Chapter

Early Years’ Education and Subsequent Schooling in Rural India

Geraint Johnes

in Growth, Development, and Diversity

Published in print June 2012 | ISBN: 9780198077992
Published online September 2012 | e-ISBN: 9780199081608 | DOI: http://dx.doi.org/10.1093/acprof:oso/9780198077992.003.0007
Early Years’ Education and Subsequent Schooling in Rural India

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Based on data from a survey of living conditions in Bihar and Uttar Pradesh, two major Indian states, for the year 1997–8, published by the World Bank, this chapter analyses the factors that have influenced the schooling of children in these two states. It suggests that more than the number of years of pre-school education, children are most likely to be influenced by the number of years they stay in school subsequently. Other findings of interest in the chapter are that upper caste Hindu children enjoy relatively longer years of schooling, remittances from abroad exert a positive influence on the number of years of schooling, and boys appear to stay longer in school than girls.

Keywords: Bihar; Uttar Pradesh; education; schooling; rural India; labour market; pre-school

Chapter.  4970 words. 

Subjects: Economic Development and Growth

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