Indian Education | Statistics

Youth (15-24 years) literacy rate (%), 2005-2010*, male	88
Youth (15-24 years) literacy rate (%), 2005-2010*, female	74
Number per 100 population , 2010, mobile phones	61
Number per 100 population , 2010, Internet users	8
Pre-primary school participation, Gross enrolment ratio (%), 2007-2010*, male	53
Pre-primary school participation, Gross enrolment ratio (%), 2007-2010*, female	54
Primary school participation, Gross enrolment ratio (%), 2007-2010*, male	–
Primary school participation, Gross enrolment ratio (%), 2007-2010*, female	–
Primary school participation, Net enrolment ratio (%), 2007-2010*, male	97
Primary school participation, Net enrolment ratio (%), 2007-2010*, female	94
Primary school participation, Net attendance ratio (%), 2005-2010*, male	85
Primary school participation, Net attendance ratio (%), 2005-2010*, female	81
Primary school participation, Survival rate to last primary grade (%) , 2006-2009*, admin. data	–
Primary school participation, Survival rate to last primary grade (%) , 2005-2010*, survey data	95
Secondary school participation, Net enrolment ratio (%), 2007-2010*, male	–
Secondary school participation, Net enrolment ratio (%), 2007-2010*, female	–
Secondary school participation, Net attendance ratio (%), 2005-2010*, male	59
Secondary school participation, Net attendance ratio (%), 2005-2010*, female	49

courtesy to:unicef

Child Labour Devastation Statstics | With ILO

              Child labor is a devastation, they should concentrate on education

Today, more than 250 million children between the ages of 5 and 14 work. Of those, more than 80 million kids labor in extremely hazardous conditions. They weave carpets in dimly lit factories—at times, shackled to their looms. They crawl through cramped tunnels deep below the earth’s surface hunting for gems and coal. And they struggle not to buckle under the crushing weight of bricks balanced on their heads..ILO estimates that throughout the world, around 215 million children under 18 work, many full-time. In Sub Saharan African 1 in 4 children aged 5-17 work, compared to 1 in 8 in Asia Pacific and 1 in 10 in Latin America . Although aggregate numbers suggest that more boys than girls are involved in child labour, many of the types of work girls are involved in are invisible. It is estimated that roughly 90 per cent of children involved in domestic labour are girls. . Even though the prevalence of child labour has been falling in recent years everywhere apart from Sub Saharan Africa where it is actually increasing with regard to children aged 5-14 (ILO 2010 Facts on Child Labour), it continues to harm the physical and mental development of children and adolescents and interfere with their education.

Child labour reinforces inter generational cycles of poverty, undermines national economies and impedes achieving progress towards the Millennium Development Goals. It is not only a cause, but also a consequence of social inequities reinforced by discrimination. Children from indigenous groups or lower castes are more likely to drop out of school to work. Migrant children are also vulnerable to hidden and illicit labour.

Courtesy to : guardian,unicef,ILO

Education Polls

Teaching is a life time mission | Dr. APJ AbdulKalam (Speech)

                               To enable development of youth first and foremost, the teacher?s love for teaching is essential, with teaching as the soul of the teacher. The teacher must realize that they are responsible for shaping not just students but ignited youth who are the most powerful resource under the earth, on the earth and above the earth. With their full commitment to the great mission of teaching, the teacher transforms himself or herself as a great teacher only when he or she is capable of elevating the average student to high performance. The teacher conducting himself or herself in a noble way itself is a lifetime message for students. They should encourage the students and children to ask questions and develop the spirit of enquiry, so that they blossom into creative enlightened citizens. They should treat all the students equally and should not support any differentiation on account of religion, community or language and continuously upgrade the capacities in teaching so that they can impart quality education to the students. They should realize by being a teacher, they are making an important contribution to the efforts of national development. The teachers must constantly endeavour to fill their mind, with great thoughts and spread the nobility in thinking and action among the students. Teacher should celebrate the success of the students.

By, Dr. APJ Abdulkalam

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School Education in India

A school is an institution designed for the teaching of students  under the direction of teachers. Most countries have systems of formal education, which is commonly compulsory.In these systems, students progress through a series of schools. The names for these schools vary by country (discussed in the Regional section below), but generally include primary school for young children and secondary school for teenagers who have completed primary education..

In  India, schools were in the form of Gurukuls. Gurukuls were traditional Hindu residential schools of learning; typically the teacher’s house or a monastery. During the Mughal rule, Madrasahs were introduced in India to educate the children of Muslim parents. British records show that indigenous education was widespread in the 18th century, with a school for every temple, mosque or village in most regions of the country. The subjects taught included Reading, Writing, Arithmetic, Theology, Law, Astronomy, Metaphysics, Ethics, Medical Science and Religion.

Under the British rule in India, Christian missionaries from England, USA and other countries established missionary and boarding schools throughout the country. Later as these schools gained in popularity, more were started and some gained prestige. These schools marked the beginning of modern schooling in India and the syllabus and calendar they followed became the benchmark for schools in modern India. Today most of the schools follow the missionary school model in terms of tutoring, subject / syllabus, governance etc.with minor changes. Schools in India range from schools with large campuses with thousands of students and hefty fees to schools where children are taught under a tree with a small / no campus and are totally free of cost. There are various boards of schools in India, namely Central Board for Secondary Education (CBSE), Council for the Indian School Certificate Examinations (CISCE), Madrasa Boards of various states, Matriculation Boards of various states, State Boards of various boards, Anglo Indian Board, and so on. The typical syllabus today includes Language(s), Mathematics, Science – Physics, Chemistry, Biology, Geography, History, General Knowledge, Information Technology / Computer Science etc.. Extra curricular activities include physical education / sports and cultural activities like music, choreography, painting, theater / drama etc.

Courtesy to : Wikipedia