In recent years educational variability has threatened the sustainability of elementary level in Indian educational system. Systematic methodology to assess the educational development of the elementary sector to educational variability is currently not available. Towards this end, the present paper pays attention with the assessment of spatial structure of Indian educational development to elementary levels in 35 states including union territories (UTs) of all over country. For this purpose, a set of indicators was selected for each of the four components of educational development index (EDI). The data were arranged in the form of diagonal matrix and normalized them using functional relationship. Upon receiving normalized values, here researchers consider a method of unequal weights followed. The choice of the weights in this manner would ensure that large variation in any one of the indicators would not unduly dominate the contribution of the rest of the indicators and distort inter states as well as union territories (UTs) comparisons. It is well known that, in statistical comparisons, it is more efficient to compare two or more means after equalizing their variances. The principal objectives of this article to identification of Hotspot and cold-spot and delineate the spatial cluster of upper primary education level in India based on Getis-Ord Gi* statistic using fixed distance band in ArcGIS software.

This paper assesses variability of transition rate and gender parity in rural primary school level in Gopiballavpur Circle (West), Paschim Medinipur, West Bengal. With respect to 2003-2012 (ten academic sessions) registered enrolment record in two primary schools, the variability of transition rates was calculated for each school using actual values of measurable parameters relating to study. Thus, a transition rates was assigned to each of the schools according to the degree of transition rates. Similarly, gender parity for each school was derived from male and female registered pupils. The ratio of female and male was used to calculate the gender parity for the schools, which was then multiplied by the percent of value occurrences to obtain the gender parity index (GPI). This analysis was used to divide the transition rate into four assigned threshold including on the basis of positive and negative numeric a) very low transition rate (0%-25%); b) medium transition rate (26%-50%); c) high transition rate (51%-75%); and d) very high transition rate (76%-100%). Whereas, gender parity divided into three assigned attributes (a) gender parity index (=1) for parity between females and males pupils; (b) gender parity index (<1) disparity in favour of male pupils; and (c) gender parity index (>1) disparity in favour of female pupils. However, the interpretation should be the other way rounded for indicators that should ideally approach tends M. Jana et al. 2042 to be 0% (e.g. repetition, dropout, illiteracy rates, etc.). Overall, this type of transition rates and gender parity assessment may prove useful for future school planning and management programs in rural primary school.

Since the Universal Declaration of Human Rights was adopted in 1948, efforts have been made by countries (both developed and developing) to universalize primary education. This movement was renewed by the recent Jomtien and Dakar Framework for Action-the Education for All (EFA) conferences and declarations. In this regard study further found that the quality of schooling was declining due to the factor issues in quality of primary education in backward areas of Jhargram subdivision: ineffective leadership, poor training of teachers, low salary of teachers, limited and often ineffective and problematic professional development opportunities for teachers, a focus on quantity rather than quality, a weak economic environment, low participation of parents and commercialization of teacher training colleges. The study showed that the effort to provide quality education for all citizens remains a challenge for the government. On the basis of these findings, it can be stated that the Indian government has a long way to go to achieve the Education for All (EFA) goals within the customary stated timeframe. Poor quality schools compromise the entire system of human capital development as these results in students who are unprepared for secondary and tertiary education, and ill-equipped for lifelong learning. Hence, improving the quality of education for students in primary schools is a prerequisite for developing the human resource base required to meet the changing demands of the twenty-first century. It is also crucial to achieve the EFA goals that stress the delivery of quality primary education for every citizen before 2015.The findings of this study are whispered to have some practical implication, which might highlight areas of intervention to improve the quality of primary education.

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A dropout is considered a student who for any reason other than death leaves school before graduation without transferring to another school. Dropping out of school is a well documented social problem and often present daunting circumstances for adolescents. Dropping out is also associated with delinquency, and low school achievements. The study was conducted in two primary school of Gopiballavpur Circle (west) of Paschim Medinipur, West Bengal. For selection of 'Schools with lower primary grades only' within Gopiballavpur Circle (West), Paschim Medinipur, the list of all such schools was first arranged in ascending order on the basis of total enrolment (Grade I-IV). In case the total enrolment in a school was less than 10, it was excluded. With the help of this list, two schools (which are fells into more inaccessible and backward area than other school within circle.) were selected by circular systematic sampling method. However, we have used enrolment records collected from daily attendance book considered for study from both school. The considered data period ranges from 2003 to 2010 (seven academic sessions i.