According to the Education for All Report 2010,
• Human development indicators are deteriorating. An estimated 125 million additional people could be pushed into malnutrition in 2009 and 90 million into poverty in 2010.
• With poverty rising, unemployment growing and remittances diminishing, many poor and vulnerable households are having to cut back on education spending or withdraw their children from school.
• National budgets in poor countries are under pressure. Sub-Saharan Africa faces a potential loss of around US$4.6 billion annually in financing for education in 2009 and 2010, equivalent to a 10% reduction in spending per primary-school pupil.
• The number of children out of school has dropped by 33 million worldwide since 1999. South and West Asia more than halved the number of children out of school – a reduction of 21 million.
• The share of girls out of school has declined from 58% to 54%, and the gender gap in primary education is narrowing in many countries.
• Between 1985–1994 and 2000–2007, the adult literacy rate increased by 10%, to its current level of 84%. The number of adult female literates has increased at a faster pace than that of males.
• Malnutrition affects around 175 million young children each year and is a health and an education emergency.
• There were 72 million children out of school in 2007. Business as usual would leave 56 million children out of school in 2015.
• Literacy remains among the most neglected of all education goals, with about 759 million adults lacking literacy skills today. Two-thirds are women.
• Some 1.9 million new teacher posts will be required to meet universal primary education by 2015.
• In twenty-two countries, 30% or more of young adults have fewer than four years of education, and this rises to 50% or more in eleven sub-Saharan African countries.
According to Secondary Education in India: Universalizing Opportunity (2009), January, prepared by Human Development Unit, South Asia Region, The World Bank,
• On the supply side, four key constraints limit access to secondary education: (i) insufficient and uneven distribution of school infrastructure; (ii) lack of trained teachers and inefficient teacher deployment; (iii) suboptimal use of the private sector to expand enrollment capacity and to achieve social objectives; and (iv) insufficient open schooling opportunities for those who have left the formal system.
• There is a 40 percentage point gap in secondary enrollment rates between students from the highest and lowest expenditure quintile groups (70 percent versus 30 percent enrollment, respectively). In addition, there is a 20 percentage point gap between urban and rural secondary enrollment rates, and a persistent 10 percentage point gap between secondary enrollment rates of boys and girls. Enrollment of STs, SCs and Muslims is well below their share in the population at large.
• India’s gross enrollment rate (GER) at the secondary level of 40 percent is far inferior to the GERs of its global competitors in East Asia (average 70 percent) and Latin America (average 82 percent). Even countries such as Vietnam and Bangladesh, which have lower per capita incomes than India, have higher gross enrollment rates.
• At the lower secondary level (grades 9 and 10), the gross enrollment rate (GER) is 52 percent, while at the senior secondary level (grades 11 and 12) it is just 28 percent, for a combined GER of 40 percent (2005). In absolute terms, total secondary enrollment (lower and senior secondary) in 2004/05 was 37.1 million students, with 65 percent (24.3 million) in lower secondary and 35 percent (12.7 million) in senior secondary. It is estimated at over 40 million in 2008.
• Projections suggest an increase in absolute demand for secondary education between 2007/08 and 2017/18 of around 17 million students per year, with total enrollment growing from 40 to 57 million students.
• Wealthier children are more than twice as likely to be enrolled in secondary education as poor children. In some states (e.g. Rajasthan, Uttar Pradesh, Madhya Pradesh) there is more than a twenty-point percentage gap in enrollment between boys and girls. Secondary attendance of the general population is 80 percent higher than that for STs, SCs and Muslims. Finally, secondary enrollment by state varies greatly, from 22 percent in Bihar to 92 percent in Kerala; and from 4 percent in Jharkhand to 44 percent in Tamil Nadu at the senior secondary level. Such huge differences reflect, in part, a lack of central government involvement in secondary education to equalize opportunities, particularly in the poorer states.
• Secondary education currently accounts for less than a third of India’s total public spending on education, equivalent in absolute terms to about US$7.2 billion per year (less than 10 percent of this on investment). About 75 percent of the public spending on secondary education comes from the states, which spend less than 1 percent of their per capita incomes for this purpose. Compared with international benchmarks, India’s per student public spending on secondary education as a percentage of GDP per capita is somewhat high (27 percent, compared to a benchmark for fast-growing economies of 18 percent). India’s per-student public spending on secondary education is also high as a ratio of per student spending on primary education (2.9, compared to a benchmark for fast-growing economies of 1.4). On the other hand, by international standards, India’s per student spending on secondary education appears quite reasonable in absolute terms (average US$173, compared to spending per student in secondary education of US$577 in Latin America and the Caribbean, US$257 in Sub-Saharan Africa, and US$ 117 in South Asia). Public teacher salaries as a ratio of GDP/capita are 4:1 (private teacher salaries as a ratio of GDP/capita are 2.3:1).
• With current low levels of efficiency in India’s secondary schools, the estimated cost of producing a lower secondary graduate is high, at around Rs. 21,500 (about US$500 in 2005), or about Rs. 40,000 (US$911) for both levels of secondary education. Government schools spend less per student than private aided schools; approximately half of public funds in secondary education are spent through grants-in-aid to private schools, although these schools constitute just 30 percent of the total number.
Percentage of children not in school is dropping. Bihar has done well
Madhya Pradesh and Chhattisgarh show dramatic improvement in reading
Chhattisgarh and Madhya Pradesh show improvement in arithmetic also