Which State Spends The Most On Education In India?


Which State Spends The Most On Education In India
Per capita education expenditure is the amount of expenditure done on education during the year, The highest per capita expenditure is for the state of Lakshadweep.
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Which state in India has highest education budget?

Education Spending: A Tale of Two States Kerala has the highest literacy rate in the nation, above ninety percent. The way Kerala spends its education money is also strikingly different from the other states. For illustration, I compare it with the state of West Bengal.

  1. Ideologically the governments of both states are equally committed to basic education and literacy.
  2. Both states have for long had popularly elected Marxist governments.
  3. The conclusions of the comparative analysis are however generally valid.
  4. Table 1 highlights some of the crucial differences in the educational structure and the nature of government spending on education in the two states.

Table 2 shows the effect of those differences on the performance of the education system in terms of literacy rate and the proportion of children never enrolled in school. (All data are from the NSSO 1991, 1993 and NCAER 1994; see also Tilak 1996. The data are for the year 1986-87 or 1991-92.) Kerala is one of the few states in the country were elementary education is not made compulsory by law.

  1. Both governments spend almost equal fraction of the total budget on education (about 25 percent).
  2. In West Bengal, 84 percent of rural children do not pay any fee for primary education but that number is only 48 percent in Kerala.
  3. Sixty percent of rural primary school children get free textbooks and supplies in West Bengal, only two percent in Kerala do.

Households with less than Rs.3000 in annual per capita income spend 25 percent of the income on elementary education in West Bengal but in Kerala it is 36 percent. The poor in Kerala spend the highest fraction of their income on their children’s basic education compared to the poor in any other state in the country.

Characteristics West Bengal Kerala
Elementary Education Compulsory Yes No
Fee-Free Primary Education 84% 48%
Free Textbooks and Stationary 60% 2%
Proportion of Income Spent on Primary Education by Households in the Lowest Income Quintile 2.5% 3.6%
Share of Education in the State Budget 26% 25%

Given these facts—more children get free education and supplies in West Bengal and the poor are asked to spend more of their own money in Kerala—one would expect that West Bengal would have a much higher literacy rate than Kerala. The facts speak otherwise (Table 2).

Characteristics West Bengal Kerala
Literacy Rate 57% 91%
Children (age 6-14) Never Enrolled 46% 2%

Kerala and West Bengal: Unfair Comparison – Kerala undoubtedly has had a head-start: There have been strong education movements in the state since the pre-independence days and the government has consistently spent a much larger proportion of its budget on education since independence.

  1. It then seems unfair to compare the two states in terms of their educational performance.
  2. The cross-section comparisons at a single point in time do not control for variations over time.
  3. Erala’s current spending on education is almost the same as West Bengal, but since Kerala had a head-start, current literacy rates and the reach of education are likely to be different.

Nonetheless it is instructive to examine the distribution of their education spending. Kerala and West Bengal have chosen to spend their education money rather differently. The difference in the nature of their spending is the real purpose of this comparison.

Characteristics West Bengal Kerala
Free Primary Education in Government Schools 84% 48%
Free Primary Education in Private Schools 15% 48%
Grant of Scholarship 0.5% 10%
Transport Subsidy 2.3% 5.4%
Proportion of Private (aided) Primary Schools 11% 60%

It is surprising that in a thoroughly Marxist state like Kerala, 60 percent of the rural primary schools are private, as compared to only 11 percent in West Bengal. The proportion of private primary schools in Kerala is the highest in the country; the second highest is Maghalaya at 21 percent, and the national average is only five percent.

  1. The government of Kerala also pays expenses of almost half of the students enrolled in private primary schools.
  2. The number for West Bengal is 15 percent which is the third highest in the country (Tamil Nadu is at 20 percent); the national average is again about five percent.
  3. Erala has the highest proportion of private primary schools and it also subsidises the highest proportion of students in private schools.

Both of these facts give the citizens of Kerala wider effective choice in selecting primary schools for their children. Many of the private schools are run by various religious groups in the state. They are generally more likely to be successful in exerting pressure on parents to send their children to school.

  1. The choices available to parents must increase attendance as well as retention rates in the state.
  2. Erala uses its public funds to encourage competition among schools.
  3. To avoid transportation costs, most parents generally send their children to the nearest school.
  4. The resulting “geographical clustering” of schools and their customers lessens competition among schools.

Each school has a captured customer base. By subsidising transportation costs, Kerala helps parents send their children to the school they consider best, irrespective of the distance. This increases competition among schools. The provision of direct scholarship to students in Kerala also leads to the same result.

  • With the scholarship money, students can go to any school of their choice.
  • Among all the states in the country, the highest proportion of children in Kerala receives transportation subsidies and direct scholarships (Table 3).
  • The focus on how the two governments spend their education rupees indicates that Kerala by offering more choices to parents and increasing competition among schools actually practices market principles.

Kerala’s citizens have received far better educational service than those of almost any other state in the union. The Kerala model of education—of choice and competition—is unique in the country, and so is Kerala’s educational performance. It is not just how much a state spends on education but how it spends that determines efficiency and effectiveness of the education system.

The status of higher education in these two states is also worth comparing. State universities in West Bengal receive 91 percent of their budget from the government. In Kerala it is only 54 percent, the remaining amount is generated by fees, donations, endowments, and other sources. Again Kerala requires its universities to raise almost half of their budget from the customers and communities they serve.

This fosters accountability and more attention to the needs of those who help finance state universities. This is one of the important reasons that Kerala performs better also in higher education than many other states in the union. Source of Funding and the Nature of Spending

Central Universities State Universities
Percent of Budget from the Government 90% 50%
Percent of University Budget Spent on Administration 41% 18%
Percent of University Budget Spent on Academic Programs 33% 55%

It may be pertinent to note that in general the higher the funding from the government, the lower the spending on academic programmes at universities. Central universities receive more than 90 percent of their funds from the central government and spend about 33 percent on academic programs and support and 41 percent on administration.

The state universities on average get a little more than 50 percent of their money from state governments and spend 55 percent on academics and only 18 percent on administration. The state universities that are more dependent on non-government funds pay more attention to their students and less to their bureaucracy.

In Kerala, the government has been spending more on education but so do the people of Kerala. The poor in the state spend about 3.6 percent of their annual per capita income on elementary education—the highest proportion in the country (Table 1). Contrary to the conventional wisdom, government spending is not a substitute for private spending.

  • Both seem to grow together; they are complementary.
  • Parents’ financial commitment to their children’s education is a crucial component of quality education.
  • Moreover, as the empirical evidence suggests, schools and universities that depend on non-government funds manage their finances more responsibly and are more attentive and responsive to the needs of their customers.
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: Education Spending: A Tale of Two States
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Which state spend the most on education?


State Rank % of Taxpayer Income for K-12 Spend
Alaska 1 1.40%
Michigan 2 0.90%
Hawaii 3 0.80%
New Mexico 4 0.80%

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Which state has lowest expenditure on education?

Per capita education expenditure is the amount of expenditure done on education during the year. State of Bihar has the lowest per capita income. Was this answer helpful?
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Which is the most developed state of India?

This is a list of Indian states and union territories by Human Development Index as of 2019. List.

Rank State/Union Territory HDI (2019)
High human development
1 Kerala 0.782
2 Chandigarh 0.776
3 Goa 0.763

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Which Indian state has the best quality of education?

States Education Index Reference year ranks
Base year
Kerala 77.64 1
Tamil Nadu 63.16 2
Haryana 51.04 3

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Which Indian state has poor education?

Top 10 Lowest Literate States of India : Ranking

2011 Census
Rank State Literacy
1 Bihar 61.80
2 Arunachal Pradesh 65.38
3 Rajasthan 66.11

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In which state education is free in India?

Which state government will provide free education to girls up to graduation? Q. Which state government will provide free education to girls up to graduation? Answer: Karnataka Notes: The Karnataka government has recently decided to provide free education for girls across the state from Class 1 up to graduation in all public and aided private schools and colleges, excluding professional institutions.

  1. The scheme will be able to avail free education without paying a penny from the next academic year.
  2. According to officials, the government would reimburse all fees except examination fees of girl students of Class 1 to graduation level, irrespective of their family’s annual income.
  3. The students will have to pay the fees first and the same would be reimbursed by the government.

The entire tuition fee will be reimbursed, according to the minister. The purpose of the scheme is to help underprivileged and lower middle-class sections of the state. Currently, the girls are given free education in government schools and colleges up to undergraduate level in the state.
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Which state has poor education system?

Educational Development Index 2010-11 highlights that the country’s most industrially advanced states are placed well below the salt in elementary education development. It also confirms that the BIMARU states (Bihar, Madhya Pradesh, Rajasthan and Uttar Pradesh) remain the nation’s education backwaters. Summiya Yasmeen reports The Educational Development Index (EDI) 2010-11 — released by the Delhi-based National University of Educational Planning and Administration (NUEPA) in early September — which measures the primary and upper primary (elementary) education fulfillments of India’s 28 states and seven Union territories, highlights the paradoxes for which the subcontinent is famous and also makes a strong argument in favour of smaller administratively manageable states.

The most glaring paradox of EDI 2010-11 is that the country’s most industrially advanced states — Maharashtra (ranked 17th), Gujarat (14) and Karnataka (15) — are placed well below the salt in elementary education development. The index also confirms the popular belief that the large BIMARU (Bihar, Madhya Pradesh, Rajasthan and Uttar Pradesh) states which together ungraciously host 443 million of India’s citizens, remain the nation’s most educationally backward states which don’t seem to care about — or haven’t grasped — the dangerous implications of neglecting primary and upper primary education.

On the other hand, the smaller administrative units of the Indian Union — Puducherry, Himachal Pradesh, Daman & Diu, Sikkim and Kerala have topped EDI 2010-11. Published annually since 2005-06, EDI 2010-11 ranks the southern Union territory of Puducherry (pop.1 million), India’s most educationally advanced with a composite score of 0.870 (out of a maximum 1) for the second year consecutively, followed by the Union territory of Lakshwadeep (rank 2, EDI score: 0.849).

These tiny territories are followed by Punjab (3, 0.815), Tamil Nadu (4, 0.815) and Kerala (5, 0.804). Completing the Top 10 list are Daman & Diu (6, 0.798), Sikkim (7, 0.795), Chandigarh (8, 0.782), Andhra Pradesh (9, 0.767) and Delhi (10, 0.766). Unsurprisingly, India’s most backward states in terms of primary (classes I-V) and upper primary education (classes VI-VIII) provision are Arunachal Pradesh (rank 31, EDI score: 0.598), Madhya Pradesh (32, 0.590), Assam (33, 0.555), Jharkhand (34, 0.529), and Bihar (35, 0.512).

NUEPA’s valuable EDI, which assesses the primary and upper primary — government and private — school education systems of each of the country’s 28 states and seven Union territories, is based on four criteria — access (availability of schools, percentage of habitations not served); infrastructure (schools with common toilets, drinking water, girls’ toilets); teachers (schools with pupil-teacher ratio of less than 1:40, teachers without professional qualifications) and outcomes (gross enrolment ratio, drop-out and repetition percentages). “The objective behind publication of EDI is to collate and present detailed data about all the country’s 1.36 million elementary schools, to help state governments evaluate where they lag behind and which areas need priority intervention. The data needs to be carefully mined by state governments to improve their education systems, and invest in areas where they are falling behind and effectively target and deliver school improvement and development programmes.

The prime cause of Puducherry and Sikkim’s high scores and top ranks is that their governments have effectively implemented education schemes, particularly the Sarva Shiksha Abhiyaan (SSA, Education for All) programme,” says Dr. Arun C. Mehta, professor and head, department of educational management information system at NUEPA, who has been leading the Union human resource development (HRD) ministry’s ambitious District Information System on Education (DISE) project.

Initiated in 2000-01, the objective of DISE is to provide statistical data for assessing the progress of SSA countrywide. Currently, DISE covers all 637 districts of the country. The DISE Flash Statistics 2010-11: Elementary Education in India — Progress towards UEE, which provides input data for compilation of the annual EDI, was also released by NUEPA in early September, and provides a wealth of largely ignored data relating to investment in foundational primary education — number of schools, student enrolment, infrastructure, and teachers.

For DISE 2010-11, data received from 1.36 million government and private schools countrywide was aggregated and classified. According to DISE 2010-11 — an invaluable ready reckoner for assessing the state of primary and upper primary education across the country — currently there are 1.06 million government schools and 264,607 private ‘recognised’ schools with an aggregate enrolment of 193 million children nationwide.

Closer examination of data presented in DISE 2010-11 and EDI 2010-11, indicates that progress towards universalisation of primary/upper primary education is far from satisfactory. A decade after the ambitious SSA was launched and an estimated Rs.1,000,000 crore poured into the nation’s elementary education system, a massive number of the country’s 1.36 million schools still don’t provide basic enabling infrastructure to hapless students.

An estimated 32.65 percent don’t have a pucca building, 27.44 percent don’t provide functional common toilets, 39.72 percent haven’t constructed separate girls’ toilets, 44.59 percent are without demarcating boundary walls, only 18.70 percent provide computers, 49.61 percent don’t offer ramps to physically challenged children, 44.97 percent lack playgrounds and over half of the country’s classes I-VIII schools (56.86 percent) are unconnected to electricity grids.

It’s pertinent to note the overwhelming majority of elementary schools lacking these basic facilities which enable transmission of vitally important foundational education, are owned and managed by state governments. Yet despite the patent and pathetic failure of state governments to provide essential facilities in its own schools, s.19 of the historic Right to Free & Compulsory Education Act, 2009 (aka RTE Act) vests wide discretionary powers in state government inspectors to shut down private elementary schools which fail to provide enabling infrastructure including separate toilets for girl children and playgrounds.

Unsurprisingly, government schools are exempted from the provisions of s.19. “There’s something peculiar and incongruous about government accrediting institutions and approving private school curriculums, but unable to better its own sub-standard deficient and deprived schools. The education provided in these schools is not the “ray of hope” that Gandhiji had highlighted in Hind Swaraj.

He wanted education to draw out the best in “body, mind and spirit” which can’t happen in institutions with deficient and depressing teaching-learning environments,” says J.S. Rajput, a former director of NCERT and National Council for Teacher Education.

According to EDI 2010-11, the north-eastern state of Sikkim (pop.600,000) provides the best elementary education infrastructure countrywide followed by Punjab (2), Puducherry (3), Kerala (4) and Haryana (5). The five bottom-ranked states for infrastructure provision are Jammu & Kashmir (31), Arunachal Pradesh (32), Bihar (33), Assam (34) and Meghalaya (35).

In this connection, it’s important to note that ‘infrastructure’ for the purposes of EDI rankings comprises provision of bare minimal facilities such as drinking water, common toilets, girls’ toilets, and classrooms of less than 40 children — it does not include provision of ‘luxuries’ such as libraries, laboratories, playgrounds, computers, and other teaching-learning equipment.

  • It’s a measure of widespread ignorance in government about the vital importance of primary education that the country’s richest states with the largest GDP and highest per capita incomes are ranked low on the parameter of infrastructure provision.
  • Maharashtra — India’s most industrialised state accounting for 25 percent of the country’s industrial production — is ranked 19th among states on this parameter.
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Shockingly, a mere 3.5 percent of the state’s 100,084 government primaries are compliant with s.19 of the RTE Act. Maharashtra’s low EDI ranking on infrastructure provision to elementary schools has prompted the state government’s school education department to issue a circular (September 26) to all district collectors for immediate action to improve the infrastructure of government schools under their jurisdiction.

  1. We are aware about the weaknesses of the government school system and are determined to plug the gaps.
  2. Our schools lag behind in terms of infrastructure on a national level, but that is because the number of schools is too large with 3,568 schools with less than ten pupils.
  3. We have taken the issue very seriously and district administrations have been directed to improve and amalgamate schools,” says J.S.

Sahariya, additional chief secretary of the department of school education. Maharashtra is also mid-ranked on the parameters of teacher quality (16), access (17), though it’s highly ranked for outcomes (4) adding up to a composite EDI all-India rank of 17.

Usha Rane, the Mumbai-based regional head and training director of the highly respected education NGO Pratham, attributes the state’s poor EDI rankings to steadily declining expenditure on public primary and upper primary education. “In 1998-99, 20.47 percent of the budgetary outlay of the Maharashtra government was allocated to school education.

A decade later, in 2009-10 it declined to 14.19 percent. Currently, out of the grudging Rs.2,688 crore allocated to school education in the state budget, 67 percent is by way of non-plan expenditure, i.e. teaching/staff salaries, leaving hardly anything at all for infrastructure provision.

  1. Moreover, even the meagre amount allocated for plan and capital expenditure is spent inefficiently.
  2. The absence of an honest and efficient delivery system at the lower levels of administration coupled with zero self-sufficiency of primary schools in rural areas is the cause of Maharashtra’s low EDI ranking,” says Rane.

However, the sprawling state of Maharashtra (308,000 sq. km, pop.112 million) is hardly an exception. Most of the nation’s country-size states are ranked below the Top 10 on EDI 2010-11. Gujarat (pop.60 million) is ranked 14, Karnataka (61 million) 15, Rajasthan (68 million) 24, West Bengal (91 million) 27, Uttar Pradesh (200 million) 29, Madhya Pradesh (72 million) 32 and Bihar (82 million) 35 (see box). The fallout of reckless political interference and experimentation in elementary education is most starkly evident in West Bengal which led the renaissance of Indian education in the 19th century. In EDI 2010-11, West Bengal (pop.91 million) is ranked lower than the Top 20 on all four parameters — access, infrastructure, teachers and outcomes. “The Left Front government is mainly responsible for West Bengal’s educational backwardness. Huge numbers of drop-outs, acute teachers’ shortage and pathetic infrastructure characterise the state’s government schools. Continuous interference by CPM cadres in matters related to teacher appointments, transfers and syllabus-tampering ruined the state’s education system.

The backlog generated from years of neglect is so huge it will take decades for the state to get back on track. Even under the Trinamool Congress government I don’t expect much change. Chief minister Mamata Banerjee has promised a lot, but no major initiatives have been taken by her government to revamp the education system.

Mamata is treading the same path as the previous Left Front government,” says Sunanda Sanyal, a highly respected academic and educationist who resigned as head of the Trinamool Congress government-appointed School Syllabus Committee last November following differences on school reforms.

The exception among the populous states in terms of primary education attainment is the southern seaboard state of Tamil Nadu (pop.72 million), ranked No.4 nationwide in EDI 2010-11. On the parameter of infrastructure, it’s respectably ranked No.6, teacher quality 5, and first countrywide on the parameter of outcomes.

With 71.85 percent of the 55,029 elementary schools demarcated by boundary walls, 71.67 percent providing separate girls’ toilets, 47.43 percent equipped with computer labs and an estimated 53.6 percent of teachers being beneficiaries of in-service training during the previous academic year, its fractious film star-dominated politics notwithstanding, Tamil Nadu shows that public pressure and widespread belief in the transformational power of education, can ensure that government investment in elementary education is not trifled with. However, it’s important to note that NUEPA’s EDI is compiled entirely on the basis of quantitative data. Thus Tamil Nadu’s No.1 ranking on the parameter of outcomes is based on linear computation of gross enrolment ratio, percentage of schedule caste/ tribe students enrolment, gender parity enrolment index, drop-outs rate, transition percentage from primary to upper primary, with no weightage accorded to quality factors.

This perhaps explains why this southern state — ranked No.1 nationwide on the parameter of outcomes in elementary education — hasn’t impressed the researcher-authors of the Annual Status of Education Report (ASER) 2011 (published by education NGO Pratham) which measures actual learning outcomes of children in primary schools in rural India.

According to ASER 2011, the great majority of primary school-going children in Tamil Nadu lack basic reading and math skills. The report contends that a shocking 67.7 percent of class V children in Tamil Nadu’s rural schools cannot read and comprehend class II textbooks (cf. “While Tamil Nadu has been fairly successful in implementing the Sarva Shiksha Abhiyaan programme because of which it ranks highly on the parameters of infrastructure and gross student enrolment, not much attention has been paid, nor investment made in improving the quality of teaching-learning.

  1. The focus of village education committees has been on development of school infrastructure, and not on upgrading quality of education dispensed in government schools despite the existence of block resource centres and block resource trainers.
  2. Real learning outcomes will not improve unless the government invests in teacher training and new pedagogies,” says Henri Tiphagne, executive director of People’s Watch, a Chennai-based human rights organisation, and state representative of the National Commission for Protection of Child Rights.

Abysmal learning outcomes particularly in government schools, is a national malaise. According to ASER 2011, the nationwide percentage of class V children able to read class II texts dropped from 53.7 percent in 2010 to 48.2 percent in 2011, while the proportion of class III children able to solve a two-digit subtraction problem with borrowing declined from 36.3 percent in 2010 to 29.9 percent in 2011.

And with the RTE Act, 2009 ordering a no-detention policy until class VIII, the phenomenon of students with poor learning outcomes completing elementary education with little to show for it, is likely to become pervasive. Against this backdrop, it’s unsurprising that parents across the country are pulling their children out of free-of-charge government schools to enroll them in fees-charging private schools which promise improved, measurable learning outcomes.

According to DISE Flash Statistics 2010-11, enrolment in government primaries (classes I-V) declined from 96 million in 2009-10 to 94 million in 2010-11, while aggregate enrolment in private schools rose from 37 million to 38 million during the same period. In the southern state of Karnataka as well, where the government school system has been almost destroyed by rustic politicians, private school enrolment is rising rapidly with the state’s 12,903 private aided and unaided schools — which constitute a mere 21 percent of the total schools (59,453) statewide — currently educating almost 40 percent of elementary school children. Likewise in Maharashtra, an estimated 53.83 percent of class I-VIII students have crowded the state’s 28,253 private primaries and upper primaries. According to DISE 2010-11, despite official discouragement, the number of private schools in the state rose from 26,551 in 2009-10 to 28,253 in 2011-12 with student enrolment rising from 42 to 44 million.

  1. Comments Dr.
  2. Vinay Jain, promoter-director of Witty Group of Institutions (estb.2000) which includes two schools with an aggregate enrolment of 2,100 students in Mumbai: “It’s very difficult to start a private school in Maharashtra with edupreneurs having to clear an elaborate red-tape process.
  3. Yet their number is rising every year despite the state government placing numerous hurdles in the path of private promoters.

This shows the great demand for private school education. Parents in all strata of society don’t want their children stuck in government schools characterised by poor infrastructure, under-motivated teachers and low student learning outcomes. Even the poorest households are aware of the rewards of quality school education and are willing to pay for it.

Unless the state government does something radical to change the quality of teaching-learning in its schools, private school enrolments in the state will continue to rise.” In short, what DISE and EDI 2010-11 demonstrate is that educational standards — especially in government schools — countrywide are unsatisfactory, even according to minimal benchmarks of education provision.

A decade after the rollout of SSA, the overwhelming majority of India’s 35 states and Union territories are nowhere near global standards even on the quantitative EDI parameters of access, teachers, infrastructure and outcomes. “The main reason behind the poor state of primary education as reflected in DISE and EDI 2010-11, is that government spending on education has never been a priority of the establishment.

  1. Even though way back in 1966, the Kothari Commission recommended that 6 percent of GDP must be spent on education, Central plus state spending on education has never exceeded 4 percent of GDP and averages 3.5 percent.
  2. Inadequate government expenditure compounded by inefficient funds utilisation has resulted in sustained neglect of the public education system, particularly in rural India.
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EDI 2010-11 offers very valuable information on the relative standing of the country’s 35 states and Union territories in elementary education provision. This data should be carefully analysed by all state governments to redraw their investment priorities to develop the nation’s human capital.

Larger outlays for elementary education urgently need to be combined with serious teacher training to radically raise student learning outcomes. Improving their EDI rankings should become a top priority of state governments because the evidence that quality school education is the key to economic prosperity is overwhelming,” says Dr.A.S.

Seetharamu, former professor of education at the Institute of Social and Economic Change, Bangalore and currently education advisor to the Karnataka government. But with most state governments busy fire-fighting a slew of corruption scandals even while running up huge budget deficits, moving up on the Educational Development Index is unlikely to be a priority consideration.

Therefore the wealth of data which serves as the basis for reform and upgradation of primary and upper primary schools in India’s 28 states and seven Union territories is likely to gather dust in musty government offices, even as vulnerable children continue to suffer from the sins of omission and commission of their tub-thumping elected leaders.

With Swati Roy (Delhi); Hemalatha Raghupathi (Chennai) & Praveer Sinha (Mumbai) Also read: Dear Prime Minister, Why no pandemic package for education?
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Which state has best schools in India?

World school rankings 2022: Delhi govt school bags no.1 spot; Here’s a list of India’s top-10 schools National capital Delhi’s two schools run by Aam Aadmi Party (AAP) have emerged as India’s top-2 best schools as per the latest Education World School Rankings.

As per the list, Delhi’s Rajkiya Pratibha Vikas Vidyalaya, Sector 10, Dwarka, and Rajkiya Pratibha Vikas Vidyalaya, Yamuna Vihar have achieved number 1 and number 2 spots on state government schools rankings. Besides, three other government schools in Delhi have emerged on the top-10 list. These include-Rajkiya Pratibha Vikas Vidyalaya, Sector 11, Rohini (9), Rajkiya Pratibha Vikas Vidyalaya, Sector 5 (9), and Rajkiya Pratibha Vikas Vidyalaya, Surajmal Vihar (10), respectively.

Lauding the education team of the Delhi government, Chief Minister Arvind Kejriwal wrote on Twitter, “Proud of my Team Education. Once again, Delhi Govt schools top the Education World School Rankings, with the best state govt school in India”. “Congratulations to Team Education on this amazing feat,” he added.

  • Proud of my Team EducationOnce again,Delhi Govt Schools top the Education World School Rankings, with the best state govt school in India, and 5 of top 10 state govt schools of the country being from Delhi
  • Congratulations to Team Education on this amazing feat.

— Arvind Kejriwal (@ArvindKejriwal)

  1. As per EW India School Rankings 2022; Top-10 private schools in India include:
  2. 1. Step by Step School (Noida)
  3. 2. Heritage Xperiential Learning School, Gurugram
  4. 3. Vasant Valley School, New Delhi
  5. 4. InventureKids Academy, Bengaluru
  6. 5. The Mother’s International School, New Delhi
  7. 5. The Shri Ram School, New Delhi
  8. 6. The Valley School, Bengaluru
  9. 6. Vidyashilp Academy, Bengaluru

7. Smt. Sulochanadevi Singhania School, Thane

  • 7. KFI (Krishnamoorthy Foundation India School), Chennai
  • 8. Nirmal Bhartia School, New Delhi
  • 8. Sanskriti School, New Delhi
  • 9. Mallya Aditi International School, Bengaluru
  • 9. Jamnabai Narsee School, Mumbai
  • 10. Glendale Academy, Hyderabad

Catch all the,, Events and Updates on Live Mint. Download The to get Daily Market Updates. : World school rankings 2022: Delhi govt school bags no.1 spot; Here’s a list of India’s top-10 schools
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Which is the safest state in India?


S.No State/UT Rank Based on Crime Rate (2016)
1 Andhra Pradesh 9
2 Arunachal Pradesh 10
3 Assam 2

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Which state fast growing in India?

Andhra Pradesh Fastest Growing State In Country With 11.43% GSDP Growth Rate: YSR Govt By JE News DeskThu, 06 Oct 2022 07:37 PM IST Minute Read ANDHRA Pradesh has emerged as the fastest growing state in the country with a double-digit growth rate. The state reported an 11.43% GSDP growth rate, higher than the country’s 8.7% GDP growth rate during the 2021-22 financial year, a government release said.

  • Topping Ease of Doing Business in India for third year in a row, Andhra Pradesh is prioritising investment, employment, development, it said.
  • At Rs 40,361 crore, the state roped in the highest investments out of Rs 1,71,285 crore across India, from January to July 2022.
  • The Andhra Pradesh government also won the Times of India Group Award as the state has emerged the best in port-based infrastructure development.

Minister Gudivada Amarnath received the award in Delhi on behalf of Andhra Pradesh government. Further, Chief Minister YS Jagan Mohan Reddy inaugurated Ramco Cement factory at Kalvatala village of Kolimigundla mandal in Nandyal district recently. Rs 1,790 crore of investment has been roped in through the Greenfield project which will operate at a production capacity of 2 Million Tonnes Per Annum and will create 1,045 jobs.

YSR Pension Kanuka Jagananna government provides monthly pensions to senior citizens and other eligible groups in Andhra Pradesh. The pensions are delivered to the doorsteps of beneficiaries by village volunteers at the beginning of every month. Rs 1,590.50 crore will be disbursed to 62.53 lakh pensioners from 1 October for the month of September 2022.

The following data shows the total pension amount released for the month of September in the last 7 years.

Sep 2022 – Rs 1,590.50 CrSep 2021 – Rs 1,397 CrSep 2020 – Rs 1,429 CrSep 2019 – Rs 1,235 CrSep 2018 – Rs 477 CrSep 2017 – Rs 418 CrSep 2016 – Rs 396 CrSep 2015 – Rs 405 Cr

: Andhra Pradesh Fastest Growing State In Country With 11.43% GSDP Growth Rate: YSR Govt
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Which Indian state is very rich?

Top 10 Richest States in India By GDP 2022.1. MAHARASHTRA : Maharashtra: Maharashtra is considered the richest state in India.
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Which state has the best teacher?

Best States for Teachers

Overall Rank State Total Score
1 New York 59.33
2 Utah 57.38
3 Virginia 56.13
4 Florida 55.92

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Which country is rank 1 in education?

Top 20 Countries with Best Education System in the World

Rank Country Quality Index
1 United Kingdom 78.2
2 United States 72
3 Australia 70.5
4 Netherlands 70.3

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Which state spends large amount of money on education on each student?

Three out of 12 states are spending less than half of what is needed per student – All states except Tamil Nadu appear to spend less than what they ought to. Jharkhand spends Rs 8,504 per child per year where Rs 19,396 is required, while Odisha spends just 44.09% of the required Rs 24,701. Which State Spends The Most On Education In India Per-student spending should be much higher than what it is in most states. Teachers are the most crucial input and their salaries claim the bulk of the recurring expenditure on education. The paper says on average, 69.4% of expenditure on resources other than infrastructure – such as training, monitoring and mid-day meals – goes into salaries in the states.

In Rajasthan, over 85% of the expenditure on inputs other than infrastructure goes into salaries. This includes training, incentives to students, mid-day meals and the monitoring mechanism. In Maharashtra, Uttar Pradesh and Karnataka, it is over 70%. However, some state budgets do not clarify exactly how much of the allocations made for education are available specifically for elementary and secondary schools, which the authors caution could lead to over or underestimation of spending.

To calculate the funds required to pay the additional teachers, the authors have used what Tamil Nadu pays a regular teacher on scale adjusted for average years of service rendered. The salary for a newly recruited teacher is Rs 19,300 in primary schools and Rs 20,300 in upper primary schools per month, while the salary for school heads is Rs 40.000 per month.
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Who funds higher education in India?

It has been largely a state funded activity with about three-quarters of the total expenditure being borne by government. The shares of non-governmental sources such as fees and voluntary contributions have been declining. At the same time the needs of the higher education system have been growing rapidly.
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