Student Flow at Primary Level - DISE

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Average Flow Rates31Let enrolment and repeaters in Grades I, II, III, IV, V and VI in an year bedenoted by E I, E II, E III, E IV, E Vand E VIand R I, R II,R III, R IV, R Vand R VIrespectively(see Table 11). The promotees in a grade are obtained by subtractingrepeaters from the enrolment in subsequent grade the following year.Number of drop-out children is obtained by subtracting repeaters andpromotees from enrolment of a particular grade. Number of promoteesand drop-outs is obtained for all the grades in an education cycle, sayprimary level. Similarly, grade-specific promotion (PR), repetition (RR)and drop-out (DR) rates in year ‘t’ (say 2004-05) are denoted and thefollowing formulae are used to compute average of these rates.Average (Overall) Repetition Rate(R I+ R II+ R III+ R IV+ R V)in year ‘t+1"= ————————————————————— ——— x 100 (i)(E I+ E II+ E III+ E IV+ E V) in year ‘t’Average (Overall) Promotion Rate(P I+ P II+ P III+ P IV+ P V) in year ‘t’= ————————————————————— ——— x 100 (ii)(E I+ E II+ E III+ E IV+ E V) in year ‘t’Table 11Denotations: Calculation of Average Flow RatesParameterGradesEnrolment in first year ‘t’, E IE IIE IIIE IVE VE VIsay 2004-05Enrolment in second year ‘t+1’say 2005-06E IE IIE IIIE IVE VE VINumber of Repeaters inyear ‘t+1’, say 2005-06R IR IIR IIIR IVR VR VINumber of students promoted,in year ‘t’, 2004-05P IP IIP IIIP IVP VP VINumber of drop-out children inyear ‘t’, 2004-05D ID IID IIID IVD VD VIAverage (Overall) Drop-out Rate= [100-{(i) + (ii)}]It may also be noted that while calculating the number of promotees inGrade V in the year 2004-05, enrolment and repeaters of Grade VI in the
32 Student Flow at Primary Levelyear 2005-06 are considered. This is supposed to give slightly a lowerpromotion and high drop-out rate because it also considers those childrenwho successfully completed primary level but did not transit to GradeVI. It is better to consider the number of successful primary graduates butthe same for the year ‘t+1’, i.e. year 2005-06, is not available throughthe DISE data set. DISE collects information on number of graduates eachyear but of the previous academic year which in the present case is theyear 2004-05.One of the major limitations of the DISE enrolment data (in terms ofnumber of schools covered over time) is its inconsistency which is largelybecause of the coverage which has got expanded over a period of time. Ashas already been mentioned that over a period of time, the number ofschools covered under DISE increased many-fold. This means that eachyear new schools were covered under DISE the number of which variedfrom year to year and also from state to state. This is also true that a fewschools covered in a year couldn’t be covered in the subsequent yearbecause of one or the other reason. Therefore, in the present exercise,grade-specific flow rates, such as promotion, drop-out and repetition, aswell as averages of these rates are calculated based upon the gradespecificenrolment and repeaters data of common schools only. Commonschools are the schools which have been covered both in the years 2004-05 and 2005-06 and have also submitted the enrolment and repeatersdata during these years. The number of common schools and percentageof such schools for the years 2004-05 and 2005-06 are presented in Table12 which suggests that more than 88 percent of the total schools in 2005-06 are common compared to 83 percent during the previous year, i.e.2004-05. But in a few states, such as Delhi, Punjab and Sikkim, thepercentage of common schools is much lower than the average of alldistricts which indirectly suggests that these states have re-initialisedschools and have given school identification codes afresh. Needless tomention that once the school identification code is given, it is supposedto remain the same forever. Therefore, the flow rates in case of thesestates do not represent the entire state for the reason mentioned above.This also suggest that about 9 out of 10 schools imparting elementaryeducation covered under DISE are considered in calculating flow rates.This otherwise means that as many as 914.8 thousand schools areconsidered in the calculation which is a very large sample of the totalelementary schools, and therefore, the findings can easily be generalised.On the other hand, as many as 22 out of 29 states reported percentage ofcommon schools in 2005-06 above 80 percent. The percentage of suchschools is as high as 99.57 percent in Tripura and 98.26 percent in Himachal
Page 2 and 3: Student Flow at Primary LevelAn Ana
Page 4: ContentsForewordPrefaceAbbreviation
Page 7 and 8: PrefaceIn the recent past number of
Page 9 and 10: List of TablesTable 1 Comparative S
Page 11 and 12: xiiList of FiguresFigure 1 Percenta
Page 13 and 14: xivsuggests a consistent decline bu
Page 15 and 16: 2 Student Flow at Primary LevelIn s
Page 17 and 18: 4 Student Flow at Primary Leveltime
Page 19: 6 Student Flow at Primary Levelof h
Page 22 and 23: Methodological Framework9SurveyVari
Page 24 and 25: Methodological Framework11the other
Page 26 and 27: Methodological Framework13Table 2 r
Page 28 and 29: Table 3Percentage of Enrolled Child
Page 30 and 31: Methodological Framework17Madarasas
Page 32 and 33: Methodological Framework19Table 5IM
Page 34 and 35: Methodological Framework21this age-
Page 36 and 37: Methodological Framework23levels of
Page 38 and 39: Retaining Capacity of the System25T
Page 40 and 41: Retaining Capacity of the System27T
Page 42 and 43: Grade-to-Grade Flow Rates29universa
Page 46 and 47: Average Flow Rates33Table 12Percent
Page 48 and 49: Average Flow Rates35average repetit
Page 50 and 51: Average Flow Rates37Table 14Promoti
Page 52 and 53: Average Flow Rates39percent girls (
Page 54 and 55: Average Flow Rates41Table 16Repetit
Page 56 and 57: Average Flow Rates43Table 18Drop-ou
Page 58 and 59: Drop-out Rate45percent) and West Be
Page 60 and 61: Drop-out Rate47Table 21Gender-speci
Page 62 and 63: Drop-out & Repetition Rates49IV), R
Page 64 and 65: Drop-out & Repetition Rates51rate i
Page 66 and 67: Transition Rate53separately in case
Page 68 and 69: Transition Rate55to 78.01 percent d
Page 70 and 71: Efficiency of Education System57Tab
Page 72 and 73: DPEP Vs Non-DPEP Districts59encoura
Page 74 and 75: DPEP Vs Non-DPEP Districts61It is l
Page 76 and 77: DPEP Vs Non-DPEP Districts63Table 3
Page 78 and 79: Concluding Observations65available,
Page 80 and 81: Annexure67Table A2Flow Rates Cohort
Page 82 and 83: Annexure69Table A4Flow Rates Cohort

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