Abstract
The estimates of enrolment and literacy rates derived in Chap. 3 for India and Punjab for age 7 and above (age 5 and above for data for the period 1951–1971) give us an idea of the state of education. It appears that gender, rural–urban and social inequalities are still persistent, but are converging. The limitations of existing methods are well listed here as well in Chap. 3 as these provide limited insight into the prevailing state of enrolment and literacy rates among those currently enrolled. An attempt is made in this section to first critically evaluate the method used in various studies in order to improve upon the limitations in these methods. One of the important contributions of the revised methodology is to overall find the size of population eligible for enrolment and literacy by tracking the period of intensive literacy at below primary level, which is identified as 7–13 years age group. Out of this age group, a section never gets a chance to enrol throughout their life, while other achieve enrolment/literacy level according to their willingness, abilities, opportunities and other circumstances over a period of time at various ages of their life. The overall enrolment and literacy levels are estimated by mapping the age-wise Census, 2011 data for various completed level of education through informal or formal educational institutes. This is defined in this study as Gross Enrolment Rate and Gross Literacy Rates based on revised method and are specified as GERrm and GLRrm, respectively. Apart from this important revision in GERrm/GLRrm estimates, we have also developed a link between the age-specific LRs and LRs for various standards of education keeping the age/age groups same for all levels.
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Notes
- 1.
Out of 1.3 percentage point, 0.7 percentages achieve literacy through informal education system in the age group of 7–13 years. There is gradual slowdown in achieving literacy as age increases. No one is able to achieve literacy after the age of 20–24 years. This is also in case of formal education system. This despite the fact that 1.7 percentage point of population eligible for enrolment makes an attempt to achieve literacy either through formal or informal system. Some even make such attempts at the age as old as 60+.
- 2.
This is out of total 3.1% likely to remain illiterate throughout the life cycle. The data in table suggests that most of those who had made attempts to become literate do so even at quite old age most probably through informal education system.
- 3.
On the basis of literacy level for below primary level of 86.6 and 66.4% for primary level, the annual percentage dropout rate is estimated equivalent to at 5.37% from below primary (completed 1–4th standard) to primary level (completed 5th to 7th level).
- 4.
The methodological details are available from the Punjab section.
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Bedi, J.S. (2018). Reworking the Estimates of Enrolment and Literacy Rates. In: Policy Impacts on Qualitative and Quantitative Aspects of Indian Education. India Studies in Business and Economics. Springer, Singapore. https://doi.org/10.1007/978-981-13-1492-6_4
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DOI: https://doi.org/10.1007/978-981-13-1492-6_4
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