This document discusses India's primary education system. It outlines several government schemes aimed at improving access and quality, including the District Primary Education Programme, Sarva Shiksha Abhiyan, and Mid-Day Meals. It also analyzes factors that influence school attendance rates, such as costs of education, availability of schools, and family income. While enrollment rates have increased, quality remains a challenge, with many schools lacking basic facilities like separate toilets for girls. Achieving universal primary education in India has proven difficult due to issues of access as well as fictitious enrollment inflating completion rates.

1. PRIMARY EDUCATION SYSTEM IN INDIA
PRESENTED BY – NISHANT
KUMAR
III YEAR Integrated M.SC.
ECONOMICS
I120412

2. INTRODUCTION
 Education is a critical input in human resource
development.
 Primary Education is not simply as a matter of economic
growth but more to foster social justice, social well-being
and social stability.
 A high literacy rate, especially in the case of women,
correlates with low birth rate, low IMR and increase in
the rate of life expectancy.

3. OBJECTIVE OF STUDY
Analysing the problem of children in not attending
school thereby making it difficult to achieve one of the
important Millennium Development Goals unless costs
are further subsidized.

4. NEW SCHEME
 District Primary Education Programme
 Sarva Shiksha Abhiyan
 Rashtriya Madhyamik Shiksha Abhiyan
 Mid-Day Meals
 Scholarship to Students
 Strengthening of Teachers Training Institutions
 Mahila Samakhya

5. CURRENT STATUS
 India, with more than a billion residents, has the second largest
education system in the world. (Ruzzi and muralidharan, 2005)
 According to the NSSO data for 2004–05, the number of out-of-
school children in the age group 6–14 years was over 3 crores.
 According to NSSO data from the 66th round survey on
employment and Unemployment, in 2009–10, 2.2 crores
children in the age group 6–14 years were not attending school.
 26 per cent of pupils enrolled in primary school drop out
before Grade 5.

6. DREZE AND KINGDON (1999)
 Dreze and Kingdon (1999) provide a theoretical model of
schooling decisions in the cost-benefit framework.
the natural criterion for enrolling the child is:

7. DURAISAMY (2002)
After the analysing the National Council of Applied
Economic Research (NCAER) data , he concluded that
the child enrolment decision is dependent on parental
education, family income, and availability of schools
within the village.

8. CHANDRASEKHAR,MUKHOPAD
HYAY (2006)
 Even after making the primary education completely free India
will not be able to increase the attendance rates to 100 per cent.
 There are other direct and indirect costs that can determine
children from going to school.
 After controlling for the opportunity cost of going to school ,it
is found that the direct costs of education adversely affect the
probability of children going to school, more so for children
from poorer households.

9. SENGUPTA AND PAL (2008)
They visualized education as a multidimensional entity.
They identified three basic aspects of education:
1. Poverty in the education system
2. Social indicator
3. Policy indicator

10. P. GEETHA RANI (2005)
She examined the problems of achieving Primary Education in
the educationally backward states – by focusing on Bihar,
Rajasthan, Madhya Pradesh and Assam.
 Bihar-Very low expenditure on education and 99 per cent spent
on salaries.
 Rajasthan- Reasons for non enrolment and drop-outs are found
both among children engaged in non-economic activity and
economic activities.
 Madhya Pradesh- decentralized governance in improving the
enrolment , But the physical facilities are low in government
schools.
 Assam- Financial constraint is the major reason for drop outs. (PROBE
1999)
 EGS, so successful in Madhya Pradesh and Rajasthan can be solution
in the short run but cannot continue for long run.

11. VIKAS RAWAL (2011)
 He summarise official statistics on schooling infrastructure and on
children’s participation in elementary schooling in rural India.
 About 22 per cent of rural primary schools in Bihar and Jharkhand
had no classrooms at all.
 More than 20 per cent of rural elementary schools in Assam,
Arunachal Pradesh, Andhra Pradesh, and Meghalaya had only one
classroom .
 About 50 per cent school did not have separate toilets for girls.
 About 14 per cent of all primary schools in rural India had only one
teacher.

12. TOI (13 AUG 2014)
 According to the HRD ministry report, in Tamil
Nadu, 1,442 girls' and 4,278 boys' schools do not
have toilets.
 In several region, girls find it difficult to use toilets
due to lack of sanitation facilities and tend to
develop infections.
 The teachers apparently fear that the absence of
the toilet facilities may bring down enrolment.

13. CONCLUSION
 One of the reasons for the high drop-out rate in India is
“fictitious enrolment” of children in primary schools
(Jayachandran 2007, Venkatanarayana 2009).
 Employment opportunities available to the children and the
wages paid to children are important determinants of schooling
decisions. (Chandrashekahar, Mukhopadhyay, 2006)
 Primary education in India started showing good sign in
increases in GER ,infrastructure but on the other hand the
overall quality of primary education has not improved.
 It is too difficult to achieve Universal Primary Education goal.

14. REFERENCES
 Atanu Sengupta & Naibedya Prasun Pal(2010), “ Primary
Education In India : Delivery and outcome-A District level
analysis based on DISE data”.
 Vikas Rawal(2011), “ Statistics on Elementary School Education
in Rural India”.
 S Chandrasekhar, A Mukhopadhyay (2006), “Primary Education
as a Fundamental Right Cost Implications”.
 P. Geetha Rani(2005), “Elementary Education: Rising
Expenditure, Poor Quality”
 Elementary Education, IX Five year Plan 2002-07
 S Chandrasekhar, A Mukhopadhyay (2006), “Does Cost of
Primary Education Matter: Evidence from Rural India”