Empowering Scheduled Caste Children: Challenges, Government Programs & the Path to Universal School Education in India 2023

Gross Enrolment Ratio

The Gross Enrolment Ratio (GER) is a statistical measure used to assess the level of participation in education. It represents the total enrollment in a specific level of education (such as primary, secondary, or tertiary) as a percentage of the population in the corresponding age group.

When examining the GER specifically for the scheduled castes population in India, it would reflect the enrollment rate of individuals belonging to the scheduled castes community in educational institutions.

It is essential to note that the Government has initiated various programs and policies to promote inclusive education and increase enrollment rates among marginalized communities, including scheduled castes. The main objective of these initiatives is to bridge the learning gaps and provide equal opportunities for all individuals, regardless of their social background.

GER Formula

The Gross Enrolment Ratio (GER) is calculated as the ratio of the total enrollment in a specific level of education to the corresponding age group’s population, multiplied by 100 to express it as a percentage.

The formula for calculating GER is as follows:

GER = (Enrollment / Population) × 100

Where:

  • Enrollment refers to the number of students enrolled in a particular level of education (e.g., primary, secondary, etc.).
  • The population represents the corresponding age group, typically based on official demographic data or estimates.

One can obtain the GER as a percentage by dividing the enrollment by the population and multiplying the result by 100.

 

India/ State/ UT

Gross Enrolment Ratio (GER)   – Scheduled Castes

Primary (1 to 5) Upper Primary (6 to 8) Elementary (1 to 8) Secondary (9-10) Higher Secondary (11-12)
Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12) (13) (14) (15) (16)
India 111.5 114.9 113.1 103.1 104.5 103.8 108.4 111.0 109.7 84.2 85.6 84.9 59.5 63.7 61.5
Andaman and Nicobar Islands
Andhra Pradesh 109.7 109.3 109.5 104.4 98.4 101.4 107.7 105.0 106.4 91.1 88.9 90.0 61.3 67.4 64.3
Arunachal Pradesh
Assam 140.4 149.4 144.8 111.8 115.6 113.7 128.7 135.0 131.8 92.3 101.4 96.9 46.2 48.8 47.5
Bihar 123.4 127.1 125.2 100.0 104.6 102.2 115.1 119.0 117.0 68.6 79.1 73.5 39.1 43.5 41.1
Chandigarh 26.5 27.3 26.9 36.3 37.7 37.0 30.3 31.3 30.7 49.3 51.4 50.2 46.7 52.9 49.5
Chhattisgarh 106.3 106.5 106.4 102.6 103.7 103.1 105.0 105.5 105.2 79.4 88.4 83.8 66.4 77.8 72.0
Dadra and Nagar Haveli and

Daman and Diu

107.1 98.8 103.1 103.1 99.0 101.1 105.5 98.9 102.3 111.0 128.5 118.6 79.7 95.5 87.0
Delhi 60.4 63.3 61.8 72.1 71.5 71.8 64.8 66.5 65.6 70.8 73.4 72.1 60.6 71.9 66.0
Goa 66.7 64.3 65.5 63.9 60.9 62.4 65.7 63.0 64.4 60.0 67.9 63.7 73.8 89.1 81.5
Gujarat 88.6 94.3 91.2 86.0 86.3 86.1 87.6 91.2 89.3 75.7 73.2 74.5 47.8 50.3 49.0
Haryana 102.6 106.4 104.4 102.4 106.7 104.4 102.5 106.5 104.4 103.9 107.0 105.3 71.0 82.1 76.1
Himachal Pradesh 103.4 105.2 104.3 99.0 103.2 101.0 101.7 104.4 103.0 93.8 95.7 94.7 93.7 96.7 95.2
Jammu and Kashmir 135.8 139.6 137.6 80.3 83.8 81.9 108.2 112.4 110.2 73.0 74.3 73.6 56.0 60.0 57.8
Jharkhand 108.1 110.7 109.3 95.4 99.8 97.6 103.3 106.5 104.9 65.0 72.7 68.7 39.5 45.9 42.6
Karnataka 103.5 104.4 103.9 105.1 105.1 105.1 104.1 104.7 104.4 94.5 96.2 95.3 52.7 57.5 55.0
Kerala 100.5 99.9 100.2 94.5 94.6 94.5 98.2 97.8 98.0 96.4 95.1 95.7 92.0 94.3 93.1
Ladakh 400.1 261.1 306.0 163.2 78.9 115.7 279.8 190.3 223.6 159.2 112.1 134.9 111.8 73.5 92.5
Lakshadweep
Madhya Pradesh 91.0 93.4 92.2 96.4 95.6 96.0 92.9 94.2 93.5 76.5 74.7 75.7 52.7 52.9 52.8
Maharashtra 107.6 110.6 109.0 104.9 103.6 104.3 106.5 107.8 107.1 101.1 100.3 100.7 75.5 77.3 76.3
Manipur 164.9 170.1 167.4 110.5 118.0 114.2 140.9 147.0 143.9 104.6 111.5 108.0 115.3 115.4 115.3
Meghalaya 531.3 565.6 547.4 200.8 205.5 203.1 384.1 397.3 390.4 147.4 183.1 164.1 82.2 88.7 85.3
Mizoram 1643.8 1758.1 1697.7 847.7 1005.3 913.1 1296.2 1471.2 1374.7 1421.8 710.4 964.1 143.6 172.3 156.6
Nagaland
Odisha 104.0 104.7 104.3 93.7 95.2 94.4 99.9 100.9 100.4 83.9 84.0 83.9 39.0 44.0 41.5
Puducherry 79.0 81.5 80.2 76.0 76.3 76.1 77.9 79.5 78.6 78.0 78.7 78.4 64.5 70.1 67.3
Punjab 112.7 111.3 112.1 107.5 108.8 108.1 110.7 110.4 110.6 96.4 94.9 95.7 80.5 85.2 82.7
Rajasthan 109.2 114.8 111.8 103.8 102.2 103.0 107.2 110.2 108.6 82.7 79.9 81.4 73.8 71.1 72.5
Sikkim 168.6 168.2 168.4 130.0 136.8 133.2 150.9 153.9 152.3 136.3 184.2 158.3 82.9 94.8 88.8
Tamil Nadu 103.4 105.5 104.4 102.3 100.4 101.3 103.0 103.5 103.2 101.1 100.0 100.6 78.6 89.2 83.8
Telangana 122.2 124.4 123.3 107.5 105.1 106.3 116.4 116.6 116.5 94.4 95.8 95.1 69.2 76.9 73.0
Tripura 138.5 145.9 142.1 99.1 102.9 100.9 120.7 126.1 123.3 92.2 94.8 93.4 57.1 62.3 59.6
Uttar Pradesh 117.0 123.3 120.0 108.9 113.8 111.2 114.3 120.0 117.0 74.1 71.3 72.8 52.9 51.6 52.3
Uttarakhand 117.5 123.9 120.5 103.1 106.4 104.7 111.8 116.9 114.2 96.7 101.3 98.9 81.4 91.8 86.3
West Bengal 125.8 125.7 125.8 109.5 108.2 108.8 119.4 118.7 119.0 98.1 104.0 101.1 63.0 76.3 69.6

Source: UDISE+ 2021-22 #: Proportion of SC population in state has been significantly less, so GER has not been reported

GER 2021-22: Scheduled Castes

Based on the UDISE+ 2021-22 data, here is the Gross Enrolment Ratio (GER) for the Scheduled Castes population in different levels of education in India, as well as selected States and Union Territories:

At the all-India level, the Gross Enrolment Ratio (GER) for the scheduled castes population indicates the level of enrollment in different levels of education:

  • Primary (1 to 5): The GER for primary education among scheduled caste boys is 111.5%, and for girls, it is 114.9%. The overall GER for primary education is 113.1%. This suggests the enrollment rate of scheduled caste children in primary schools is relatively high.
  • Upper Primary (6 to 8): The GER for upper primary education shows that scheduled caste boys have a GER of 103.1%, while girls have a GER of 104.5%. The overall GER for upper primary education is 103.8%. These numbers indicate a reasonably good enrollment rate in upper primary schools for scheduled caste children.
  • Elementary (1 to 8): The GER for elementary education, which combines primary and upper primary levels, reveals that scheduled caste boys have a GER of 108.4%, while girls have a GER of 111.0%. The overall GER for elementary education is 109.7%. This suggests that a significant portion of scheduled caste children in the country is enrolled in elementary schools.
  • Secondary (9-10): The GER for secondary education shows that scheduled caste boys have a GER of 84.2%, while girls have a GER of 85.6%. The overall GER for secondary education is 84.9%. These figures indicate a lower enrollment rate compared to primary and elementary levels, suggesting that there might be a drop in enrollment between primary and secondary schooling for scheduled caste children.
  • Higher Secondary (11-12): The GER for higher secondary education indicates that scheduled caste boys have a GER of 59.5%, while girls have a GER of 63.7%. The overall GER for higher secondary education is 61.5%. These numbers suggest a further decline in higher secondary-level enrollment for scheduled caste students.

Overall, the GER data at the all-India level shows a relatively high enrollment rate for scheduled caste children in primary and upper primary levels. However, there is a gradual decline in enrollment at the secondary and higher secondary levels, indicating the need to focus on improving access and retention in higher levels of education for the scheduled castes population.

GER above 100 %?

The Gross Enrolment Ratio (GER) above 100% indicates an enrollment rate higher than the corresponding population in that age group. There are a few reasons why GER can exceed 100%:

  • Over-age or under-age students: GER calculations consider the age-appropriate population for a particular level of education. However, in reality, there can be students who are either over-age or under-age for their respective grades. Including these students in the enrollment, count can lead to a GER above 100%.
  • Multiple enrollments: Some students may be enrolled in more than one educational institution simultaneously. For example, a student could be enrolled in a regular school and a non-formal education program. In such cases, the student would be counted twice in the GER calculation, contributing to a GER above 100%.
  • Migration and mobility: Population mobility and migration patterns can affect GER calculations. If students migrate or frequently move between different educational institutions or locations, they may be counted in the enrollment figures of multiple institutions, leading to an inflated GER.

It’s important to note that GER values above 100% do not necessarily indicate more students than the total population. They represent the enrollment rate relative to the age-appropriate population or a specific demographic group. GER values above 100% suggest factors such as over-age students, multiple enrollments, or migration patterns within the educational system.

Below, we present a brief analysis of the Gross Enrolment Ratio (GER) for a few selected states in different levels of education which are termed crucial for India to attain the status of School Education for All:

  1. Bihar
  • Bihar has a GER above 100% in primary and upper primary levels, indicating enrollment rates higher than the corresponding population in these age groups.
  • The GER is relatively lower in secondary and higher secondary levels, suggesting a lower transition rate from Primary to higher levels of education.
  • Bihar’s GER is lower compared to the national average in most education levels, indicating potential challenges in access to and enrollment in education.
  1. Gujarat
  • Gujarat shows a GER above 100% in primary, upper Primary, and elementary levels, indicating a higher enrollment rate than the corresponding population.
  • The GER remains relatively high in secondary and higher secondary levels as well.
  • Gujarat’s GER is generally close to or above the national average, suggesting a relatively better enrollment situation in the state.
  1. Jharkhand
  • Jharkhand has a GER above 100% in primary and upper primary levels, indicating a higher enrollment rate than the corresponding population.
  • However, the GER drops in secondary and higher secondary levels, indicating lower transition rates to higher levels of education.
  • Jharkhand’s GER is generally lower than the national average, indicating challenges in access and enrollment in education.
  1. Uttar Pradesh
  • Uttar Pradesh shows a GER above 100% in primary and upper primary levels, indicating a higher enrollment rate than the corresponding population.
  • However, the GER decreases in secondary and higher secondary levels, suggesting lower transition rates to higher levels of education.
  • Uttar Pradesh’s GER is generally lower than the national average, indicating potential challenges in access and enrollment in education.
  1. Kerala
  • Kerala demonstrates a high GER above 100% in primary, upper primary, and elementary levels, indicating a higher enrollment rate than the corresponding population.
  • The GER remains relatively high in secondary and higher secondary levels as well.
  • Kerala’s GER is generally higher than the national average, indicating better education access and enrollment.
  1. Tamil Nadu
  • Tamil Nadu shows a GER above 100% in primary, upper Primary, and elementary levels, indicating a higher enrollment rate than the corresponding population.
  • The GER remains relatively high in secondary and higher secondary levels as well.
  • Tamil Nadu’s GER is generally close to or above the national average, suggesting a relatively better enrollment situation in the state.
  1. West Bengal
  • West Bengal demonstrates a GER above 100% in primary, upper Primary, and elementary levels, indicating a higher enrollment rate than the corresponding population.
  • The GER remains relatively high in secondary and higher secondary levels as well.
  • West Bengal’s GER is generally close to or above the national average, indicating a relatively better enrollment situation in the state.
  1. Madhya Pradesh
  • Madhya Pradesh has a GER above 100% in primary and upper primary levels, indicating a higher enrollment rate than the corresponding population.
  • The GER decreases at the secondary level but remains above 100% at the higher secondary level.
  • Madhya Pradesh’s GER is generally lower than the national average, suggesting challenges in access and enrollment in education.
  1. Rajasthan
  • Rajasthan shows a GER above 100% in primary and upper primary levels, indicating a higher enrollment rate than the corresponding population.
  • The GER decreases at the secondary level but remains above 100% at the higher secondary level.
  • Rajasthan’s GER is generally lower than the national average, indicating potential challenges in access and enrollment in education.

It’s important to note that these analyses are based on the provided data, and various factors can influence GER, including socio-economic conditions, infrastructure, and educational policies in each state. A more comprehensive analysis would require considering additional factors and data.

Implications  for Universal School enrolment by 2030

The Gross Enrolment Ratio (GER) for Scheduled Castes in India has several implications for achieving universal school education by 2030. Here are some key implications:

  • Primary Education Focus: While the GER for primary education shows positive results at the all-India level, it is essential to maintain and improve the enrolment rates at this stage. Efforts should be made to ensure all eligible SC children are enrolled in primary schools.
  • Addressing Disparities: Disparities in enrolment rates across different stages of education, such as lower enrolment rates in upper primary and secondary education, need to be addressed. Specific interventions and policies should be implemented to bridge these gaps and ensure SC students continue their education beyond the primary level.
  • Focus on Secondary Education: The lower GER in secondary education suggests that many SC students are not accessing or continuing their education at this level. Attention should be given to increasing enrolment and retention rates in secondary schools.
  • Access to Higher Secondary Education: The lower GER in higher secondary education indicates that many SC students do not have access to higher education opportunities. Efforts should be made to improve access and participation rates in higher secondary schools, enhancing the prospects of higher education and skill development for SC students.
  • Regional Disparities: The analysis of specific states like Bihar, Gujarat, Jharkhand, and Uttar Pradesh highlights variations in GER across regions. Addressing regional disparities and providing equal educational opportunities to SC students in all states and regions is crucial for achieving universal school education nationwide.
  • Equity and Inclusion: Achieving universal school education by 2030 requires a strong focus on equity and inclusion. Policies and initiatives should aim to provide equal opportunities and eliminate barriers SC students face, such as financial constraints, social discrimination, and lack of infrastructure.
  • Monitoring & Evaluation: Regular monitoring and evaluation of GER and other relevant educational indicators are necessary to assess the progress toward achieving universal school education. This will help identify areas that require further attention and guide policy interventions. The GER must be monitored in line with the targeted GER, if any, and corrective measures are to be initiated to bridge the gap between the two. Ratios.

The GER for Scheduled Castes provides insights into the progress and gaps in achieving universal school education in India. By addressing the implications mentioned above and implementing targeted policies and interventions, India can work towards ensuring that every child, including SC students, has access to quality education by 2030.

Challenges ahead

Achieving universal school education in India by 2030 faces several challenges. Here are some key challenges:

  • Access and Infrastructure: One of the significant challenges is ensuring access to quality education for all children, especially those in remote and marginalized areas. Many rural and economically disadvantaged areas lack adequate school infrastructure, including classrooms, sanitation facilities, and transportation, making it difficult for children to attend school regularly.
  • Socio-economic Barriers: Socio-economic factors such as poverty, child labor, and social discrimination challenge achieving universal education. Many families, particularly from marginalized communities, struggle to afford the costs associated with education, including school fees, uniforms, textbooks, and transportation.
  • Gender Disparity: Gender disparity in education remains challenging, particularly in specific regions and communities. Girls, especially those from marginalized backgrounds, face barriers such as early marriage, cultural norms, and safety concerns, which hinder their access to and continuation of education.
  • Quality of Education: While increasing enrolment rates is important, ensuring quality education is equally vital. India faces challenges regarding teacher shortages, inadequate teacher training, outdated teaching methods, and limited availability of learning resources. Improving the quality of education across all schools and regions is crucial for achieving meaningful learning outcomes.
  • Dropout Rates & Retention: High dropout rates and low retention rates at various stages of education, and transition from Primary to secondary and secondary to higher secondary, pose significant challenges. Lack of interest, poor academic performance, financial constraints, and social pressures contribute to student dropout rates.
  • Inclusive Education: Ensuring inclusive education for children with disabilities, special needs, and from marginalized communities is a challenge. The education system must be more responsive to diverse learning needs and provide adequate support and resources for inclusive education.
  • Policy Implementation & Monitoring: Effective implementation of education policies at the grassroots level is crucial. Coordination between central and state governments, timely allocation of funds, capacity building of educational institutions, and robust monitoring and evaluation mechanisms are essential to overcome implementation challenges.
  • Data Collection & Analysis: Timely and accurate data collection and analysis are vital for understanding the progress and challenges in achieving universal education. Improving data collection systems, ensuring data quality, and using data for evidence-based decision-making can help address gaps and monitor progress effectively.
  • Public Awareness & Participation: Generating awareness among parents, communities, and stakeholders about the importance of education and their role in supporting children’s education is challenging. Encouraging community participation, promoting parent-teacher associations, and involving civil society organizations can improve education outcomes.
  • Financial Constraints: Adequate funding for education, particularly in resource-constrained areas, remains a challenge. Allocating sufficient budgetary resources, optimizing the utilization of funds, and exploring innovative financing mechanisms are essential to meet the financial requirements for achieving universal education.

Addressing these challenges requires a multi-dimensional approach involving the Government, civil society, communities, and other stakeholders. It necessitates comprehensive policy reforms, targeted interventions, capacity building, and sustained commitment toward ensuring inclusive and quality education for all children in India.

Programs launched for SC children

The Government of India has implemented various programs and initiatives aimed at the welfare and empowerment of Scheduled Caste (SC) children. Here are some notable programs:

  • Sarva Shiksha Abhiyan (SSA): SSA is a flagship program that aims to provide universal elementary education to all children, including SC children. It focuses on improving school access, quality, and retention by providing infrastructure support, teacher training, free textbooks, and other educational resources.
  • National Scholarship Scheme for SC Students: This scheme provides financial assistance to SC students to pursue higher education. It includes pre-matric scholarships for students studying in classes 9th and 10th, post-matric scholarships for students pursuing higher education, and merit-cum-means scholarships for students pursuing professional and technical courses.
  • Babu Jagjivan Ram Chhatrawas Yojana: This program aims to provide hostel facilities to SC students pursuing higher education. It facilitates their accommodation, food, and other essential amenities to ensure a conducive learning environment.
  • Pre-Matric and Post-Matric Hostels: The Government operates hostels exclusively for SC students at both pre-matric and post-matric levels. These hostels provide a safe and supportive living environment for SC students and help address the challenges of access and retention in education.
  • National Scheme of Incentives to Girls for Secondary Education: This scheme provides financial incentives to SC girl students to promote their enrollment, retention, and completion of secondary education. It aims to address gender disparities and encourage girls from SC communities to pursue education.
  • National Scheme of Incentives to Scheduled Caste Students for Pursuing Higher Education: This scheme provides financial incentives to SC students who complete their higher education. It includes a one-time grant and monthly stipends to support their education and encourage them to pursue higher studies.
  • Kasturba Gandhi Balika Vidyalaya (KGBV): KGBV is a residential school scheme targeting girls from disadvantaged communities, including SC girls. It focuses on the education and empowerment of girls by providing quality education, vocational training, and life skills development.
  • Post-Matriculation Scholarship for Students with Disabilities: While not specific to SC children, this scheme provides scholarships to students with disabilities, including those from SC backgrounds. It supports their education at the post-matriculation level and covers various expenses such as tuition fees, maintenance allowance, and other allowances.

These programs aim to address the educational needs of SC children and ensure their equal access to quality education. The Government regularly reviews and updates these initiatives to enhance their effectiveness and impact on the education and empowerment of SC children in India.

Brief Summary

  1. Gross Enrolment Ratio (GER): The GER for SC children in India has shown improvement across different levels of education, including primary, upper primary, elementary, secondary, and higher secondary. However, there are still disparities between boys and girls regarding enrolment rates.
  2. Challenges: Some challenges SC children face in accessing education include socio-economic barriers, lack of infrastructure, discrimination, poverty, and inadequate educational facilities in certain regions.
  3. Implications for Universal School Education: The analysis suggests that while significant progress is made in improving enrolment rates for SC children, there is still a need to address the existing disparities and ensure access to quality education for all SC children. Achieving universal school education in India by 2030 requires concerted efforts to overcome SC children’s challenges.
  4. Age-specific SC Enrolment: The Government must also initiate the collection of SC & ST enrolment by age so as to compute NER for SC & ST population at different levels of education.
  5. Government Programs: The Government of India has launched various programs to address the needs of SC children, including Sarva Shiksha Abhiyan (SSA) for universal elementary education, scholarships for higher education, hostel facilities especially for girls, and initiatives to improve the quality of education.

These programs aim to provide financial assistance, improve infrastructure, promote inclusivity, and ensure equal educational opportunities for SC children. However, continuous efforts and practical implementation are necessary to overcome the challenges and achieve the goal of universal school education for SC children in India.

Education for All in India