Gender parity index in primary school in rural India: An analysis

• Published in: Turkish Economic Review 2019-06, Vol.6 (2), p.104
• Main Authors: BISWAS, Puja, KUNDU, Amit
• Format: Article
• Language: English
• Subjects: Influence; Literacy; Longitudinal studies; Rural areas
• ISSN: 2149-0414
• DOI: 10.1453/ter.v6i2.1867

Patriarchal forces have imposed many subjective norms on girls in achieving education mainly in rural India. Initially on the basis of 2011 Census report of India, the rural population dominated districts of 16 major states of India are identified. Next we have tried to identify the possible factors which can influence Gender Parity Index (GPI) during the time of enrolment in primary education in rural India. Due to disparity in socio-cultural factors across india, which can possibly influence girl’s enrolment in primary school, we have divided India into four zones. This paper on the basis of DISE statistics have found that school development grant influences GPI in Eastern, Western and Southern zones and teaching learning material grant influence GPI value in Eastern and Western zone and also encourages overall enrolment of children in Northern zone in rural schools. It is also found that increased female teacher positively influences GPI value in primary school enrolment in Eastern and Southern zone of India. Reduced pupil-teacher ratio has positive impact on girls enrolment in primary school mainly in Eastern, Western and Southern zone of India. Availibility of mid day meal in school has positively influenced GPI value in primary school enrolment in Eastern, Western and Southern zone of India and also have positive impact in increasing overall enrolment in rural primary schools in Northern zone of India. Female literacy and overall literacy have positive influence GPI in Eastern zone of India. Provision for specialised toilet for girl child has also motivated parents to enrol their girl child to primary school mainly in Eastern, Western and Southern zone of India.