daman & Diu60-70%Jharkhand, Meghalaya, Jammu &Himachal Pradesh, Maharashtra,Gujarat, Punjab, Sikkim, WestKashmir, Arunachal Pradesh, BiharTripura, Tamil Nadu, Punjab,Bengal, Manipur, Haryana,Nagaland, Sikkim, Meghalaya,Nagaland, Karnataka,Uttaranchal, West BengalChattisgarh, Assam, MadhyaPradesh, Orissa, Meghalaya,Andhra Pradesh, Rajasthan,2001Dadra & Nagar Haveli1991Assam, Haryana, Karnataka,Goa, Andaman & Nicobar Is.,Maharashtra, Himachal Pradesh,Nagaland, Orissa, Punjab, Sikkim,Delhi, PondicherryTripura, Tamil Nadu, Gujarat,West BengalNagaland50-60%Manipur, Gujarat, Karnataka,Uttar Pradesh, ArunachalHaryana, Assam, Chattisgarh,Pradesh, Jammu & Kashmir,Andhra Pradesh, Orissa, MadhyaJharkhand2001Pradesh1991Andhra Pradesh, ArunachalHimachal Pradesh, Maharashtra,Assam, Haryana, Karnataka,Pradesh, Bihar, Madhya Pradesh,Nagaland, Punjab, Tamil Nadu,Manipur, Punjab, Sikkim, WestMeghalaya, Rajasthan, UttarDaman & DiuBengalPradesh, Dadra & Nagar Haveli< 50%Rajasthan, Arunachal Pradesh,BiharDadra & Nagar Haveli, UttarPradesh, Jammu & Kashmir,2001Jharkhand, Bihar1991Sikkim, Meghalaya, West Bengal,Bihar, Uttar Pradesh, ArunachalManipur, Gujarat, Karnataka,Pradesh, Madhya Pradesh, Orissa,Haryana, Assam, AndhraMeghalaya, Andhra Pradesh,Pradesh, Orissa, Madhya Pradesh,Rajasthan, Dadra & NagarRajasthan, Tripura, ArunachalHaveli.Pradesh, Dadra & Nagar Haveli,Uttar Pradesh, Bihar
54EDUCATIONAL ATTAINMENTS AND WELL-BEINGNATIONAL HUMAN DEVELOPMENT REPORT 2001Age Specific Enrollment Ratio(Percentage)70656055504540357570656055504540Gender Gap1981 1991Rural-Urban Gap1981 1991BoysChildrenGirlsUrbanCombinedRuralwhile analysing enrolment of children in schools. Among the morecommonly used measures, gross enrolment ratio, age-specific enrolment ratio,net enrolment ratio, dropout rates and school attendance rates, are relevantfor capturing the flow aspect of the educational attainment of the population.Gross Enrolment Ratio refers to enrolment at a specified level ofschooling, irrespective of the age of student enrolled, to the population ofchildren in the age group expected to be at that level of schooling as perprevalent norms on school enrolments. Thus, for instance, gross enrolmentratio at primary school level, i.e. for classes I to V, would be the percentageof children in classes I to V to total number of children in age group 6 to 11years. This ratio is indicative of the general level of participation at a givenschool level. It captures, to some extent, accessibility and capacity of theeducation system to enroll students. The ratio, often, exceeds 100 per centdue to inclusion of over-age, under-age, as well as repeat students for theconcerned class.The gross enrolment ratio in classes I-V was 94.9 per cent in 1999-2000 as per the Annual Report of the Ministry of Human ResourceDevelopment. In case of many States this ratio exceeded 100 per cent, moreso in case of boys. It declined to 58.8 per cent for children in classes VI-VIII.A lower ratio in the latter years as compared to earlier years is not only onaccount of lower enrolments or higher drop out rates but possibly also onaccount of there being a large number of students in age group other than 6-11 years in classes I-V and at the same time there being a greater proportionof students of the specified age group in classes VI-VIII.Age Specific Enrolment Ratio refers to percentage of childrenenrolled in a particular age group, irrespective of the level/class of enrolment,to the total population of children in that age group. Like gross enrolmentrate, a higher ratio on this measure implies a higher educationalparticipation. However, it suffers from a limitation that it does not give theschooling level/class at which the students are enrolled.The age-specific enrolment ratio for age group 6-14 years registered anincrease from 48.3 per cent in 1981 to 55.3 per cent in 1991 as per theCensus figures. For rural areas, it increased from 42.2 to 49.9 per cent whilefor urban areas the corresponding ratios were 69.7 and 72 per centrespectively. The ratio for boys increased from 58 per cent in 1981 to 62.1 percent in 1991. For girls, the ratio increased from 37.8 per cent in 1981 to 47.9per cent in 1991. Thus, the rural-urban gap, as well as gender gap declinedduring the period 1981 to 1991. A break up of age group 6-14 years into 6-10 years and 11-14 years shows that age-specific enrolment ratio issignificantly lower in age group 6-10 years than in age group 11-14 years in1991, as well as in 1981. Much of this difference in age-specific enrolmentbetween the two age groups disappears, if one drops enrolment ratio ofchildren at age 6 years, which is considerably lower vis-à-vis other age groupsin both rural and urban areas. At State level, age-specific enrolment ratio inage group 6-14 years was low at close to 40 per cent in Bihar, Rajasthan andUttar Pradesh and was over 70 per cent in Kerala, Himachal Pradesh andMaharashtra, as well as in a number of smaller States and Union Territories.The ratio was lower in rural areas, more so for girls, and with large inter-Statedifferences. In urban areas, the inter-State differences, as well as genderdifferences were much lower.There are some other sources of data on age-specific enrolment ratios.According to the All-India Educational Surveys conducted by the National
Page 1 and 2:
indiaLong years ago we made a tryst
Page 3 and 4:
NATIONAL HUMAN DEVELOPMENT REPORT 2
Page 5 and 6:
iiFOREWORDNATIONAL HUMAN DEVELOPMEN
Page 7 and 8:
ivCONTENTSNATIONAL HUMAN DEVELOPMEN
Page 9 and 10: 2OVERVIEW NATIONAL HUMAN DEVELOPMEN
Page 11 and 12: 4OVERVIEWNATIONAL HUMAN DEVELOPMENT
Page 13 and 14: 6OVERVIEWNATIONAL HUMAN DEVELOPMENT
Page 15 and 16: 8STATE OF HUMAN DEVELOPMENT NATIONA
Page 17 and 18: 10STATE OF HUMAN DEVELOPMENTNATIONA
Page 21 and 22: NATIONAL HUMAN DEVELOPMENT REPORT 2
Page 25 and 26: NATIONAL HUMAN DEVELOPMENT REPORT 2
Page 39 and 40: 32ECONOMIC ATTAINMENTS AND WELL-BEI
Page 55 and 56: 48EDUCATIONAL ATTAINMENTS AND WELL-
Page 59: 52EDUCATIONAL ATTAINMENTS AND WELL-
Page 71 and 72: 64HEALTH ATTAINMENTS & DEMOGRAPHIC
Page 97 and 98: 90SOME OTHER ASPECTS OF WELL-BEING
Page 99 and 100: 92SOME OTHER ASPECTS OF WELL-BEINGN
Page 111 and 112:
104SOME OTHER ASPECTS OF WELL-BEING
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
114GOVERNANCE FOR HUMAN DEVELOPMENT
Page 123 and 124:
Page 125 and 126:
Page 127 and 128:
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Page 139 and 140:
132TECHNICAL APPENDIXNATIONAL HUMAN
Page 141 and 142:
134BIBLIOGRAPHYNATIONAL HUMAN DEVEL
Page 143 and 144:
136BIBLIOGRAPHYNATIONAL HUMAN DEVEL
Page 145 and 146:
138GLOSSARYNATIONAL HUMAN DEVELOPME
Page 147 and 148:
140THE STATE OF HUMAN DEVELOPMENTNA
Page 149 and 150:
Page 151 and 152:
Page 153 and 154:
146INDICATORS ON ECONOMIC ATTAINMEN
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
Page 167 and 168:
Page 169:
Page 172 and 173:
Page 174 and 175:
Page 176 and 177:
Page 178 and 179:
Page 180 and 181:
Page 182 and 183:
Page 184 and 185:
Page 186 and 187:
Page 188 and 189:
Page 190 and 191:
Page 192 and 193:
Page 194 and 195:
Page 196 and 197:
Page 198 and 199:
Page 200 and 201:
Page 202 and 203:
Page 204 and 205:
Page 206 and 207:
Page 208 and 209:
Page 210 and 211:
Page 212 and 213:
Page 214 and 215:
Page 216 and 217:
Page 218 and 219:
Page 220 and 221:
Page 222 and 223:
Page 224 and 225:
Page 226 and 227:
Page 228 and 229:
Page 230 and 231:
Page 232 and 233:
Page 234 and 235:
Page 236 and 237:
Page 238 and 239:
Page 240 and 241:
Page 242 and 243:
Page 244 and 245:
Page 246 and 247:
Page 248 and 249:
Page 250 and 251:
Page 252 and 253:
Page 254 and 255:
Page 256 and 257:
Page 258 and 259:
Page 260 and 261:
Page 262 and 263:
Page 264 and 265:
Page 266 and 267:
Page 268 and 269:
Page 270 and 271:
Page 272 and 273:
Page 274 and 275:
Page 276 and 277:
Page 278 and 279:
Page 280 and 281:
Page 282 and 283:
Page 284 and 285:
Page 286 and 287:
Page 288 and 289:
Page 290 and 291:
Page 292 and 293:
Page 294 and 295:
Page 296 and 297:
Page 298 and 299:
Page 300 and 301:
Page 302 and 303:
Page 304 and 305:
show all

National Human Development Report: 2001 - Indira Gandhi Institute ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?