Efficiency Indicators: A Gender & Religious Perspective with a Focus on Muslim Students Using UDISEPlus Data 2021-22 in India
- At the primary level, the average annual dropout rate is negligible, against which the same in the case of Muslim students is significantly high.
- Both in the case of overall and Muslims, fewer girls dropped out of primary classes than their counterparts boys, which shows that Muslim girls are more likely to have stayed in primary classes.
- The flow rates further reveal that more Muslim children used to drop out of the system in upper primary classes between the years 2020-21 and 2021-22l.
- Every 4th Muslim child out of 100 who enrolled in elementary classes could not complete and reach the next grade/level.
- About 19 percent of Muslim students drooped out in secondary classes between 2020-21 and 2021-22.
- Deat reveals a low transition rate for Muslim students, irrespective of their level of education.
- 30 of 100 Mulsim students did not transit to the higher secondary level in 2020-21.
- About 24 out of every hundred Muslim students could not reach Grade VIII in 2020-21, thus adversely contributing to the system’s inefficiency. Without improvement, which, neither is possible to attain a hundred percent GER at the school level by 2030 or 50 percent GER at the higher education level by 2035.
Introduction
Efficiency indicators in the realm of education offer invaluable insights into the performance of educational systems. They provide a lens through which policymakers, educators, and stakeholders can assess the effectiveness of educational policies and practices.
This article delves into analyzing three crucial efficiency indicators – dropout, transition, and retention rates – based on data from UDISEPlus for the academic years 2020-21 and 2021-22. This analysis particularly emphasizes the gender and religious dimensions, focusing on Muslim students. Let us explore the significance of these indicators and the methodology behind their calculation.
Significance of Efficiency Indicators
- Dropout Rates: Dropout rates signify the proportion of students who prematurely discontinue their education before completing a specific level of schooling. These rates provide insights into the accessibility, relevance, and quality of education. Lower dropout rates suggest improved educational access and a conducive learning environment. Conversely, higher dropout rates indicate challenges faced by students, including financial limitations, inadequate infrastructure, and insufficient teaching resources.
Dropout rates are obtained by dividing the number of students who left the system by the total enrollment for a particular grade or level in the previous year. The resulting percentage unveils the attrition rate within that level. Muslim Grade-wise enrolment in years 2020-21 and 2021-22 and repeaters for 2021-22 has been considered in calculating the average annual dropout rate, indicating that this percentage of children dropped out from the system before completing a grade.
Efficiency Indicators: Cohort 2020-21 (All India)
|
Indicator Year 2021-22/Cohort 2020-21 |
Boys | Girls |
Total |
| Average Annual Dropout Rate | |||
| Primary (All Students) | 1.6 | 1.4 | 1.5 |
| Primary (Muslim Students) | 3.72 | 3.22 | 3.48 |
| Upper Primary (All Students) | 2.7 | 3.3 | 3.0 |
| Upper Primary (Muslim Students) | 5.58 | 5.68 | 5.63 |
| Elementary (Muslim Students) | 4.32 | 4.05 | 4.19 |
| Secondary (All Students) | 13.0 | 12.3 | 12.6 |
| Secondary (Muslim Students) | 18.59 | 18.69 | 18.64 |
| Transition Rate | |||
| Primary to Upper Primary (ALL) | 93.1 | 93.4 | 93.2 |
| Primary to Upper Primary (Muslim Students) | 88.61 | 89.97 | 89.28 |
| Elementary to Secondary | 89.7 | 87.8 | 88.8 |
| Elementary to Secondary (Muslim Students) | 82.57 | 81.38 | 81.97 |
| Secondary to Higher Secondary | 77.6 | 79.3 | 78.4 |
| Secondary to Higher Secondary (Muslim Students) | 69.13 | 71.66 | 70.43 |
| Retention Rate | |||
| Primary (1 to 5): All Students | 94.9 | 96.0 | 95.4 |
| Primary (1 to 5): Muslim Students | 96.01 | 92.19 | 94.02 |
| Elementary (1 to 8) ): All Students | 80.5 | 82.1 | 81.2 |
| Elementary (1 to 8) ): Muslim Students | 80.23 | 72.78 | 76.37 |
Source: For Muslims, calculated by Arun C Mehta based on UDISE+, different years.
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Transition Rates: Transition rates gauge the flow of students from one educational level to another. They reflect the effectiveness of bridging programs and the alignment between different stages of education. Higher transition rates indicate smoother educational transitions and increased student engagement. Lower transition rates may highlight issues such as curriculum mismatch or inadequate support systems for students progressing to higher grades.
Transition rates are calculated by comparing the number of students moving from one grade or level to another with the total enrollment of the previous grade. This percentage portrays the movement of students across various educational stages. For example, suppose the transition rate is calculated from primary to upper primary level. In that case, Muslim enrolment in Grade VI (Minus repeaters) in 2021-22) is viewed as a percentage of Grade V enrolment in the previous year, i.e., 2020-21. The transition rate indicates that this percentage of children could reach the final grade of primary level but failed to transit to the first grade of the next level of education, i.e., Grade VI.
- Retention Rates: Retention rates unveil the extent to which students continue their education over a specific period. High retention rates showcase the appeal of educational programs and students’ motivation to remain in school. Conversely, low retention rates may signal problems like an unengaging curriculum, lack of teacher support, or other factors prompting students to leave prematurely.
Retention rates are derived by subtracting the number of repeaters from the total enrollment of a grade and then dividing by the initial enrollment. The resulting percentage offers insight into how many students are retained in the system over time. Generally, retention rates are calculated at the end of primary (Grade V) or elementary level (Grade VIII) or Grades X and XII. For example, to compute Trainstion rate at Primary level, Muslim Grade V enrolment in 2021-22 (minus repeaters) is linked to Muslim enrolment in Grade I four years back, i,e, the Year 2017-18. A retention rate at the primary level indicates that this much percentage of children concerning enrolment in Grade I four years back could not complete the Primary level of education.
Depending on the objective, one can use either dropout or transition or retention or all three rates, which have serious implications for planning school education.
Table 1: Muslim Average Annual Dropout Rate, Cohort 2020-21
| Indicator Year 2021-22/Cohort 2020-21 | Boys | Girls | Total |
| Average Annual Dropout Rate | |||
| Primary (All Students) | 1.6 | 1.4 | 1.5 |
| Primary (Muslim Students) | 3.72 | 3.22 | 3.48 |
| Upper Primary (All Students) | 2.7 | 3.3 | 3.0 |
| Upper Primary (Muslim Students) | 5.58 | 5.68 | 5.63 |
| Elementary (Muslim Students) | 4.32 | 4.05 | 4.19 |
| Secondary (All Students) | 13.0 | 12.3 | 12.6 |
| Secondary (Muslim Students) | 18.59 | 18.69 | 18.64 |
Source: For Muslims, calculated by Arun C Mehta based on UDISE+, different years.
Muslim Flow Rates
Drop out Rate
The Table on Flow Rates for the Cohort 2020-21 reveals that at all level of school education, the Muslim dropout, transition, and retention rates, irrespective of the level of school education, is much lower than all students together at the all-India level and the difference between the two is vast and significant. At the primary level, the average annual dropout rate is negligible at the all-India level (Total, 1.5 percent, Boys, 1.6 percent and Girls, 1.4 percent) against which the same in the case of the Muslim students is significantly high (Total, 3.48 percent, Boys, 3.72 percent and Girls 3.22 percent). Both in the case of overall and Muslims, fewer girls dropped out of primary classes than their counterparts boys, which shows that Muslim girls are more likely to have stayed in primary classes.
The flow rates further reveal that more Muslim children used to drop out of the system in upper primary classes, which may severely influence efforts currently being made in India toward achieving the objective of a universal elementary level of education (Total, 5.63 percent, Boys, 6.58 percent and Girls, 5.68 percent) which suggest that more girls dropped out from the upper primary classes between the years 2020-21 and 2021-22l; thought the difference between the two is marginal. If considered together, both primary and upper primary enrollment reveals that of the total elementary Muslim enrolment of 28.46 million in 2020-21, on average, 4.19 percent dropped out without completing elementary level even though fewer girls drooped out compared to boys (Total, 4.19 percent, Boys, 4.32 percent and Girsl, 4.05 percent). Every 4th Muslim child out of 100 who enrolled in elementary classes could not complete and reach the next grade/level.
The flow rates at the secondary level reveal that all students together, and Muslim students in particular, have had a very high dropout incidence, thus negatively impacting efforts currently being made in its desire to achieve a 100 percent GER by 2030 envisaged in the NEP 2020. Regarding Muslims, about 19 percent drooped out in secondary classes between 2020-21 and 2021-22 (Total, 18.64 percent, Boys, 18.59 percent, and Girls, 18.69 percent).
Transition Rate
Not only is it observed that Muslim children drop out from the system before the completion of a grade, but all those who retain may not transit to the next level of school education, which is visible in the transition rate from primary to upper primary, elementary to secondary and secondary to higher secondary levels of education, gender-wise presented in Table 2. Table 2 also reveals a low transition rate for Muslim students irrespective of whether it is from primary to upper primary, upper primary to elementary, and secondary to higher secondary levels of education. It may be recalled that Muslims have had a high average annual dropout rate of 18.64 percent at the secondary level of education. However, those who could able to retain all of them do not transit to the higher secondary level as the transition rate of Muslim students is as low as 70.43 percent; thus indicating that about 30 of the total 100 Mulsim students in secondary level do not transit to the higher secondary level in 2020-21 thus severely causing adversely efforts being made towards universal school enrolment. A gap of about eight percentage points has been observed in the transition rate from secondary to higher secondary levels between Muslim students and all students together in 2020-21 against a gap of 3.92 and 6.83, respectively, in the case of transition rate from primary to upper primary and elementary to secondary levels of education respectively. Barring from elementary to secondary level, whether it is Muslim or all students together, girls have had a higher transition rate compared to their counterparts, boys; however, the difference between the two is only marginal.
Table 2:
Muslim Transition Rate: Primary to Upper Primary & Elementary to Secondary Levels
Cohort 2020-21
| Indicator Year 2021-22/Cohort 2020-21 | Boys | Girls | Total |
| Primary to Upper Primary (ALL) | 93.1 | 93.4 | 93.2 |
| Primary to Upper Primary (Muslim Students) | 88.61 | 89.97 | 89.28 |
| Elementary to Secondary | 89.7 | 87.8 | 88.8 |
| Elementary to Secondary (Muslim Students) | 82.57 | 81.38 | 81.97 |
| Secondary to Higher Secondary | 77.6 | 79.3 | 78.4 |
| Secondary to Higher Secondary (Muslim Students) | 69.13 | 71.66 | 70.43 |
Source: For Muslims, calculated by Arun C Mehta based on UDISE+, different years.
Retention Rate
The retention rate presented above is another crucial indicator presenting more information about the retaining capacity of the school education system. It is calculated at the end of an academic level, such as Grade V, Grade VIII, Grade X and Grade XII, and the same at primary and elementary levels computed by gender is presented in Table 3, which indicates that Muslim students had a lower retention rate compared to all students together in 2021-22. At the elementary level, about 24 out of every hundred Muslim students could not reach Grade VIII compared to only nine students of all communities in 2021-22; thus adversely contributing to the inefficient of the system without improvement, which, neither is possible to attain a hundred percent GER at school level by 2030 or a 50 percent GER at the higher education level. Comparatively, more Mulsim students reach Grade V (94.02 percent) compared to 95.4 percent of students from all communities, which gives an impression that more children tend to drop out in upper primary classes, which is valid for Muslims and all students.
Table 3: Muslim Retention Rate at Primary &Elementary Level, 2021-22
| Indicator Year 2021-22/Cohort 2020-21 | Boys | Girls | Total |
| Primary (1 to 5): All Students | 94.9 | 96.0 | 95.4 |
| Primary (1 to 5): Muslim Students | 96.01 | 92.19 | 94.02 |
| Elementary (1 to 8) ): All Students | 80.5 | 82.1 | 81.2 |
| Elementary (1 to 8) ): Muslim Students | 80.23 | 72.78 | 76.37 |
Source: For Muslims, calculated by Arun C Mehta based on UDISE+, different years.
Comprehending Flow Rates
The data derived from the efficiency indicators for cohort 2020-21 in the Indian education system presents a multi-dimensional perspective on its status. While overall progress is evident through low dropout rates, high transition rates, and strong retention rates, gender, and religious disparities, particularly among Muslim students, cannot be ignored. This signifies the need for targeted policies and interventions to ensure equitable access to education and promote inclusive learning environments.
- Dropout Rates: As mentioned above, dropout rates represent the number of students leaving the education system before completing a certain level. The data concerning Muslim students raises concerns. On average, dropout rates for Muslim students consistently surpass those of the general student population across all educational levels. This indicates potential barriers or challenges Muslim students face that contribute to early exit from the education pathway.
- Transition Rates: As has already been indicated above, transition rates indicate students’ movement between educational levels. It is observed that transition rates for Muslim students consistently lag behind those of the overall student body. This disparity underscores the need for targeted interventions to ensure Muslim students access higher education without impediments.
- Retention Rates: On the other hand, the retention rates reflect the percentage of students continuing their education over time. The data reveals that while overall student retention rates are relatively high, Muslim students again trail in this aspect. This might imply a lack of support systems or factors hindering Muslim students’ engagement and motivation within the education system.
The pronounced disparities in flow rates between Muslim students and the general student population accentuate the importance of comprehending the distinct challenges Muslim students face, which could stem from various factors, including socio-economic conditions, cultural norms, access to quality education, and perceptions of education.
Factors Influencing Flow Rates among Muslim Students
- Socio-Economic Factors: Economic constraints might lead to premature withdrawals as families prioritize necessities over education, particularly within marginalized groups.
- Cultural Norms: Societal norms could impact the education of Muslim girls, resulting in lower transition and retention rates due to traditional gender roles.
- Quality of Education: Disparities in the quality of education accessible to Muslim students could contribute to higher dropout rates.
- Inclusivity: Establishing an inclusive environment that respects diverse religious and cultural backgrounds is pivotal for retaining and motivating Muslim students within the education system.
- Empowerment: Initiatives aiming to empower parents and communities, along with scholarships and mentorship programs, could significantly enhance flow rates among Muslim students.
Concluding Observations
Compared to the broader student populace, the data-driven analysis of educational flow rates among Muslim students emphasizes the need for targeted policies and interventions. By identifying the unique challenges faced by Muslim students, collaborative efforts among policymakers, educators, and stakeholders can dismantle barriers, promote inclusivity, and cultivate an educational landscape ensuring equitable access and opportunities.
This analysis serves as a call to action, urging a comprehensive approach considering overall flow rates and Muslim students’ specific needs and aspirations. Such an approach aligns with India’s commitment to diversity, inclusivity, and educational excellence.
Addressing these disparities demands a holistic strategy that acknowledges the intricate factors influencing educational outcomes. By fostering gender sensitivity, religious inclusivity, and tailored support mechanisms, India can strive for an education system that genuinely leaves no one behind. This data analysis acts as a reminder that authentic progress is measured not solely by averages but by uplifting every individual, irrespective of gender or religious identity, including Muslim children.
Muslim Gross Enrolment Ratio at School Education in India (2021-22)
State-wise Muslim Gross Enrolment Ratio at School Education in India (2021-22)
Muslims Gross Enrolment Ratio at Higher Education Level (2020-21)
Muslim Gender Parity Index at Higher Education Level in India, 2016-17 to 2020-21
Average Annual Growth Rate: Muslim Enrolment in Higher Education
Share of Muslim Enrolment in Higher Education in India: 2016-17 to 2020-21
Number of Muslim Children Dropped-out between 2020-21 & 2021-22 in India
Muslim Students Transition Rate in India: Cohort 2018-19 to 2020-21
Muslim Students Retention Rate at Primary, Elementary & Secondary Levels, Cohort 2020-21
