Progress in Participation in Tertiary Education in India from 1983 to 2004

Using nationally representative household surveys, this paper examines the trends in attainment, enrollment, and access to tertiary (higher) education in India from 1983 to 2005. The findings suggest that there has been considerable progress in attainment and participation; however, they remain low. Important gaps exist in enrollment between rich and poor, rural and urban areas, men and women, disadvantaged groups and the general population, and states. Analysis of transition rates from secondary education to tertiary education and regression analysis indicate that inequality in tertiary education between disadvantaged groups and the general population is explained by low completion rates of secondary education. Inequality in tertiary education related to income, gender, rural residence, and between states is explained by: (i) differences in completion rates of secondary education, and (ii) differences in the probability of transitioning from secondary education to tertiary education. In particular, the importance of household income has grown markedly. Equitable expansion of secondary education is therefore critical for improving the equity of tertiary education. There is also a need to help qualified youth from low-income families and rural backgrounds to attend tertiary education, in particular the technical and engineering streams, in which participation is lower.

Bibliographic Details

Main Authors:	Azam, Mehtabul, Blom, Andreas
Language:	English
Published:	Washington, DC: World Bank 2008-12
Subjects:	ACCESS TO HIGHER EDUCATION, ACCESS TO TERTIARY EDUCATION, AGE COHORT, AGE GROUP, AGE GROUPS, COLLEGES, COMPETITION FOR ENTRY, COMPLETION RATE, COMPLETION RATES, DEGREE COURSES, DEGREES, DEVELOPING COUNTRIES, DISADVANTAGED GROUPS, DISCIPLINES, ECONOMIC GROWTH, ECONOMIC STATUS, EDUCATION INSTITUTIONS, EDUCATION LEVEL, EDUCATION LEVELS, EDUCATION POLICY, EDUCATION SECTOR, EDUCATION STUDENTS, EDUCATIONAL ATTAINMENT, EDUCATIONAL INSTITUTIONS, EDUCATIONAL STATUS, ELEMENTARY EDUCATION, EMPLOYMENT, ENGINEERING EDUCATION, ENROLLMENT GAP, ENROLLMENT RATES, ENROLLMENT RATIO, EQUAL ACCESS, EQUITABLE TERTIARY EDUCATION, FEMALE ENROLLMENT, FEMALE ENROLLMENT RATIO, FEMALE STUDENTS, GENDER GAP, GER, GIRLS, GROSS ENROLLMENT, GROSS ENROLLMENT RATIO, HIGHER EDUCATION, HIGHER EDUCATION ACCESS, HIGHER EDUCATION INSTITUTIONS, HIGHER EDUCATION SYSTEM, HIGHER ENROLLMENT, HOUSEHOLD INCOME, HOUSEHOLD SURVEYS, HUMAN DEVELOPMENT, INCOME LEVELS, INTERVENTIONS, INVESTMENT IN EDUCATION, KNOWLEDGE SOCIETIES, LABOR MARKET, LABOR MARKET DEMAND, LEVEL OF EDUCATION, LEVELS OF EDUCATION, LOW ENROLLMENT, LOW-INCOME STUDENTS, NEGATIVE IMPACT, NER, NET ENROLLMENT, NET ENROLLMENT RATIO, PAPERS, PRIMARY EDUCATION, PRIMARY SCHOOLS, PRIVATE INSTITUTIONS, PRIVATE PARTNERSHIPS, PRIVATE TERTIARY EDUCATION, PUBLIC INSTITUTIONS, QUALIFIED STUDENTS, RURAL AREAS, RURAL SCHOOLS, RURAL STUDENTS, RURAL WOMEN, SCHOLARSHIP PROGRAM, SCHOOLING, SCHOOLS, SECONDARY EDUCATION, SECONDARY LEVEL, SOCIAL GROUPS, STUDENT BODY, STUDENT FINANCIAL AID, STUDENT POPULATION, TECHNICAL EDUCATION, TERTIARY EDUCATION, TERTIARY EDUCATION INSTITUTION, TERTIARY EDUCATION SYSTEM, TERTIARY ENROLLMENT, TUITION, TUITION FEES, UNEQUAL REPRESENTATION, UNIVERSAL ENROLLMENT, UNIVERSITIES, URBAN AREAS, WORKERS, YOUNG PEOPLE, YOUNG WOMEN, YOUTH,
Online Access:	http://documents.worldbank.org/curated/en/2008/12/10088005/progress-participation-tertiary-education-india-1983-2004 https://hdl.handle.net/10986/6292
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