Gender Parity Index: Understanding its Importance in Achieving Universal School Education in India 2023
In our quest to achieve universal school education for all children in India, we must recognize the significance of the Gender Parity Index (GPI). This powerful tool helps us measure the progress made in bridging the gender gap and promoting equal access to education. Understanding how the GPI is calculated and its implications can pave the way for a more inclusive and equitable education system.
The present article is based on the data generated through the UDISEPlus, now being maintained by the Ministry of Education.
What is the Gender Parity Index?
The Gender Parity Index is a statistical indicator that measures gender disparities in education. It provides insights into girls’ and boys’ relative access and participation in the education system. The index is calculated by comparing the enrollment rates of girls to boys at different levels of education, such as primary, secondary, and tertiary.
A GPI value of 1 indicates perfect gender parity, meaning that boys and girls have equal access to education. Values below 1 reflect a gender disparity in favor of boys, while values above 1 indicate a disparity in favor of girls. Monitoring the GPI over time allows us to assess progress in achieving gender equality in education.
Importance of the Gender Parity Index
The Gender Parity Index holds immense importance in our efforts to ensure education for all in India. Here are some key reasons why:
- Identifying Gender Disparities: The GPI helps us identify and measure gender disparities in education. By pinpointing the areas where girls face barriers to access, we can implement targeted interventions to overcome these challenges.
- Promoting Equal Opportunities: Achieving gender parity in education is crucial for creating a society with equal opportunities. The GPI guides policymakers and educational institutions to address the gaps and create inclusive learning environments.
- Breaking Stereotypes and Cultural Norms: Gender disparities in education often stem from deep-rooted cultural norms and stereotypes. The GPI raises awareness about these issues and encourages society to challenge gender biases, empowering girls to pursue education without limitations.
- Enhancing Economic Growth: Education is a catalyst for economic growth and development. By ensuring equal access to education, we unlock the potential of all individuals, leading to a more skilled workforce and improved productivity, ultimately contributing to the nation’s economic prosperity.
Gender Parity Index in School Education
We analyze enrollment data at different levels to calculate the GPI in school education. Let us take a look at the process:
- Primary Level: The GPI at the primary level compares the enrollment rates of girls and boys aged 6 to 10. Girls’ enrolment at an educational level in a year is divided by boys’ enrolment at the level of education gives us GPI at the primary level. It reveals whether an equal proportion of girls and boys are accessing primary education. By evaluating the GPI at each level, we gain insights into the progress made and areas that require targeted interventions to achieve gender parity in school education. Similarly, GPI is calculated at other levels of education.
Implications of GPI for Achieving School Education for All in India
The Gender Parity Index is pivotal in our journey toward achieving universal school education for all children in India. Here are some implications it holds:
- Policy Formulation: The GPI informs policy formulation and educational reforms by highlighting areas that demand immediate attention. It helps shape strategies that promote equal access to education, such as scholarships for girls, infrastructure development, and teacher training programs.
- Identify Disparities: The GPI highlights variations in enrollment ratios between girls and boys at different levels of school education. It allows us to identify regions or communities where gender disparities exist, enabling targeted interventions to bridge the gap and promote equal participation.
- Empowering Girls: Gender disparities often limit the potential of girls, hindering their educational progress. Using the GPI as a compass, we can empower girls and ensure they have the same opportunities as boys. This empowerment translates into a more educated and confident female workforce, contributing to a progressive society.
- Inclusive Education: Achieving gender parity in education fosters inclusive learning environments. It encourages the participation of all children, regardless of their gender, background, or socioeconomic status. Inclusive education prepares individuals to contribute to society, fostering unity and harmony actively.
- Societal Transformation: The Gender Parity Index acts as a catalyst for societal transformation. By addressing gender disparities in education, we challenge age-old biases and stereotypes. This shift leads to broader social changes, fostering gender equality and dismantling barriers that hinder progress.
- Promote Inclusive Policies: The GPI encourages policymakers and educational institutions to develop and implement inclusive policies that address the specific needs and challenges girls and boys face. It calls for measures such as scholarships, incentives, infrastructure improvements, and teacher training programs to create a supportive and inclusive learning environment for all.
- Enhance Quality Education: Achieving gender parity in education goes hand in hand with ensuring quality education for all children. The GPI encourages efforts to enhance the quality of education by focusing on teacher training, curriculum development, and improving educational infrastructure. It emphasizes the importance of providing every student with an equal and inclusive learning experience.
- Drive Societal Progress: Gender parity in education has enormous societal implications. When girls and boys receive equal educational opportunities, it paves the way for gender equality, social empowerment, and economic development. The GPI catalyzes societal progress by challenging stereotypes, promoting diversity, and fostering a more inclusive and equitable society.
One may observe that the Gender Parity Index is a vital tool in our pursuit of achieving universal school education for all children in India. We move to a path towards a more equitable and inclusive education system by understanding its importance, how it is calculated, and its implications. Let us strive to create an environment where every child, regardless of gender, has equal access to education, unlocking their full potential and shaping a brighter future for our nation.
Gender Parity Index (GPI) of GER by Level of School Education, 2021-22
|
India/State/UT |
Gender Parity Index (GPI) |
||||
|
Primary (1 to 5) |
Upper Primary (6-8) |
Elementary (1-8) |
Secondary (9-10) |
Higher Secondary (11-12) | |
| (1) | (2) | (3) | (4) | (5) | (6) |
| India | 1.03 | 1 | 1.02 | 1 | 1.02 |
| Andaman and Nicobar Islands | 1.05 | 1.02 | 1.04 | 1.12 | 1.13 |
| Andhra Pradesh | 1 | 0.95 | 0.98 | 0.98 | 1.06 |
| Arunachal Pradesh | 1.01 | 1.07 | 1.03 | 1.05 | 1.09 |
| Assam | 1.06 | 1.1 | 1.07 | 1.2 | 1.11 |
| Bihar | 1.03 | 1.03 | 1.02 | 1.06 | 1.02 |
| Chandigarh | 1.11 | 1.13 | 1.12 | 1.12 | 1.17 |
| Chhattisgarh | 1 | 1 | 1 | 1.08 | 1.17 |
| Dadra and Nagar Haveli and
Daman and Diu |
1.05 |
1.04 |
1.05 |
1.1 |
1.58 |
| Delhi | 1.07 | 1.03 | 1.05 | 1.02 | 1.09 |
| Goa | 1.05 | 1.03 | 1.04 | 1.06 | 1.07 |
| Gujarat | 1.06 | 1 | 1.04 | 0.94 | 0.98 |
| Haryana | 1.01 | 0.99 | 1 | 0.97 | 1.01 |
| Himachal Pradesh | 1.01 | 1.03 | 1.02 | 1.01 | 1.03 |
| Jammu and Kashmir | 1.01 | 1.07 | 1.04 | 1.02 | 0.99 |
| Jharkhand | 1.01 | 1.02 | 1.01 | 1.06 | 1.07 |
| Karnataka | 1 | 0.99 | 1 | 1 | 1.08 |
| Kerala | 0.99 | 0.99 | 0.99 | 0.99 | 1.08 |
| Ladakh | 0.88 | 0.93 | 0.89 | 1.01 | 1.09 |
| Lakshadweep | 1.03 | 0.82 | 0.94 | 0.96 | 0.92 |
| Madhya Pradesh | 1 | 0.98 | 0.99 | 0.96 | 0.98 |
| Maharashtra | 1.05 | 0.98 | 1.02 | 0.98 | 0.98 |
| Manipur | 1.04 | 1.05 | 1.04 | 1.04 | 1 |
| Meghalaya | 1.04 | 1.16 | 1.07 | 1.24 | 1.34 |
| Mizoram | 1 | 1.02 | 1.01 | 1.1 | 1.15 |
| Nagaland | 1.06 | 1.1 | 1.07 | 1.16 | 1.18 |
| Odisha | 1 | 1 | 1 | 1.01 | 1.09 |
| Puducherry | 1.02 | 1.02 | 1.02 | 1.08 | 1.13 |
| Punjab | 0.99 | 1.02 | 1 | 1.01 | 1.02 |
| Rajasthan | 1.03 | 0.96 | 1 | 0.92 | 0.9 |
| Sikkim | 0.94 | 1.01 | 0.96 | 1.07 | 1.27 |
| Tamil Nadu | 1.02 | 0.99 | 1.01 | 1 | 1.11 |
| Telangana | 1.01 | 0.98 | 1 | 1.01 | 1.06 |
| Tripura | 1.04 | 1.04 | 1.04 | 1.08 | 1.15 |
| Uttar Pradesh | 1.04 | 1.02 | 1.04 | 0.92 | 0.92 |
| Uttarakhand | 1.05 | 1.02 | 1.04 | 1.02 | 1.04 |
| West Bengal | 1.01 | 1.02 | 1.01 | 1.12 | 1.31 |
Source: UDISE+ 2021-22
Gender Parity Index (GPI): UDISEPlus 2021-22
The GPI provides insights into the relative participation of girls and boys at various stages of education, shedding light on the efforts made to ensure equal access to education for all. Let us analyze the GPI values by the school education level in India, as reported in the UDISE+ 2021-22.
Primary Level (Classes 1 to 5)
The GPI for primary education in India stands at 1.03, indicating a slight favorability towards girls. Several states and union territories show encouraging numbers, such as Andaman and Nicobar Islands (1.05), Arunachal Pradesh (1.01), Bihar (1.03), and Delhi (1.07). These regions demonstrate a relatively higher enrollment ratio for girls at the primary level, contributing to gender parity in early education.
Upper Primary Level (Classes 6-8)
At the Upper Primary level, the Gender Parity Index for India is 1, indicating equal participation of girls and boys. However, variations can be observed among states and union territories. Noteworthy examples include Andaman and Nicobar Islands (1.02), Arunachal Pradesh (1.07), Assam (1.1), Chandigarh (1.13), and Goa (1.03), where girls display higher enrollment ratios compared to boys, fostering gender equality in this stage of education.
Elementary Level (Classes 1-8)
Considering the general elementary education, which includes primary and upper primary levels, the GPI in India stands at 1.02. This indicates a marginal favorability towards girls in terms of enrollment. States & Union Territories like Andaman & Nicobar Islands (1.04), Arunachal Pradesh (1.03), Assam (1.07), Chandigarh (1.12), and Daman and Diu (1.05) exhibit a more pronounced gender parity, with higher enrollment ratios for girls.
Secondary Level (Classes 9-10)
The GPI for secondary education in India is 1, suggesting equal participation of both girls and boys. While the national level reflects gender parity, certain regions show disparities. For instance, Andaman and Nicobar Islands (1.12), Assam (1.2), Chandigarh (1.12), Daman and Diu (1.1), and Kerala (0.99) showcase variations in enrollment ratios, requiring targeted efforts to bridge the gender gap in secondary education.
Higher Secondary Level (Classes 11-12)
At the higher secondary level, the GPI for India stands at 1.02, indicating a slight favorability towards girls. States and union territories like Chandigarh (1.17), Daman and Diu (1.58), Goa (1.07), and Lakshadweep (0.92) demonstrate notable variations in enrollment ratios, emphasizing the need for inclusive policies and interventions to ensure equal access to higher secondary education.
GPI: Enrolment vs. Enrolment Ratio
The Gender Parity Index (GPI) is calculated based on the enrollment ratio, not the absolute enrollment numbers. It is derived by comparing the enrollment of girls to boys at a particular level of education. The enrollment ratio is obtained by dividing the number of girls enrolled by the number of boys enrolled. The GPI measures gender disparity in enrollment, with a value of 1 indicating equal enrollment between boys and girls. Values above or below 1 indicate a higher enrollment of one gender.
Based on the data of 2021-22, the Gender Parity Index (GPI) of Enrollment Ratio (GER) for different levels of school education in India has specific implications. Let us examine the implications of the GPI on school education in India:
- Primary Level (Classes 1 to 5): The GPI value of around 1.03 indicates a slight favorability towards girls in primary education. This suggests that efforts to promote gender parity have been relatively successful at this level. However, it also highlights the need to continue encouraging girls’ enrollment and ensuring their participation.
- Upper Primary Level (Classes 6-8): The GPI value of 1 signifies equal participation of girls and boys in upper primary education. This is a positive indication of gender parity at this stage. It reflects the success of initiatives promoting equal access to education for both genders.
- Elementary Level (Classes 1-8): The GPI value of 1.02 suggests a marginal favorability towards girls in general elementary education, which combines primary and upper primary levels. This implies that while progress has been made toward achieving gender parity, there is still room for improvement to ensure equal opportunities for all children.
- Secondary Level (Classes 9-10): The GPI value of 1 for secondary education indicates equal participation of girls and boys at this level. This is a positive outcome, demonstrating the successful implementation of measures to eliminate gender disparities and promote equal access to secondary education.
Overall, the implications of the GPI on school education in India based on the 2021-22 data reveal a positive trend toward achieving gender parity. The data reflect successful efforts in promoting equal access and participation of girls and boys at various levels of education. However, it is crucial to maintain this progress and work towards further enhancing inclusivity, quality, and equal opportunities for all children, regardless of gender.
| GPI based on Adjusted Net Enrolment Rate (ANER) by Gender and Level of School Education, 2021-22 | ||||||||||||
| Adjusted Net Enrolment Rate (ANER) | ||||||||||||
| India/ State/ UT | Primary (1 to 5) | Upper Primary (6 to 8) | Elementary (1 to 8) | Secondary (9-10) | ||||||||
| Boys | Girls | GPI | Boys | Girls | GPI | Boys | Girls | GPI | Boys | Girls | GPI | |
| India | 97.6 | 100.0 | 1.0 | 87.0 | 87.5 | 1.0 | 95.6 | 97.5 | 1.0 | 64.7 | 64.7 | 1.00 |
| Andaman and Nicobar Islands | 66.2 | 70.1 | 1.1 | 64.4 | 67.0 | 1.0 | 67.2 | 70.4 | 1.0 | 56.3 | 65.1 | 1.16 |
| Andhra Pradesh | 96.7 | 98.2 | 1.0 | 92.6 | 91.0 | 1.0 | 97.1 | 96.7 | 1.0 | 69.6 | 67.7 | 0.97 |
| Arunachal Pradesh | 100.0 | 100.0 | 1.0 | 70.8 | 75.1 | 1.1 | 98.4 | 100.0 | 1.0 | 50.1 | 53.6 | 1.07 |
| Assam | 100.0 | 100.0 | 1.0 | 82.5 | 91.9 | 1.1 | 100.0 | 100.0 | 1.0 | 52.6 | 63.0 | 1.20 |
| Bihar | 99.5 | 100.0 | 1.0 | 87.6 | 90.4 | 1.0 | 95.6 | 98.4 | 1.0 | 49.5 | 51.8 | 1.05 |
| Chandigarh | 76.3 | 85.8 | 1.1 | 78.3 | 89.8 | 1.1 | 80.1 | 90.3 | 1.1 | 70.7 | 84.1 | 1.19 |
| Chhattisgarh | 91.8 | 92.3 | 1.0 | 84.0 | 85.6 | 1.0 | 90.4 | 91.1 | 1.0 | 63.7 | 70.0 | 1.10 |
| Dadra and Nagar Haveli and Daman and Diu | 81.0 | 86.6 | 1.1 | 79.7 | 84.6 | 1.1 | 85.0 | 89.9 | 1.1 | 56.8 | 69.0 | 1.21 |
| Delhi | 100.0 | 100.0 | 1.0 | 100.0 | 100.0 | 1.0 | 100.0 | 100.0 | 1.0 | 92.6 | 88.9 | 0.96 |
| Goa | 85.9 | 89.3 | 1.0 | 79.3 | 82.0 | 1.0 | 85.4 | 88.6 | 1.0 | 62.9 | 71.4 | 1.14 |
| Gujarat | 87.9 | 93.2 | 1.1 | 84.0 | 83.3 | 1.0 | 87.6 | 90.6 | 1.0 | 64.6 | 61.3 | 0.95 |
| Haryana | 94.8 | 96.7 | 1.0 | 92.7 | 92.8 | 1.0 | 97.3 | 98.2 | 1.0 | 78.3 | 78.1 | 1.00 |
| Himachal Pradesh | 100.0 | 100.0 | 1.0 | 94.7 | 97.8 | 1.0 | 100.0 | 100.0 | 1.0 | 87.8 | 89.1 | 1.01 |
| Jammu and Kashmir | 100.0 | 100.0 | 1.0 | 58.0 | 62.0 | 1.1 | 82.9 | 85.9 | 1.0 | 45.3 | 46.7 | 1.03 |
| Jharkhand | 98.0 | 100.0 | 1.0 | 82.8 | 84.6 | 1.0 | 93.6 | 95.3 | 1.0 | 52.2 | 55.0 | 1.05 |
| Karnataka | 100.0 | 100.0 | 1.0 | 100.0 | 100.0 | 1.0 | 100.0 | 100.0 | 1.0 | 75.3 | 76.2 | 1.01 |
| Kerala | 100.0 | 100.0 | 1.0 | 99.9 | 99.4 | 1.0 | 100.0 | 100.0 | 1.0 | 85.7 | 87.8 | 1.02 |
| Ladakh | 67.5 | 73.5 | 1.1 | 51.5 | 63.2 | 1.2 | 63.7 | 72.3 | 1.1 | 36.8 | 50.1 | 1.36 |
| Lakshadweep | 76.5 | 77.8 | 1.0 | 65.0 | 52.6 | 0.8 | 73.5 | 68.8 | 0.9 | 58.3 | 61.5 | 1.05 |
| Madhya Pradesh | 80.3 | 81.0 | 1.0 | 77.9 | 76.3 | 1.0 | 81.7 | 81.4 | 1.0 | 55.1 | 53.8 | 0.98 |
| Maharashtra | 100.0 | 100.0 | 1.0 | 91.2 | 90.9 | 1.0 | 100.0 | 100.0 | 1.0 | 74.3 | 73.9 | 0.99 |
| Manipur | 100.0 | 100.0 | 1.0 | 77.2 | 81.0 | 1.0 | 100.0 | 100.0 | 1.0 | 67.5 | 69.6 | 1.03 |
| Meghalaya | 100.0 | 100.0 | 1.0 | 76.1 | 90.6 | 1.2 | 100.0 | 100.0 | 1.0 | 46.3 | 58.8 | 1.27 |
| Mizoram | 100.0 | 100.0 | 1.0 | 84.3 | 88.4 | 1.0 | 100.0 | 100.0 | 1.0 | 60.4 | 67.5 | 1.12 |
| Nagaland | 88.4 | 93.4 | 1.1 | 54.4 | 60.6 | 1.1 | 77.5 | 83.3 | 1.1 | 38.3 | 45.3 | 1.18 |
| Odisha | 97.6 | 97.4 | 1.0 | 84.9 | 85.2 | 1.0 | 93.1 | 93.0 | 1.0 | 63.8 | 65.6 | 1.03 |
| Puducherry | 76.4 | 77.0 | 1.0 | 75.3 | 78.1 | 1.0 | 76.2 | 77.6 | 1.0 | 62.3 | 71.4 | 1.15 |
| Punjab | 96.4 | 97.4 | 1.0 | 80.4 | 86.2 | 1.1 | 98.3 | 100.0 | 1.0 | 61.9 | 67.8 | 1.10 |
| Rajasthan | 94.0 | 96.5 | 1.0 | 84.5 | 80.2 | 0.9 | 93.8 | 93.6 | 1.0 | 69.5 | 62.9 | 0.91 |
| Sikkim | 95.5 | 94.2 | 1.0 | 62.3 | 66.4 | 1.1 | 85.3 | 85.0 | 1.0 | 53.4 | 62.0 | 1.16 |
| Tamil Nadu | 98.6 | 100.0 | 1.0 | 98.5 | 98.4 | 1.0 | 98.8 | 100.0 | 1.0 | 88.8 | 92.0 | 1.04 |
| Telangana | 100.0 | 100.0 | 1.0 | 95.6 | 97.7 | 1.0 | 100.0 | 100.0 | 1.0 | 75.3 | 79.4 | 1.05 |
| Tripura | 100.0 | 100.0 | 1.0 | 82.4 | 86.5 | 1.0 | 100.0 | 100.0 | 1.0 | 69.5 | 75.1 | 1.08 |
| Uttar Pradesh | 95.3 | 100.0 | 1.0 | 83.1 | 82.7 | 1.0 | 92.7 | 95.5 | 1.0 | 58.7 | 53.1 | 0.90 |
| Uttarakhand | 100.0 | 100.0 | 1.0 | 91.8 | 93.6 | 1.0 | 100.0 | 100.0 | 1.0 | 76.7 | 78.9 | 1.03 |
| West Bengal | 100.0 | 100.0 | 1.0 | 85.4 | 86.7 | 1.0 | 100.0 | 100.0 | 1.0 | 69.1 | 76.4 | 1.11 |
| Source: UDISE+ 2021-22 | ||||||||||||
GPI based on Adjusted-NER, 2021-22
Based on the Adjusted Net Enrollment Ratio (NER) for the year 2021-22, the Gender Parity Index (GPI) for different levels of school education is as follows:
- Primary Level: The overall ANER for boys is 97.6 percent, while for girls, it is 100 percent. This indicates a slightly higher enrollment of girls compared to boys. The GPI is 1.02, suggesting a slight gender parity in primary education.
- Upper Primary Level: The ANER for boys is 87 percent, while for girls, it is 87.5 percent. Both genders show similar enrollment rates, and the GPI is close to 1, indicating a balanced enrollment at this level.
- Elementary Level: The ANER for boys is 95.6 percent, while for girls, it is 97.5 percent. Girls have a slightly higher enrollment, and the GPI is 1.02, indicating fair gender parity.
- Secondary Level: The ANER for both boys and girls is 64.7 percent. There is an equal enrollment of boys and girls at this level, as indicated by a GPI of 1.00.
Overall, the data suggest that girls have a higher enrollment at the Primary and Elementary levels. In contrast, enrollment rates are similar for both genders at the Upper Primary and Secondary levels. The gender parity index (GPI) indicates a relatively balanced enrollment across different levels of school education in India.
Here is a state-wise analysis based on the Adjusted Net Enrolment Rate (ANER) and Gender Parity Index (GPI) for different levels of school education in India for the academic year 2021-22:
- Andaman and Nicobar Islands: The ANER for boys and girls is relatively high across all levels, indicating good enrollment. The GPI is close to 1, suggesting a balanced enrollment between genders.
- Andhra Pradesh: Both boys and girls show high ANER at all levels, with relatively balanced enrollment as indicated by GPI values close to 1.
- Arunachal Pradesh: The ANER for boys is 100 percent at the primary level, while for girls, it is slightly lower. The GPI is above 1, indicating higher enrollment of boys. However, enrollment rates and GPI values are more balanced at other levels.
- Assam: The ANER for boys is 100 percent at the primary level, while for girls, it is slightly lower. The GPI is above 1, suggesting a higher enrollment of boys. However, enrollment rates and GPI values are more balanced at other levels.
- Bihar: The ANER for boys and girls is relatively high at all levels, with a slightly higher enrollment of boys. The GPI is close to 1, indicating a balanced enrollment.
- Chandigarh: Both boys and girls show high ANER at all levels, with a GPI close to 1, indicating a balanced enrollment.
- Chhattisgarh: The ANER for boys and girls is relatively high at all levels, with a GPI close to 1, indicating a balanced enrollment.
- Dadra, Nagar Haveli, Daman, and Diu: Both boys and girls show high ANER at all levels, with a GPI close to 1, indicating a balanced enrollment.
- Delhi: The ANER for boys and girls is 100 percent at the primary level, while at other levels, the enrollment rates are high, with a slightly higher enrollment of boys. The GPI values are close to 1, indicating a balanced enrollment.
- Goa: Both boys and girls show high ANER at all levels, with a slightly higher enrollment of girls. The GPI is close to 1, suggesting a balanced enrollment.
- Gujarat: The ANER for boys and girls is relatively high at all levels, indicating good enrollment. However, the GPI values are slightly below 1, suggesting a slightly higher enrollment of boys.
- Haryana: Both boys and girls show high ANER at all levels, with GPI values close to 1, indicating a balanced enrollment.
- Himachal Pradesh: The ANER for boys and girls is 100 percent at the primary level, indicating full enrollment. The GPI values are close to 1, suggesting a balanced enrollment.
- Jammu and Kashmir: The ANER for boys and girls is relatively high at the primary level, while at other levels, the enrollment rates are slightly lower. The GPI values are close to 1, indicating a balanced enrollment.
- Jharkhand: Both boys and girls show high ANER at all levels, with GPI values close to 1, indicating a balanced enrollment.
- Karnataka: The ANER for boys and girls is 100 percent at all levels, indicating full enrollment. The GPI values are close to 1, suggesting a balanced enrollment.
- Kerala: Both boys and girls show high ANER at all levels, with GPI values close to 1, indicating a balanced enrollment.
- Madhya Pradesh: The ANER for boys and girls is relatively high at all levels, with GPI values close to 1, indicating a balanced enrollment.
- Maharashtra: The ANER for boys and girls is 100 percent at the primary and elementary levels, indicating complete enrollment. However, at the secondary level, the enrollment rates are slightly lower. The GPI values are close to 1, suggesting a balanced enrollment.
- Manipur: The ANER for boys and girls is 100 percent at the primary level, indicating total enrollment. The GPI values are close to 1, suggesting a balanced enrollment.
- Meghalaya: The ANER for boys is relatively high at all levels. At the same time, for girls, it is high at the primary and secondary levels but lower at the upper primary and elementary levels. The GPI values indicate a higher enrollment of girls at all levels.
- Mizoram: The ANER for boys and girls is 100 percent at the primary and secondary levels, indicating complete enrollment. The GPI values are close to 1, suggesting a balanced enrollment.
- Nagaland: The ANER for boys and girls is relatively high at all levels, with GPI values close to 1, indicating a balanced enrollment.
- Odisha: Both boys and girls show high ANER at all levels, with GPI values close to 1, indicating a balanced enrollment.
- Puducherry: The ANER for boys and girls is relatively high at all levels, with GPI values close to 1, indicating a balanced enrollment.
- Punjab: The ANER for boys and girls is relatively high at all levels, with GPI values close to 1, indicating a balanced enrollment.
- Rajasthan: The ANER for boys and girls is relatively high at all levels, with GPI values slightly below 1, suggesting a slightly higher enrollment of boys.
- Sikkim: The ANER for boys and girls is relatively high at all levels, with GPI values close to 1, indicating a balanced enrollment.
- Tamil Nadu: Both boys and girls show high ANER at all levels, with GPI values close to 1, indicating a balanced enrollment.
- Telangana: The ANER for boys and girls is 100 percent at the primary level, while enrollment rates are slightly lower at other levels. The GPI values are close to 1, suggesting a balanced enrollment.
