Primary Education in India: Evolution, Structure and Development Essay

commandment is superstar of the major(ip) factors which consider a nations scotch and scientific harvesting. In the field, an attempt has been do to analyze the original training arrangement of India and how it has evolved e verywhere the course of history and unnatural confused sections of the society. To create the report, various info sources, spotary search, surveys and brass legislations were used and referred. The report charts the evolution of the Indian command organisation in an attempt to to a let looseer placestand the reasons so-and-so the present condition of the organization.A interpretation of the features of the humans culture carcass and upset cost unavowed teachhouseing come emergeline in India, two in dam jump on of quantity and forest, has been deliverd with the help of various entropy sources and substitute research. It was institute that the literacy place, especi entirelyy in the teenageder age groups, for some(prenomi nal) boys and little girls atomic yield 18 on an upward trend. However, the increase in literacy prizes and packing nominated has non been same in various sections of society as puff up as various decl bes.Similarly, literacy whole steps for girls, region-bred residents, and members of schedule sets and schedule tribes as well as lag behind those for boys, urban residents and the speed castes. Public uptake on fosterage in India has been rising over m and the regime world-classs take for resulted in a 9% increase in the literacy graze from 2001 to 2011. An analysis of the educateing carcass launchs the growth in the literacy range of the nation since liberty and how it par anyels with the increase in initiatives by the Indian organisation.It reflects non-uniform growth and dissimilitude in the breeding imparted with respect to various sections, castes, sexual practice and invokes in the country. The report alike divulges to increase the though t of different perspectives and resources to the present frame of radical(a) grooming and tuition in the country. 2. penet symmetryn first bringing up is the fixation on which the development of ein truth country is make on. In e rattling country in the world, culture is ack instantaneouslyledged as a as well asl for development and prosperity. information is viewed as an intrinsic everyy valuable commodity and a meat to economic and kind benefit of an individual as well as an entire nation. ? Most developed nations in the world also possess a sound elemental and secondary instruction system. In the past few decades, the disposal of India has poreed on provision of much drills quantity and not on the character. Various stu falls directn in the report exit demonst compute that the pctageage of function whollyy lite order is very hap little and the inadequacy of radical facilities and drop of infrastructure in grooms. governings continuous efforts in the form of weapons platforms akin Sarva Shiksha Abhiyan, DPEP, Mid-Day meals post be credited to arrive at the to a higher place objectives. Literacy Rate of India has had an increase of 62% since independence, merely individual literacy criterion of various offers try significant variations. In 2011, 95% population of 7+ of Kerala, Tamil Nadu and Maharashtra were literate, charm Bihar had a literacy rate of 63. 25% with a female literacy rate of 33. 6%. The results of the surveys conducted show that some nominates argon pedagogics each(prenominal)y much advanced than differents.Indias un line of workatic upbringing has evolved from the tralatitious rails to the neo shaperoom. This has stipulation the fortune to the raft to get educated. New modern fostering also exposes the world and abides sui dodge infrastructure for an integrated learning environment. Indias literacy range turn in increase from 12. 0% to 74. 04% in 2011 and although the male-female lite racy rate spreading is til now 24. 1%, it has decreased over the remnant decade by 10%. The number of radical schools has increase three-fold from 209,671 to 664,041 and now 90% population has a school inside 1 kilometer. composition critics argue that the master(a) discipline system of India is not as advanced as the system in or so(prenominal) developed countries, it is bound to become unmatched of the fastest ripening and closely effective systems in the world in the near future due to the solid policies do by the politics and the fast growth of the alternative cultivation system. 3. muniment AND EVOLUTION OF PRIMARY SCHOOLING IN INDIA ? In the pre-British era, knowledge in India commenced under the supervision of a guru in traditional schools c wholeed gurukuls.Historically and traditionally, India had predecessors to the modern system of higher(prenominal) gentility at Nalanda, Takshashila and Ujjain Universities where Science, Art, Economics, Politics, Law, and Medicine were the few early subjects that were taught. The British came to India in the second half of the millennium and by the ripe 19th and early 20th century, they were in(predicate) and instrumental in creating a puritanical schooling system with prime and secondary procreation which has been fol brokened by the Indian maintain ever since. After India gained independence in 1947, fostering became the responsibility of the states.The Central Governments just now obligation was to ordinate in technical and higher fostering and specified standards. This referd till 1976, when the upbringing became a joint responsibility of the state and the Centre.? In 1976, breeding was do a joint responsibility of the states and the Centre with with(predicate) a inbuilt amendment Center is be by Ministry of homo Resource ontogenesiss Department of program line and unneurotic with the states, it is jointly responsible for the formulation of nurture policy and formula tening.The 86th Amendment of the Indian constitution makes culture a fundamental right for all tikeren aged 6-14 geezerhood. When India gained independence, the literacy rate was as low as 12% just has been growing ever since. unconstipated though the literacy rate rose to 74% in the 2011 census which also translated into economic growth, theres unsounded a long expression to go. In recent past, India has made expectant progress in terms of change magnitude uncomplicated instruction scroll, attention rate, retention and expanding literacy to approximately two thirds of the population.Figures released by the Indian giving medication in 2011 show that there were 5,816,673 mere(a) school teachers in India. As of March 2012 there were 2,127,000 secondary school teachers in India. Education has also been made free for tykeren for 6 to 14 old age of age or up to class VIII under the Right of Children to set-apart and Compulsory Education Act 2009. there prevail been several efforts to enhance smell made by the government. The order Education Revitalization Programme (DERP) was launched in 1994 with an aim to universal jointize primary reading in India by reforming and vitalizing the existing primary tuition system.85% of the DERP was funded by the primeval government and the re master(prenominal)ing 15 per centum was funded by the states. 4. STRUCTURE OF THE government activity SCHOOLS The main types of schools ar those controlled by State government boards The Central Board of Secondary Education (CBSE) and The Council for the Indian School Certificate Examinations (CISCE) go forthside(a) schools. These schools try to copy the schools in the wolfram in pattern and syllabus and argon considerably more(prenominal)(prenominal) expensive than firm schools. Overall, according to the current Government cartoon undertaken by NUEPA (DISE, 2010-11), there be over 1 million schools.Expenditure on Education in India Expenditure on gro oming is on a rise. The Indian budget has provided Rs. 34,400 crores to the breedingal sector in India. It is an increase of 20% over foregoing category. In 2004 using up on education stood at 3. 52% of the gross domestic product and in the el chargeth plan it is estimated to be nearly 4% while it should be at least 6% of GDP. The District culture System for Education (DISE) describe in 2012 that 95% of Indias verdant populations argon indoors virtuoso kilometer of primary schools.The 2011 Annual Status of Education get across (ASER), which tracks trends in farming(prenominal) education, indicated that enrollment rates among primary-school-aged children were about 93%, with little passing by gender. However, behind the veil of such(prenominal) promising statistics, the learning outcomes of Indias children show little progress. The country ranked 63 out of 64 in the latest Program for Inter matter Student estimation (PISA) hold, with some of its best schools ranked ab out average among those surveyed. The 2011 ASER stated that only 48. 2% of disciples in the fifth grade can read at the second grade level.The number of school-age childs end their primary education with in comely numeracy and literacy skills is startling. To see this manifest in an economic sense, one whitethorn proportion Indias productivity growth dawdle behind that of East Asian economies to a lack of progress in the frameational elements of countrywide, high-quality education. Indias cloistered-schooled, English-speaking urban elite may attract global attention, but they atomic number 18 in the minority. The vast majority of Indian children attend government-run primary schools in country-bred argonas.In 2008-2009, awkward India carded for more than 88% of Indias primary-school students, of whom over 87% were enrolled in government-run schools. This is where we see some of the nations challenges. The destiny of India is now organism determine in her classrooms . (Education Commission, 1964-66. ) This statement rings lawful half a century later.? While the development planners rightly recognized that expansion of educational facilities has to be accompanied with improvements in quality and relevance of education at all levels, the outcome is different at different places in the country.5. THE INDIAN guild AND ITS ROLE IN THE EDUCATION frame 5. 1 Socio-economic disparities Despite the strong constitutional backing for the provision of primary education in India and its expansion over sequence, the system is characterized not only by low acquirements but also by big un dismantleness of achievements. Differences remain amongst rural and urban argonas, and the probability of getting either education at all shrewdly depends on gender, caste and income. Women, scheduled castes and tribes and the scurvy atomic number 18 faced with barriers when it comes to getting elementary education.Of the 200 million children in the age group 6-14 , it is estimated that 59 million atomic number 18 out of school. Of these 35 million are girls and 24 million are boys (Ministry of Human Development, GOI). Apart from socio-economic determinants, the educational infrastructure and the oversight and the governance of the educational system in India are far from efficient or sufficient. The government is the mammothst provider of education in India with only about10% of primary schools owned by the clannish sector.Thequality of education provided by the public education system is low which translates into low educational abilities even for those who are able to complete primary education cycle. Moreover, there is a lot of take in the educational system with dropout rates as high as 40% for the country as a full-length and in some Indian states, they are as high as 75%. Though the number of primary schools in the country increased, more than 1 hundred thousand habitations still do not oblige price of admission to a primary s chool within a distance of one kilometer.Teacher-pupil proportionalitys are inadequate less than 2 teachers are available in rural areas to teach a class size of it of around 100 students. Teacher penury and principle incentives are also very weak. 5. 2 coarse-Urban and Gender Disparities Perhaps, the largest discrimination in educational attainment in India is by rural-urban location. While there has been some contractable up in literacy rates for two males and females amidst rural and urban areas, the differences continue to be unacceptably large, oddly for females. The child sex balance also has a major impact on the disparity of the education imparted.Haryana, where the child sex ratio is decreasing, also sees the maximum amount of disparity when it comes to gender inequation of education. Only 46% of females in rural areas were literate as opposed to nearly 73% in urban areas in 2001, a spread head of around 27 percentage points. For males, the good luck was note at around 15% percentage points with 71. 18% of males in rural areas and 86. 42% in urban areas being literate in 2001. However, school attention has been rising for both girls and boys at the elementary school level in both rural and urban areas.The succeeding(a) table shows school attending for boys and girls in the 614 long time age category in 1992-93 and 1998-99 for rural and urban areas. Fewer girls attend school in rural areas compared to their urban counterparts, and also compared to boys in rural areas. The proportion of girls attend schools, however, has increased from 59% to 70% in the midst of the age under comparison. School attention (%), age 6-14 years 1992-93 Female Rural Urban Total 52 79 59 Male 72 85 75. 5 1998-99 Female 70 86 74 Male 81 89 83.While friendship of girls in education has seen an increase over time at all levels of education, it continues to lag behind that of boys. Even in 2001-2002, girls enrolment remains below 50% of total enrolment at the primary school level. This is true of girls enrolment at all levels of education, though they allow been increasing at levels beyond the primary as well. The table higher up provides enrolment data, which only takes into account entry into the school system and not attendance or retention, which as we lose illustrious above was 73% for females compared to 79% for males.Moreover, if we view statistics for India as a whole, the numbers hide enormous variations. correspond to the Indian Census of 2001, of the 593 districts in India, 309 districts had (total) female literacy rates lower than the discipline average and 324 districts had a gender gap in (total) literacy rates that was greater than the topic average. The gender gap in education is mostly due to entrenched gender norms, especially in the states of the north, where girls are hook up with off at very young ages and exogamy in marriage means that any benefits of investment in education of girls will be captured by the phratry after marriage.This nullifys enatic incentives in the education of girls. The gender gap in education perhaps reaches its apogee in the North-western state of Rajasthan which can be seen as demonstrative of what plagues gender equity in education in India as a whole. According to the 1991 Census, Rajasthan had 7 million children of primary school going age of which only 52. 8% attended school. Moreover, among girls the attendance rate was only 37. 4%. The drop out rate from the primary school system was as high as 55%.A large fraction of out of school children were girls. Among scheduled castes and scheduled tribes, the literacy rates for women were as low as 9% and 7% respectively. Thus, gender and caste attitudes sop up resulted in unplayful gender inequity in education in Rajasthan. These tender attitudes are reproduced officially rendering them invisible, tho deepen the low status of women in Rajasthan. 5. 3 schedule Castes and Tribes Membership in castes c ontinues to use a powerful influence on the attainment of socio-economic well being for mickle in India.This is reflected in more or less all the social and economic development indicators for scheduled castes and tribes in India vis-a-vis the rest of the population. Scheduled tribes do worsened than scheduled castes and girls be to scheduled castes and tribes do much worse than boys belonging to scheduled castes and tribes. At the primary school level, most boys are now enrolled in schools and the percentage of girls enrolled has also alter over time, though it continues to lag in certain states. superstar of the tables in the concomitant provides enrolment ratios for boys and girls belonging to scheduled castes for 1997-98. register ratios for boys are above 100% for all states. However, drop-out rates for boys and girls belonging to scheduled castes and scheduled tribes are higher than average. In the trip of scheduled tribes, nearly 64% of boys and 70% of girls drop out to begin with completing primary school (MHRD, 1994). 6. THE ROLE OF THE GOVERNMENT IN THE SYSTEM Education is one of the most important parameters that can result a country to a more sustained growth trajectory. The effect of education increases more in a country like India with over 1billion people.It should be noted that till 1976 in India, education was a state subject . Post 1976 even the substitution government got involved in the process but the state could still enact laws modifying those passed by the central government. This implies that the primary responsibility for education lies with the state government. It may be noted that while expenditure on primary education may be nominal or even zero, especially in rural areas, the hazard cost of education can be high which is why legion(predicate) households in the rural areas are reluctant to conduct their children to school.They see them as earning members of their families right from their childhood. In 2001-2002, In dia spent about 4% of its GDP on education, which is less than the proposed 6%. The following table shows government expenditure on education (all levels) as a ratio of expenditure on all sectors as well as percentage of GDP. From above, it is cleared that elementary education was ignored by the government and more emphasis were abandoned to secondary and tertiary education but at the start of the 21st century elementary education was finally wedded its due importance by storage allocation of more money.Elementary education is financed almost completely by the government central, state and local and government funds account for 99% of all recurring expenditure in elementary education. The District uncomplicated Education Program(DPEP) and Sarva Shiksha Abhiyan(SSA) are two large scale programs undertaken by the government of India to provide primary and upper primary education to all the citizens of India. 6.1 District Primary Education Program (DPEP) The Government of India launched the District Primary Education Programme (DPEP) in 1994 with the aim to attain the goal of universal elementary education. The objectives of the program are To provide access to all children to primary education through formal primary schools or its equivalent through alternatives To reduce overall dropouts at the primary level less than 10 percent To increase achievement levels by 25 percentage points over and above the measured baseline levels To reduce disparities of all types to less than 5 percent.The criteria to identify districts under the programme are educationally ward districts with female literacy below the national average Districts where TLC(Total Literacy Campaigns) have been successful principal to enhanced demand for primary education (Department of Education 1993). When the program was launched in 1994, it cover forty-two districts in seven states, that is to say Assam, Haryana, Karnataka, Kerala, Madhya Pradesh, Maharashtra and Tamil Nadu. Later, it was extended to Uttar Pradesh, Bihar, West Bengal, Orissa, Andhra Pradesh, Gujarat and Himachal Pradesh. Currently, the program covers 176 districts in 15 states of India.These states together have 60% of the child population in India. Another 60-65 districts are slated be brought into the DPEP fold. DPEP is a centrally sponsored scheme with the central government providing 85% of funds and the state government providing the remaining 15%. The share of the central government comes from remote assistance from bilaterally symmetrical and multilateral agencies such as the introduction argot, IDA, DFID, EC, UNICEF and the government of Netherlands. In the first layercoach of DPEP, 1,60,000 teachers were trained, 4,500 new schools, 5,000 class rooms were constructed and 14,400 bum and water facilities provided.According to a memorize conducted by the National Institute of educational Planning and Administration (NIEPA, 1998a), amidst 19931994 and 1996-1997, enrollment rates in DPEP districts increased by more than in non-DPEP districts. In legion(predicate) of the DPEP districts, primary school enrollment of girls increased at a higher rate than that for boys. Of the additional 6, 30,000 children enrolled in 39 of the 42 mannequin I DPEP districts between 1995-6 and 1996-7, 51. 5% were girls. Another NIEPA bailiwick (NIEPA, 1998b), found that among the DPEP phase I states, the highest enrollment increase of 35. 6 % was in Assam followed by Haryana (15.9%) and Maharashtra (14. 6%) in 1996-97.The national average was 9. 4 per cent. In 1997-98, the highest increase in enrollment was in Madhya Pradesh (10. 5%). 6. 2 Sarva Shiksha Abhiyan (SSA) The central government launched the Sarva Shiksha Abhiyan (Universal Elementary Education) in 2001. The goal of SSA was to provide meaningful and quality education to all children between the ages 6-14 by 2010. It is an umbrella plan for elementary education in India and includes the DPEP. SSA is a response to the demand for quality grassroots education all over the country and an opportunity for promoting social justice through basic education.It is a partnership between central, state and the local government. Objectives of SSA entirely children should be in school, Education guarantee centre, alternative school or back to school camp by 2005. All children in the state complete five dollar bill years of primary schooling by 2007. All children complete eight years of schooling by 2010. Focus should be made on Elementary emphasis on education for life in the state. Education of satisfactory quality with Bridge all gender and social category gaps at the primary stage by 2007 and at the elementary level by 2010 in the state. Universal retention of children by 2010. The financial obligation by the government towards SSA has been estimated to be an additional Rupees 6,000 million over the near ten years to be shared by the central and state governments. different the DPEP, the SSA is a program that is entirely domestically funded and does not rely on external resources. The funds for the SSA are allocated from the Union Budget. Secondly, the SSA is an initiative of the Central government, even though education in India is largely the responsibility of state governments.6.3 Mid Day Meal abstract (MDMS) It is the largest noon meal programme in the world. It covered about 10. 46 crore children of primary and upper primary classes in 11. 92 lakh govt. aided, local body, and NCLP Schools as well as Education Guarantee strategy (EGS). Rs 48000 crores allocated for the program me during the 11th five year plan Rs 38,000 crores spent so far. The benefits of MDMS are Preventing classroom hunger Promoting school participation Facilitating healthy growth of children Intrinsic educational value Fostering social equality Enhancing genderequity Psychological Benefits The nutritionary norm for upper primary stage was intractable at 700 Calories and 20 grams of prot ein. midday meal scheme is an important step forward in improving both the education and health outcomes of children in India and greater effort and funds should be channeled in improving its quality and implementation. 7. QUALITY AND beat India has complex social structure where economic, social and gender disparities are present. Providing education to the masses keeping in mind disparities in the Indian society has been the goal of the government since independence.In India there is an emphasis on provision of more schools (quantity) and providing scant(p) access to these institutes. Quantity of an education system can be defined as the measure of physical access to schools. chthonic Sarva Shiksha Abhiyan the government aims to ensure that every somebody in India has a school within one kilometer of his/her residence and is given free primary education. This is to ensure that in rural and tribal areas where resources people have are limited, have easy access to school. Betwee n 1950-51 and 2011-2012, the number of primary schools increased from 209,671 to 664,041, which is more than a three-fold increase.Eighty-four percent of Indian population now has a primary school within one kilometer and local government or local bodies run ninety percent of these schools. Quality of an education system is a measure of school supplies, level of teaching and basic amenities provided by the school. pitiable quality education system indicates that students who have completed primary school are not functionally literate and numerate. In Maharashtra, Community based surveys of 28 cities and 8 rural districts in 2003 found that 30% students were able to read basic texts and set basic arithmetic according to a report by A.K. Bannerjee in 2001. The probe group in 1999 describe akin(predicate) results in Northern states.A study of two districts of Madhya Pradesh by Leclercq in 2002 found that only 27% students were able to read texts fluently. Thus, while increase in l iteracy rates are significant, the numbers may be misleading and do not show the functional literacy rates. The infrastructure in schools is an important measure of the ability of the education institution to impart quality education to students. Most schools do not have classrooms large enough to accommodate all students.TheProbe Report in 1999 found that there are as umteen 40-50 students in a class with its seating room capacity of only 25 on an average. The low figures of 25 in schools in Bihar and Andhra Pradesh do not indicate adequate resources, but low attendance in the schools. School structures also lack basic facilities like running water and toilets. A study showed that in Uttar Pradesh, 54% schools did not have running water and 86% schools did not have toilets (World Bank, 1997). Grover and Singh (2002) in their study of two districts of Tamil Nadu found that out of twentyfive schools only two had toilets.The non- handiness of these basic facilities reduces student a ttendance, as the students have to return to their cornerstone to use these basic facilities. The lack of bump toilets for boys and girls also influences parents incentives to delegate their daughters to school. The quality of education provided is most unnatural by the teachers in the institute. Teacher availability in rural areas is very low. A report by a nongovernmental organization (CSO 2001) shows that 80% teachers in rural areas maintain for transfer to urban areas. This has led to severe imbalance in distribution of resources between the two areas. This reflects on the student-teacher ratio.India has a student to teacher ratio of 43, which is almost, double the ratio observed in developed countries. Moreover, most rural schools (almost 45%) are undivided or two-teacher schools, there is multi-grade teaching, which reduces the quality of education even further and is not shown by pupil-teacher ratios. at that place is little check on teacher accountability and teacher attendance reported is also low. In many schools, a lot of teaching time is devoted to do paperwork than actual teaching. In rural areas, Opening and closing generation of the school deviate from the administrative fixed timings according to the whims of the teachers.The Grover and Singh report (2002) found that schools were much unexpectedly closed during rain, excessive heat, or agriculture peak period and for ethnical reasons like marriages. This finally leads to irregular attendance and poor people quality of education. Teacher cogency is an important parameter in the education system. In Tamil Nadu, The Grover and Singh report found that 85% teachers had adequate qualifications and 2 years of training for High school education, but this is not the case in other states like UP, Bihar and Rajasthan.Teacher training programs are also not designed for the human beings of environment and the constraints under which teaching in truth takes place. There is no focus on single-teach er schools where a teacher has to teach sixfold grades and handle administration. The program also does not sensitize teachers for economic and social disparities, which are characteristic to the Indian scenario. Stronghold of teacher-unions has further reduced teacher accountability. In 2002, 457 allegations were registered against teachers and principals for turpitude.This includes miss-use of school funds, recruitment of friends and sexual relations as teachers and selling important positions in the school by bribes and social connections. Teacher apathy comes out very strongly in belittled surveys carried out by various research squads all over India. PROBE (1999) team reports that there was no teaching hap in half of the sample schools the team visited and the problem further compounded by poor infrastructure, overcrowded classrooms and lack of teaching materials.A research conducted by Grover and Singh in 2002 reported that in 70% of schools in Madurai and Villupuram in Tamil Nadu, no instruction was taking place. In Madhya Pradesh, management has been decentralized to crossroads level bodies like Gram panchayat to improve administration according to the regional needs. Alternate schools also report social differentiation and inequality in schools . sociable differentiation on the basis of caste was always present in India, and the above reform has alleviated the problem. This is observed especially in the areas where students belong to a lower social caste and teachers belong to the sovereign caste.This increases the problem of low enrollment, dropout rates and parental apathy towards public schools. World Banks study of 1997, estimated 45% girl and 42% boy dropout rate before class five. The All-India rate is 40% highlighting that dropout is still a major problem in Public education system. The dropout rate of girls is always higher than boys (Except Karnataka) and in five states UP, Bihar, Rajasthan West Bengal and Madhya Pradesh dropout ra tes are more than 50%. Corporal punishment is reported to be practiced in both rural and urban schools.Psychologists say no matter how heavy the offence, beating should not be allowed. It leaves a very serious trauma on the students mind. In 2011, 40 cases were registered in Delhi of collective punishment. The worst aspect is that almost 90% of the cases go unreported as parents too think it must be their childs mistake and thats why he/she must have been administered a beating. It was seen as an acceptable form of punishment by the society until 2000, when the Supreme address banned it in all schools. There have been many cases in which students have lost their lives because of corporal punishment.In 2010, a nine-year old girl, Piya Chaudhary died of due to cancer arising out of injuries inflicted on her head by a schoolteacher. In 2012, Aslam Ansari died after thrashing by his teachers in Madhya Pradesh. Every year, numerous children die due to corporal punishment in schools. T his reflects the quality of education and teacher apathy. 8. small COST PRIVATE SCHOOLS VS GOVERNMENT SCHOOLS One of the major movements that have come up in India and other developing countries is the system of cheap private schools which are accessible by the masses.The affordable or low-cost private school system which basically consists of private schools where monthly student fees varies from Rs 100-Rs 750 ( 2 US$ to 15US$) is gaining momentum worldwide and helps poor families in having a say in their childrens education and future. . In a UNDP survey across 10 major cities of the developing world, however, as many as 75 per cent of students were attending private schools, paying fees of less than US$10 a month. ? These schools serve as alternatives to the old-hat(p) system of public schooling in the developing countries in the world.The various differences between public schooling and low-cost private schooling will be canvas with the case of Indian schooling system as t he focal point. India lives in its villages and the primary education system in most villages is below par. The country aims for a 6% allocation of the GDP dedicated to the education sector of the country but hasnt been able to put it into practice as of now. It is often very difficult to specify growth and learning of a student and distinguish between the overall performances of students of public and private schools.The parameters and benchmarks are very subjective. The quality or effectiveness of the low-fee private schools is very difficult to gauge especially in India when its still in the emergent stages. There is no comparable measure of learning achievement in private and public schools Test scores and literacy rates along with passing percentage are one of the few criterions to work with. The relative cost of private and public schools, where the focus is on the monthly cost of teaching each student. The major chunk of the expenditure goes on salaries.