A JOURNAL OF COMPOSITION THEORY ISSN : 0731-6755

An Analysis of Gross Enrolment Ratio in Different Stages of Education in

Dr.S.Palani Associate Professor & Head Department of Economics Mannar Thirumalai Naicker College, Madurai.

P.Kohila Research Scholar & Assistant Professor Department of Economics Arumugam Pillai Seethai Ammal College, Thiruppathur. Abstract: Education is one of the most important instrument to develop our nation. Government implemented many education programs for the education system to enhance children’s progression. In 2011, approximately 75 per cent of the children, aged between 7 to 10 years, was literate. Our literacy rate is gradually improving, but due to some reasons, there is a delay in achieving the desired results. In India, primary education is ridden with too many problems and insufficient funds most educational institutions lack of infrastructure, science equipment, and libraries, which affects enrolment ratio in the education sector. So, this paper recommends that primary education should reach the mass and also fund allocation need to enhance by the government for furniship.

Keywords: Education, Enrollment ratio, Illiteracy Rate, Funds.

Introduction

Education in India is provided by public schools (controlled and funded by three levels: central, state and local) and private schools. Under various articles of the Indian Constitution, free and compulsory education is provided as a fundamental right to children between the ages of 6 and 14. India has made progress in increasing the attainment rate of primary education. In 2011, approximately 75 per cent of the population, aged between 7 to 10 years, was literate. India's improved education system is often cited as one of the main contributors to its economic development. While enrollment in higher education has increased steadily over the past decade, reaching a Gross Enrollment Ratio also high, there still remains a significant distance to catch up with tertiary education enrollment levels of developed nations, a challenge that will be necessary to overcome in order to continue to reap a demographic dividend from India's comparatively young population.

Statement of the Problem

Our primary education is ridden with too many problems. A large number of primary schools have no buildings and basic facilities like drinking water, electricity, furniture, and study materials. Large numbers of primary schools are single teacher schools and many schools are

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even without teachers. So, the drop rate is very high and a cause of concern. The lack of sufficient funds is the main problem in the development of education. The outlay for education in Five Year Plans has been decreasing. Due to insufficient funds, most educational institutions lack infrastructure, science equipment, and libraries. Due to this reason, the desired results cannot be achieved. The primary institution distance between the school should be reduced in order to avoide droupout in the future. In the past two decades male children enthronement ratio have been declined all over India hence need to analyse the problem, both state and centre should take tremendous effort to stabilcse. elimentary school infrastructure throughout the country.

Objectives

1. To analyze the gross enrolment ratio of primary and upper primary . 2. To study the gross enrolment ratio in higher education in India.

Research Methodology

The data is collected from a secondary source like the ministry of human resource development. The analysis has been done on the basis of gross enrolment ratio in different level of education. Simple linear regression and compound growth rate are computed in this study.

Review of Literature

Pallavi Pandit (2017) study found that the national policies and regulations in the Indian education system. In this study highlights the national policy of education 1968 and primary education 1979, universal education 1986, elementary education 1992 and its formulations in Indian education and also mainly concerned the present system of education and the concepts of freedom, equality, and justice of education system.

Shah (2016) study explained the gross enrolment ratio in secondary and higher secondary education in India. The expansion of secondary and higher secondary schools has resulted in a considerable increase in enrolment in secondary and higher secondary education between 2000- 2014. Secondary data and cross-sectional analysis were used for this study. In the overall period 2004-05 to 2013-14, there is much improvement in gross enrolment ratio in secondary and higher secondary education of India. The enrolment of boys and girls has slowly increased during 2000-2014.

Tushar Kanti Ghara (2016) study analyzed the gross enrolment ratio of higher education in . In this research study, the data was collected from the National Survey and using cluster analysis. In this study, is the districts with the highest accessibility because immigration to Kolkata from other districts and is the least accessible district. West Bengal has an increasing trend in gross enrolment ratio from 13.64 per cent in 2011 to 17.66 per cent in 2015.

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Kamlesh Gakhat (2012) et al study analyzed the present education system in and its neighboring states. In this study, the data collected from different websites of ministry as well as reports of the planning commission. Gross enrolment ratio of Haryana in the age group of 6 to 11 years is 90.10 per cent which is less than this ratio of India as a whole and all the neighboring states under the study. In spite of various schemes of the government of Haryana to provide universal elementary education, the goal has not been achieved. More efforts are needed to make people aware of government schemes for free education and the importance of education in everyone’s life.

Analysis and Interpretations

Table 1 : Gross Enrolment Ratio (All Categories of Students)

Year Primary (I- V) Male Female Total 1950-51 60.6 24.8 42.6 1960-61 82.6 41.4 62.4 1970-71 95.5 60.5 78.6 1980-81 95.8 64.1 80.5 1990-91 94.8 71.9 83.8 2000-01 104.9 85.9 95.7 2010-11 114.9 116.3 115.5 2014-15 98.9 101.4 100.1 Source: Educational Statistics at a Glance: Ministry of Human Resource Development

The above table explains the gross enrolment ratio of primary education in 1950- 2015. This table denotes the percentage variation in primary education of boys and girls. The girls primary education is gradually developing during the modern years.

Table 1.1 Trend Value of Gross Enrolment Ratio in Primary Education

S. Categories Model A B SE(B) R R2 Adj R2 t (B) Sig CGR NO 1 Boys SLR -1079.264 0.591 0.148 0.853 0.727 0.682 3.998 0.000 - Semi-log -9.188 0.007 0.002 0.833 0.695 0.644 3.695 0.010 1.624 2 Girls SLR -2424.031 1.257 0.123 0.972 0.945 0.936 10.189 0.000 - Semi-log -36.570 0.021 0.003 0.955 0.912 0.897 7.864 0.000 4.954 3 Total SLR -1744.175 0.920 0.126 0.948 0.899 0.882 7.299 0.000 - Semi-log -20.132 0.012 0.002 0.926 0.857 0.833 5.988 0.001 2.802

This table explains the trend value of gross enrolment ratio in primary education from 1951 to 2015. The trend value of boys and girls primary education is significantly correlated.

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The regression co-efficient value b is positively correlated with gross enrolment ratio of boys and girls. The compound growth rate is also positive and the girls’ education has improved better than the boys at primary level. This table concludes that the development of primary level education is improved much.

Table 2 : Gross Enrolment Ratio (All Categories of Students)

Year Upper Primary (VI- VIII) Boys Girls Total 1950-51 20.6 4.6 12.7 1960-61 33.2 11.3 22.5 1970-71 46.5 20.8 33.4 1980-81 54.3 28.6 41.9 1990-91 80.1 51.9 66.7 2000-01 66.7 49.9 58.6 2010-11 87.5 82.9 85.2 2014-15 87.7 95.3 91.2 Source: Educational Statistics at a Glance: Ministry of Human Resource Development

In this table represents gross enrolment ratio of upper primary education in 1950-2015. Its indicate both boys and girls gross enrolment ratio has improved in high level. The girls education has developed more compared with boys.

Table 2.1 : Trend Value of Gross Enrolment Ratio in Upper Primary Education

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S. Categories Model A B SE(B) R R2 Adj R2 t (B) Sig CGR NO 1 Boys SLR -2007.840 1.041 0.119 0.963 0.928 0.915 8.765 0.000 - Semi-log -37.348 0.021 0.003 0.944 0.890 0.872 6.979 0.000 4.95 2 Girls SLR -2667.734 1.366 0.152 0.965 0.931 0.920 9.000 0.000 - Semi-log -82.570 0.043 0.004 0.974 0.949 0.940 10.524 0.000 10.40 3 Total SLR -2333.457 1.201 0.106 0.977 0.955 0.948 11.299 0.000 - Semi-log -52.780 0.028 0.003 0.969 0.939 0.929 9.621 0.000 6.65

This table indicates that the trend value of gross enrolment ratio in upper primary education. The trend value of gross enrolment ratio is significant in boys as well as girls upper primary education. The regression coefficient of b value is positively correlated in both categories. The compound growth rate is high in the girl's education compared to boys, which indicate the girl's education has progressed over the years.

Table 3 : Gross Enrolment Ratio (All Categories of Students)

Year Higher Education(IX- XII) Boys Girls Total 2001-02 38.2 27.7 33.3 2002-03 41.3 33.2 37.5

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2003-04 42.9 34.3 38.9 2004-05 44.3 35.1 39.9 2005-06 44.6 35.8 40.4 2006-07 45.0 36.8 41.1 2007-08 49.4 41.9 45.8 2008-09 50.6 43.1 47.0 2009-10 52.4 45.9 49.3 2010-11 55.7 48.5 52.2 2011-12 58.8 54.5 56.8 2012-13 57.0 56.5 56.8 2013-14 62.5 62.6 62.5 2014-15 64.9 65.8 65.3 2015-16 67.6 68.7 68.1 Source: Educational Statistics at a Glance: Ministry of Human Resource Development

This table explains the gross enrolment ratio of higher education in 2001-2016. Over the 16 years, the gross enrolment ratio of higher education for boys and girls has slowly increased in every year.

Table 3: Trend Value of Gross Enrolment Ratio in Higher Education

S. Categories Model A B SE(B) R R2 Adj R2 t (B) Sig CGR NO 1 Boys SLR -3259.918 1.648 0.146 0.953 0.907 0.900 11.280 0.000 - Semi-log -62.492 0.033 0.003 0.957 0.917 0.910 11.966 0.000 7.89 2 Girls SLR -5028.236 2.525 0.195 0.964 0.928 0.923 12.983 0.000 - Semi-log -110.288 0.057 0.004 0.974 0.949 0.945 15.575 0.000 14.02 3 Total SLR -4167.830 2.099 0.961 0.961 0.923 0.917 12.461 0.000 - Semi-log -84.747 0.044 0.003 0.969 0.939 0.935 14.203 0.000 10.66

This table indicates the trend value of gross enrolment ratio in higher production from 2001 to 2016. Boys and girls gross enrolment ratio of higher education is significantly correlated. The regression coefficient of b value is positive in all years. The compound growth rate of girls education was high (14.02 per cent) compared with boys education. This table concludes the progressive of education is increased in year by year.

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Conclusion

Indian government always focuses on improving the literacy rate. India is aiming to attain gross enrolment ratio of 30 per cent by 2020, but it is still far behind when compared with countries like China with gross enrolment ratio of 43.9 per cent and the US with 85.8 per cent. Our literacy rate is gradually improving, but due to some reasons, there is a delay in achieving the desired results. So all primary schools, should be nationalized and this paper suggests that primary education should reach the mass and also fund allocation by the centre and state government for education should be used properly for primary education enhancement.

References:

1. Jalpa R.Shah, “Gross Enrolment Ratios in Secondary and Higher Secondary Education in India”, International Journal for Research in Education, 2016, Vol.5, Issue. 3, pp. 24-27. 2. Kamlesh Gakhar and Harjeet Kour, “Scenario of Present Education System: A Comparative Study of Haryana and its Neighbouring States”, International Journal of Social Science and Interdisciplinary Research, August 2012, Vol.1, Issue. 8, pp.95-110. 3. Pallavi Pandit, “Education in India: National Policies and Regulations”, International Journal of Recent Research Aspects, September 2017, Vol.4, Issue. 3, pp. 206-209. 4. Tushar Kanti Ghara, “Analysis of Higher Education Gross Enrolment Ratio- A study for West Bengal”, IOSR Journal of Humanities and Social Science, November 2016, Vol. 21, Issue. 11, pp. 13-19. 5. Website: Ministry of Human Resource Development.

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