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India Primary and Secondary Education
Several factors work against universal education in India. Although Indian law prohibits the employment of children in factories, the law allows them to work in cottage industries, family households, restaurants, or in agriculture. Primary and middle school education is compulsory. However, only slightly more than 50 percent of children between the ages of six and fourteen actually attend school, although a far higher percentage is enrolled. School attendance patterns for children vary from region to region and according to gender. But it is noteworthy that national literacy rates increased from 43.7 percent in 1981 to 52.2 percent in 1991 (male 63.9 percent, female 39.4 percent), passing the 50 percent mark for the first time. There are wide regional and gender variations in the literacy rates, however; for example, the southern state of Kerala, with a 1991 literacy rate of about 89.8 percent, ranked first in India in terms of both male and female literacy. Bihar, a northern state, ranked lowest with a literacy rate of only 39 percent (53 percent for males and 23 percent for females). School enrollment rates also vary greatly according to age (see table 9, Appendix).
To improve national literacy, the central government launched a wide-reaching literacy campaign in July 1993. Using a volunteer teaching force of some 10 million people, the government hoped to have reached around 100 million Indians by 1997. A special focus was placed on improving literacy among women.
A report in 1985 by the Ministry of Education, entitled Challenge of Education: A Policy Perspective
, showed that nearly 60 percent of children dropped out between grades one and five. (The Ministry of Education was incorporated into the Ministry of Human Resources in 1985 as the Department of Education. In 1988 the Ministry of Human Resources was renamed the Ministry of Human Resource Development.) Of 100 children enrolled in grade one, only twenty-three reached grade eight. Although many children lived within one kilometer of a primary school, nearly 20 percent of all habitations did not have schools nearby. Forty percent of primary schools were not of masonry construction. Sixty percent had no drinking water facilities, 70 percent had no library facilities, and 89 percent lacked toilet facilities. Single-teacher primary schools were commonplace, and it was not unusual for the teacher to be absent or even to subcontract the teaching work to unqualified substitutes (see table 10, Appendix).
The improvements that India has made in education since independence are nevertheless substantial. From the first plan until the beginning of the sixth (1951-80), the percentage of the primary school-age population attending classes more than doubled. The number of schools and teachers increased dramatically. Middle schools and high schools registered the steepest rates of growth. The number of primary schools increased by more than 230 percent between 1951 and 1980. During the same period, however, the number of middle schools increased about tenfold. The numbers of teachers showed similar rates of increase. The proportion of trained teachers among those working in primary and middle schools, fewer than 60 percent in 1950, was more than 90 percent in 1987 (see table 11, Appendix). However, there was considerable variation in the geographical distribution of trained teachers in the states and union territories in the 1986-87 school year. Arunachal Pradesh had the highest percentage (60 percent) of untrained teachers in primary schools, and Assam had the highest percentage (72 percent) of untrained teachers in middle schools. Gujarat, Tamil Nadu, Chandigarh, and Pondicherry (Puduchcheri) reportedly had no untrained teachers at either kind of school.
Various forms of private schooling are common; many schools are strictly private, whereas others enjoy government grants-in-aid but are run privately. Schools run by church and missionary societies are common forms of private schools. Among India's Muslim population, the madrasa
, a school attached to a mosque, plays an important role in education (see Islamic Traditions in South Asia, ch. 3). Some 10 percent of all children who enter the first grade are enrolled in private schools. The dropout rate in these schools is practically nonexistent.
Traditional notions of social rank and hierarchy have greatly influenced India's primary school system. A dual system existed in the early 1990s, in which middle-class families sent their children to private schools while lower-class families sent their children to underfinanced and underequipped municipal and village schools. Evolving middle-class values have made even nursery school education in the private sector a stressful event for children and parents alike. Tough entrance interviews for admission, long classroom hours, heavy homework assignments, and high tuition rates in the mid-1990s led to charges of "lost childhood" for preschool children and acknowledgment of both the social costs and enhanced social benefits for the families involved.
The government encourages the study of classical, modern, and tribal languages with a view toward the gradual switch from English to regional languages and to teaching Hindi in non-Hindi speaking states. As a result, there are schools conducted in various languages at all levels. Classical and foreign language training most commonly occurs at the postsecondary level, although English is also taught at the lower levels (see Diversity, Use, and Policy; Hindi and English, ch. 4).
Colleges and Universities
Receiving higher education, once the nearly exclusive domain of the wealthy and privileged, since independence has become the aspiration of almost every student completing high school. In the 1950-51 school year, there were some 360,000 students enrolled in colleges and universities; by the 1990-91 school year, the number had risen to nearly 4 million, a more than tenfold increase in four decades. At that time, there were 177 universities and university-level institutions (more than six times the number at independence), some 500 teacher training colleges, and several thousand other colleges.
There are three kinds of colleges in India. The first type, government colleges, are found only in those states where private enterprise is weak or which were at one time controlled by princes (see Company Rule, 1757-1857, ch. 1). The second kind are colleges managed by religious organizations and the private sector. Many of the latter institutions were founded after 1947 by wealthy business owners and politicians wishing to gain local fame and importance. Professional colleges comprise the third kind and consist mostly of medical, teacher-training, engineering, law, and agricultural colleges. More than 50 percent of them are sponsored and managed by the government. However, about 5 percent of these colleges are privately run without government grant support. They charge fees of ten to twelve times the amount of the government-run colleges. The profusion of new engineering colleges in India in the late 1980s and early 1990s caused concern in official education circles that the overall quality and reputation of India's higher education system would be threatened by these new schools, which operated mainly on a for-profit basis. As the government tightened its support to higher education in the early 1990s, colleges and universities came under considerable financial stress.
The All-India Council of Technical Education is empowered to regulate the establishment of any new private professional colleges to limit their proliferation. In 1992 the Karnataka High Court directed the state government to rescind permission to nine organizations to start new engineering and medical colleges in the state.
Gaining admission to a nonprofessional college is not unduly difficult except in the case of some select colleges that are particularly competitive. Students encounter greater difficulties in gaining admission to professional colleges in such fields as architecture, business, medicine, and dentistry.
There are four categories of universities. The largest number are teaching universities that maintain and run a large number of colleges. Unitary institutions, such as Allahabad University and Lucknow University, make up the second kind. The third kind are the twenty-six agricultural universities, each managed by the state in which it is located. Technical universities constitute the fourth kind. In the late 1980s, more technical universities, such as the Jawaharlal Nehru Technological University in the state of Hyderabad, were founded. There were also proposals to found medical universities in some states. By 1990 Andhra Pradesh and Tamil Nadu already had established such universities. Out of the 177 universities in the country, only ten are funded by the central government. The majority of universities are managed by the states, which establish them and provide funding.
There was a high rate of attrition among students in higher education in the 1980s. A substantial portion failed their examinations more than once, and large numbers dropped out; only about one out of four students successfully completed the full course of studies. Even those students who were successful could not count on a university degree to assure them employment. In the early postindependence years, a bachelor's degree often provided entrance to the elite, but in contemporary India, it provides a chance to become a white-collar worker at a relatively modest salary. The government traditionally has been the principal employer of educated manpower.
State governments play a powerful role in the running of all but the national universities. Political considerations, if not outright political patronage, play a significant part in appointments. The state governor is usually the university chancellor, and the vice chancellor, who actually runs the institution, is usually a political appointee. Appointments are subject to political jockeying, and state governments have control over grants and other forms of recognition. Caste affiliation and regional background are recognized criteria for admission and appointments in many colleges. To offset the inequities implicit in such practices, a certain number of places are reserved for members of Scheduled Castes and Scheduled Tribes.
Data as of September 1995
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