Financing Primary and Secondary - CAMPE...Foreword We are pleased to bring out Education Watch 2006...

Education Watch 2006

Financing Primary and SecondaryEducation in Bangladesh

Adviser and Coordinating Lead AuthorQazi Kholiquzzaman Ahmad

Principal InvestigatorKazi Saleh Ahmed

Other members of the research teamMohammad Sirajul IslamNarayan Chandra Sinha

Nilufar BanuMd. Humayun Kabir Majumder

Syed Shah Habib UllahMirza Manbira Sultana

Campaign For Popular Education (CAMPE),Bangladesh

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Campaign for Popular Education (CAMPE)5/14 Humayun RoadMohammadpurDhaka 1207, BangladeshPhone: 9130427, 8155031, 8155032PABX: 8115769Tele Fax: 88-02-8118342E-mail: [email protected], website: www.campebd.org

First Published 2007

Copyright © Campaign for Popular Education (CAMPE), Bangladesh

Photo : CAMPE and FIVDB

All rights are reserved. No part of this publication may be reproduced or transmitted in any form orby any means without prior permission in writing from the publisher.

ISBN : 984-300-001277-9

Published by Rasheda K. Choudhury, Director, Campaign for Popular Education (CAMPE)Bangladesh, 5/14 Humayun Road, Mohammadpur, Dhaka 1207, Bangladesh. This book has been set inOptima. Cover and Layout design : Md. Nahid-uz-Zaman and printing at Evergreen Printing andPackaging, 9 Segun Bagicha, Dhaka-1000, Bangladesh.

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Dedicated to

Millions of Parents, Learners and Teachers of Bangladesh

Who are contributing to achieving the national goal of EFA

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Foreword

We are pleased to bring out Education Watch 2006 report, which is on financing ofprimary and secondary education in Bangladesh.

Financial resources and their effective use are a critical issue in improvingparticipation, quality and equity in primary and secondary education. While societiesenter into the information and knowledge economy and modern technologies developand spread at an incredible speed, over 100 million children in the world have noaccess to school. Countless other children, youth and adults, the majority of them girlsand women, may attend education programmes, but fall short of the required level ofbasic literacy and numeracy skills in today’s complex world.

Recent official data suggest that in Bangladesh over half of the children are notcompleting primary education and three quarters of the children in the age group forsecondary education do not complete that stage. We are not at present on track toachieve the EFA and MDG goals for 2015 or to fulfill the constitutional pledge to“extend free and compulsory education to all children.”

The present study has revealed that public spending on primary and secondaryeducation remains low in comparison with other developing countries and insufficientto ensure acceptable quality. Per student public expenditure in a year in governmentprimary schools for 2005 was Tk 1,728 followed by Tk 1,656 in the ebtedayeemadrasas, and only Tk 664 in registered non-government schools. At the secondarylevel, the numbers were Tk. 2,461 per student in the government-assisted schools (98percent of all general secondary schools) and Tk 3,810 for the secondary level (dakhil)madrasas.

The data collected from the school records showed the amounts received by schoolsfrom the government for salaries, construction and maintenance and did not includethe amounts spent on stipends at primary and secondary levels and distribution oftextbooks in primary school. It was evident that very little was available for qualityinputs, such as, provision of teaching aids, training and supervision of teachers,provisions for libraries and laboratories. Nor were enough resources to provide for anadequate number of teachers, classrooms and a manageable class size (rather than aprimary class of over 50 students and over a 100 in some secondary classes).

The meagerness of resources was partially mitigated by household spending oneducation. Of total spending per child in government primary schools and governmentassisted secondary schools – the most numerous type of institution in each category –59 percent and 71 percent respectively came from household sources. Cost of privatetutors was the single largest item of household expenditure. Forty-three percent ofgovernment primary school students and 85 percent of government-assisted secondary

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school students had private tutors. Household costs for education and dependence onprivate tutoring clearly aggravated educational inequity. Household spending oneducation per child of the lowest socio-economic quintile at both primary andsecondary levels was less than half of the spending of the topmost quintile.

Public spending in different types of institutions varied widely, but no rationale wasapparent for this variation. Madrasas at the secondary level received the highestgovernment subvention on a per capita basis and urban institutions were favoured incontrast to rural ones. There was, however, no capitation formula on the basis of thestudent population in institutions or in geographical units, often applied when the statetakes seriously its obligation to provide for compulsory education.

A policy reorientation and consequent increase in public resources for education andchanges in the budgetary allocation pattern in favour of the poor and thedisadvantaged are called for. Means-tested school feeding, school-based tutoring forthe first generation students, and direct provision for education materials andstationeries, in stead of transfer payment of cash to families through stipends, may bemore effective in assisting the children of the poor to perform better in school. NGOsand community based organizations, with their social entrepreneurship skills andoutreach capacity, can assist schools and parents’ groups in these efforts. The policyimplications of the facts regarding availability of resources from public and othersources, their optimal use, and what the effects are on education participation, equityand performance of students need to be examined further.

Dhaka Fazle Hasan AbedDecember, 2007 Chairperson

Campaign for Popular Education

Preface

The seventh Education Watch report for the year 2006 is a part of the initiative to lookinto the state of primary and secondary education in Bangladesh. Its specific aim is togain an understanding of educational expenditure at the primary and secondary level.In keeping with the objectives and practice for Education Watch Studies, the objectivealso is to contribute to informed dialogue on policy and actions and to facilitate civilsociety participation in the development of education policies and strategies, andtheir effective implementation.

Education Watch reports in the past have focused mainly on primary education andliteracy. The sixth report (2005) tried to look into the state of secondaryeducation in line with a broad definition of basic education particularly keeping inview the national and international commitments to achieve the Education you all(EFA) goals. The 2006 Report includes presentation and analysis of data on publicexpenditure, community and individual contributions, household expenditure foreducation and contributions from NGOs in primary and secondary education (bothgeneral and madrasha) in Bangladesh.

The 2006 report, like the previous ones, is the result of a cooperative effort of a largenumber of people and institutions who have directly and indirectly contributed to thestudy. The research has followed the pattern of past studies in presenting findings anddrawing policy conclusions based on original data collected through scientificsurveys. These surveys were designed to provide overall national estimates as well asappropriate breakdowns for geographical, gender and socio-economic variables.

The Advisory Board, the Working Group and the Technical Team of the EducationWatch, as in the past, have played a key role in determining the theme for the annualstudy, looking at and making suggestions regarding the research approach andmethodology, reviewing progress of work, providing feed back on drafts of the reportand pointing out policy implications of the findings.

We wish to acknowledge with gratitude the leadership provided by Dr. QaziKholiquzzaman Ahmad, Chairman, Bangladesh Unnyan Parishad (BUP) andPresident, Bangladesh Economic Association (BEA), in guiding the research effortand preparing the report. Dr. Kazi Saleh Ahmed, former Vice Chencellor, JahangirNagar University deserves credit for analysing the data and adding scientific flavourto the findings

We wish to express our sincere thanks to Mr. Fazle Hasan Abed, Chairperson ofBRAC and Chair of the CAMPE Council, for his deep interest in and continuingsupport to the Education Watch initiative since its inception. Education Watch is

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privileged to have CAMPE to serve as its secretariat. CAMPE and its staff havebeen providing all the necessary support for producing the annual reports as well asfacilitating its dissemination. Our sincere appreciation for their unstilted support andtireless efforts.

We thank the reviewers of the Report, Dr. A. M. R. Chowdhury and Ms. Rasheda K.Choudhury for their valuable comments on the draft. Our sincere gratitude to all thosewho participated in the various sharing sessions on the report and provided valuablesuggestions on the design, approach and findings of the study.

The record of our appreciation will remain incomplete if we don’t acknowledge thecontribution and willing cooperation of the authorities of the institutions which wereselected for survey. We thank the respondents in some 600 institutions and 35,000students who provided vital information to the survey team with the expectation thatthis would help improve the state of financing education in Bangladesh.

Education Watch and its reports have been possible due to the generous supportreceived from the Royal Netherlands Embassy (RNE), Swiss Agency forDevelopment and Cooperation (SDC), Bangladesh and Oxfam-NOVIB ofNetherlands. We acknowledge their assistance and express our deep appreciation.

Since the beginning of Education Watch, Mr. A. N. M. Eusuf served as the chair of’ theAdvisory Board of Education Watch who passed away in 2006. He was a steadyanchor for the unique civil society effort that is Education Watch and we miss him.

Education Watch is a mechanism to involve Civil Society groups which contributetowards achieving the EFA goals in Bangladesh. If we cannot address to needs ofmillions of people living below the poverty line and ensure right to education of theirchildren we may not achieve the target by the year 2015. We dedicate the 2006 reportto those groups who are contributing a lot in the process of achieving EFA.

Kazi Fazlur RahmanDhaka Chairperson

December 2007 Advisory Board, Education Watch

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Mr. Fazle Hasan AbedChairperson, Campaign for Popular Education(CAMPE) &Founder chairperson, BRAC

Dr. Qazi Kholiquzzaman AhmadChairmanBangladesh Unnayan Parishad (BUP) &President Bangladesh Economic Association (BEA)

Brigadier General (Rtd) Aftab Uddin Ahmad Executive DirectorUnderprivileged Children’s Educational Programs (UCEP)

Dr. Manzoor AhmedDirectorInstitute of Educational Development (IED)BRAC University

Dr. Kazi Saleh AhmedFormer Vice ChancellorJahangirnagar University

Mr. Zahin AhmedExecutive DirectorFriends in Village Development Bangladesh (FIVDB)

Mr. Mahfuz AnamEditor, The Daily Star

Dr. A. M. R. ChowdhuryDean, James P. Grant School of Public Health BRAC University& Deputy Executive DirectorBRAC(Convener, Education Watch)

Ms. Rasheda K. ChoudhuryDirectorCampaign for Popular Education (CAMPE)(Member Secretary, Education Watch)

Dr. Nazma ChowdhuryChairpersonDepartment of Women’s StudiesUniversity of Dhaka

Mr. Azizul HuqTreasurerCampaign for Popular Education, (CAMPE)

Dr. M. Anwarul HuqueFormer Director GeneralNational Academy for Educational Management (NAEM)

Dr. Muhammad IbrahimExecutive DirectorCenter for Mass education in Science (CMES)

Ms. Roushan JahanFormer PresidentWomen for Women

Mr. Hassan KeynanEducation SpcialistUNESCO, Bangladesh

Dr. Abu Hamid LatifPresidentBangladesh Forum for Educational Development (BAFED)

Mr. Jamal U. MahmoodHead, Social InfrastructureAsian Development Bank (ADB)Bangladesh Resident Mission

Mr. Kazi Fazlur RahmanChairperson, Education Watch & Former Advisor Caretaker Government

Ms. Jowshan Ara RahmanFormer ChiefProgram Planning SectionUNICEF, Bangladesh

Ms. A. N. RashedaEditorShikkhabarta

Ms. Taleya RehmanExecutive DirectorDemocracy Watch

Prof. Rehman SobhanChairmanCentre for Policy Dialogue (CPD)

Dr. Qazi ShahabuddinDirector GeneralBangladesh Institute of Development Studies (BIDS)

Mr. Nabendra DahalChief, Education SectionUNICEF, Bangladesh

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The Contributors

Advisory Board

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Working Group

Dr. Mahmudul AlamProfessor, School of Education Bangladesh Open University

Dr. Abbas BhuiyanSocial ScientistInternational Centre for Diarrhoeal Disease Research, Bangladesh (ICDDR,B)

Mr. M. Nazmul HaqProfessorInstitute of Education and Research (IER)University of Dhaka

Mr. K. M. Enamul HoqueProgramme ManagerCampaign For Popular Education (CAMPE)

Mr. Md. Mofazzal HossainSystems ManagerBANBEIS

Mr. Nurul Islam KhanFormer OfficialUNHCR

Dr. Md. Humayun KabirAssociate Professor Department of EconomicsRajshahi Govt. College

Ms. Simeen MahmoodSenior Research FellowBangladesh Institute of Development Studies(BIDS)

Dr. Imran MatinDirectorResearch and Evaluation Division (RED)BRAC

Dr. Ahmadullah MiaResearch DirectorDhaka Ahsania Mission (DAM)

Mr. Mohammad MohsinLearning Advisor, EducationPlan Bangladesh

Mr. Samir Ranjan NathSenior Research FellowResearch and Evaluation Division, BRAC

Mr. M. Habibur RahmanDirector, EducationSave the Children-USA

Dr. Siddiqur RahmanProfessorInstitute of Education and Research (IER)University of Dhaka

Mr. Abdur RafiqNational Program OfficerUNESCO

Mr. Sabbir Bin ShamsExecutive DirectorAdvancing Public Interest Trust (APIT)

Mr. Mohiuddin Ahmed TalukderAssistant DirectorPlanning and DevelopmentDirectorate of Primary Education (DPE)

Mr. Mohammad Muntasim TanvirTheme Leader, EducationActionAid-Bangladesh


Mr. Jasim Uddin AhmedPrincipalEuropa International School, Dhaka

Prof. Kafil Uddin AhmedConsultant, PEDP IIDirectorate of Primary Education (DPE)

Ms. Syeda Tahmina AkhterAssociate ProfessorInstitute of Education and Research (IER)University of Dhaka

Prof. Md. Shafiul AlamFormer DirectorBangladesh Bureau of Educational Information andStatistics (BANBEIS)

Prof. Muhammad AliFormer Member, CurriculumNational Curriculum and Textbook Board (NCTB)

Mr. Mohammad Elias AliFormer DirectorBANBEIS

Mr. Ruhul AminFormer Assistant SpecialistNational Academy for Primary Education(NAPE)

Prof. Ali AzamFormer ChairmanNational Curriculum and Textbook Board (NCTB)

Dr. Anwara BegumResearch FellowBangladesh Institute of Development Studies(BIDS)

Ms. Hasina HabibCoordinator, Education ProgrammeGono Shahajjo Sangstha (GSS)

Prof. Md. Riazul IslamFormer MemberNational Curriculum and Textbook Board(NCTB)

Dr. Jadab Chandra SahaExecutive DirectorBangladesh Unnayan Parishad (BUP)

Mr. A. K. Mirza Shahidul IslamFormer DirectorPolicy and Operations DivisionDirectorate of Primary Education (DPE)

Mr. A. N. S. Habibur RahmanConsultantManagement Development & TrainingROSC, Directorate of Primary Education (DPE)

Dr. M. Matiur RahmanFormer Chief Scientific Officer& Member, Physical ScienceBangladesh Atomic Energy Commission

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Technical Team

Contributors

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Content

Foreword vPreface viContributors ixAcronyms xxiExecutive Summary xxiii

Chapter 1 EDUCATION IN BANGLADESH 1

1.0 Introduction 31.1 Basic Background Information on Education in Bangladesh 3

Chapter 2GOVERNMENT BUDGETARY ALLOCATION FOR EDUCATION 11

2.1 Overall Allocation to Education Sector 132.2 Primary Education 132.3 Secondary Education 14

Chapter 3BACKGROUND, OBJECTIVES AND SCOPE OF THE PRESENT STUDY 17

3.1 Background and Rationale for Undertaking the Study 193.2 Objectives and Scope of the Study 21

Chapter 4METHODOLOGY AND DATA COLLECTION APPROACHES 23

4.1 The Approach 254.2 Types of Educational Institutions Covered 254.3 Sampling Design and Sample Size 254.4 Number of Institutions Planned to be Covered 264.5 Rural-Urban Allocation 264.6 Selected Upazilas 274.7 Number of Institutions and Students Covered 284.8 Data Collection Instruments 294.9 Research Investigators and Field Supervisors and their Training 294.10 The Reference Year 304.11 Limitations of the Study 304.12 Management of the Study 30

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Chapter 5ENROLMENT AND TEACHERS IN THE SAMPLE INSTITUTIONS 31

5.1 Introduction 335.2 Enrolment 335.3 Teachers in the Sample Primary and Secondary Educational Institutions 35

Chapter 6PRIVATE EXPENDITURE 39

6.1 Sources of Expenditure on Education 416.2 Private Expenditure in Primary Education 416.3 Private Expenditure in Secondary Education 476.4 Private Expenditure on Education by Socio-Economic Status 53

Chapter 7PUBLIC EXPENDITURE AS DISBURSED THROUGH INSTITUTIONSAND EXPENDITURE FROM PRIVATE DONATIONS AND INCOMEGENERATED THROUGH OWN ASSETS 59

7.1 Public Expenditure in Primary Level Education 617.2 Expenditure Out of Private Donations and Institutions’ Own Income 637.3 Public Expenditure in Secondary Education 647.4 Expenditure Out of Private Donations and Institutions’ Own Income 66

Chapter 8TOTAL PER STUDENT EXPENDITURE 67

8.1 Total per Student Expenditure in Primary and Secondary Education 698.2 Meagre Public Expenditure 72

Annexes 75Annex 1: Selected Upazilas by Division and District 77Annex 2: Questionnaires 78Annex 3: Statistical Tables in respect of Primary Education 84Annex 4: Statistical Tables in respect of Secondary Education 120

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List of Tables

Chapter 1

Table 1.1: Official age range of students for different stages of formal 3education

Table 1.2: Number of institutions, teachers, and students, 2005 4

Table 1.3: Growth of primary educational institutions, students, 5teachers and teacher-student ratios, 1990 and 2005

Table 1.4: Number of institutions, students and teachers by type of 5institutions and teacher-students ratio, 2005

Table 1.5: Number of institutions, teachers and enrolment at secondary level 7(grades VI-X), 1990 and 2005

Table 1.6: Number of intermediate colleges, teachers, and students 81995, 2000, and 2005

Chapter 2

Table 2.1: MOPME budget (in lakh Taka) 15

Chapter 4

Table 4.1: Sample size: primary institutions and students by division 26and location

Table 4.2: Sample size: secondary institutions and students by division 27and location

Table 4.3: Allocation of the 40 upazilas and urban areas under study 27to divisions

Table 4.4: Primary education: number of schools and students in the sample 28

Table 4.5: Secondary education: number of institutions and students 29in the sample

Chapter 5

Table 5.1: Average per primary institution enrolment by type of institutions 33and location, 2005

Table 5.2: Average per class enrolment by location and type of 34institutions, 2005

Table 5.3: Average per secondary institution enrolment by type and 34location, 2005

Table 5.4: Class-wise average enrolment by type of institutions and 35location, 2005

Table 5.5: Average number of teachers per primary institution by type 36

and location, 2005

Table 5.6: Teacher-students ratio (TSR), on average, in primary 37institutions by type and location, 2005

Table 5.7: Average number of teachers per institution by type and 37location, 2005

Table 5.8: Teacher-student ratio, on average, in secondary institutions 38by type and location, 2005

Chapter 6

Table 6.1: Primary education: average annual private expenditure per 41student by location (rural and urban) and type of institutions,2005, in Taka

Table 6.2: Primary education: Grade-wise average annual per primary 43student overall expenditure (boys and girls as well as rural-urbancombined) by type of institutions, 2005, in Taka

Table 6.3: Primary education: Average annual per primary student overall 43expenditure in grade II compared to grade I by type of institutions

Table 6.4: Primary education: Percentage of students not spending on 45particular items by type of institutions, 2005

Table 6.5: Primary education: Item-wise average annual expenditure per 46student (rural-urban and boys-girls combined) by type ofnstitutions (in Taka and in percent of the total)

Table 6.6: Primary education: Average annual expenditure of private-tuition 47taking students on private-tuition by type of institutions, 2005

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Table 6.7: Secondary education: Average annual private expenditure 48per student by location and type of secondary institutionsand sex of students, 2005, in Taka

Table 6.8: Secondary education: Grade-wise average annual per secondary 49level student expenditure by type of institutions, 2005, in Taka

Table 6.9: Secondary education: percentage of guardians not spending on 50particular items (in percent), 2005, by type of institutions, 2005

Table 6.10: Secondary education: Item-wise average annual expenditure per 51secondary level student by type of institutions, 2005, in Taka

Table 6.11: Secondary education: average annual private tuition cost per 52private tuition taking students by type of institutions,2005, in Taka

Table 6.12: Ranges of wealth index for households with different 54socio-economic status by location and level of education, 2005

Table 6.13: Average annual per student private expenditure at primary and 55secondary levels by socio-economic (wealth) status by location,2005, in Taka

Table 6.14: Average annual per student private expenditure on selected items 56at primary level by socio-economic status of students and locationof institutions, 2005, in Taka

Table 6.15: Average annual per student private expenditure on selected items 57at the secondary level by socio-economic status of students andlocation of institutions, 2005, in Taka

Chapter 8

Table 8.1: Primary education: average annual per student private expenditure 70as percent of average per student total expenditure by location andtype of institutions, 2005, in Taka

Table 8.2: Secondary education: average annual per student private 71expenditure as percent of total average expenditure by locationand type of institutions, 2005, in Taka

Table 8.3: Primary education: average annual public expenditure per student, 73rural-urban (combined) by type of institutions, 2005, in Taka

Table 8.4: Secondary education: average annual public expenditure per student, 73rural-urban (combined) by type of institutions, 2005, in Taka

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List of Tables

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List of Figures

Chapter 6

Figure 6.1: Total annual per student private average cost on primary 44education (grades I-V) by type of institutions, 2005

Figure 6.2: Primary education: expenditure on private tution: per student 47annual average of all students and of only those taking privatetution, 2005, in taka

Figure 6.3: Total average annual per student cost on secondary education i.e. 49grades VI-X (girls & boys as well as rural & urban combined),2005 in taka

Figure 6.4: Secondary education: expenditure on private tution: per student 53annual average of all students and of only those taking privatetution, 2005, in taka

Chapter 7

Figure 7.1: Primary Education: Average per institution annual expenditure 61from funds received from government, 2005, in Taka

Figure 7.2: Primary Education: Annual per primary level student expenditure 62out of public funds received by type of institutions and location,2005, in Taka

Figure 7.3: Secondary education: annual per primary institution expenditure 63out of funds received from private donations and institutions’own sources, 2005, in Taka

Figure 7.4: Secondary education: annual per primary student expenditure out 63of funds received from private donations and institutions’ ownsources, 2005, in Taka

Figure 7.5: Secondary education: annual per institution expenditure out of 64public funds received by institutions by location, 2005, in Taka

Figure 7.6: Secondary education: annual per student expenditure out of 65public funds received by institutions by location, 2005, in Taka

Figure 7.7: Secondary education: annual per institution expenditure from 66private donations and incomes from institutions’ own sourcesby location and type of institutions, 2005, in Taka

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Figure 7.8: Secondary education: annual per institution and per student 66expenditure from private donations and incomes frominstitutions’ own sources by location and type ofinstitutions, 2005, in Taka

Chapter 8

Figure 8.1: Primary education: average annual per student private 71expenditure as percent of average per student totalexpenditure by location and type of institutions, 2005, in Taka

Figure 8.2: Secondary education: average annual per student private 72expenditure as percent of total average expenditure by locationand type of institutions, 2005, in Taka


Acronyms

ADB Asian Development Bank

ADP Annual Development Programme

BPSEES Bangladesh Primary and Secondary Educational Expenditure Survey

BANBEIS Bangladesh Bureau of Educational Information and Statistics

CAMPE Campaign for Popular Education

CIDA Canadian International Development Agency

DPE Directorate of Primary Education

DSHSE Directorate of Secondary and Higher Secondary Education

EC European Commission

GER Gross enrolment rate

GNP Gross National Product

HSC Higher Secondary Certificate

JICA Japan International Cooperation Agency

MPO Monthly Payment Order

MOPME Ministry of Primary and Mass Education

MOE Ministry of Education

MDG Millennium Development Goals

NCTB National Curriculum and Textbook Board

NORAD Norwegian Agency for Development Cooperation

PEDP-II Second Primary Education Development Programme

SIDA Swedish International Development Agency

TSR Teacher-students ratio

UGC University Grants Commission

WB World Bank

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EXECUTIVE SUMMARY

This is a status report as of 2005 in relation to the level and pattern of financing ofprimary and secondary education in Bangladesh by type and location of

institutions and in relation to economic conditions of the students’ families.

In this nationwide survey, a total of 18,625 primary students and 16,529 secondarystudents drawn from of 313 primary and 283 secondary educational institutions havebeen covered, roughly 25% from urban and 75% from rural areas. Data were collectedfrom the institutions on public funds and private donations received by them andincomes from their own sources, which were then analyzed to work out per studentexpenditure for 2005 from these sources. Also, family expenditure on various items ofexpenditure incurred for the students has been collected from the guardians, based onwhich item-wise and total per student average expenditure for 2005 has beenestimated. All the estimates have been made for primary and secondary studentsseparately

Based on certain key findings, some recommendations have emerged which areoutlined below.

1. Overall public funding of primary and secondary education in Bangladesh is verylow. Overall, at the primary level, per student per month highest is Tk.144 (US$2.05) in government schools followed by Tk.138 (US$ 1.97) in madrashas(regd.) and varies from Tk. 5.25 to Tk. 55.33 (US$ 0.08 to US$0.79) in the caseof other types of institutions. At the secondary level, it is the highest at Tk. 436(US$ 6.2) in government schools followed by Tk.318 (US$ 4.5) in madrashs andTk. 205 (US$ 2.9). (Chapter 8, Tables 8.3 and 8.4).

Public funding needs to be increased, particularly in view of the nationalcommitment to universal and free quality primary education for all; and also forquality secondary education for the maximum number.

2. There are wide variations in per student public funding between types ofeducational institutions and between urban and rural institutions of the same typeat both primary and secondary levels. Overall, at the primary level, it varies fromless than Tk.63 and Tk.93 respectively in non-government schools andmadrashas to Tk.1,728 in government schools per student and, at the secondarylevel, from Tk.2,461 in non-government schools to Tk.5,232 in governmentschools per student in 2005 (Chapter 7, Figures 7.2 and 7.6). The same Figuresalso depict the variations in the per student public funding between rural andurban institutions of the same type.

Executive Summary

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This anomaly should be corrected, particularly urgently in the case of primaryeducation in view of the state’s constitutional obligation of ensuring equality ofopportunities for all citizens and because ensuring basic education for all is itsprimary responsibility. At the secondary level also, the prevailing fundingdisparities between different types and locations of institutions need to beaddressed as these are reinforcing the existing glaring socio-economic disparitiesdividing the whole society into ‘several societies’. This ongoing course isundesirable and unacceptable as well as unsustainable.

3. Public resources specifically aimed at improving the quality of education ateither primary or secondary level are still inadequate to meet the growingdemand. As explained in the text, the public resources provided are mostly forsalaries, construction, and maintenance. Although, stipends provided areconditional upon attendance and examination results of certain standards, this isnot enough to ensure quality of education of even the stipend receiving students;moreover, monitoring is lacking.

Resources should be made available for improving the quality of education of allstudents through facilitation (in terms of such steps as proper training of allteachers through crash programmes if necessary, adequate teaching aids,attractive environment at the institutions, and improvement of curricula andimparting of education effectively on that basis), and properly developedguidelines for continuous evaluations and strict monitoring and supervision. Alocal citizens’ monitoring arrangement may be designed and required to belocally put in place and implemented throughout the country.

4. Private expenditure at both primary and secondary levels is very high so that thepoor are in severe disadvantage. The annual private per student expenditure, onaverage, has been found to account for 54% of the annual total per studentexpenditure in non-government registered madrashas and 59% in governmentschools, while it is as high as 88% in non-government non-registered madrashas,82% in non-government non-registered schools, and 77% in non-governmentregistered schools. At the secondary level, on an annual basis, the share of privateexpenditure in the total expenditure varies from 56% in madrashas to 67% ingovernment schools and 71% in non-government (MPO) schools.

It has been seen that, to meet the educational needs of their children at bothprimary and secondary levels, given that public expenditure is extremely low, therich can and do spend as required and more including engagement of privatetutors for their children. But the poor fall way short of being able to meet eventhe most basic requirements. This hits hard at the cherished constitutionalobligation of equality of opportunities for all and reinforces social disparities.


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A policy reorientation and consequent changes in the budgetary allocationpattern in favour of the poorer and disadvantaged groups is, therefore, called for.Means-tested school feeding and other support programmes may beinitiated/strengthened in all types of primary level educational institutions.

5. One other major finding is that annual per student private (i.e. family)expenditure for girls and boys is virtually the same in both rural and urban areasat both primary and secondary levels. One may, therefore, conclude that, ingeneral, guardians no longer discriminate against girls, a very welcomeattitudinal change.

Executive Summary

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Chapter1Education in Bangladesh

1


2

1.0 Introduction

The education system in Bangladesh is characterized by three broad streams: general(Bangla medium), madrasha, English medium. The focus of this study is financing ofeducation at the first two stages (i.e. primary and secondary) in both rural and urbanareas. English medium schools, which cater to the children of better-off people and arelocated mostly in cities and towns and run privately, are not included in this study; theother two streams are included.

1.1 Basic Background Information on Education in Bangladesh

At the national level, two ministries look after the management of education inBangladesh. The Ministry of Primary and Mass Education (MOPME) is responsiblefor primary education (grade I-V) and general non-formal education, while theMinistry of Education (MOE) look after secondary, higher secondary, and tertiaryeducation. The Directorate of Primary Education (DPE) works under MOPME and theDirectorate of Secondary and Higher Secondary Education (DSHSE) and theUniversity Grants Commission (UGC) under MOE.

At the level of the institution, the School Management Committee, the CollegeGoverning Body, the Syndicate (for Universities), and Heads of the institutions1 in allcases perform the overall responsibility for the functioning of the institutions.

Formal education is offered at five levels: early childhood, primary, secondary, highersecondary, and tertiary education. Official age ranges for different levels of educationare shown in Table 1.1.

Table 1.1 Official age range of students for different stages of formal education

Parallel to general education, madrasha education is offered starting with ebtedayee upto kamil level. English medium institutions offer education starting with nursery-kindergarten up to ‘A’ level (examinations for ‘A’ level are administered by Universityof London through the British Council). Presents some basic statistics relating toeducation in Bangladesh.

Education in Bangladesh

3

1 The term ‘institution’ has been used throughout this study to encompass various types of primary or secondary,as the case may be, schools and madrashas.

Levels of education Earlychildhood Primary Secondary Higher

secondaryHigher

education

Age range (years) 3-5 6-10 11-15 16-17 18 and above

Table 1.2 Number of institutions*, teachers, and students, 2005

* Exclude non-formal education* Source: BANBEIS 2006

Primary education

The Millennium Development Goal or MDG 2 is to “achieve universal primaryeducation”. In the context of constitutional provisions and the Primary Education(compulsory) Act 1990, the national strategy for achieving the goal of universalprimary education is anchored on the following principles:

(i) “That no child be deprived of education for lack of teachers, learning materialsand adequate space;

(ii) That no child be subject to disparity of access to primary education arising fromgender, income, family, culture or ethnic differences and geographic remoteness;

(iii) [To ensure] the quality and relevance of primary education by intensifying effortsto improve learning contents and materials and carry out reforms in the primaryeducation system.”

The National Education Policy 2000 states that a major goal, among others, of primaryeducation is: to impart necessary knowledge, ability, outlook, values, and socialawareness to the children and to equip them with basic functional education and tomotivate them to pursue ably studies at the next higher level; and that this level ofeducation is universal, i.e. for all. It would appear that in practice governmentprogrammes have been mainly directed to words expanding access and improvegender parity to the neglect of quality of education.


4

Level/type of educationNumber

ofinstitutions

Teachers (no.) Students (no.)

Male Female Total Male Female Total

Primary 80,397 219,799 124,990 344,789 8,091,221 813,447 16,225,658

Secondary 18,500 185,946 46,983 232,929 3,530,538 3,868,014 73,998,552

Intermediate college 1,813 28,347 7,061 35,408 135,774 125,455 261,229

Degree college, somewhich also offer mastersprogrammes

1,337 44,564 10,339 54,993 662,135 443,882 1,106,017

University 74 8,512 1,827 10,339 157,710 49,867 207,577

Madrasha 9,215 138,737 13,230 15,967 1,804,556 1,648,665 3,453,221

Technical and vocational 2,728 14,977 3,208 18,185 178,774 62,562 241,336

Medical and professional 222 3,423 735 4,158 39,000 21,043 60,043

Teacher training institution 188 1,608 524 2,132 22,740 13,525 36,265

During Pakistan period, the growth of primary level educational opportunities laggedfar behind the growth of primary school age children. But, it accelerated sinceLiberation in 1971. Table 1.3 shows the growth during 1990–2005.

Table 1.3 Growth of primary educational institutions, students, and teachersand teacher-student ratios, 1990 and 2005

Source: BANBEIS 2006

At present, 10 types of institutions offer primary education and a wide variationprevails between types of institutions (Table 1.4) in terms of numbers of students andteachers and teacher-students ratios. In addition, there are non-formal primary schoolscatering to a significant number of children who, for one reason or another, cannotparticipate in the formal primary education system.

Table 1.4 Number of institutions, students and teachers by type of institutionsand teacher-students ratio, 2005

Source: BANBEIS 2006Note: NGPS = Non-government primary school


5

YearNo. of institutions No. of students No. of teachers No. of

studentsper teacherNumber Annual

growth rate Number Annualgrowth rate Number Annual

growth rate

1990 45,917 - 11,939,949 - 189,508 - 63

2005 80,397 3.8 16,225,158 2.1 344,789 4.1 47

Type of institutions No. ofinstitutions

No. of teachers No. of students (000) Teacher -student

ratioTotal Female Total Girls

Govt. primary 37,672 162,084 71,740 9,484 4,848 59

Regd. NGPS 19,682 76,566 22,833 3,573 1,803 47

Non-regd. NGPS 964 3,456 2,200 158 78 46

Experimental 54 223 84 10 5 45

Community 3,027 8,773 6,368 426 219 49

Kindergarten 2,277 18,937 10,108 246 106 13

NGO schools 289 1,175 713 38 19 32

Ebtedayee 6,768 28,294 2,986 850 401 30

Primary section attachedto high madrasha

8,329 32,206 2,218 1,146 500 36

Primary section attachedto high school

1,353 13,075 5,740 295 156 23

Total 80,397 344,789 124,990 16,226 8,134 47

The shares of government institutions are (as of 2005): 50% of the institutions and ofthe teachers and 60% of the total enrolment. The teacher-student ratio is the highest at59 in government institutions. In kindergartens, the teacher-students ratio is the lowestat only 13.

Secondary education

Successful primary education completers, i.e. those who pass grade V are eligiblefor admission to grade VI. The transition rate of the primary education completersto secondary level enrolment was 83% in 2004, implying that 17% did not enrol ingrade VI.

Rapid increase in primary school age population led, over the years, to a large numberof pupils eligible and desirous of going on to the secondary level. As a result, thenumbers of secondary level institutions, students, and teachers increased fast. In 1990,there were at the secondary level 10,448 institutions, 122,896 teachers, and 2,993,730students, while the corresponding figures in 2005 were 18,500 institutions, 238,158teachers, and 7,398,552 students (Table 1.5)—respectively, reflecting increases of80%, 90%, and 150%; the respective average annual growth rates for the period 1990-2005 being 3.9%, 4.5%, and 6.2%.


6


7

Tabl

e 1.

5N

umbe

rof

inst

itutio

ns, t

each

ers a

nd e

nrol

men

t at s

econ

dary

leve

l(g

rade

s VI-

X),

1990

and

200

5

Sour

ce: B

ANBE

IS 2

006

Year

Seco

ndar

y le

vel

(gra

des

VI-X

)Se

cond

ary

(pub

lic)

Seco

ndar

y (p

rivat

e)Al

l sec

onda

ry

No. o

fin

stitu

tions

No. o

fte

ache

rsEn

rolm

ent

(no.

)No

. of

inst

itutio

nsNo

. of

teac

hers

Enro

lmen

t(n

o.)

No. o

fin

stitu

tions

No. o

fte

ache

rsEn

rolm

ent

(no.

)No

. of

inst

itutio

ns

No. o

fte

ache

rsEn

rolm

ent

(no.

)

1990

2,31

118

,669

245,

380

295

6,19

819

4,83

57,

842

98,0

292,

553,

575

10,4

4812

2,89

62,

993,

730

2005

4,32

236

,122

910,

914

317

7,45

222

1,88

713

,861

194,

584

6,26

5,75

118

,500

238,

158

7,39

8,55

2

Higher secondary education (grades XI-XII)

Higher secondary education (grades XI and XII), previously known as intermediateeducation, is a terminal stage offering higher secondary certificate (HSC) but also apreparatory stage for tertiary education. Although, the relevant official age for thisstage is 16-17 years, boys and girls of 15 on one hand and 18-19 even 20 on the otherare found to be students of at this stage. Students who successfully complete SSC areeligible for admission to grade XI. The higher secondary level courses are offered byintermediate colleges, degree colleges, and some higher secondary schools.

The transition rate in the 1990s was about 80%, which was much lower in the 1980sand before. The increase in the transition rate is largely due to the waiver of tuitionfees and the provision of stipends for girl students.

Table 1.6 Number of intermediate colleges, teachers, and students 1995, 2000,and 2005

Source: BANBEIS 2006

The enrolment started decreasing since 2000, mainly as a result of low pass rates inSSC examination. Consequently, the growth rate of students has been lower comparedto colleges and teachers (Table 1.6). Colleges were established in places wherecolleges did not exist before; and a minimum number of teachers is needed by eachcollege thereby boosting the number of teachers.

A note on madrasha education

Religious education is one of the broad three streams prevalent in Bangladesh. Thenew scheme for modernization of madrasha education was introduced to promoteequivalent learning competence among madrasha students as compared with themainstream schools and colleges. With this purpose in view, the government startedproviding subvention to madrashas, recognized academic equivalence up tointermediate level, and allowed mobility between two streams. As a result, the demandfor madrasha education started to rise. The equivalence of madrasha education withmainstream education is as follows:


8

YearIntermediatecolleges (no.) Teachers (no.) Enrolment (no.)

Private Total Private Total Private Total

1995 594 603 10,638 10,783 188,274 193,796

2000 1,455 1,466 24,978 25,210 350,687 355,217

2005 1,803 1,813 35,219 35,408 257,903 261,229

Average annual growthrate % (1995-2005) 11.7 11.6 12.7 12.6 3.2 3.0

• Ebtedayee madrasha provides five years of education equivalent to five yearsof primary education

• Dakhil is equivalent to secondary education (both of four years)

• Alim level is equivalent to higher secondary education (both two year courses)

It may be mentioned here that higher levels of madrasha education include two-yearFazil and then two-year Kamil courses.

Madrasha Education Board oversees the system and conducts terminal examinations(Dakhil to Kamil). Besides these, there also exists a system of non-formal madrashaeducation, e.g. hafizia, qiratia, and qoumi madrashas, which are not recognized by thegovernment and are not, therefore, provided any subvention.


9


10


Chapter2Government Budgetary Allocation forEducation

11


12

2.1 Overall Allocation to Education Sector

The education sector has been receiving the highest budgetary allocation in recentyears—the proportion have been around 14% of total budget allocation, on average,during 2002/03 to 2005/06. (Table 2.1)

Budgetary allocations are made under two broad heads: (i) non-development and (ii)development. Non-development allocation mainly meets salary and other benefits ofteachers and support staff. Development budget, on the other hand, mostly meets theexpenditure of the institutions related to construction of buildings and purchase ofequipment and books. Very little has been available for improving the quality ofeducation including through training of teachers and upgrading the teaching facilitiesand school environment. Development budget for any sector is a part of the AnnualDevelopment Programme (ADP) which allocates money against developmentprojects. It may be mentioned here that at present MOPME has been implementing amajor project entitled ‘Second Primary Education Development Programme’ (PEDP-II), which was initiated in 2003 and is due to be completed in 2008. This project hasa financial provision of Tk.83,179 million. It is being financially and technicallysupported by a number of donors including Asian Development Bank (ADB), WorldBank, Norwegian Agency for Development Cooperation (NORAD), SwedishInternational Development Agency (SIDA), Canadian International DevelopmentAgency (CIDA), European Commission (EC), Netherlands, and Japan InternationalCooperation Agency) (JICA).

2.2 Primary Education

Of the amount allocated to the sector, Ministry of Primary and Mass Education(MOPME) received 37-43% during 2002/03–2006/07, the lowest being in 2004/05and the highest in 2002/03 and 2006/07 (original allocation for 2006/07, it is revisedfor all other years). As proportion of GDP, total annual allocation received byMOPME has been less than 1% during the period (Table 2.1). Overwhelming majorityof the allocation to MOPME is for primary education, with a small proportion goingto mass education.

The development budget of MOPME declined sharply from Tk.14,857 million in2002/03 to Tk.8,660 million in 2004/05, but it has since increased sharply and amountsto Tk.22,610 million in 2006/07 (original budget). However, non-development budgethas steadily increased over the period 2002/03-2006/07. (Table 2.1).

While non-development or revenue budget is determined by a number of givens (e.g.salaries and benefits of teachers and others to be paid) the development budgetdepends on the selected projects to be supported (on-going or new) subject toavailability of resources including foreign assistance in certain cases. Hence, non-development allocation naturally increases with time, but development budget may go

Government Budgetary Allocation for Education

13

up or down from a particular year to the next. But, given the importance of educationfrom both social and economic points of view, it may be expected that increasingdevelopment requirements are accommodated, including programmes to improve thequality of education.

2.3 Secondary Education

The secondary education in Bangladesh is largely financed by private sources(individual contribution, fees of the students, income from assets of institutions exceptfor government MPO allocation and project-based support for construction ofbuildings. It has been seen that about 97% of the secondary level students studied inprivate institutions in 2003 and the remaining just over 3% in government schools. Anattempt to estimate government budgetary allocation for the secondary level studentshas not been successful. On the basis of data collected from the sample secondarylevel institutions on the amount of public funds received by them for various purposes,per student public expenditure has been estimated and is reported in the appropriatepart of this report.


14

Government Budgetary Allocation for Education

15

Tabl

e 2.

1M

OPM

E b

udge

t (in

lakh

Tak

a)

Fina

ncia

lYe

ar

Bud

get

allo

catio

n: a

llse

ctor

s

Bud

get

allo

catio

nto

all

sect

ors

as%

of G

DP

Tota

lal

loca

tion

toed

ucat

ion

sect

or

Tota

lal

loca

tion

toed

ucat

ion

sect

or a

s %

of G

DP

Tota

l allo

catio

nto

edu

catio

nas

% o

f bud

get

allo

catio

n to

all

sect

ors

Allo

catio

nto

min

istr

yof

educ

atio

n

Allo

catio

nto

MO

PME

MO

PME

allo

catio

n as

% o

f tot

alal

loca

tion

toed

ucat

ion

sect

or

MO

PME

allo

catio

nas

% o

fG

DP

GD

P

12

34

56

78

910

11

Nat

iona

l Bud

get

2002

-03

(R)

4,44

3,32

314

.78

689,

362

2.24

15.1

739

3,92

629

5,43

642

.90.

9330

,058

,000

2003

-04

(R)

4,93

6,75

014

.83

675,

792

2.03

13.6

940

5,55

727

0,23

539

.90.

8133

,297

,300

2004

-05

(R)

5,56

3,20

015

.10

712,

100

1.93

12.8

044

5,10

026

7,00

037

.40.

7236

,847

,500

2005

-06

(R)

6,10

5,80

014

.67

910,

200

2.19

14.9

152

8,30

038

1,90

041

.90.

9241

,615

,400

2006

-07

(B)

6,97

4,00

014

.99

1,08

9,10

02.

3415

.62

617,

000

472,

100

43.3

1.01

46,5

30,0

00

Non

-Dev

elop

men

t

2002

-03

(R)

2,55

0,60

48.

5239

6,27

11.

3215

.48

249,

408

146,

863

37.0

0.49

2003

-04

(R)

2,87

8.30

88.

6444

7,47

91.

3415

.55

284,

437

163,

042

36.4

0.49

2004

-05

(R)

3,46

6,40

09.

4150

7,20

01.

3814

.63

326,

800

180,

400

35.5

0.49

2005

-06

(R)

3,80

7,00

09.

1563

4,70

01.

5316

.67

422,

300

212,

400

33.4

0.51

2006

-07

(B)

4,37

2,00

09.

4071

0,50

01.

5316

.25

464,

500

246,

000

34.6

0.53

Dev

elop

men

t

2002

-03

(R)

1,76

5,30

05.

8725

4,08

70.

8514

.39

105,

514

148,

573

58.4

0.49

2003

-04

(R)

1,95

8,50

05.

8822

8,31

10.

6911

.66

121,

119

107,

192

46.9

0.32

2004

-05

(R)

2,10

8,70

05.

7220

4,90

00.

569.

7211

8,30

086

,600

42.2

0.24

2005

-06

(R)

2,22

6,30

05.

3527

5,50

00.

6612

.37

106,

000

169,

500

61.5

0.41

2006

-07

(B)

2,64

8,10

05.

6937

8,60

00.

8114

.30

152,

500

226,

100

59.7

0.49

Sour

ce: M

inis

try o

f Fin

ance

, Fin

ance

Div

isio

n-An

nual

Fin

anci

al S

tate

men

t, 20

04-0

5: B

udge

t Sum

mar

y, 2

005-

06 a

nd B

udge

t Sum

mar

y, 2

006.


16


Chapter3Background, Objectives and Scope of thePresent Study

17


18

3.1 Background and Rationale for Undertaking the Study

Before the British colonial rule, educational opportunity was pathetically limited forthe people at large in the area now constituting Bangladesh. According to the Reportsof W. Adam2, the state of education in Bengal continued to be preposterous well into19th century. In fact, at that time, less than 8% of the school-age children were actuallyin schools and no more than 5.5% of the adult population could read or write inaggregate across all districts of Bengal.

During the British period, access to education gradually improved but the educationfor the mass of the people still remained very limited. The available educationalopportunities for them were largely financed by zaminders, chieftains, rich people,and religious leaders. The government facilitated expansion of English mediumeducation for middle and rich classes, especially in urban centres.

During the Pakistan period, various plans and programmes were initiated to widen theaccess of children to education. The expansion of primary and secondary educationwas noticeable, but it still remained far below the desired level. Enrolment in bothprimary and secondary education increased, but completion was much lower as aresult of high levels of drop-out. Enrolment of girls was much lower and their drop-out rate much higher, compared to boys.

After Independence in 1971, a policy of rapid expansion of education was adopted bythe Government of Bangladesh. The Constitution of Bangladesh states that the basiceducation is the constitutional right of every citizen. Indeed, the state has the mainresponsibility for facilitating education, particularly at the primary and secondarylevels. The successive governments, in fact, did adopt various pragrammes for theexpansion of primary and secondary education in the country. As a result of theseprogrammes and various non-governmental efforts, progress in primary enrolment hasbeen exceptional, having reached a gross enrolment rate (GER) of 90% or moreaccording to available statistics. But about half of the children enrolled at the primarylevel drop out before passing grade V (i.e. before completing primary education) andthe drop out rate reaches about 80% before passing grade X, i.e. before completingsecondary education. Also quality of education at these levels is extremely poor. At thetertiary level as well, quality of education is generally rather poor and facilities forboth expansion and quality improvement remains very limited. Hence, humancapability at all levels remains generally low.

The prevailing highly unpalatable educational scene in Bangladesh is reflective ofcorruption-ridden and poor educational management in the country on one hand andresource limitations on the other. On the resource issue, it may be pointed out that, in

Background, Objectives and Scope of the Present Study

19

2 Adam, W., Reports on Vernacular Education in Bengal and Bihar 1835, 1836 and 1838.

terms of overall national spending (public and private) on education, Bangladesh with2.2% of GNP falls far short of 6.0% of GNP stipulated in The Dakar Framework forAction. It may also be mentioned that, compared to Bangladesh, the ratio issignificantly higher in Nepal (3.4%) and India (3.3%).3

However, in recent years, public budgetary allocation in Bangladesh, both underrevenue and development heads, to the education sector has been the highestcompared to other broad sectors. But, due to systemic corruption and inefficiencies,there have been substantial leakages, wastages, and mal-distribution of allocatedsums, particularly in the case of the development budget. One way of making anassessment of public expenditure in a primary or a secondary school is to collect dataon the amount of money received by the school from the government under variousheads of expenditure. In this study, this method has been adopted. Some insights havealso been gained in broad terms from public budgetary allocation to the educationsector, specially to the primary level for which useful data are available (see chapter2). Some institutions also receive private donations and some own assets that generatesome income. In addition, the families of the students bear substantial expenditure onvarious counts.

Again, a widely held, but incorrect, view is that primary education is virtually free inBangladesh, i.e., the government bears all expenses, particularly in government andregistered/recognized schools and madrashas. This study shows (reported later) thatthis is not the case at all. In a situation where reliable statistics are not available onwho pays how much and for what, such views may hamper the process of identifyingthe actual needs to be met for steady expansion of quality education. In reality,educational opportunities in the country are not properly linked to the social realities.Some institutions (e.g. government institutions as opposed to non-government ones)and some social classes (e.g. the richer students as opposed to poor students) areserved much better than others. If reliable data on relevant aspects were available,there would be a genuine basis for addressing the issues faced.

Although some data are available from some sources, the prevailing financing patternand variations in the expenditure between types and locations of institutions andbetween socio-economic classes have not been properly explored in the past. Hence,the need for an in-depth investigation into the financing of primary and secondaryeducation in the country has long been felt. The present survey, under the auspices ofEducation Watch, is an attempt to gain an understanding of financing of primary andsecondary education in Bangladesh.


20

3 See UNDP, Human Development Report 2006, UN Headquarters, New York.

3.2 Objectives and Scope of the Study

The main objective of the study is to gain an understanding on educational expenditureat primary and secondary levels in Bangladesh.

In estimating educational expenditure by source, it has been sought to determine

• sources of financing of primary and secondary education,

• rural-urban variation,

• variation between boys and girls,

• variation between types of educational institutions, and

• variation with respect to socio-economic conditions of students’ families.

The focus of the survey is on the students drawn from government and non-government schools, madrashas, and community (at primary level only) schoolslocated in both rural and urban areas. The reference period is the calendar year 2005.Data presented in various Tables of this study, unless otherwise specified, are from thissurvey and for the year 2005.

The following sources of expenditure have been considered:

• Public allocation

• Individual and community (donations)

• Institution’s own assets

• Student’s family (private expenditure)

Background, Objectives and Scope of the Present Study

21


22


Chapter4Methodology and Data Collection Approaches

23


24

4.1 The Approach

Pursuant to the objectives stated above, the Education Watch Survey 2006(Bangladesh Primary and Secondary Educational Expenditure Survey-BPSEES 2006)has been designed to obtain representative and reliable estimates for average perstudent annual expenditure incurred by institutions and students (i.e. their families),overall and also broken down as follows:

• Rural and Urban

• Boys and Girls

• By Grade (1-X)

• Types of Schools

• Advantaged and Disadvantaged Students (poorest, poor, medium, rich, richest)

4.2 Types of Educational Institutions Covered

It was decided to cover the following types of schools and madrashas:

Primary : Government, non-government (registered), non-government (nonregistered), community schools, and registered and non-registeredmadrashas

Secondary : Government and non-government (with MPO) schools and madrashas

4.3 Sampling Design and Sample Size

The main objective of the study has been to establish a reliable estimate of privateexpenditure incurred by guardians on the education of the boys and girls in each gradeacross different types of schools and madrashas as specified above.

The sampling design used for this survey is a three stage procedure. The first stagesampling unit is upazila, the second stage unit is school /madrasha, and the third stageunit is student.

The sample size was determined using the standard formula

Methodology and Data Collection Approaches

25

The total sample students for each grade is 3,360. Thus the total sample students at theprimary level other than community schools and the total sample at the secondarylevel are as follows:

Primary schools and madrashas without community schools = 16,800Primary schools, madrashas, and community schools = 18,000Secondary schools and madrashas = 16,800Total sample students = 34,800

4.4 Number of Institutions Planned to be Covered

It was decided to cover 12 students (6 boys and 6 girls) from each grade and thus 60students from each primary and secondary institution. The total sample institutionshave thus been worked out as follows:

Primary institutions = 300 (including 20 community schools)

Secondary institutions = 280

4.5 Rural-Urban Allocation

According to 2001 population census more than 75% of the population lived in ruralareas and less than 25% in urban areas. Because of higher growth rate of urbanpopulation (due to rural-urban migration in addition to natural growth), the share ofurban population in 2005 is likely to have risen since 2001. For the purpose of thisstudy, however, the rural-urban distribution of the sample is taken as 75% rural and25% urban.

Tables 4.1 and 4.2 give the distribution of the institutions and students planned tocover in the study.

Table 4.1 Sample size: primary institutions and students by division and location


26

DivisionInstitutions (no.) Students (no.)

Rural Urban Total Rural Urban Total

Barisal 14 7 21 840 420 1,260

Chittagong 35 14 49 2,100 840 2,940

Sylhet 14 7 21 840 420 1,260

Dhaka 63 14 77 3,780 840 4,620

Khulna 28 14 42 1680 840 2,520

Rajshahi 56 14 70 3,360 840 4,200

Total 210 70 280 12,600 4,200 16,800

Community schools 16 4 20 960 240 1,200

Grand total 226 741 300 13,560 4,440 18,000

Table 4.2 Sample size: secondary institutions and students by division andlocation

4.6 Selected Upazilas

Upazila is the primary sampling unit. All six administrative divisions are representedin the sample proportional to population in each division. It was decided to cover 30upazilas for the rural areas; 6 urban areas, one from each division; and 4 statisticalmetropolitan areas. The allocations to divisions, in case of rural areas, has been madeby using proportional allocation scheme subject to a minimum of two upazilas fromeach division. The allocation of upazilas and urban areas to divisions is as follows:

Table 4.3 Allocation of the 40 upazilas and urban areas under study to divisions

The names of the selected upazilas are given in Annex 1.


27

DivisionInstitutions (no.) Students (no.)


Barisal 14 7 21 840 420 1,260

Chittagong 35 14 49 2,100 840 2,940

Sylhet 14 7 21 840 420 1,260

Dhaka 63 14 77 3,780 840 4,620

Khulna 28 14 42 1,680 840 2,520

Rajshahi 56 14 70 3,360 840 4,200

Total 210 70 280 12,600 4,200 16,800

Division Rural (upazila) Urban SMA TotalBarisal 2 1 - 3Chittagong 5 1 1 7Sylhet 2 1 - 3Dhaka 9 1 1 11Khulna 4 1 1 6Rajshahi 8 1 1 10Total 30 6 4 40

4.7 Number of Institutions and Students Covered

For reasons beyond the control of the researchers, mainly refusal by the institutions toparticipate in the survey, a few of the selected institutions could not be covered, whichwere replaced by other appropriate ones. Also, in some selected upazilas, there wereno government secondary schools; and efforts were made to pick government schoolsfrom neighboring upazilas..

The number of primary level schools and madrashas is 313 and the number of primaryschool and madrasha students is 18,625. It may be seen from Tables 4.1 and 4.2 thatthe actual survey coverage in terms of the number of institutions and the number ofstudents is somewhat larger than was originally planned.4

Table 4.4 Primary education: number of schools and students in the sample

Rural boys = 7,271; Rural girls = 7,133; Rural total = 14,404Urban boys = 2,183; Urban girls = 2,038; Urban total = 4,221

The number of secondary schools and madrashas (secondary equivalent) is 283 andsecondary level students 16,529 (Table 4.5). In this case, three institutions more thanthe planned number and 271 students fewer than the planned number have actuallybeen covered. (Tables 4.2 and 4.5)


28

Type of institutionsNo. of institutions No. of students


School

Government 96 27 123 5,774 1,619 7,393

Non-government (reg.) 37 12 49 2,216 721 2,937

Non-government (non-reg.) 20 5 25 1,190 301 1,491

Community 28 8 36 1,572 444 2,016

Total School 181 52 233 10,752 3,085 13,837

Madrasha

Non-government (reg.) 20 7 26 1,177 416 1,613

Non-government (non-reg.) 41 12 53 2,455 720 3,175

Total Madrasha 61 19 80 3,652 1,136 4,788

All 242 71 313 14,404 4,221 18,625

4. This is so because some extra interviews conducted as buffer against the eventuality of some filled upquestionnaires turning out to be unusable for one reason or another, all of which were not needed for that purpose.However, the valid extra ones not so required were retained for analysis.

Table 4.5 Secondary education: number of institutions and students in thesample

Rural boys = 6,090; Rural girls = 6,121; Rural total = 12,211Urban boys = 2,207; Urban girls = 2,111; Urban total = 4,318

4.8 Data Collection Instruments

The study is based on primary data. However, available relevant secondary data arealso used. For primary data collection, three instruments have been used. A check listhas been used for the collection of institutional information from the primary levelinstitutions (the respondent being the head of the institution), and another check listfor the secondary level institutional information (again the head of the institutionbeing the respondent). The third instrument is an interview schedule developed for theguardians of the students. Basic profile of the sample households has been collectedusing this schedule. Information sought include household size and household assets(table, chair, wrist watch, quilt, radio, television, motor cycle, etc.) on one hand and,age, sex, and class of the students; household expenditure on children’s education(tuition fee, admission fee, other fee, cost of private tuition, books, stationeries,transportation, health, electricity, etc.). These instruments were pre-tested beforefinalization and cleared by the Education Watch Technical Committee.

The three instruments are given in Annex 2.

4.9 Research Investigators and Field Supervisors and their Training

A total of 64 research investigators and supervisors were recruited for data collection.Most of them have masters degrees, while few are bachelors degree holders. Majorityof them had previous experience in data collection.

Training was provided to them prior to their deployment for actual field work. Theywere given in-house training for two days. They also participated in pre-testing thesurvey instruments. A manual describing all relevant aspects of field research wasprovided to them.

Type of institutionsNo. of institutions No. of students


School

Government 28 18 46 1,525 780 2,305

Non-government (MPO) 119 40 159 7,129 2,405 9,534

Total School 147 58 205 8,654 3,185 11,839

Madrasha

Total Madrasha [non-govt.: MPO] 59 19 78 3,557 1,133 4,690

All 206 77 283 12,211 4,318 16,529


29

The field researchers were divided into 16 groups with four members each, one ofwhom was the group supervisor. The selected study areas were divided into 16 zonesbased on considerations relating to ease of movement and each zone was assigned toa particular group. Field work was conducted during August-November 2006.5

The core research team members visited the field research teams from time to time tocheck the performance.

4.10 The Reference Year

All data presented in this report are from this survey and refer to 2005, unlessotherwise specified.

4.11 Limitation of the Study

Although rural and urban representation of students in the overall sample was inproportion to the respective population, this proportion could not be maintained bytypes of institutions because of cost and time constraints. In most areas selected for thestudy, government secondary schools did not exist. Non-government primary schoolsand community schools were also not available in many areas. In case of non-availability of institutions of a particular type, they were replaced by institutions of thesame type from other areas, even by institutions of other types. Another difficultyarose as a result of non-cooperation of heads of some institutions. These institutionshad to be replaced by others.

4.12 Management of the Study

Field surveys, data analysis, and preparation of the report have been carried out byBangladesh Unnayan Parishad (BUP) on behalf of Education Watch. The AdvisoryBoard, the Technical Team and the Working Group of Education Watch have all beenactively involved at key stages of the study. The concept, the questionnaire, and the draftreport were discussed in joint meetings of the three bodies at appropriate times. Thedraft report was also shared at a multi-stakeholder meeting attended by representativesof civil society group including researchers, teachers association, child rights group andconcerned government agencies. Comments and suggestions received from thesemeetings have been very useful. In addition, comments of the Chairman of theEducation Watch Advisory Board Mr. Kazi Fazlur Rahman and Convener of EducationWatch Dr.A M R Chowdhury on the penultimate draft have been very helpful towardsfinalizing the report. CAMPE provided all assistance as and when required.

The BUP is thankful to Education Watch and CAMPE for the opportunity to conductthe study and to the Advisory Board, the Technical Team and the Working Group aswell as to the Chairman of the Advisory Board and Convener of Education Watch forthe comments and suggestions provided.


30

5 . Due to Ramadhan Holidays, field work had to be suspended for about a month. Also due to strikes of teacher,field work was disrupted from time to time.


Chapter5Enrolment and Teachers in the SampleInstitutions

31


32

5.1 Introduction

The institutions do not follow uniform rules for class-size and teacher-students ratio,although the quality of education is very much linked to these two parameters. For thepurpose at hand, i.e. understanding the financing of primary and secondary education,averages have been worked out as appropriate.

5.2 Enrolment

Enrolment in primary education

Average per institution enrolment6 varies between types of institutions and location forthe same type (Table 5.1).

Table 5.1 Average per primary institution enrolment by types of institutions andlocation, 2005

The average enrolment varies by types of institutions. The highest average enrolmenthas been found in the case of government primary schools (357) and the lowest incommunity schools (147). If the types of institutions are ranked according to the type-wise average enrolment, the rank order is: government-primary (357), non-government (regd.) madrasha (228), non-government (regd.) schools (218), non-government (non-regd.) madrasha (204), non-government (non-regd.) schools (174),and community schools (147). Government primary school enrolment is 2.43 timesthat in community schools.

• Rural-urban variation

Compared to rural areas, the average enrolment in urban schools is higher ingovernment primary schools, non-government primary schools, and non-government(regd.) madrashas and lower in community schools and non-government (non-regd.)madrashas.

Enrolment and Teachers in the Sample Institutions

33

Type of institutions Rural Urban Both

Govt. schools 341 411 357

Non-govt. (non-regd.) schools 162 234 174

Community schools 153 128 147

Non-govt.(regd.) madrashas 218 257 228

Non-govt.(non-regd.) madrashas 214 200 204

6. To be sure, ‘enrolment’ is used in this study to refer to the member of students. It is not be confused with‘enrolment rate.’

• Class-wise variation

Average per class enrolment for each type of institution is presented in Table 5.2.

Table 5.2 Average per class enrolment by location and type of institutions, 2005

It is seen that, in primary institutions, enrolment gradually declines in successivehigher classes. The main reason is continuing drop-out. In the case of madrashas, theretention rate appears to be relatively higher, as the declining trend is less pronouncedin the case of madrashas compared to schools. Drop-out is most pronounced incommunity schools.

Enrolment in secondary education

Estimates of average per school enrolment in secondary educational institutions arepresented in Table 5.3.

Table 5.3 Average per secondary institution enrolment by type and location, 2005

Variation between types of institutions in respect of average per institution enrolment(boys and girls together) is very high. It is the highest in government schools and thelowest in madrashas. The overall (boys and girls as well as rural and urban together)average enrolment in government schools and non-govt (MPO) schools is 3.87 timesand 3.28 times, respectively, the overall average per madrasha enrolment. (Table 5.3).


34

Type of institutionClass: rural Class: urban

1 2 3 4 5 1 2 3 4 5

Govt. primary 82 71 73 63 52 102 91 86 73 59

Non-govt.(regd.) 54 41 40 32 26 73 61 63 54 45

Non-govt. (non-regd.) 48 39 35 22 18 66 51 45 39 33

Community 49 35 29 24 16 38 30 26 17 17

Non-govt.(regd.) madrasha 44 45 43 41 45 60 51 51 45 50

Non-govt.(non-regd.) madrasha 49 44 42 40 39 51 39 35 34 41

Type of institution Rural Urban Combined

Govt. schools 476 1,115 732

Non-govt.(MPO) school 538 857 619

Madrashas 184 229 189

• Rural-urban variation

Average enrolment per institution is higher in the urban areas compared to rural areasfor all types of institutions. The difference between rural-urban enrolment is thehighest (693 students) in the case of government schools and the lowest (45) in caseof madrashas. In the case of non-government schools, it is significantly lowercompared to government schools but still high at 329. (Table 5.3).

• Class-wise variation

Total enrolment per school is the sum of enrolments in grades VI to X. Table 5.4 showsthat enrolment in grade VI is the highest and that in grade X the lowest. However, rateof decrease is not uniform across type of institutions.

Table 5.4 Class-wise average enrolment by type of institutions and location, 2005

Average enrolment per institution in each grade in each type of institution is higher inurban areas compared to rural areas. Enrolment in grade VI is higher than theenrolment in grade X for each type of institutions in both rural and urban areas.However, the rate of decrease from grade VI successively in higher classes up to Xvaries between types of institutions.

In government schools, the average enrolment in grade X is 66% and 80% comparedto that in grade VI, in rural and urban areas respectively. In case of non-government(MPO) schools, these percentages are 58 and 80 respectively and, in the case ofmadrashas, 69% and 74% respectively. These are reflections of the scale of dropoutin secondary institutions.

5.3 Teachers in the Sample Primary and Secondary Educational Institutions

Number of teachers in an institution depends on many factors, such as the number ofsubjects taught, number of students, number of sections in each grade and number ofcontact hours. Data collected for this study allows reporting on the average number ofstudents per institution and average teacher-students ratio.

Type of institutionsClass: rural Class: urban

6 7 8 9 10 6 7 8 9 10Govt. schools 119 95 93 90 79 240 227 235 214 191Non-govt. (MPO) schools 142 115 101 97 83 191 173 171 170 152Madrashas 48 37 33 33 33 54 45 42 48 40


35

Teachers in primary institution

Large variations exist between type of institutions and location (Table 5.5).

Table 5.5 Average number of teachers per primary institution by type andlocation, 2005

Large variations in the average number of teachers between types of institutions canbe seen from Table 5.5—the highest number (7.7) is in the case of government schoolsand the lowest in the case of community schools (3.5). It is to be noted that the averagenumber of teachers in non-government schools is much lower than in governmentschools. Also, the number is higher in urban areas than in rural areas in the case of bothgovernment and non-government schools. Registered madrashas engage relativelymore teachers per madrasha compared to non-regd. madrashas. Obviously, there aremany institutions which have fewer teachers than the averages shown in Table 5.5 ineach category of institutions. Some even have fewer than the minimum required to runthe institutions properly.

Teacher-students ratio

Teacher-students ratio is a factor that should positively impact on quality of education.The lower is the number of students per teacher, the teacher can give more attentionto each student and more intense interactions between the teacher and the students thatwill be possible in this case will help improve scope of learning of the students.

The average number of students per teacher varies over a wide range from 27 in urbannon-government (non-regd.) schools to 57 in urban non-government (regd.) primaryschools. Previously the ratio was even higher. Although the ratio has been decreasing,it is still very high. Table 5.6 gives details.

Govt. Non-govt.(Regd.)

Non-govt.(non-Regd.) Community

Madrasha

Non-govt.(Regd.)

Non-govt.(non-Regd.)

Rural 7.3 4.1 4.3 3.7 5.5 4.8

Urban 8.9 5.2 8.6 2.8 5.0 4.5

Combined 7.7 4.4 5.2 3.5 5.4 4.7


36

Type ofinstitution

Location

Table 5.6 Teacher-students ratio (TSR), on average, in primary institutions bytype and location, 2005

Teachers in secondary institutions

As in the case of primary education, average number of teachers per secondaryinstitution varies wide, from as low as 11 teachers in rural madrashas to as high as 40in urban-government schools. Table 5.7 gives the details. The variations havedifferential effect not only on quality of education but also on the cost incurred bystudents.

Table 5.7 Average number of teachers per institution by type and location, 2005

Teacher-students ratio in secondary institutions

Average number of students per institution by type is presented in Table 5.3 and theaverage number of teachers per institution in Table 5.7. Based on the statistics shownin these two tables, the teacher-students ratio (TSR) has been worked out andpresented in Table 5.8.

Type of institutionTSR

Rural Urban Combined

Government schools 47 46 46

Non-govt.(regd.) primary schools 47 57 49

Non-govt.(non-regd.) primary schools 38 27 33

Community schools 41 46 42

Non-govt.(regd.) madrashas 40 51 42

Non-govt.(non-regd.) madrashas 45 44 43


37

Type of institutions Rural Urban Combined

Govt. schools 15.0 40.0 24.8

Non-govt. (MPO) schools 14.0 21.0 15.8

Madrashas 11.4 13.1 11.8

Table 5.8 Teacher-students ratio, on average, in secondary institutions by typeand location, 2005

The situation in secondary institutions is better, i.e. the number of students per teacheris lower compared to primary institutions. The TSR is the highest in case of non-government (MPO) schools in urban areas as in the case for primary institutions. TheTSR is higher in non-government schools in both rural and urban areas. On the otherhand, madrashas have the lowest TSR in both rural and urban areas.


38

Type of institutionTSR

Rural Urban Combined

Government schools 32 28 30

Non-government schools (MPO) 38 40 39

Madrashas 16 17 16


Chapter6Private Expenditure

39


40

6.1 Sources of Expenditure on Education

In this survey, expenditure of the following types have been considered:

• Private expenditure, i.e. expenditure incurred by the families of the students ontheir education;

• Public expenditure, i.e. public funds received and spent by the institutions forvarious purposes; and

• Other expenditure, i.e. funds received from various other sources such asdonations by individuals and private organizations and institutions’ ownresources and others and spent by the institutions for various purposes.

In this chapter, the private expenditure is analyzed.

Families of the students incur expenditure for their children in respect of variouseducation-related items. In this survey, the following items have been included: tuitionfee, admission fee, other fee, private tuition, books, stationery, school bags andumbrellas, school dress, transport, tiffin, entertainment, medical treatment, energy(kerosene, electricity), and other costs. Data on item-wise expenditure have beencollected from the guardians of the sample students included in the survey.

6.2 Private Expenditure in Primary Education

Data from the following six types of institutions have been collected and analyzed:Government primary schools, non-government registered and non-government non-registered primary schools, community schools, non-government registeredmadrashas, and non-government non-registered madrashas. Table 6.1 presents privateper student expenditure at primary level by type and location of the institutions.

Table 6.1 Primary education: average annual private expenditure per studentby location (rural and urban) and type of institutions, 2005, in Taka

Private Expenditure

41

Type of institutionsRural Urban Both

Boys Girls Both Boys Girls Both Boys Girls Both

Government schools 2,551 2,463 2,507 2,755 2,690 2,724 2,596 2,511 2,554

Non-govt.(regd.) schools 2,145 1,974 2,060 3,728 3,470 3,603 2,545 2,327 2,438

Non-govt.(non-regd.) schools 1,785 1,775 1,781 2,568 2,746 2,663 1,938 1,939 1,939

Community schools 1,729 1,670 1,700 1,675 1,541 1,609 1,719 1,643 1,682

Non-govt.(regd.) madrasha 1,740 1,723 1,733 3,654 4,070 3,855 2,230 2,423 2,324

Non-govt.(non-regd.) madrasha 1,798 1,714 1,756 2,733 3,067 2,893 2,015 2,012 2,014

Variation between types of institutions

Average private expenditure per primary student varies widely between types ofinstitutions, regardless of the location of the institutions. Overall (i.e. boys and girls aswell as rural-urban combined) average annual per student expenditure is the highest incase of government primary schools (Tk.2,554) and the lowest (Tk.1,682) in case ofcommunity schools. The expenditure in non-government (regd.) schools is higher byTk.500 than in non-government (non-regd.) schools. Difference between non-government (regd.) and non-government (non-regd.) madrasha is also significant(Tk.310) in favour of the former. (Table 6.1)

Difference between boys and girls

An important finding is that per primary student average private annual expendituredoes not vary much between boys and girls in both rural and urban areas, regardlessof the type of institutions. Per girl student expenditure is somewhat higher comparedto boys, particularly in urban areas for most types of institutions. The findings revealthat guardians no longer discriminate against girls. (Table 6.1)

Variation between rural and urban areas

Except in the case of community schools, guardians living in urban areas spend onprimary education significantly larger amounts per student per annum compared toguardians living in the rural areas. Per student annual expenditure in non-governmentschools and madrashas located in urban areas is significantly larger compared to non-government institutions in rural areas. Private spending in non-government (regd.)madrashas located in urban areas is the highest (Tk. 3,855) followed by non-government (regd.) schools also located in the urban areas. Private spending is thelowest in community schools, regardless of their location. (Table 6.1)

Grade-wise expenditure: sharply rising with grades

Grade-wise (grades I to V) annual private expenditure per primary student for bothrural and urban institutions is shown in Annex 3, Tables A3.1-A3.18 and percent ofstudents not incurring costs on particular items in Annex 3, Table A3.19 to A3.36.

Summarized data (i.e. combined rural and urban as well as boys and girls) in thisregard are shown in Table 6.2. As expected, the per student annual expenditureincreases sharply with grade in all types of institutions located in both rural and urbanareas.


42

Table 6.2 Primary education: Grade-wise average annual per student overallexpenditure (boys and girls as well as rural-urban combined) by typeof institutions, 2005, in Taka

The overall expenditure per primary student is the lowest in grade I and the highest ingrade V in all types of institutions. There is marked variation between types ofschools. In the case of grade I, the lowest (Tk.195) is in non-government (non-regd.)madrashas and the highest in non-government (regd.) schools.

For all grades taken separately, the difference between types of institutions in respectof overall per primary student expenditure is quite clear. Compared to grade I, theexpenditure in grade II is 4-13 times and expenditure in grade V 4-10 times larger,depending on the type of institutions (Tables 6.3 and 6.2).

Table 6.3 Primary education: Average annual per student overall expenditurein grade II compared to grade I by type of institutions, 2005, times

After grade II, the increase is sharp in the case of government, non-government (regd.)and community schools and non-government (regd.) madrashas, and is slow in thecase of non-government (non-regd.) schools and madrashas.

Governmentschools

Non-govt.(regd.)

schools

Non-govt.(non-

regd.)schools

Community schools

Non-govt.(regd.)madrasha

Non-govt.(non-

regd.)madrasha

Expenditure ingrade II comparedto grade I (times)

5.4 3.7 3.9 6.1 3.9 12.6

Private Expenditure

43

Type of institutions

Grades Expenditurein grade V

compared tograde I

I II III IV VAll classesCombinedaverage

Government schools 432 2,338 2,759 3,376 3,862 2,554 5.9 Times

Non-govt.(regd.) schools 591 2,185 2,814 2,993 3,609 2,438 4.1 Times

Non-govt.(non-regd.) schools 476 1,838 2,190 2,504 2,687 1,939 4.1 Times

Community schools 265 1,610 1,890 2,088 2,556 1,682 6.3 Times

Non-govt.(regd.) madrasha 575 2,243 2,492 2,865 3,444 2,324 4.0 Times

Non-govt.(non-regd.) madrasha 195 2,448 2,400 2,541 2,583 2,014 10.3 Times

Institution

Ratio

Total per student cost in primary education

Grade-wise average annual per student private expenditure in primary education hasbeen presented in Table 6.2 by type of institution. The total for grades I-V works outas shown in Figure 6.1.

Figure 6.1 Total annual per student private average cost on primary education(grades I-V) by type of institutions, 2005

Note: The cost shown excludes expenditure on food, lodging, and cloth.

Variation between types of institutions is evident from Figure 6.1. Total cost is thehighest (Tk.42,767) in government primary school and the lowest in communityschools (Tk.8,409). The total cost in other types of institutions varies betweenTk.9,695 and Tk.12,192.

Item-wise expenditure in primary education

The survey collected student-wise annual expenditure for 2005 on various education-related items from the guardians of the sample students: tuition fee, admission fee,other fees, private tuition fee, books, stationery, schools bags and umbrellas, schooldress, transport, tiffin, entertainment, treatment, fuel, and other costs. The surveyreveals that not all students incur expenditure on all items. (Table 6.4). For details seeAnnex 3, Tables A3.19-A3.36.


44

Table 6.4 Primary education: Percentage of students not spending on particularitems by types of institutions, 2005

From Table 6.4 it is confirmed that government primary school students do not paytuition fee. But few students of other types of schools, the percentage ranges from 2to 13, pay tuition fees. It means that some schools do not comply with the governmentregulations. Admission fee is not paid by most students; however, most of them (morethan 77%) pay other fees.

About 43% of government primary school students take private tuition. Theproportion varies between 37% to 32% in the case of other types of schools. Thepercentage is lower at 30-31% for madrasha students.

It is seen that half the students do not spend any money on tiffin.

The item wise average spending has been worked out taking into account all students(spending and not-spending in the items concerned), on the basis of data presented inAnnex 3, Tables A3.1-A3.18, and is shown in Table 6.5. The average expenditure ofstudents who actually did incur costs on particular items would therefore be higherthan those shown in the Tables.

Types ofinstitutions

Cost items

Govt.primaryschools

Non-govt.(regd.)

schools

Non-govt.(non-regd.)

schools

Communityschools


Non-govt.(non-regd.)madrasha

Tuition 100 93 91 98 87 93

Admission 91 89 85 87 74 78

Other fee 19 18 20 20 23 21

Private tuition 57 63 68 67 70 69

Books 58 55 49 65 50 59

Stationery 17 17 19 18 18 19

Schools bags 61 74 73 78 65 74

School dress 32 42 46 47 41 41

Transport 97 99 99 99 95 97

Tiffin 47 46 40 49 50 48

Entertainment 70 73 64 73 79 65

Health 35 35 42 39 37 42

Fuel 18 18 18 18 21 19

Other 99 97 96 98 100 100

Total Family (N) 7,393 2,937 1,491 2,016 1,613 3,175

Private Expenditure

45

An examination of data reveal that, considering different types of institutions, 82-93%of the total expenditure is incurred on the following items: private tuition, stationery,fuel, tiffin, health (treatment), and school dress. Expenditure on other items (tuitionfees, admission fees, books, school bags, transportation, entertainment etc.) rangesfrom 7% to 18% of the total expenditure (Table 6.5).

Table 6.5 Primary education: Item-wise average annual expenditure perstudent* (rural-urban and boys-girls combined) by type of institutions(in Taka and in percent of the total)

*Average of all students, regardless of who incurs expenditure on a particular item or not.

Average per student expenditure on major items varies between types of institutions.Expenditure on private tuition is the highest at Tk.608 accounting for 24% of totalprivate expenditure in the case of the students of the government primary schools andthe lowest at Tk.287 (15%) for the students of non-government (non-regd.) primaryschools. Fuel is the next important cost item accounting for 15-22% of the totalexpenditure depending on the type of institutions, followed by stationery (15-18%),tiffin (11-18%), health services (10-13%), and school dress (7-9%).

So far, item-wise expenditure has been shown as the average of all students in eachtype of institutions. In the case of private tuition, cost per private tuition-taking studentis shown in Table 6.6. The average expenditure per private-tuition taking student ishigher by between 132% and 233% compared to the corresponding average workedout on the basis of all students, depending on the type of institutions. Figure 6.2 showsboth the average side by side.


Govt.primaryschools

Non-govt.(regd.)

schools


schools

Communityschools



Tk. % Tk. % Tk. % Tk. % Tk. % Tk. %

Private tuition 608 24 517 21 287 15 290 17 396 17 311 16

Stationery 460 18 452 19 330 17 311 18 352 15 346 17

Fuel 420 16 403 17 291 15 367 22 426 18 356 18

Tiffin 342 14 277 11 347 18 280 17 287 12 289 14

Health (treatment) 335 13 294 12 207 11 187 11 250 11 205 10

School dress 180 7 175 7 147 7 127 8 172 8 186 9

Sub-total 2,345 92 2,118 87 1,609 83 1,562 93 1,883 81 1,693 84

Others 209 8 320 13 330 17 120 7 441 19 321 16

Total 2,554 100 2,438 100 1,939 100 1,682 100 2,324 100 2,014 100


46

Table 6.6 Primary education: Average annual expenditure of private-tuitiontaking students on private-tuition by type of institutions, 2005, in Taka

Figure 6.2 Primary education: expenditure on private tution: per studentannual average of all students and of only those taking private tution,2005, in taka

6.3 Private Expenditure in Secondary Education

Private expenditure on secondary education has been worked out for three types ofinstitutions: government schools, non-government (MPO) schools, and madrashas. Asin primary education, 14 heads of expenditure have been included in the case ofsecondary education. Item-wise annual average per student expenditure for classes VIto X by location and sex of students is presented in Annex 4, Tables A4.1-A4.9 and

Type ofinstitutions

Private-tuition Cost

Govt.primaryschools

Non-govt.(regd.)

schools


schools

Communityschools

Non-govt.(regd.)

madrasha


Average privatetuition cost perstudent (allstudents)

608 517 287 290 396 311

Percent of studentswho took privatetuition

43 37 32 33 30 31

Average privatetuition cost perprivate tuition takingstudent

1,413 1,397 897 879 1,320 1,003

Private Expenditure

47

percent of students not incurring costs on particular items in Annex 4, Tables A4.10 toA4.18. Table 6.7 shows a summary in terms of annual total per student privateexpenditure on all listed items at the secondary level by types of institutions and sexof students.

Table 6.7 Secondary education: Average annual private expenditure per studentby location and types of institutions and sex of students, 2005, in Taka

Figures within bracket represent students covered.

Variation between types of institutions

Overall, the average annual private expenditure varies sharply between type ofsecondary institutions. The average expenditure is highest in government secondaryschools (Tk.11,204) and the lowest in madrashas (Tk.5,611); the latter figure almost halfof the former. Difference in average costs between government and non-governmentschools and also between non- government schools and madrashas is also large.

Difference in expenditure between boys and girls

It is seen that average annual per student expenditure is larger for girls in all types ofinstitutions in urban areas, the difference varying from about Tk.1,000 in the case ofgovernment schools to over Tk.2,000 in the case of non-government schools, withfigure being a close second at about Tk.1,800 in the case of madrashas. In the ruralareas, expenditure for girls is slightly higher in the case of government school, whileit is somewhat higher for boys in the case of non-government school and madrashas.When rural and urban institutions are combined by type of institutions, theexpenditure is by and large the same for boys and girls.

Rural-urban variation

Urban guardians incur a significantly larger annual expenditure per secondary levelstudent, on average, compared to rural guardians. The urban-rural difference in thiscase is significant for all types of institutions. It is the maximum in the case ofgovernment schools (Tk.8,431), followed by non-government schools (Tk.3,617), andmadrasha (Tk.2,750).


48

Types of institutionsRural Urban Both

Boys Girls Both Boys Girls Both Boys Girls Both

Government schools (2,305) 8,322 8,607 8,464 16,524 17,435 16,895 11,249 11,141 11,204

Non-govt.(MPO) schools (9,534) 6,726 6,596 6,662 9,157 11,325 10,279 7,320 7,826 7,574

Madrashas (4,690) 5,208 4,697 4,947 6,808 8,644 7,697 5,610 5,613 5,611

Grade-wise expenditure

Summary information in this regard is shown in Table 6.8. The details may be seenin Annex 4 Tables. As has been seen in the case of primary education, the expenditureincreases sharply with grades in all types of institutions located in both rural and urbanareas. However, the changes are not uniform.

Table 6.8 Secondary education: Grade-wise average annual per studentexpenditure by type of institutions, 2005, in Taka

The expenditure is the lowest in grade VI and the highest in grade X. Compared tograde VI, it is higher by 45-56% in grade VII in different types of institutions. Aftergrade VII, the expenditure increasers systematically up to grade X.

Total per student private cost in secondary education

The total annual private expenditure per secondary level student for grades VI-X ispresented by type of institutions in Figure 6.3.

Figure 6.3 Total average annual per student cost on secondary education i.e. gradesVI-X (girls & boys as well as rural & urban combined), 2005 in taka

Type of institutionsGrades Expenditure at

grade X comparedto grade VIVI VII VIII IX X VI+..+X

Government schools 6,801 10,539 11,073 12,777 14,641 11,204 2.2 times

Non-govt. (MPO) schools 4,419 6,646 7,371 8,569 10,869 7,574 2.5 times

Madrasha 3,462 5,036 5,424 6,191 7,908 5,611 2.3 times

Private Expenditure

49

The total average annual cost incurred by students of government schools is nearlytwice that incurred by madrasha students and 1.47 times the cost in non-government(MPO) schools. The cost in the case non-government (MPO) schools is 1.35 times thatin the case of madrashas.

Item-wise average per student annual private expenditure in secondaryeducation

Item-wise expenditure on education-related items for each student have been collectedfrom their guardians for 2005: tuition fee, admission and other fees, private tuition,books, stationery, school bags and umbrellas, school dress, transport, tiffin,entertainment, treatment, fuel, and other costs. In the list of items: food, lodging,clothes other than school dress and other costs not related to education are not included.The survey included 16,529 interviews in respect of students of grades VI-X.

The survey reveals that all guardians do not spend on all items. Proportions notspending on particular items vary from item to item (Table 6.9).

Table 6.9 Secondary education: percentage of guardians not spending onparticular items (in percent), by type of institutions, 2005


50


Cost item

Governmentsecondary

schools

Non-government(MPO) secondary

schools

Madrashas

Tuition fee 44 42 66

Admission fee 49 43 66

Other fee 4 3 3

Private tuition 12 15 31

Books 6 6 7

Stationeries 2 2 2

Schools bags & umbrellas 29 42 56

School dress 12 14 20

Transport 60 66 85

Tiffin 15 24 36

Entertainment 42 36 56

Health services 26 19 18

Fuel (electricity, kerosene) 2 2 7

Others 94 70 73

Total interviews (N) 2,305 9,534 4,690

Table 6.9 shows that 42-66% of students did not pay tuition fee and 43-66% did notpay admission fee. Most of the non-paying students are girls: under the femalesecondary stipend project girls fulfilling three conditions (unmarried, 75% attendance,and 45% marks in the last annual examination) are not required to pay tuition fee. Inaddition, they get stipends.

About 88% of the government school students, 85% of the non-government schoolstudents, and 69% madrasha students took private tuition. While tuition fees are paid by56% and 58% of the government and non-government school students respectively andby 36% of the madrasha students and admission fees by 51% and 57% of the governmentand non-government school students respectively and by 36% of the madrasha students,virtually all the students pay other fees. Smaller proportions incur costs on transport,entertainment and school bags and umbrellas than on most other items.

Average annual expenditure per secondary student on each item has been worked outseparately for boys and girls and for rural and urban areas for each type of institutionsbased on data presented in Annex 4 Tables. It is seen that the expenditure on someitems is quite high and on others relatively small. The items on which expendituregenerally is high are: private tuition, stationery, transport, tiffin, books, medical,school dress, and fuel. These items account for 86-88% of the total expenditure. Theexpenditure on other items (tuition fees, admission and other fees, bags and umbrellas,entertainment and others) accounts for 12-14% of the total cost. (Table 6.10).

Table 6.10 Secondary education: Item-wise average annual expenditure perstudent* by type of institutions, 2005, in Taka

*Average of all students, regardless of who incurs expenditure on a particular item or not.

Private Expenditure

51


Cost item

Governmentschools

Non-govt. (MPO)schools

Madrashalevel

Taka % of Totalcost Taka % of Total

cost Taka % of Totalcost

Private tuition 4,700 42 2,210 29 1,202 21

Books 796 7 686 9 603 11

Stationery 1,099 9 992 13 804 14

School dress 515 5 410 6 444 8

Transport 833 8 315 4 217 4

Tiffin 804 7 751 10 595 11

Health service 591 5 471 6 414 7

Fuel (electricity & kerosene) 461 4 709 9 686 12

Sub-total 9,799 87 6,544 86 4,965 88

Others 1,405 13 1,030 14 646 12

Total 11,204 100 7,574 100 5,611 100

Private tuition is the largest single private expenditure item. In the case of governmentsecondary schools, this expenditure accounts for 42% of the total annual private cost.The proportion is 29% in the case of non-government secondary schools, about 21%in the case of secondary madrashas. The next important expenditure item is stationery,followed by tiffin, books, and fuel. (Table 6.10).

Engagement of private tutors at both primary and secondary levels is considered verynecessary by the guardians for improving the performance of the students. Theproportion of students taking private tuition has been increasing. The generalobservations of the community and the guardians are that, along with the increase ofproportions of students taking private tuition, the per unit cost has also beenincreasing.

It is found by comparing Tables 6.4 and 6.9 that prevalence of private tuition isgenerally much lower at the primary level compared to the secondary level. At thesecondary level it ranges from 69% (madrasha) to 88% (government schools). Therange is from 30 % (non-government regd. madrasha) to 43% (government primaryschools) at the primary level.

The annual expenditure on private tuition per student (taking all students into account)and the annual expenditure per private tuition fee paying student is significantly apart(Table 6.11). Figure 4 shows both the average side by side.

Table 6.11 Secondary education: average annual private tuition cost per privatetuition taking student by type of institutions, 2005, in Taka

Figures within brackets represent percentages of average annual total private expenditure per student.

The annual total of tuition, admission, and other fees paid, on average, by a secondarylevel is Tk.511, Tk.703 for non-government school students, and Tk.430 for madrashastudents. The average expenditure on private tuition by a student is 9.2 times the totaltuition and other fees in the case of government and 3.1 times in the case of non-government secondary schools and 2.8 times in the case of madrasha. In addition,other requirements are also large. Hence, the students of poor families can ill-affordall these costs, and many are as a result forced to drop out.


52

Types of institutions Governmentsecondary schools

Non-govt. (MPO)secondary schools Madrashas

Average per student annual privatetuition cost (all students)

4,700 2,210 1,202

Percent of students taking privatetuition

88 85 69

Average annual private tuition cost perprivate tuition-taking student

5,341 2,600 1,742

Figure 6.4 Secondary education: expenditure on private tution: per studentannual average of all students and of only those taking private tution,2005, in taka

6.4 Private Expenditure on Education by Socio-Economic Status

Students of primary and secondary educational institutions come different socio-economic backgrounds. In this section, the relationship between socio-economicstatus, measured by wealth index of the households, and their expenditure onchildren’s education is examined.

Wealth index

The socio-economic status of each individual household in the sample has beenmeasured by wealth index. The wealth index of each household has been estimated byusing principal component approach (Filmer and Pritchett, 1998; Filmer and Pritchett,1999; Filmer, 2000; and Filmer Pritchett, 2001).7 Wealth index represents the level ofwealth that is consistent with income, expenditure, and household assets (Rutstein,1999).8 The index has been worked out for each household using data on familycharacteristics and consumer durables owned by households (table, chair, cot, quilt,mattress, blanket, wristwatch, wall/table clock, radio, television, by-cycle, motorcycle, electric fan, freezer) collected through the household survey conducted.

Private Expenditure

53

7 Filmer, D. and Pritchett, L. (1998) “Estimating wealth effects without income or expenditure data or tears:educational enrolment in India”, World Bank Policy Research Working Paper No. 1994, Washington, DC:Development Economics Research Group (DECRG), The World Bank; Filmer, D. and. Pritchett, L (1999) “Theeffect of household wealth on educational attainment: evidence from 35 countries,” Population and DevelopmentReview, Vol. 25 (1), pp. 85-120; Filmer, D. (2000) “The structure of social disparities in education: gender andwealth”. World Bank Policy Research working paper 2268, Development Economics Research Group, WorldBank, Washington, DC; Filmer, D. and. Pritchett, L (2001) “Estimating wealth effects without expenditure data-ortears: An application of educational enrolment in states of India,” Demography, Vol. 38 (1) , pp. 115-132. 8 Rutstein, Shea (1999) “Health nutrition and population country fact sheets”, DHS, Calverton MD: MacroInternational, Mimeo.

A total of 35,154 guardians, among them 18,625 are guardians of primary levelstudents and 16,529 are guardians of secondary level students, have been interviewedusing a structured questionnaire.

Methodology: wealth index computation

Information on each consumer durable is recorded in dichotomous form (Yes=1,No=0). Principal component analysis has been used to determine the weight ofhousehold assets. Each asset is assigned a weight (factor score) generated through theanalysis. The resulting asset scores are standardized in relation to normal distributionwith a mean of zero and standard deviation of one (Gwatkin et. al., 2000).9 Scores forthe assets are summed up to obtain the total score (wealth index) for each household.

Households are ranked according to the total score (wealth index) of the household inascending order. Ranking of households are established for rural and urban areasseparately for primary and secondary education. All the households for rural and urbansub-populations have been divided into five equal groups based on the householdwealth index. These groups are: poorest, poor, middle, rich, and richest. The four sub-populations are: rural primary, rural secondary, urban primary, and urban secondarystudents.

The ranges of wealth index for the five socio-economic groups for the four sub-populations are given in Table 6.12.

Table 6.12 Ranges of wealth index for households with different socio-economicstatus by location and level of education, 2005


54

9 Gwatkin, D.R, S. Rutstein, K. Johnson, R. Pande, and A. Wagstaff (2000) “Socio-economic differences in health,nutrition, and population,” HNP/Poverty Thematic Group, World Bank, Washington, DC.

Household socio-economic status

Primary Secondary

Rural Urban Rural Urban

Poorest (bottom 20%) -2.69 to -0.94 -2.77 to -0.92 -4.01 to -0.74 -5.39 to -0.72

Poor (next 20%) -0.94 to -0.20 -0.92 to -0.12 -0.74 to -0.10 -0.72 to 0.04

Middle (next 20%) -0.20 to 0.35 -0.12 to 0.43 -0.10 to 0.39 -0.04 to 0.47

Rich (next 20%) 0.36 to 0.92 0.43 to 0.90 0.39 to 0.84 0.47 to 0.84

Richest (top 20%) 0.92 and above 0.90 and above 0.84 and above 0.84 and above

Average per student annual private expenditure on education by socio-economic status

The average annual per student private expenditure on education for each social grouphas been worked out and presented in Table 6.13. Values shown in this Table refer toall types of institutions at the primary level as well as at the secondary level, lumpedtogether in each case.

Table 6.13 Average annual per student private expenditure at primary andsecondary levels by socio-economic (wealth) status by location, 2005,in Taka

Table 6.13 reveals a very strong relationship between socio-economic status (measuredby wealth index) of the households and their expenditure on children’s education.Private annual expenditure per student expenditure increases with increasing socio-economic status of households at both primary and secondary levels regardless oflocation (rural or urban). The expenditure is the lowest for the poorest households andthe highest for the richest households at both primary and secondary levels.

The rate of increase is higher in urban areas compared to rural areas. In respect ofprimary education in rural areas, the average per student annual expenditure of therichest households is 2.4 times that of the poorest households while, in urban areas,corresponding figure is 3.1. In the case of secondary education, the expenditure of therichest is 3.2 times that of the poorest while, in rural areas, the corresponding figure is2.3 times.

Also, in the case of primary education, the expenditure of the urban richest is 3.4 timesthat of the rural poorest. In secondary education, the corresponding figure is 4.2 times.

Item-wise annual private expenditure on education by socio-economic statusof students

The household survey generated data on education in respect of 14 items, which havebeen analyzed earlier. In this section, an analysis of the expenditure on selected items

Socio-economic status(wealth) of households

Primary Secondary

Rural Urban Rural Urban

Poorest (bottom 20%) 1,313 1,457 4,049 5,295

Poor (next 20%) 1,698 2,134 5,115 7,562

Middle (next 20%) 2,014 3,147 6,024 10,312

Rich (next 20%) 2,388 3,394 7,330 13,676

Richest (top 20%) 3,188 4,514 9,426 17,135

Private Expenditure

55

is presented. The items are school fees (admission and others); private tuition; relatedto attending expenditure the respective institutions by the students (books, stationery,school dress, transport, tiffin), medical, and fuel. The average annual privateexpenditure for these five broad categories of items separately for rural and urbanareas is reviewed below.

• Primary education

The average annual per primary student private expenditure incurred by the pooresthouseholds on each broad category is the lowest. It rises steadily at higher levels ofsocio-economic status, reaching the highest level in the case of the richest households.(Table 6.14).

Except for medical expenses, the average per item expenditure in urban areas is highercompared to rural areas among all categories of households. Expenditure on privatetuition per student in urban areas is nearly double the corresponding expenditure inrural areas. Regarding medical expenditure, the differences between the two areas arerelatively small. (Table 6.14).

Table 6.14 Average annual per student private expenditure on selected items atprimary level by socio-economic status of students and location ofinstitutions, 2005, in Taka

• Secondary education

The analysis of item-wise average annual private expenditure on secondary educationreveals that it is the lowest in the case of the poorest households. It rises with increasein social status and reaches the highest level in the case of the richest households inrespect of all items in both rural and urban areas. The rate of increase is the highest incase of private tuition and lowest in case of all fees and medical treatment. Comparedto rural areas, the rate of increase is higher in urban areas in all cases. (Table 6.15).


56

Socio-economicstatus

All feespaid to

institutions

Cost ofprivatetuition

Cost onattendance-

related items

Medicalexpenses Fuel cost

Rural Urban Rural Urban Rural Urban Rural Urban Rural Urban

Poorest (20%) 28 58 151 293 608 621 215 157 296 133

Poor (20%) 37 107 250 502 775 932 259 210 348 372

Middle (20%) 42 297 350 927 926 1251 277 278 382 374

Rich (20%) 58 352 447 999 1096 1334 301 253 433 442

Richest (20%) 91 549 671 1,239 1,365 1,697 397 322 520 695

Table 6.15 Average annual per student private expenditure on selected items atthe secondary level by socio-economic status of students and locationof institutions, 2005, in Taka

Socio-economicstatus

All feespaid to

institutions

Cost ofprivatetuition

Cost onattendance-

related items

Medicalexpenses Fuel cost

Rural Urban Rural Urban Rural Urban Rural Urban Rural Urban

Poorest (20%) 347 599 663 1,327 2,061 2,320 370 286 543 727

Poor (20%) 423 703 1,071 2,417 2,543 3,163 371 387 626 849

Middle (20%) 454 1,080 1,452 3,563 2,817 4,058 467 431 727 1,110

Rich (20%) 503 1,263 2,154 5,091 3,260 5,268 498 753 775 1,197

Richest (20%) 586 1,366 3,116 7,140 4,021 6,155 549 795 1,000 1,535

Private Expenditure

57


58


Chapter7Public Expenditure as DisbursedThrough Institutions andExpenditure from Private Donations andIncome Generated Through Own Assets

59


60

Total expenditure on account of salaries and allowances of teachers and staff of thegovernment schools/ madrashas is met by the government, while 90%10 of the

basic salaries are met by the government in the case of non-government registeredprimary institutions and secondary institutions under MPO. In addition, different typesof institutions receive various amounts of government grants for construction,maintenance, purchase of teaching aids, and other purposes. Also, stipends/partialstipends are provided to eligible students.

Data collected from the intuitions on public expenditure under various heads and inrespect of private institutional and individual donations and income from institutions’own sources are summarized in terms of annual expenditure per institution and perstudent separately for different types of institutions for primary and secondaryinstitutions by their location (rural and urban); and the relevant estimates are discussedbelow.

7.1 Public Expenditure in Primary EducationAnnual per primary institution public expenditure

The annual average per institution expenditure out of funds received from governmenton account of salary, allocation for construction and maintenance, stipend etc. ispresented in Figure 7.1

Figure 7.1 Primary Education: Average per institution annual expenditure fromfunds received from government, 2005, in Taka

Public Expenditure

61

10 This was the case at the time of the field research for this study. Government now covers full basic salaryexpenditure.

Variations between types of institutions in both rural and urban areas are large. In thecase of government primary, non-government primary and community schools, thepublic expenditure is higher in uirban areas while, in the case of other types ofinstitutions, it is higher in rural areas. The average public expenditure for governmentand non-government (regd.) institutions is much higher compared to non-government(non-regd.) institutions in both rural and urban areas.

Annual per primary student expenditure out of public funds received

Table 5.1 (Chapter 5) provides the average number of students per institution andTable 7.1 provides per institution annual public expenditure. Figure 7.2 presents theannual per student expenditure out of public funds received.

Some non-registered institutions managed to secure small funds in the reference year(2005). Per student annual public expenditure varies widely between types ofinstitutions. Overall expenditure is the highest for students studying in governmentprimary schools and the lowest for those studying in non-government (non-regd.)madrashas. It is only Tk.93 and Tk.63 in the case of non-government primary schoolsand madrashas, respectively. In the rural areas, it is the highest (Tk.1,981) for non-government (regd.) madrasha students and the lowest (only Tk.96) for non-government (non-regd.) madrashas. In urban areas, it is the highest (Tk.1,618) for thegovernment school students and the lowest (a meager Tk.16) for non-government(non-regd.) madrashas.

Figure 7.2 Primary Education: Annual per primary level student expenditureout of public funds received by type of institutions and location, 2005,in Taka


62

7.2 Expenditure Out of Private Donations and Institutions’ Own Income

Private donation includes personal grant, community support in cash and kind, moneyreceived from NGOs etc. The average amount received by an institution is shown inFigures 7.3 and 7.4.

Figure 7.3 Secondary education: annual per primary institution expenditureout of funds received from private donations and institutions’ ownsources, 2005, in Taka

Figure 7.4 Secondary education: annual per primary student expenditure out offunds received from private donations and institutions’ own sources,2005, in Taka

Public Expenditure

63

Average per student expenditure out of donations and institutions’ own income ishigher in case of non-government (non-regd.) primary schools and non-government(regd.) madrashas. Non-government (non-regd. madrashas and community schools arein better position compared to government and non-government (regd.) primaryschools.

7.3 Public Expenditure in Secondary Education

Secondary government and non-government (MPO) schools and non-government(MPO) madrashas receive funds from the government to meet the payment of salaries,certain other costs, stipends, etc. The data on these items have been collected from thesample institutions.

Annual per institution and per student expenditure out of public funds atsecondary level

The average per institution and per student expenditure varies by type of institutions.However, the variations between types of institutions at the secondary level are lesspronounced compared to primary education (Figures 7.5 and 7.6). Public expenditureis the highest in government schools and the lowest in non-government (MPO)schools.

Figure 7.5 Secondary education: annual per institution expenditure out ofpublic funds received by institutions by location, 2005, in Taka


64

Figure 7.6 Secondary education: annual per student expenditure out of publicfunds received by institutions by location, 2005, in Taka

Both rural and urban secondary level madrashas receive substantial amounts ofmoney from the government. Annual overall per student expenditure out ofgovernment funds is 57% higher in the case of madrashas compared to non-government secondary schools. Per student expenditure out of government funds issignificantly higher in the case of government secondary schools compared to non-government schools and madrashas. It is higher in urban areas relating to rural areasfor all types of institutions. The difference is, however, the highest in the case of non-government secondary schools.

7.4 Expenditure Out of Private Donations and Institutions’ Own Income

Compared to public expenditure, expenditure out of donations and institutions’ ownincome is very small (Figures 7.7 and 7.8).

Public Expenditure

65

Figure 7.7 Secondary education: annual per institution expenditure fromprivate donations and incomes from institutions’ own sources bylocation and type of institutions, 2005, in Taka

Figure 7.8 Secondary education: annual per institution and per studentexpenditure from private donations and incomes from institutions’own sources by location and type of institutions, 2005, in Taka

Both per institution and per student annual expenditure varies by type of institutions,being the lowest in case of government schools and the highest in case of non-government schools. In the case of madrashas, it is 2.5 times that in the case ofgovernment schools.


66


Chapter8Total Per Student Expenditure

67


68

The sources of total per student expenditure are public and private expenditure andexpenditure out of private donations received by institutions and the institutions’

own incomes.

8.1 Total per Student Expenditure in Primary and Secondary Education

Tables 8.1 and 8.2 present data on source-wise per student annual expenditure by typeand location of institutions and sources of funds for 2005 in respect of primary andsecondary education.

In the case of primary education, the average annual per primary student privateexpenditure as proportion of the average per student annual total expenditure is thelowest at 54% in non-government (regd.) madrashas, followed by that in governmentschools (59%). In the case of non-government (non-regd.) madrasha, the proportion isthe highest at 88%, while it is somewhat lower in the case of non-government (non-regd.) schools (82%) followed by non-government (non-regd.) schools (77%). Thereare some variations as between rural and urban institutions, usually higher in urbanareas but, in the case of non-government (non-regd.) schools, it is higher in rural areas.(Figure 8.1)

In view of private expenditure being as substantial as has been revealed by the surveyresults, one may wonder as to whither the adopted principle of free primary education.In particular, the inability of the poor families to meet even the barest of the minimumeducational needs of their children raises a serious question relating to achievinguniversal primary education soon, the prospect being worse in relation to qualityprimary education.

At the secondary level, the proportion of private expenditure is higher in the case ofgovernment schools and it is lower in the case of non-government schools andmadrashas, compared to primary education. But, it is still 71% and 56%respectively for non-government schools and madrashas. In the case of governmentschools, it is 67%. Here also, compared to urban areas, the proportion is higher inrural areas for non-government schools and lower for government schools andmadrashas.(Figure 8.2).

Total Per Student Expenditure

69


70

Tabl

e 8.

1Pr

imar

y ed

ucat

ion:

ave

rage

ann

ual p

erst

uden

t pri

vate

exp

endi

ture

as p

erce

nt o

f ave

rage

per

stud

ent t

otal

expe

nditu

re b

y lo

catio

n an

d ty

pe o

f ins

titut

ions

, 200

5, in

Tak

a

a. P

rivat

e do

natio

ns in

clud

e do

natio

ns re

ceiv

ed fr

om p

rivat

e in

stitu

tions

and

indi

vidu

als

Type

of

inst

itutio

ns

Expe

nditu

re

Loca

tion

Type

of

inst

itutio

ns

Gov

t.sc

hool

s

Non

-gov

t.(r

egd.

)sc

hool

s

Non

-gov

t.(n

on-r

egd.

)sc

hool

s

Com

mun

itysc

hool

s

Mad

rash

asno

n-go

vt.

(reg

d.)

Mad

rash

asno

n-go

vt.

(non

-reg

d.)

All

inst

itutio

ns

Pub

licex

pend

iture

Rur

al1,

765

731

9644

81,

981

791,

232

Urb

an1,

618

464

8334

066

416

1,01

1

Com

bine

d1,

728

664

9342

11,

651

631,

160

Priv

ate

dona

tions

aan

din

stitu

tions

’ow

nin

com

e

Rur

al12

3017

614

836

712

574

Urb

an37

143

866

178

135

194

134

Com

bine

d18

5834

815

630

914

289

Priv

ate

expe

nditu

re

Rur

al2,

507

2,06

01,

781

1,70

01,

733

1,75

62,

194

Urb

an2,

724

3,60

32,

663

1,60

93,

855

2,89

32,

931

Com

bine

d2,

554

2,43

81,

939

1,68

22,

324

2,01

42,

359

Tota

l exp

endi

ture

Rur

al4,

284

2,82

12,

053

2,29

64,

081

1,96

03,

500

Urb

an4,

379

4,21

03,

612

2,12

74,

654

3,10

34,

076

Com

bine

d4,

300

3,16

03,

380

2,25

94,

284

2,21

93,

688

Priv

ate

expe

nditu

re a

s %

of to

tal

expe

nditu

re

Rur

al58

.573

.086

.874

.042

.589

.663

.0

Urb

an62

.285

.073

.775

.682

.893

.272

.0

Com

bine

d59

.477

.281

.574

.554

.288

.364

.0

Figure 8.1 Primary education: average annual per student private expenditureas percent of average per student total expenditure by location andtype of institutions, 2005, in Taka

Table 8.2 Secondary education: average annual per student privateexpenditure as percent of total average expenditure by location andtype of institutions, 2005, in Taka

a. Private donations include donations received from private institutions and individuals


71


Expenditure

Location Type of institutions

Governmentschools

Non-govt.(MPO) schools Madrashas

PublicExpenditure

Rural 5,094 1,685 3,699

Urban 5,644 4,787 4,143

Combined 5,232 2,461 3,810

Private donations and incomefrom institutions’ own sources

Rural 253 425 650

Urban 146 1,084 268

Combined 226 589 555

PrivateExpenditure

Rural 8,464 6,662 4,947

Urban 16,894 10,279 7,697

Combined 11,204 7,574 5,611

Total expenditure Rural 13,811 8,772 9,296

Urban 22,684 16,150 12,108

Combined 16,662 10,624 9,976

Private expenditure as % oftotal expenditure

Rural 61.3 75.9 53.2

Urban 74.5 63.6 63.6

Combined 67.2 71.3 56.2

Figure 8.2 Secondary education: average annual per student privateexpenditure as percent of total average expenditure by location andtype of institutions, 2005, in Taka

8.2 Meagre Public Expenditure

As noted earlier, public expenditure at both primary and secondary levels is incurredmainly in terms of salaries and construction and maintenance. Marginal support isprovided also for purchase of teaching aids and other related purposes. While salariesare paid, the quality improvement of teachers through proper training remains limited.Stipends and partial stipends are provided to eligible students. No expenditure isincurred, except perhaps in government institutions at negligible levels, on creating anattractive environment for the students to be enthused about staying in school andeffectively participating in learning. The question of quality improvement throughproper monitoring and supervision and by ensuring adequate access of institutions andstudents to necessary facilities remains totally unattended.

It may be instructive to look at public expenditure in US$ terms. At the primary level,the public expenditure, available for the purposes indicated above, on average, perstudent is the highest at $24.7 annually (or US$2.06 a month) in government schools,followed by $23.6 annually (or $1.97 a month) in the case of registered Madrashas.While non-government (non-regd.) schools are not entitled to any type of regularpublic funding, the average per student public expenditure varies between only $0.9and $9.5 on annual basis (or between $0.08 and $0.79 a month) in the case of othertypes of institutions.

At the secondary level it is, again as available for the above indicated purposes, thehighest in the case of government schools at $75 annually (or $6.3 a month), while itis $54 in the case of madrashas and $35 in the case of non-government schoolsannually (or $4.5 and $2.9, respectively, a month).


72

Table 8.3 Primary education: average annual public expenditure per student,rural-urban (combined) by type of institutions, 2005, in Taka

Exchange rate used is Tk.70=1US$

Table 8.4 Secondary education: average annual public expenditure per student,rural-urban (combined) by type of institutions, 2005, in Taka

Exchange rate used is Tk.70=1US$

Meagre as the funds provided are, it also appears from the types of educationalexpenditure publicly funded that expansion of education is the primary goal whilequality remains neglected. Indeed, the quality of education received by the students is,in general, very poor. When the quality is as poor as it is at the primary level, itcertainly causes, as is known to be the case, highly undesirable spiraling effects atupper levels. Again, since the rich parents are able to spend substantial amounts ofmoney for the education of their children from their own resources and the poorcannot, the poor students are often forced to suffer from huge educational qualitydeficiencies, assuming that they manage to stay in schools/madrashas.


73

Currency

Type of institutions

Government.schools

Non-government.

(regd.) schools


schools

Communityschools

Madrashas

Regd. Non-regd.

Taka 1,728 664 93 421 1681 63

US$ 24.7 9.5 1.3 6.0 23.6 0.9

CurrencyType of institutions

Government schools Non-govt. (MPO) Madrashas

Taka 5,232 2,461 3,810

US$ 74.7 35.2 54.4


74


ANNEXES

75


76

Annex 1

Selected upazilas by division and district

Division District Upazila Division District Upazila

Barisal (Rural) Barguna Amtali Khulna (Rural) Jessore Keshabpur

Bhola Lalmohan Magura Sreeppur

Barisal (Urban) Barisal Barisal Sadar Bagerhat Chitamari

Chittagong (Rural) B.Baria Nasirnagar Satkhira Satkhira Sadar

Chandpur Faridganj Khulna (Urban) Kushtia Kushtia Sadar

Laksmipur Roypur Khulna (SMA) Khulna Rupsha

Cox’s Bazar Chakaria Rajshahi (Rural) Bogra Gabtali

Rangamati Kaptai Dinajpur Chirirbandar

Chittagong (Urban) Chittagong Mirshari Thakurgaon Haripur

Chittagong (SMA) Chittagong Kotwali Sirajganj Kazipur

Dhaka (Rural) Dhaka Dhamrai Natore Baraigram

Gopalganj Kotalipara Nawabganj Nachole

Kishoreganj Bajitpur Gaibandha Fulchari

Manikganj Saturia Kurigram Phulbari

Munshiganj Tongibari Rajshahi (Urban) Rangpur Rangpur Sadar

Mymensingh Bhaluka Rajshahi (SMA) Rajshahi Paba

Narshingdi Monohardi Sylhet (Rural) Habiganj Nabiganj

Dhaka Shariatpur Zanjira Sunamganj Dowarbazar

Dhaka Tangail Shakhipur Sylhet (Urban) Sylhet Kotwali

Urban Jamalpur Jamalpur Sadar

SMA Dhaka Dhanmondi

Annex

77

Annex 2

GWy‡Kkb IqvP

wk¶v LiP Rwic : 2006(cÖv_wgK ch©v‡qi ¯‹zj I gv &̀ivmv †_‡K Z_¨msMÖn)

1. ¯‹z‡ji (1)/gv`&ivmvi (2) bvg...........................................................................

2. ¯‹z‡ji/gv`&ivmvi aib: miKvwi (1)/†iwR: †emiKvwi (2)/†emiKvwi (3)/KwgDwbwU (4)

3. wVKvbv:MÖvg.........................................kni:...................................................

Dc‡Rjv:............................. †Rjv:..................... wWwfkb:.............................

4. DËi`vZvi bvg: ...........................................cèx : ......................................

5. Avcbvi cÖwZôvb m¤úwK©Z wbæwjwLZ Z_¨ w`b:

(K) eZ©gv‡b Avcbvi ¯‹z‡j wk¶K msL¨v KZ? ....... Rb| cyi“l: ....... Rb;

gwnjv: ..... Rb|

6. Avcbvi ¯‹z‡ji QvÎ/QvÎxi †kªYxIqvix weeiY w`b


78

†kªYx eZ©gv‡b QvÎ-QvÎxi msL¨v KZ? 30 Ryb 2005 QvÎ-QvÎxi msL¨v KZ wQj?

QvÎ (1) QvÎx (2) †gvU QvÎ (1) QvÎx (2) †gvU

1g

2q

3q

4_©

5g

†gvU

7. 1 Rvbyqvix Ñ 31 wW‡m¤î 2005 Ges 1 Rvbyqvwi Ñ 31 RyjvB 2006 mg‡q wbæwjwLZLvZ †_‡K cÖvß UvKv I Li‡Pi cwigvY

8. e„wË I Dc-e„wË msµvš— Ab¨vb¨ Z_¨ (1 jv Rvbyqvwi †_‡K 31 wW‡m¤î 2005)

dig c~iYKvixi bvg I ¯^v¶i: ¯‹zj/gv`&ivmvi mxj ZË¡veavq‡Ki bvg I ¯^v¶iZvwiL: ZvwiL: ZvwiL:

Annex

79

miKvi †_‡K A_© cÖvwß I LiP

LvZ 1 Rvbyqvwi− 31 wW‡m¤î 2005 1 Rvbyqvwi − 31 RyjvB 2006

cÖvß UvKv †gvU LiP cÖvß UvKv †gvU LiP

(1) miKvi †_‡K †eZb I fvZveve`

Ñ Ñ

(2) miKvwi Aby`vb (wk¶v mvgMÖx,†givgZ, i¶Yv‡e¶Y BZ¨vw`)

(3) e„wË Ñ Ñ(4 Dc-e„wË Ñ Ñ(5) Ab¨vb¨

†emiKvwifv‡e cÖvwß I LiP

LvZ1 Rvbyqvwi−31 wW‡m¤î 2005 1 Rvbyqvwi−31 RyjvB 2006


(1) e¨w³ Aby`vb(2) KwgDwbwU †_‡K cÖvwß(3) GbwRI †_‡K cÖvwß(4) ¯‹z‡ji m¤ú` (f~wg,Rjv, MvQ,

mÂqcÎ, ¯’vqx AvgvbZBZ¨vw`) †_‡K AwR©Z Avq

(5) Ab¨vb¨ (hw` _v‡K; m~ÎD‡j-L Ki“b )

e„wË/wk¶vi wewbg‡q Lv`¨ A_ev UvKv Dc-e„wË

QvÎmsL¨v

QvÎx msL¨v

e„wËiDrm

†gvUmsL¨v

†gvUUvKv

QvÎmsL¨v

QvÎx msL¨v

e„wËiDrm

†gvUmsL¨v

†gvUUvKv

GWy‡Kkb IqvP

wk¶v LiP Rwic : 2006cÖv_wgK ch©vq : (AwffveK †_‡K Z_¨msMÖn)

wbev©wPZ QvÎ/QvÎxi bvg : .........................................................

†kªYx : .............................. QvÎ (1)/ QvÎx (2); ag© : gymjgvb (1)/wn›`y (2)/†eŠ× (3)/L„óvb (4)

†kªYx : ......................... QvÎ (1)/ QvÎx RvwZmËv : evOvjx (1)/Avwèvwm(2)

2. Awffve‡Ki bvg : ......................................................................cyi“l (1)/gwnjv (2) †ckv : ......................................cwiev‡ii Mo gvwmK Avq: .............................. UvKv|cwiev‡ii †gvU m`m¨ msL¨v: cyi“l: .......................gwnjv: ..................†gvU: ................

3. K…wl Rwg (†Wwm‡gj);............; evwo I Ab¨vb¨ Rwg (†Wwm.):............. †gvU (†Wwm.)............4. msL¨v D‡j-L Ki“b: (K) †Uwej/†Pqvi.......... (L) LvU/†PŠwK..........(M) †jc/†ZvlK/K¤̂j.........

(N) nvZNwo/†Ìqvj Nwo/†Uwej Nwo ........(O) †iwWI/†Uwjwfkb ....... (P) evBmvB‡Kj...........(Q) ê`y¨wZK cvLv .......................... (R) gUi mvB‡Kj ............................................

5. Dc‡iv³ QvÎ/QvÎxi Rb¨ LiP: 1 Rvbyqvwi − 31 wW‡m¤î 2005 Ges 1 Rvbyqvwi − 31 RyjvB 2006

dig c~iYKvixi bvg I ¯^v¶i: Awffve‡Ki bvg I ¯^v¶i ZË¡veavq‡Ki bvg I ¯^v¶iZvwiL: ZvwiL: ZvwiL:


80

LvZLiP (UvKvq)

1 Rvbyqvwi-31wW‡m¤î 2005

1 Rvbyqvwi-31RyjvB 2006

(1) †eZb(2) fwZ© wd(3) Ab¨vb¨ wd(4) cÖvB‡fU cov eve` LiP(5) eB µ‡qi Rb¨ LiP(6) LvZv, Kjg, †cwÝj, ivevi, Kvwj I R¨vwgwZ e·(7) ¯‹zj e¨vM I QvZv (8) ¯‹z‡ji †cvlvK I RyZv(9) hvZvqvZ LiP(¯‹z‡j hvIqv-Avmv I cÖvB‡fU co‡Z hvIqv-Avmv)(10) wUwdb LiP(11) we‡bv`bg~jK LiP(12) wPwKrmv LiP(13) R¡vjvwb I we`y¨r LiP(14) Ab¨vb¨ (†hgb: Kw¤úDUvi)

GWy‡Kkb IqvP

wk¶v LiP Rwic : 2006(gva¨wgK ch©v‡qi ¯‹zj I gv`&ivmv †_‡K Z_¨)

1. ¯‹z‡ji (1)/gv`&ivmvi (2) bvg : ........................................................................

2. ¯‹z‡ji/gv`ªvmvi aib: miKvwi (1)/†iwR: †emiKvwi (2)/†emiKvwi (3)

3. wVKvbv:MÖvg ...............................................kni: ..........................................Dc‡Rjv:............................ †Rjv: ........................wWwfkb: ...........................

4. DËi`vZvi bvg: .................................................. cèx : ...............................

5. Avcbvi cÖwZôvb m¤úwK©Z wbæwjwLZ Z_¨ w`b: (K) eZ©gv‡b Avcbvi ¯‹z‡j wk¶K msL¨v KZ? ......... Rb| cyi“l: ........ Rb; gwnjv: .... Rb|

6. Avcbvi ¯‹z‡ji QvÎ/QvÎxi †kªYxIqvix weeiY w`b:

7. 1 Rvbyqvwi 2005 †_‡K 31 wW‡m¤î 2005 Ges 1 Rvbyqvwi †_‡K 31 RyjvB 2006 mg‡qwbæwjwLZ LvZ †_‡K cÖvß UvKv I Li‡Pi cwigvY D‡j-L Ki“b:

Annex

81

†kªYxeZ©gv‡b QvÎ-QvÎxi msL¨v KZ? 30 Ryb 2005 QvÎ-QvÎxi msL¨v KZ wQj?

QvÎ (1) QvÎx (2) †gvU QvÎ (1) QvÎx (2) †gvU

6ó

7g

8g

9g

10g

†gvU

8. e„wË I Dc-e„wË msµvš— Ab¨vb¨ Z_¨ (1 Rvbyqvwi †_‡K 31 wW‡m¤î 2005)

dig c~iYKvixi bvg I ¯^v¶i: ¯‹zj/gv`&ivmvi mxj ZË¡veavq‡Ki bvg I ¯^v¶iZvwiL: ZvwiL: ZvwiL:

miKvi †_‡K A_© cÖvwß I LiP

LvZ 1 Rvbyqvwi − 31 wW‡m¤î 2005 1 Rvbyqvwi − 31 RyjvB 2006


(1) miKvi †_‡K †eZb I fvZveve`

Ñ Ñ

(2) miKvwi Aby`vb (wk¶v mvgMÖx,†givgZ, i¶Yv‡e¶Y BZ¨vw`

(3) e„wË Ñ Ñ(4) Dc-e„wË Ñ Ñ(4) Ab¨vb¨

†emiKvwifv‡e cÖvwß I LiP

LvZ 1 Rvbyqvwi − 31 wW‡m¤î 2005 1 Rvbyqvwi − 31 RyjvB 2006


(1) e¨w³ Aby`vb(2) KwgDwbwU †_‡K cÖvwß(3) GbwRI †_‡K cÖvwß

(4) ¯‹z‡ji m¤ú` (f~wg,Rjv, MvQ,mÂqcÎ, ¯’vqx AvgvbZBZ¨vw`) †_‡K AwR©Z Avq

(5) Ab¨vb¨ (hw` _v‡K; m~ÎD‡j-L Ki“b )


82

e„wË/wk¶vi wewbg‡q Lv`¨ A_ev UvKv Dc-e„wË

QvÎmsL¨v

QvÎx msL¨v

e„wËiDrm

†gvUmsL¨v

†gvUUvKv

QvÎmsL¨v

QvÎx msL¨v

e„wËiDrm

†gvUmsL¨v

†gvUUvKv

GWy‡Kkb IqvP

wk¶v LiP Rwic : 2006gva¨wgK ch©vq : (AwffveK †_‡K Z_¨msMÖn)

1. wbev©wPZ QvÎ/QvÎxi bvg : ............................................MÖ“c: weÁvb(1)/Kjv I gvbweK (2)/ evwYR¨(3) (ïaygvÎ beg I `kg †kªYxi Rb¨)

†kªYx : ....................... QvÎ (1)/ QvÎx (2); ag© : gymjgvb (1)/wn›`y (2)/†eŠ× (3)/L„óvb (4)RvwZmËv : evOvjx (1)/Avwèvwm(2)

2. Awffve‡Ki bvg : ................................................cyi“l (1)/gwnjv (2)†ckv : ............................... cwiev‡ii Mo gvwmK Avq: ................................... UvKv|cwiev‡ii †gvU m`m¨ msL¨v: cyi“l: .....................gwnjv: ...................†gvU: .................

3. K…wl Rwg (†Wwm‡gj);.............; evwo I Ab¨vb¨ Rwg (†Wwm.):.............. †gvU (†Wwm.)..........4. msL¨v D‡j-L Ki“b: (K) †Uwej/†Pqvi........ (L) LvU/†PŠwK.........(M) †jc/†ZvlK/K¤̂j.........

(N) nvZNwo/†Ìqvj Nwo/†Uwej Nwo .......(O) †iwWI/†Uwjwfkb ...... (P) evBmvB‡Kj............(Q) ê`y¨wZK cvLv .........................(R) gUi mvB‡Kj ...............................................

5. Dc‡iv³ QvÎ/QvÎxi Rb¨ LiP: 1 Rvbyqvwi − 31 wW‡m¤î 2005 Ges 1 Rvbyqvwi − 31 RyjvB 2006

dig c~iYKvixi bvg I ¯^v¶i: Awffve‡Ki bvg I ¯^v¶i ZË¡veavq‡Ki bvg I ¯^v¶iZvwiL: ZvwiL: ZvwiL:

Annex

83

LvZ

LiP (UvKvq)

1 Rvbyqvwi−31wW‡m¤î 2005

1 Rvbyqvwi−31RyjvB 2006

(1) †eZb(2) fwZ© wd(3) Ab¨vb¨ wd(4) cÖvB‡fU cov eve` LiP(5) eB µ‡qi Rb¨ LiP(6) LvZv, Kjg, †cwÝj, ivevi, Kvwj I R¨vwgwZ e·(7) ¯‹zj e¨vM I QvZv (8) ¯‹z‡ji †cvlvK I RyZv(9) hvZvqvZ LiP(¯‹z‡j hvIqv-Avmv I cÖvB‡fU co‡Z hvIqv-Avmv)(10) wUwdb LiP(11) we‡bv`bg~jK LiP(12) wPwKrmv LiP(13) R¡vjvwb I we`y¨r LiP(14) Ab¨vb¨ (†hgb: Kw¤úDUvi)


84

Ann

ex 3

STAT

IST

ICA

LTA

BL

ES

IN R

ESP

EC

TO

FPR

IMA

RY

ED

UC

ATIO

NAv

erag

e Pe

r Stu

dent

Ann

ual I

tem

-wis

e Fa

mily

Exp

endi

ture

by

Type

of I

nstit

utio

ns a

nd S

ex o

f Stu

dent

s, 20

05, i

n Ta

ka(T

able

s A3.

1-A

3.18

) and

in P

erce

nt o

f St

uden

ts N

ot In

curr

ing

Expe

nditu

re o

n D

iffer

ent I

tem

s (T

able

s A3.

19-A

3.36

)

Tabl

e-A

3.1

Prim

ary

educ

atio

n: a

vera

ge p

erst

uden

t ann

ual i

tem

-wis

e fa

mily

exp

endi

ture

– g

ovt.

scho

ols,

rura

l, 20

05

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss I

Cla

ss II

Cla

ss II

IC

lass

IVC

lass

VTo

tal

BG

TB

GT

BG

TB

GT

BG

TB

GT

Tuiti

on fe

e0.

00.

00.

00.

00.

00.

00.

00.

00.

00.

00.

00.

00.

00.

00.

00.

00.

00.

0

Adm

issi

on fe

e0.

60.

80.

73.

53.

63.

50.

30.

20.

30.

20.

30.

20.

20.

30.

21.

01.

01.

0

Oth

er fe

e3.

15.

04.

024

.722

.223

.528

.227

.427

.839

.239

.839

.546

.845

.646

.228

.428

.028

.2

Priv

ate

tuiti

on57

.238

.748

.236

8.4

358.

936

3.8

560.

356

3.6

561.

979

2.7

770.

978

1.8

1269

.386

2.2

1064

.960

9.6

518.

956

4.1

Boo

k4.

34.

84.

59.

37.

48.

424

.523

.123

.842

.049

.245

.667

.160

.863

.929

.429

.129

.2

Stat

iona

ry85

.184

.584

.839

9.0

395.

539

7.3

495.

952

6.4

510.

854

7.7

537.

754

2.7

653.

165

2.3

652.

743

6.2

439.

343

7.7

Sch

ool b

ag a

ndum

brel

la7.

67.

47.

559

.560

.359

.975

.376

.475

.875

.780

.378

.097

.499

.098

.263

.164

.763

.9

Sch

ool d

ress

18.4

24.1

21.1

167.

818

2.4

174.

920

2.3

205.

220

3.7

223.

023

8.1

230.

526

3.1

252.

225

7.6

174.

918

0.4

177.

6

Tran

spor

t cos

t7.

88.

68.

221

.416

.519

.114

.422

.318

.317

.240

.929

.038

.036

.337

.119

.824

.922

.3

Tiffi

n co

st74

.075

.374

.638

9.8

395.

239

2.4

380.

638

9.5

385.

045

0.8

473.

846

2.3

534.

747

7.5

506.

036

6.0

362.

336

4.1

Ent

erta

inm

ent

7.6

9.3

8.4

46.0

50.2

48.0

44.9

43.4

44.2

68.2

56.5

62.4

67.0

78.8

72.9

46.7

47.6

47.2

Hea

lth c

ost

107.

395

.110

1.4

365.

436

1.5

363.

540

1.4

402.

340

1.8

536.

044

1.6

488.

938

7.6

443.

641

5.7

359.

534

8.8

354.

3

Fuel

56.8

63.0

59.8

419.

642

2.6

421.

146

1.2

486.

247

3.4

524.

152

5.1

524.

657

1.6

578.

257

4.9

406.

741

5.0

410.

8

Oth

er0.

00.

00.

015

.67.

911

.90.

53.

82.

113

.81.

77.

717

.72.

19.

99.

53.

16.

3

Tota

l42

9.8

416.

642

3.2

2290

2284

.222

87.3

2689

.827

69.8

2728

.933

30.6

3255

.932

93.2

4013

.635

88.9

3800

.225

50.8

2463

.125

06.6

N58

955

611

4560

155

811

5958

756

511

5257

657

311

4958

258

711

6929

3528

3957

74

Annex

85

Tabl

e-A

3.2

Prim

ary

educ

atio

n: a

vera

ge p

erst

uden

t ann

ual i

tem

-wis

e fa

mily

exp

endi

ture

– g

ovt.

scho

ols,

urba

n, 2

005

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss I

Cla

ss II

Cla

ss II

IC

lass

IVC

lass

VTo

tal

BG

TB

GT

BG

TB

GT

BG

TB

GT

Tuiti

on fe

e3.

50.

01.

80.

00.

00.

00.

00.

00.

00.

00.

00.

00.

00.

00.

00.

70.

00.

4

Adm

issi

on fe

e3.

20.

82.

119

.318

.919

.12.

83.

33.

13.

73.

43.

55.

04.

74.

86.

86.

26.

5

Oth

er fe

e3.

75.

04.

335

.930

.933

.536

.637

.537

.052

.349

.751

.153

.753

.653

.636

.435

.335

.9

Priv

ate

tuiti

on87

.554

.571

.750

7.3

520.

551

3.7

856.

968

0.0

770.

910

08.0

1056

.810

31.1

1553

.213

29.7

1442

.580

2.6

728.

376

6.0

Boo

k10

.35.

98.

212

.311

.712

.038

.859

.949

.164

.062

.663

.310

1.7

93.3

97.5

45.4

46.7

46.0

Stat

iona

ry12

6.9

79.8

104.

452

0.6

518.

151

9.4

583.

760

0.7

592.

073

4.8

725.

773

0.5

763.

176

7.1

765.

154

5.8

538.

354

2.3

Bag

6.4

8.4

7.4

99.1

90.0

94.7

86.3

107.

096

.411

9.3

115.

011

7.3

103.

311

2.9

108.

182

.986

.784

.8

Sch

ool d

ress

32.4

32.7

32.5

201.

820

5.2

203.

418

5.4

217.

820

1.1

252.

324

4.9

248.

824

8.3

257.

125

2.7

184.

019

1.5

187.

7

Tran

spor

t cos

t42

.65.

424

.853

.176

.764

.424

.313

.819

.233

.891

.160

.924

.010

9.8

66.5

35.6

59.4

47.2

Tiffi

n co

st51

.143

.247

.332

2.8

269.

929

7.4

202.

128

7.4

243.

643

7.0

252.

134

9.7

359.

239

9.8

379.

327

4.4

250.

526

3.5

Ent

erta

inm

ent

7.8

0.0

4.1

19.5

5.5

12.8

3.4

9.9

6.5

12.1

8.7

10.5

7.7

17.9

12.7

10.1

8.4

9.3

Hea

lth c

ost

86.1

43.7

65.9

289.

024

5.4

268.

136

6.9

267.

431

8.5

343.

043

2.4

385.

327

8.1

313.

329

5.6

272.

626

0.4

266.

7

Fuel

103.

080

.792

.349

3.0

468.

848

1.4

515.

954

7.4

531.

256

0.1

635.

959

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566.

553

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544

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454.

245

0.7

Oth

er0.

00.

00.

00.

00.

00.

00.

00.

00.

039

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423

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411

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9.4

23.9

16.7

Tota

l56

4.5

360.

146

6.8

2573

.724

61.6

2519

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2832

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68.6

3659

.936

83.7

3671

.340

71.2

4111

.340

9127

54.5

2689

.827

23.5

N16

915

532

416

715

432

116

916

032

917

215

432

616

115

831

983

878

116

19


86

Tabl

e-A

3.3

Prim

ary

educ

atio

n: a

vera

ge p

erst

uden

t ann

ual i

tem

-wis

e fa

mily

exp

endi

ture

– g

ovt.

scho

ols,

rura

l-urb

anco

mbi

ned,

200

5

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss I

Cla

ss II

Cla

ss II

IC

lass

IVC

lass

VTo

tal

BG

TB

GT

BG

TB

GT

BG

TB

GT

Tuiti

on fe

e.7

.0.4

.0.0

.0.0

.0.0

.0.0

.0.0

.0.0

0.1

0.0

0.1

Adm

issi

on fe

e1.

1.7

.96.

96.

96.

9.8

.9.9

.9.9

.91.

21.

21.

22.

22.

12.

2

Oth

er fe

e3.

25.

04.

127

.124

.125

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.029

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.241

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.247

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.129

.629

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Priv

ate

tuiti

on64

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.153

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8.5

393.

839

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626.

658

9.3

608.

384

2.2

831.

383

6.8

1330

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1.3

1145

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563.

660

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Boo

k5.

65.

05.

39.

98.

39.

227

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.132

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Stat

iona

ry94

.483

.489

.142

5.4

422.

042

3.8

515.

554

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528.

859

0.7

577.

458

4.1

676.

967

6.6

676.

746

0.6

460.

446

0.5

Bag

7.3

7.6

7.4

68.1

66.7

67.4

77.7

83.1

80.4

85.7

87.6

86.6

98.6

101.

910

0.3

67.5

69.4

68.4

Sch

ool d

ress

21.4

25.9

23.6

175.

218

7.3

181.

019

8.5

207.

620

3.0

229.

523

9.5

234.

525

9.8

253.

225

6.5

176.

918

2.7

179.

7

Tran

spor

t cos

t15

.57.

911

.828

.329

.528

.916

.620

.418

.421

.051

.536

.034

.951

.843

.423

.332

.227

.7

Tiffi

n co

st68

.868

.268

.537

5.2

368.

137

1.8

340.

736

6.9

353.

544

7.6

426.

943

7.4

496.

646

1.0

478.

834

5.8

338.

234

2.0

Ent

erta

inm

ent

7.6

7.3

7.4

40.2

40.5

40.3

35.6

36.0

35.8

55.3

46.3

50.9

54.1

65.8

60.0

38.6

39.2

38.9

Hea

lth c

ost

102.

683

.893

.534

8.8

336.

434

2.8

393.

637

2.5

383.

349

1.6

439.

646

5.9

363.

941

5.9

389.

934

0.1

329.

633

5.1

Fuel

67.1

66.8

66.9

435.

543

2.6

434.

147

3.4

499.

748

6.2

532.

354

8.5

540.

357

0.4

569.

757

0.1

415.

742

3.5

419.

5

Oth

er.0

.0.0

12.2

6.2

9.3

.32.

91.

619

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411

.215

.425

.820

.69.

57.

58.

5

Tota

l45

9.3

403.

743

2.3

2351

.323

22.4

2337

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36.9

2782

.827

59.3

3405

.733

45.8

3376

.140

25.3

3699

.138

62.1

2595

.725

10.8

2553

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N75

871

114

6976

871

214

8075

672

514

8174

872

714

7574

374

514

8837

73.0

3620

.073

93.0

Annex

87

Tabl

e-A

3.4

Prim

ary

educ

atio

n: a

vera

ge p

erst

uden

t an

nual

ite

m-w

ise

fam

ily e

xpen

ditu

re –

com

mun

ity s

choo

ls,

rura

l, 20

05

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss I

Cla

ss II

Cla

ss II

IC

lass

IVC

lass

VTo

tal

BG

TB

GT

BG

TB

GT

BG

TB

GT

Tuiti

on fe

e0.

00.

00.

00.

00.

00.

00.

00.

00.

00.

00.

00.

00.

00.

00.

00.

00.

00.

0

Adm

issi

on fe

e0.

80.

60.

72.

52.

52.

50.

70.

90.

80.

90.

70.

80.

90.

80.

91.

21.

11.

1

Oth

er fe

e1.

81.

71.

822

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.523

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.130

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.429

.8

Priv

ate

tuiti

on31

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0.5

165.

118

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293.

922

7.4

261.

442

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361.

839

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563.

546

4.8

510.

930

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250.

627

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Boo

k1.

83.

52.

72.

87.

45.

116

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Stat

iona

ry52

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.128

0.0

285.

828

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355.

335

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241

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406.

140

9.0

409.

643

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422.

030

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308.

130

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Sch

ool b

ag a

ndum

brel

la0.

42.

61.

527

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Sch

ool

dres

s14

.812

.813

.811

4.8

127.

112

0.9

140.

714

1.1

140.

917

5.5

174.

217

4.8

171.

820

3.3

188.

612

3.5

131.

712

7.8

Tran

spor

t cos

t0.

00.

00.

00.

00.

00.

02.

56.

74.

59.

42.

66.

00.

03.

21.

72.

42.

52.

4

Tiffi

n co

st52

.648

.250

.432

3.3

320.

832

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371.

330

9.8

341.

340

1.4

352.

837

7.0

430.

045

9.0

445.

531

5.7

298.

130

7.2

Ent

erta

inm

ent

0.5

2.7

1.6

22.0

24.4

23.2

28.5

29.4

28.9

50.6

26.7

38.6

42.9

44.9

44.0

28.9

25.6

27.3

Hea

lth c

ost

57.4

47.7

52.6

392.

122

6.0

309.

828

6.9

293.

829

0.3

0.0

0.0

0.0

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434

8.9

346.

821

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183.

319

9.9

Fuel

52.7

60.9

56.8

372.

035

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542

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443.

943

1.9

498.

760

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647

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8

Oth

er0.

00.

00.

01.

50.

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11.

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71.

31.

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31.

31.

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1

Tota

l26

7.5

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226

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1761

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58.1

1660

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76.3

1879

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8520

52.4

2069

2553

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85.3

2569

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28.6

1669

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99.7

N16

916

933

817

016

733

715

614

930

515

215

330

513

415

328

778

179

115

72


88

Tabl

e-A

3.5

Prim

ary

educ

atio

n: a

vera

ge p

erst

uden

t ann

ual i

tem

-wise

fam

ily ex

pend

iture

– co

mm

unity

scho

ols,

urba

n 20

05

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss I

Cla

ss II

Cla

ss II

IC

lass

IVC

lass

VTo

tal

BG

TB

GT

BG

TB

GT

BG

TB

GT

Tuiti

on fe

e0.

00.

00.

022

.522

.522

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.7

Adm

issi

on fe

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10.

00.

14.

24.

54.

42.

83.

13.

03.

92.

43.

24.

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24.

73.

03.

03.

1

Oth

er fe

e0.

40.

00.

240

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Priv

ate

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on0.

00.

00.

081

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869

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263

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340.

1

Boo

k3.

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55.

11.

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21.

48.

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07.

544

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iona

ry46

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733

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039

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442.

148

0.8

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333.

833

0.6

Bag

0.0

2.3

1.0

46.1

38.7

42.4

75.2

52.9

64.2

103.

838

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.975

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Sch

ool d

ress

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0.0

0.0

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013

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014

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813

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912

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146.

918

1.8

202.

319

1.5

127.

011

9.0

123.

0

Tran

spor

t cos

t5.

54.

75.

28.

90.

04.

40.

00.

00.

02.

00.

01.

08.

665

.235

.25.

014

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2

Tiffi

n co

st3.

717

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655

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0.0

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012

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195.

431

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328.

532

3.0

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127

7.5

252.

917

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117

3.7

Ent

erta

inm

ent

0.0

0.0

0.0

5.0

9.3

7.1

2.3

7.3

4.8

4.8

3.1

4.0

0.6

0.7

0.7

2.5

4.1

3.3

Hea

lth c

ost

71.6

67.6

69.8

299.

119

1.6

245.

414

2.3

160.

715

1.4

0.0

0.0

0.0

234.

826

1.7

247.

514

9.6

136.

314

2.8

Fuel

66.4

103.

082

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7.9

374.

336

1.1

407.

739

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141

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403.

741

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839

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433

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133

3.8

Oth

er0.

00.

00.

00.

00.

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00.

00.

00.

00.

00.

00.

00.

00.

00.

00.

00.

00.

0

Tota

l19

7.9

219.

520

7.4

1385

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81.4

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28.4

1553

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28.4

2155

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41.1

1608

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N54

4296

4848

9642

4183

4341

8445

4080

232

212

444

Annex

89

Tabl

e-A

3.6

Prim

ary

educ

atio

n: a

vera

ge p

erst

uden

t ann

ual i

tem

-wis

e fa

mily

exp

endi

ture

– c

omm

unity

sch

ools

, rur

al-

urba

n co

mbi

ned,

200

5

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss I

Cla

ss II

Cla

ss II

IC

lass

IVC

lass

VTo

tal

BG

TB

GT

BG

TB

GT

BG

TB

GT

Tuiti

on fe

e0.

.0.0

4.9

5.0

4.9

7.3

7.6

7.4

8.6

6.2

7.4

10.0

9.3

9.7

6.2

5.6

5.9

Adm

issi

on fe

e.7

.5.6

2.9

3.0

2.9

1.2

1.4

1.3

1.6

1.1

1.4

1.8

1.8

1.8

1.6

1.6

1.6

Oth

er fe

e1.

31.

41.

426

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Priv

ate

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on24

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24.

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315

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iona

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Bag

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431

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Sch

ool d

ress

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012

9.9

125.

414

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113

9.8

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416

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168.

917

4.4

203.

118

9.3

124.

312

9.1

126.

8

Tran

spor

t cos

t1.

4.9

1.1

1.9

.0.9

2.0

5.3

3.6

7.8

2.1

4.9

2.2

16.1

9.4

3.1

4.9

4.0

Tiffi

n co

st52

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927

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227

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138

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528

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272.

827

9.5

Ent

erta

inm

ent

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21.

318

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lth c

ost

61.0

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56.5

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625

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126

0.6

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6.9

330.

832

4.1

201.

217

3.2

187.

4

Fuel

55.9

69.3

62.4

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735

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241

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442

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956

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846

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Oth

er.0

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11.

11.

01.

01.

01.

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00.

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8

Tota

l26

2.7

268.

326

5.4

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41.6

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66.7

1809

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89.8

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26.9

2088

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37.9

2572

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56.1

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43.9

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321

143

421

821

543

319

819

038

819

519

438

917

919

337

210

1310

0320

16


90

Tabl

e-A

3.7

Prim

ary

educ

atio

n: a

vera

ge p

erst

uden

t ann

ual i

tem

-wis

e fa

mily

exp

endi

ture

– n

on-g

ovt.

(reg

d.) m

adra

sa,

rura

l 200

5

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss I

Cla

ss II

Cla

ss II

IC

lass

IVC

lass

VTo

tal

BG

TB

GB

GT

TB

GT

BG

TB

GT

Tuiti

on fe

e0.

00.

00.

05.

65.

85.

76.

06.

06.

08.

89.

59.

117

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68.

37.

9

Adm

issi

on fe

e0.

20.

30.

212

.112

.412

.311

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58.

55.

36.

05.

66.

27.

26.

77.

16.

36.

7

Oth

er fe

e0.

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Priv

ate

tuiti

on4.

818

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520

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412

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k18

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iona

ry16

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349

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Sch

ool b

ag a

ndum

brel

la4.

1.9

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31.2

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86.3

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Sch

ool

dres

s2.

65.

13.

813

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013

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519

1.5

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219

0.0

194.

320

9.4

201.

413

9.2

138.

813

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Tran

spor

t cos

t0.

00.

00.

01.

98.

55.

110

.15.

47.

814

.70.

07.

613

.613

.113

.48.

15.

46.

8

Tiffi

n co

st24

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824

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533

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634

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624

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240.

424

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Ent

erta

inm

ent

.41.

1.7

3.6

5.6

4.6

6.0

5.4

5.7

9.7

8.4

9.1

11.2

6.3

8.9

6.2

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5.8

Hea

lthco

st16

2.6

68.6

117.

325

4.1

212.

323

3.6

200.

839

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296.

124

7.3

295.

827

0.6

271.

723

6.8

255.

322

7.3

241.

023

4.6

Fuel

19.4

17.6

18.5

431.

648

5.7

458.

156

5.9

603.

258

4.6

610.

354

9.2

580.

963

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665.

264

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452.

446

4.2

458.

2

Oth

er0.

00.

00.

00.

00.

00.

010

.00.

05.

01.

77.

14.

30.

00.

00.

02.

31.

41.

9

Tota

l25

4.8

164.

221

4.3

1611

.117

61.4

1681

.119

66.2

2048

.220

07.2

2321

.722

05.3

2265

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47.9

2439

2496

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40.3

1723

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33.0

N12

311

423

712

912

425

312

012

024

012

311

423

712

210

823

061

758

011

97

Annex

91

Tabl

e-A

3.8

Prim

ary

educ

atio

n: a

vera

ge p

erst

uden

t ann

ual i

tem

-wis

e fa

mily

exp

endi

ture

– n

on-g

ovt.

(reg

d.) m

adra

sas,

urba

n, 2

005

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss I

Cla

ss II

Cla

ss II

IC

lass

IVC

lass

VTo

tal

BG

TB

GT

BG

TB

GT

BG

TB

GT

Tuiti

on fe

e15

7.5

146.

515

1.8

402.

937

5.6

389.

636

8.6

418.

639

3.5

419.

545

4.7

435.

841

5.7

502.

245

9.5

352.

837

9.5

366.

0

Adm

issi

on fe

e22

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511

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669

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er fe

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919

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130

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Priv

ate

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7

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k21

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iona

ry70

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742

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845

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Sch

ool b

ag a

ndum

brel

la29

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380

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99.5

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712

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011

0.0

150.

313

0.4

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106.

597

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Sch

ool

dres

s99

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125

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128

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283.

130

8.0

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033

9.0

368.

540

3.4

386.

126

4.5

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626

9.6

Tran

spor

t cos

t30

.015

8.1

96.4

157.

123

7.8

196.

553

.621

9.5

136.

557

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162.

425

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030

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125.

924

9.5

178.

4

Tiffi

n co

st73

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7.0

168.

740

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338

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329

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300.

829

8.0

433.

436

0.7

254.

564

6.5

452.

826

8.8

399.

333

4.3

Ent

erta

inm

ent

0.0

0.0

0.0

1.4

5.3

3.3

7.5

4.9

6.2

14.3

16.7

15.4

5.5

6.0

5.8

5.7

6.6

6.1

Hea

lth c

ost

82.5

76.9

79.6

544.

522

1.5

387.

042

0.4

268.

234

4.3

260.

134

1.2

297.

750

3.1

244.

137

2.1

362.

121

6.4

296.

1

Fuel

64.0

93.7

79.4

281.

131

5.5

298.

047

4.5

428.

945

1.7

386.

046

4.2

422.

239

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434

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333.

8

Oth

er0.

00.

00.

071

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0.0

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90.

00.

00.

00.

00.

00.

00.

00.

00.

014

2.9

0.0

73.2

Tota

l86

8.9

1501

1196

.443

28.4

3581

.539

64.5

3740

.640

38.4

3889

.439

00.7

5409

.946

0053

54.6

5888

.656

24.8

3654

.840

69.9

3855

.0

N40

4383

4240

8242

4284

4438

8242

4385

210

206

416


92

Tabl

e-A

3.9

Prim

ary

educ

atio

n: a

vera

ge p

erst

uden

t ann

ual i

tem

-wis

e fam

ily ex

pend

iture

– n

on-g

ovt.

(reg

d.) m

adra

sas,

rura

l-urb

an c

ombi

ned,

200

5

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss I

Cla

ss II

Cla

ss II

IC

lass

IVC

lass

VTo

tal

BG

TB

GT

BG

TB

GT

BG

TB

GT

Tuiti

on fe

e38

.740

.139

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3.2

96.0

99.7

100.

011

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106.

511

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121.

011

8.8

119.

615

7.3

137.

795

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5.5

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4

Adm

issi

on fe

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65.

95.

837

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.222

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.0

Oth

er fe

e49

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.510

3.8

101.

810

2.8

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412

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129.

614

9.1

142.

614

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167.

317

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169.

612

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118.

811

9.7

Priv

ate

tuiti

on8.

510

8.9

57.8

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039

0.9

322.

633

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935

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459

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533.

274

6.6

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871

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642

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395.

9

Boo

k19

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.216

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iona

ry29

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408.

743

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055

0.9

535.

934

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Sch

ool b

ag a

ndum

brel

la10

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045

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Sch

ool

dres

s26

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8.8

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616

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018

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190.

022

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234.

922

8.3

238.

926

4.6

251.

217

1.0

174.

817

2.2

Tran

spor

t cos

t7.

343

.325

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.064

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n co

st73

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828

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Ent

erta

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ent

0.3

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5.8

10.9

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9.8

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6.1

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5.9

Hea

lth c

ost

142.

971

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3

Fuel

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394.

644

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418.

954

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0

Oth

er0.

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210

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357

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315

732

017

116

433

516

216

232

416

715

231

916

415

131

582

778

616

13

Annex

93

Tabl

e-A

3.10

Prim

ary

educ

atio

n: a

vera

ge p

erst

uden

t an

nual

ite

m-w

ise

fam

ily e

xpen

ditu

re –

non

-gov

t. (n

on-r

egd.

)m

adra

sas,

rura

l, 20

05

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss I

Cla

ss II

Cla

ss II

IC

lass

IVC

lass

VTo

tal

BG

TB

GB

GT

TB

GT

BG

TB

GT

Tuiti

on fe

e0.

00.

00.

04.

34.

44.

33.

94.

03.

95.

96.

76.

311

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15.

65.

3

Adm

issi

on fe

e0.

60.

50.

58.

58.

88.

67.

211

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17.

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510

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49.

76.

77.

57.

1

Oth

er fe

e2.

92.

32.

630

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Priv

ate

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on4.

99.

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917

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024

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k2.

80.

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56.

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ool b

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14.

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ool

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818

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626

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725

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325

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Tran

spor

t cos

t0.

00.

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03.

94.

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417

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828

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erta

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0.5

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lthco

st35

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127

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325

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624

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621

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Fuel

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37.7

36.7

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738

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844

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815

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2187

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424

248

624

624

549

124

524

048

524

225

049

224

825

350

112

2512

3024

55


94

Tabl

e-A

3.11

Prim

ary

educ

atio

n: a

vera

ge p

erst

uden

t an

nual

ite

m-w

ise

fam

ily e

xpen

ditu

re –

non

-gov

t. (n

on-R

egd.

)m

adra

sas,

urba

n, 2

005

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss I

Cla

ss II

Cla

ss II

IC

lass

IVC

lass

VTo

tal

BG

TB

GB

GT

TB

GT

BG

TB

GT

Tuiti

on fe

e0.

00.

00.

027

3.0

214.

624

4.8

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626

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277.

731

9.4

287.

630

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528

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281.

323

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022

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Adm

issi

on fe

e0.

00.

00.

014

3.8

182.

816

2.6

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46.3

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63.9

75.9

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Oth

er fe

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61.

51.

697

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911

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314

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913

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115

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810

2.6

Priv

ate

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on41

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992

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k0.

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312

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iona

ry33

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971

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542

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345

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Sch

ool b

ag a

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la6.

25.

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762

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557

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78.5

52.9

83.5

67.9

Sch

ool

dres

s24

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.118

2.3

212.

619

7.0

198.

422

9.0

213.

620

6.3

268.

023

7.4

288.

127

6.2

282.

617

9.9

204.

519

2.1

Tran

spor

t cos

t0.

00.

00.

082

.128

2.2

178.

711

0.4

83.1

96.8

195.

140

8.2

302.

485

.127

5.5

173.

794

.520

9.8

150.

3

Tiffi

n co

st43

.769

.556

.017

2.8

261.

421

5.6

229.

331

4.0

271.

423

0.2

338.

628

4.8

292.

740

6.4

345.

619

3.7

278.

023

4.7

Ent

erta

inm

ent

4.1

7.3

5.6

21.4

17.6

19.5

19.7

14.5

17.1

14.3

13.8

14.0

22.0

21.9

22.0

16.3

15.0

15.6

Hea

lthco

st40

.980

.059

.524

1.2

216.

922

9.5

235.

820

5.2

220.

620

0.8

176.

318

8.5

117.

719

3.4

152.

916

7.3

174.

417

0.2

Fuel

96.7

43.1

71.2

309.

035

4.8

331.

138

0.6

399.

539

0.0

445.

448

5.1

465.

443

8.4

558.

649

4.3

334.

036

8.2

350.

4

Oth

er0.

00.

00.

00.

00.

00.

00.

00.

00.

00.

00.

00.

038

9.6

0.0

208.

377

.90.

041

.7

Tota

l29

336

0.3

325.

126

93.5

3262

.529

68.3

3336

.831

30.3

3234

.234

19.9

3947

.436

85.6

3922

.246

32.3

4252

.727

33.1

3066

.628

93.2

N74

6714

176

7114

772

7114

372

7314

577

6714

437

134

972

0

Annex

95

Tabl

e-A

3.12

Prim

ary

educ

atio

n: a

vera

ge p

erst

uden

t an

nual

ite

m-w

ise

fam

ily e

xpen

ditu

re –

non

-gov

t. (n

on-r

egd.

)m

adra

sas,

rura

l-urb

an c

ombi

ned,

200

5

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss I

Cla

ss II

Cla

ss II

IC

lass

IVC

lass

VTo

tal

BG

TB

GB

GT

TB

GT

BG

TB

GT

Tuiti

on fe

e0.

00.

00.

067

.751

.659

.769

.263

.266

.377

.870

.273

.973

.970

.772

.357

.751

.154

.4

Adm

issi

on fe

e0.

40.

40.

440

.447

.944

.117

.419

.218

.318

.718

.418

.622

.723

.323

.019

.921

.820

.9

Oth

er fe

e2.

62.

12.

446

.444

.545

.557

.962

.860

.475

.575

.975

.784

.994

.689

.753

.556

.054

.7

Priv

ate

tuiti

on13

.522

.017

.729

5.9

288.

129

2.0

428.

234

8.6

388.

836

6.7

368.

136

7.4

496.

348

4.4

490.

432

0.1

302.

231

1.3

Boo

k2.

10.

61.

417

.219

.218

.236

.128

.132

.258

.055

.156

.681

.882

.982

.339

.037

.238

.1

Stat

iona

ry29

.029

.429

.232

9.9

370.

835

0.2

403.

740

3.9

403.

844

7.0

469.

545

8.4

497.

947

9.9

489.

034

1.5

350.

734

6.1

Sch

ool b

ag a

ndum

brel

la3.

84.

44.

147

.946

.947

.449

.362

.455

.856

.168

.862

.648

.862

.255

.541

.248

.945

.1

Sch

ool

dres

s13

.715

.914

.818

2.1

188.

018

5.0

225.

120

9.6

217.

524

8.0

249.

224

8.6

267.

626

0.7

264.

218

7.3

184.

718

6.0

Tran

spor

t cos

t0.

00.

00.

022

.467

.244

.638

.330

.034

.285

.895

.991

.038

.084

.561

.136

.955

.546

.2

Tiffi

n co

st44

.938

.741

.830

4.4

298.

430

1.4

377.

536

7.4

372.

533

8.8

363.

435

1.2

378.

138

1.7

379.

928

8.7

289.

928

9.4

Ent

erta

inm

ent

1.3

1.6

1.5

50.2

45.9

48.1

57.2

56.0

56.6

57.6

51.4

54.9

65.5

55.9

60.7

46.4

42.2

44.4

Hea

lthco

st37

.136

.836

.924

7.7

236.

924

2.3

272.

325

7.8

265.

124

3.1

217.

623

0.2

250.

725

2.2

251.

421

0.2

200.

320

5.2

Fuel

50.0

38.8

44.5

355.

438

2.0

368.

641

6.1

441.

842

8.7

455.

344

9.5

452.

349

2.7

482.

048

7.4

353.

935

8.8

356.

3

Oth

er0.

00.

00.

00.

063

.731

.50.

00.

00.

00.

00.

00.

092

.30.

046

.518

.512

.715

.6

Tota

l19

8.4

190.

719

4.7

2007

.621

51.1

2078

.624

48.3

2350

.824

00.2

2528

.425

5325

41.4

2891

.228

1528

53.4

2014

.820

12.1

2013

.7

N31

830

962

732

231

663

831

731

162

831

432

363

732

532

064

515

9615

7931

75


96

Tabl

e-A

3.13

Prim

ary

educ

atio

n: a

vera

ge p

erst

uden

t ann

ual i

tem

-wis

e fa

mily

exp

endi

ture

– n

on-g

ovt.

(reg

d.) s

choo

ls,

rura

l, 20

05

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss I

Cla

ss II

Cla

ss II

IC

lass

IVC

lass

VTo

tal

BG

TB

GT

BG

TB

GT

BG

TB

GT

Tuiti

on fe

e3.

13.

43.

262

.937

.650

.337

.637

.837

.738

37.9

37.9

40.7

40.6

40.6

36.5

31.5

33.9

Adm

issi

on fe

e0.

52.

41.

54.

75.

55.

10.

10.

50.

30.

40.

10.

30.

20.

10.

21.

21.

71.

5

Oth

er fe

e2.

62.

22.

431

.831

.731

.837

37.5

37.3

55.9

47.9

51.9

54.5

54.3

54.4

36.4

34.7

35.6

Priv

ate

tuiti

on20

.728

24.3

263.

925

7.1

260.

541

8.1

332.

437

5.4

510.

143

7.1

473.

963

8.8

551.

859

5.8

370.

332

1.3

346.

0

Boo

k3.

72.

53.

111

.214

.813

34.2

24.2

29.2

41.8

48.5

45.1

60.6

65.3

62.9

30.3

31.1

30.7

Stat

iona

ry45

.348

.947

.132

3.5

331.

732

7.6

406.

341

0.2

408.

251

1.6

488.

550

0.2

616.

253

4.4

575.

838

0.6

362.

737

1.8

Sch

ool b

ag a

ndum

brel

la2.

91.

82.

432

.833

.933

.449

.343

.646

.539

.342

.741

116.

145

80.9

48.1

33.4

40.8

Sch

ool d

ress

28.2

24.6

26.4

160.

116

116

0.5

200.

319

8.6

199.

420

0.2

203.

120

1.6

245.

327

2.1

258.

616

6.8

171.

916

9.3

Tran

spor

t cos

t0

00

0.1

1.2

0.6

2.3

12.8

7.5

92.

55.

70

15.7

7.8

2.3

6.4

4.3

Tiffi

n co

st71

.953

.662

.825

7.3

275.

726

6.5

358.

431

133

4.8

386.

335

036

8.3

326.

234

2.4

334.

228

0.0

266.

527

3.3

Ent

erta

inm

ent

108.

69.

324

.631

.528

4328

.335

.639

.840

.740

.243

45.5

44.2

32.1

30.9

31.5

Hea

lth c

ost

103.

986

9526

2.4

266.

726

4.6

508.

232

0.9

414.

743

2.2

299.

336

6.2

405.

936

0.5

383.

434

2.5

266.

730

4.8

Fuel

51.2

64.5

57.8

434.

343

2.5

433.

447

8.8

454.

946

6.9

516.

150

7.9

512

579.

458

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041

2.0

408.

941

0.4

Oth

er0

00

7.5

8.6

8.1

7.7

7.7

7.7

7.5

7.6

7.6

7.5

7.7

7.6

6.0

6.3

6.2

Tota

l34

3.9

326.

533

5.3

1877

.118

89.5

1883

.425

81.3

2220

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01.2

2788

.225

13.8

2651

.931

34.4

2920

3028

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45.0

1974

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60.0

N22

322

244

522

322

244

522

121

944

022

322

044

322

421

944

311

1411

0222

16

Annex

97

Tabl

e-A

3.14

Prim

ary

educ

atio

n: a

vera

ge p

erst

uden

t ann

ual i

tem

-wis

e fa

mily

exp

endi

ture

– n

on-g

ovt.

(reg

d.) s

choo

ls,

urba

n 20

05

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss I

Cla

ss II

Cla

ss II

IC

lass

IVC

lass

VTo

tal

BG

TB

GT

BG

TB

GT

BG

TB

GT

Tuiti

on fe

e13

0.0

128.

212

9.1

288.

320

4.1

249.

129

0.6

234.

026

6.8

233.

828

2.8

257.

529

0.0

290.

029

0.0

246.

522

7.8

238.

5

Adm

issi

on fe

e27

.426

.726

.910

6.6

64.4

86.9

49.4

68.4

57.3

56.6

66.0

61.1

71.3

64.8

68.1

62.3

58.1

60.1

Oth

er fe

e92

.792

.292

.414

7.3

128.

213

8.4

154.

314

4.3

150.

114

8.4

173.

016

0.3

165.

916

6.2

166.

014

1.7

140.

814

1.4

Priv

ate

tuiti

on22

6.9

278.

325

2.8

839.

867

2.8

762.

112

84.2

1247

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68.8

1002

.612

60.7

1127

.217

54.3

1837

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96.0

1021

.610

59.4

1041

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Boo

k38

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.839

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.267

.973

.911

5.2

104.

311

0.6

108.

311

1.7

109.

914

8.0

143.

114

5.6

97.9

93.4

95.8

Stat

iona

ry30

1.5

295.

029

8.2

658.

860

5.7

634.

178

4.5

693.

474

6.3

913.

579

1.1

854.

497

5.0

949.

196

2.0

726.

766

6.9

699.

0

Bag

24.3

16.6

20.4

92.9

83.3

88.5

113.

792

.810

5.0

116.

811

1.5

114.

310

6.3

101.

710

4.0

90.8

81.2

86.4

Sch

ool d

ress

76.5

85.7

81.1

194.

815

5.2

176.

324

2.9

168.

521

1.7

234.

024

8.4

240.

923

6.4

261.

724

9.0

196.

918

3.9

191.

8

Tran

spor

t cos

t0.

00.

00.

00.

00.

00.

00.

00.

00.

08.

00.

04.

112

.53.

37.

94.

10.

72.

4

Tiffi

n co

st12

9.3

105.

411

7.3

257.

726

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234

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515.

041

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332.

027

9.2

306.

534

8.1

329.

533

8.8

283.

229

9.3

288.

7

Ent

erta

inm

ent

0.0

32.6

16.4

29.4

22.9

26.3

18.8

44.7

29.7

22.7

21.0

21.8

42.3

44.0

43.1

22.6

33.0

27.5

Hea

lth c

ost

176.

618

0.8

178.

728

6.7

211.

525

1.7

296.

926

2.2

282.

333

5.4

265.

030

1.4

315.

925

3.4

284.

828

2.3

234.

625

9.8

Fuel

128.

912

2.3

125.

533

6.4

405.

936

8.7

410.

844

3.7

424.

645

4.7

465.

145

9.7

542.

951

8.4

530.

737

4.7

391.

138

1.8

Oth

er0.

00.

00.

00.

00.

00.

018

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010

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016

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3.3

0.0

416.

617

6.8

0.0

88.8

Tota

l13

52.7

1403

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7833

17.9

2889

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18.2

4128

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18.8

4082

.739

98.8

4075

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35.6

5842

.249

62.9

5402

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28.1

3470

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03.4

N72

7314

577

6714

483

6014

375

7014

572

7214

437

9.0

342.

072

1.0


98

Tabl

e-A

3.15

Prim

ary

educ

atio

n: a

vera

ge p

erst

uden

t ann

ual i

tem

-wis

e fa

mily

exp

endi

ture

– n

on-g

ovt.

(reg

d.) s

choo

ls,

rura

l-urb

an c

ombi

ned,

200

5

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss I

Cla

ss II

Cla

ss II

IC

lass

IVC

lass

VTo

tal

BG

TB

GT

BG

TB

GT

BG

TB

GT

Tuiti

on fe

e34

.034

.434

.212

0.7

76.2

98.9

106.

980

.094

.087

.297

.092

.010

1.3

102.

310

1.7

90.0

78.0

84.2

Adm

issi

on fe

e7.

08.

47.

730

.819

.125

.113

.615

.014

.314

.516

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.217

.516

.116

.816

.714

.915

.8

Oth

er fe

e24

.524

.524

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.057

.869

.160

.464

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.178

.178

.681

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.981

.763

.159

.861

.5

Priv

ate

tuiti

on71

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.180

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1.7

353.

438

3.1

655.

352

9.2

594.

863

4.0

635.

963

4.9

910.

186

9.9

890.

253

6.4

495.

751

6.7

Boo

k12

.211

.711

.928

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.127

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.258

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.181

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.6

Stat

iona

ry10

7.8

109.

910

8.9

409.

539

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402.

550

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471.

049

1.3

612.

856

1.5

587.

570

3.4

637.

067

0.5

468.

743

4.9

452.

1

Bag

8.1

5.5

6.8

48.2

45.3

46.8

66.9

54.2

60.8

58.8

59.3

59.0

113.

759

.086

.659

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.752

.0

Sch

ool d

ress

39.9

39.7

39.8

169.

015

9.6

164.

421

1.9

192.

120

2.4

208.

621

4.0

211.

324

3.1

268.

625

5.8

174.

517

4.8

174.

7

Tran

spor

t cos

t.0

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.41.

610

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68.

71.

85.

33.

012

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82.

75.

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8

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n co

st85

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726

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332.

935

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533

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335.

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273.

427

7.0

Ent

erta

inm

ent

7.5

14.5

11.0

25.8

29.5

27.6

36.3

31.8

34.1

35.4

35.9

35.7

42.8

45.1

43.9

29.6

31.4

30.5

Hea

lth c

ost

121.

610

9.5

115.

626

8.6

253.

926

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450.

230

8.2

382.

240

7.8

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035

0.2

383.

933

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732

6.4

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129

3.6

Fuel

69.7

78.8

74.3

409.

142

6.3

417.

546

0.2

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545

6.5

500.

649

7.5

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157

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568.

256

9.3

402.

040

4.7

403.

3

Oth

er.0

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5.6

6.6

6.0

10.7

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5.7

9.7

208.

45.

710

7.9

47.7

4.8

26.4

Tota

l58

9.2

593.

459

1.4

2246

.421

20.7

2184

.730

04.6

2606

.728

13.8

3092

.228

90.3

2992

.637

92.5

3423

.236

09.4

2545

.023

26.9

2438

.4

N29

529

559

030

028

958

930

427

958

329

829

058

829

629

158

714

93.0

1444

.029

37.0

Annex

99

Tabl

e-A

3.16

Prim

ary

educ

atio

n: a

vera

ge p

erst

uden

t an

nual

ite

m-w

ise

fam

ily e

xpen

ditu

re –

non

-gov

t. (n

on-r

egd.

)sc

hool

s, ru

ral,

2005

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss I

Cla

ss II

Cla

ss II

IC

lass

IVC

lass

VTo

tal

BG

TB

GT

BG

TB

GT

BG

TB

GT

Tuiti

on fe

e1.

70.

00.

890

.889

.390

.090

.090

.890

.490

.887

.889

.310

6.8

81.1

94.3

75.2

69.9

72.6

Adm

issi

on fe

e1.

30.

81.

116

.616

.816

.715

.315

.415

.320

.720

.020

.324

.218

.621

.515

.414

.314

.8

Oth

er fe

e6.

75.

56.

137

.136

.336

.740

.040

.740

.350

.049

.689

.360

.856

.258

.638

.337

.537

.9

Priv

ate

tuiti

on26

.83.

415

.415

1.7

176.

416

4.2

218.

724

8.0

233.

331

0.7

228.

026

8.7

379.

636

5.5

372.

821

3.6

202.

520

8.0

Boo

k8.

12.

75.

529

.525

.927

.747

.551

.549

.560

.862

.161

.510

3.0

83.4

93.5

48.3

44.7

46.5

Stat

iona

ry13

8.1

119.

012

8.8

284.

531

5.1

299.

936

0.9

345.

435

3.2

429.

842

7.3

428.

546

4.7

507.

648

5.5

330.

634

1.5

337.

5

Sch

ool b

ag a

ndum

brel

la8.

46.

97.

639

.857

.148

.535

.954

.245

.055

.345

.150

.166

.451

.559

.240

.942

.941

.9

Sch

ool d

ress

25.9

23.4

24.7

124.

015

3.6

138.

914

9.8

140.

014

4.9

170.

518

4.7

177.

717

8.3

168.

717

3.7

127.

813

4.2

131.

0

Tran

spor

t cos

t0.

00.

00.

02.

80.

01.

461

.827

.744

.812

.517

.114

.80.

00.

00.

015

.49.

112

.2

Tiffi

n co

st11

9.6

113.

911

6.8

282.

636

3.7

323.

539

0.6

446.

241

8.3

455.

943

5.2

445.

454

4.7

419.

748

4.1

356.

635

5.8

356.

2

Ent

erta

inm

ent

15.7

12.4

9.3

29.0

39.8

34.5

72.6

48.7

60.7

50.4

41.9

46.1

62.4

78.1

70.0

45.9

43.7

44.8

Hea

lth c

ost

71.8

104.

787

.922

3.3

202.

921

3.0

221.

119

0.2

205.

723

7.4

248.

024

2.7

277.

223

2.6

255.

520

3.1

195.

619

9.4

Fuel

103.

592

.598

.123

8.1

280.

825

9.6

282.

631

2.6

297.

535

9.2

350.

635

4.8

369.

835

3.0

361.

726

8.7

277.

727

3.1

Oth

er0.

00.

00.

06.

47.

26.

81.

63.

42.

59.

29.

89.

511

.46.

69.

15.

65.

45.

5

Tota

l52

7.6

485.

250

2.1

1556

.217

64.9

1661

.419

88.4

2014

.820

01.4

2313

.222

07.2

2298

.726

49.3

2422

.625

39.5

1785

.417

74.8

1781

.4

N12

211

824

011

912

124

012

011

923

911

912

324

211

811

122

959

859

211

90


100

Tabl

e-A

3.17

Prim

ary

educ

atio

n: a

vera

ge p

erst

uden

t an

nual

ite

m-w

ise

fam

ily e

xpen

ditu

re –

non

-gov

t. (n

on-r

egd.

)sc

hool

s, ur

ban,

200

5

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss I

Cla

ss II

Cla

ss II

IC

lass

IVC

lass

VTo

tal

BG

TB

GT

BG

TB

GT

BG

TB

GT

Tuiti

on fe

e0.

00.

00.

033

5.0

425.

437

6.4

285.

832

5.0

305.

441

1.6

350.

038

0.8

350.

021

0.0

280.

027

6.5

262.

126

8.5

Adm

issi

on fe

e1.

20.

20.

724

7.6

291.

126

7.6

0.0

43.7

21.8

0.0

0.8

0.4

0.0

0.0

0.0

49.8

67.2

58.1

Oth

er fe

e0.

00.

00.

084

.812

2.2

101.

911

3.1

115.

511

4.3

125.

612

7.7

126.

613

0.8

133.

313

2.0

90.9

99.7

95.0

Priv

ate

tuiti

on22

.933

.328

.158

8.4

181.

840

2.0

829.

196

0.4

894.

779

1.6

1075

.093

3.3

1102

.599

0.8

1046

.666

6.9

648.

366

0.9

Boo

k12

.519

.115

.819

8.6

59.0

134.

640

.639

.340

.050

.447

.248

.887

.042

.564

.777

.841

.460

.8

Stat

iona

ry0.

034

.117

.024

8.1

204.

722

8.2

350.

236

9.5

359.

939

7.5

373.

138

5.3

430.

444

4.1

437.

228

5.2

285.

128

5.5

Bag

0.0

25.0

12.5

124.

210

5.2

115.

568

.371

.269

.792

.510

1.2

96.8

99.7

105.

610

2.7

76.9

81.6

79.4

Sch

ool d

ress

23.3

20.8

22.0

263.

424

1.3

253.

324

7.5

277.

526

2.5

239.

731

5.6

277.

730

9.7

299.

530

4.6

216.

723

0.9

224.

0

Tran

spor

t cos

t0.

00.

00.

015

.30.

08.

30.

00.

00.

00.

00.

00.

012

.50.

06.

255.

60.

02.

9

Tiffi

n co

st27

.511

7.5

72.5

218.

815

7.7

190.

835

8.7

431.

839

5.3

314.

148

2.9

398.

534

1.2

512.

042

6.6

252.

134

0.4

296.

7

Ent

erta

inm

ent

0.0

0.0

0.0

1.9

0.6

1.3

2.0

3.7

2.9

4.1

9.7

6.9

3.5

9.1

6.3

2.3

4.6

3.5

Hea

lth c

ost

35.8

73.7

54.7

416.

129

4.5

360.

435

5.8

262.

230

9.0

242.

722

4.5

233.

629

4.5

164.

122

9.3

269.

020

3.8

237.

4

Fuel

91.2

114.

310

2.8

289.

727

1.0

281.

127

7.3

370.

832

4.0

387.

912

62.5

825.

243

0.0

280.

635

5.3

295.

245

9.8

377.

7

Oth

er0.

00.

00.

00.

00.

00.

015

.050

.032

.50.

056

.628

.30.

00.

00.

03.

021

.312

.2

Tota

l21

4.4

438

326.

130

31.9

2354

.527

21.4

2943

.433

20.6

3132

3057

.744

26.8

3742

.235

91.8

3191

.633

91.55

2567

.827

46.3

2662

.7

N30

3060

3228

6030

3060

3030

6031

3061

153

148

301

Annex

101

Tabl

e-A

3.18

Prim

ary

educ

atio

n: a

vera

ge p

erst

uden

t an

nual

ite

m-w

ise

fam

ily e

xpen

ditu

re –

non

-gov

t. (n

on-r

egd.

)sc

hool

s, ru

ral-u

rban

com

bine

d, 2

005

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss I

Cla

ss II

Cla

ss II

IC

lass

IVC

lass

VTo

tal

BG

TB

GT

BG

TB

GT

BG

TB

GT

Tuiti

on fe

e1.

3.0

.713

4.5

140.

913

7.7

122.

613

0.0

126.

314

4.6

130.

613

7.5

147.

810

4.0

126.

411

0.2

101.

110

5.7

Adm

issi

on fe

e1.

3.7

1.0

58.0

58.9

58.5

12.7

20.1

16.4

17.2

16.8

17.0

20.1

15.2

17.7

621

.922

.322

.1

Oth

er fe

e5.

64.

55.

145

.649

.547

.552

.153

.252

.762

.662

.362

.572

.669

.871

.347

.747

.947

.8

Priv

ate

tuiti

on26

.18.

417

.423

0.0

177.

220

3.8

320.

436

7.5

343.

939

1.3

366.

337

8.6

501.

747

6.6

489.

529

3.9

279.

228

6.6

Boo

k8.

85.

47.

159

.830

.945

.546

.349

.447

.859

.059

.759

.310

0.3

76.1

88.5

54.8

44.3

49.6

Stat

iona

ry11

5.5

104.

611

0.2

277.

929

8.1

287.

935

9.1

349.

435

4.3

424.

441

8.4

421.

345

8.9

496.

347

7.1

327.

233

3.4

330.

2

Bag

7.0

9.9

8.4

54.9

64.5

59.6

41.2

57.0

49.1

61.5

54.2

57.8

72.0

61.1

66.7

47.3

49.3

48.3

Sch

ool d

ress

25.4

22.9

24.2

149.

016

7.0

157.

916

6.0

163.

116

4.5

182.

120

6.0

194.

220

0.5

191.

919

6.3

144.

615

0.2

147.

4

Tran

spor

t cos

t.0

.0.0

5.0

.02.

551

.423

.037

.310

.414

.212

.32.

1.0

1.0

13.8

7.4

10.6

Tiffi

n co

st10

4.5

114.

510

9.4

271.

233

2.0

301.

438

5.3

443.

841

4.4

432.

144

2.9

437.

651

0.3

436.

147

4.1

340.

735

3.9

347.

4

Ent

erta

inm

ent

13.1

10.2

11.0

24.1

33.8

28.9

60.8

41.1

51.0

42.6

36.6

39.5

52.4

65.8

58.9

38.6

37.5

37.9

Hea

lth c

ost

65.9

99.4

82.4

257.

821

7.0

237.

524

3.5

202.

222

2.9

238.

224

4.1

241.

228

0.1

220.

425

1.0

217.

119

6.6

207.

0

Fuel

101.

496

.298

.924

7.3

279.

326

3.2

281.

632

2.3

301.

936

4.0

499.

443

2.6

380.

034

0.1

360.

527

4.9

307.

529

1.4

Oth

er0.

00.

00.

05.

26.

15.

63.

811

.27.

57.

717

.412

.69.

55.

47.

55.

28.

06.

6

Tota

l47

5.9

476.

747

5.8

1820

.318

55.2

1837

.521

46.8

2233

.321

9024

37.7

2568

.925

0428

08.3

2558

.826

86.56

1937

.819

38.6

1938

.8

N15

214

830

015

114

930

015

014

929

914

915

330

214

914

129

075

1.0

740.

014

91.0


102

Tabl

e-A

3.19

Prim

ary

educ

atio

n: p

erce

nt o

f stu

dent

s not

incu

rrin

g ex

pend

iture

on

diff

eren

t ite

ms–

govt

. sch

ool,

rura

l20

05

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss I

Cla

ss II

Cla

ss II

IC

lass

IVC

lass

VTo

tal

BG

TB

GB

GT

TB

GT

BG

TB

GT

Tuiti

on fe

e10

010

010

010

010

010

010

010

010

010

010

010

010

010

010

010

010

010

0

Adm

issi

on fe

e95

.896

.095

.975

.773

.774

.798

.898

.498

.699

.198

.899

.099

.198

.698

.993

.693

.293

.4

Oth

er fe

e89

.688

.188

.94.

51.

83.

20.

50.

70.

60.

30.

90.

60.

70.

50.

619

.217

.918

.6

Priv

ate

tuiti

on96

.197

.196

.663

.466

.564

.950

.651

.951

.242

.544

.343

.434

.442

.138

.257

.560

.058

.8

Boo

k91

.990

.691

.385

.988

.086

.955

.059

.357

.133

.534

.033

.722

.326

.724

.658

.059

.258

.6

Stat

iona

ry82

.080

.981

.53.

82.

33.

10.

90.

50.

70.

91.

21.

01.

00.

50.

817

.816

.817

.3

Sch

ool b

ag a

ndum

brel

la95

.895

.595

.660

.460

.960

.756

.255

.455

.458

.056

.657

.350

.650

.650

.664

.263

.663

.9

Sch

ool

dres

s90

.890

.590

.720

.317

.919

.221

.817

.919

.916

.717

.116

.913

.613

.613

.632

.731

.131

.0

Tran

spor

t cos

t99

.099

.599

.298

.397

.597

.998

.397

.297

.797

.496

.096

.796

.096

.396

.297

.897

.397

.5

Tiffi

n co

st11

.513

.512

.534

.433

.534

.034

.334

.334

.330

.429

.129

.729

.232

.230

.743

.442

.943

.2

Ent

erta

inm

ent

94.7

95.3

95.0

62.9

61.5

62.2

59.3

60.5

59.9

54.9

57.0

55.9

52.7

57.5

55.1

65.0

66.2

65.6

Hea

lth c

ost

78.6

78.1

78.3

25.3

22.4

23.9

21.6

23.4

22.5

23.1

20.2

21.7

19.1

22.0

20.5

33.6

33.0

33.3

Fuel

82.1

82.9

82.5

3.3

2.3

2.8

1.4

1.4

1.4

0.5

0.3

0.4

0.9

0.5

0.7

17.7

17.1

17.4

Oth

er10

010

010

098

.398

.098

.299

.799

.399

.599

.099

.599

.298

.899

.199

.099

.199

.299

.2

N58

955

611

4560

155

811

5958

756

511

5257

657

311

4958

258

711

6929

3528

3957

74

Annex

103

Tabl

e-A

3.20

Prim

ary

educ

atio

n: p

erce

nt o

f st

uden

ts n

ot i

ncur

ring

exp

endi

ture

on

diff

eren

t ite

ms–

govt

. sc

hool

,ur

ban,

200

5

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss I

Cla

ss II

Cla

ss II

IC

lass

IVC

lass

VTo

tal

BG

TB

GT

BG

TB

GT

BG

TB

GT

Tuiti

on fe

e99

.410

099

.710

010

010

010

010

010

010

010

010

010

010

010

099

.910

099

.9

Adm

issi

on fe

e96

.496

.896

.652

.750

.051

.485

.283

.184

.290

.186

.488

.385

.582

.383

.481

.879

.780

.8

Oth

er fe

e89

.995

.592

.62.

42.

62.

55.

93.

84.

92.

31.

31.

82.

54.

43.

420

.821

.421

.1

Priv

ate

tuiti

on94

.796

.195

.453

.357

.155

.132

.545

.638

.937

.236

.436

.821

.732

.327

.048

.153

.450

.6

Boo

k13

.011

.012

.083

.883

.883

.859

.262

.560

.826

.231

.828

.819

.316

.517

.955

.256

.655

.9

Stat

iona

ry75

.781

.378

.43.

01.

32.

22.

41.

92.

10.

61.

30.

92.

50.

61.

616

.917

.217

.0

Sch

ool b

ag a

ndum

brel

la95

.992

.994

.437

.141

.639

.344

.438

.841

.630

.235

.132

.541

.638

.640

.149

.949

.349

.6

Sch

ool

dres

s85

.287

.186

.119

.217

.518

.429

.624

.427

.114

.518

.216

.319

.319

.019

.133

.733

.133

.4

Tran

spor

t cos

t0.

61.

30.

996

.494

.895

.695

.399

.497

.394

.894

.894

.896

.991

.894

.496

.595

.996

.2

Tiffi

n co

st10

.110

.310

.250

.955

.853

.363

.350

.056

.842

.458

.450

.051

.651

.351

.459

.760

.960

.3

Ent

erta

inm

ent

96.4

99.4

97.8

86.8

83.8

85.4

84.6

86.3

85.4

80.8

81.8

81.3

80.1

84.2

82.1

85.8

87.1

86.4

Hea

lth c

ost

23.7

13.5

18.8

29.9

31.2

30.5

42.0

36.9

39.5

22.1

27.3

24.5

38.5

34.8

36.7

41.8

43.2

42.5

Fuel

71.0

76.8

73.8

13.2

5.2

9.3

10.7

11.3

10.9

8.1

8.4

8.3

11.8

11.4

11.6

23.0

22.5

22.8

Oth

er10

0.0

100.

010

0.0

100.

010

0.0

100.

010

0.0

100.

010

0.0

97.1

98.7

97.9

99.4

99.4

99.4

99.3

99.6

99.4

Tota

l16

915

532

416

715

432

116

916

032

917

215

432

616

115

831

983

878

116

19


104

Tabl

e-A

3.21

Prim

ary

educ

atio

n: p

erce

nt o

f st

uden

ts n

ot i

ncur

ring

exp

endi

ture

on

diffe

rent

ite

ms–

govt

. sc

hool

,co

mbi

ned,

200

5

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss I

Cla

ss II

Cla

ss II

IC

lass

IVC

lass

VTo

tal

BG

TB

GT

BG

TB

GT

BG

TB

GT

Tuiti

on fe

e99

.910

0.0

99.9

100.

010

0.0

100.

010

0.0

100.

010

0.0

100.

010

0.0

100.

010

0.0

100.

010

0.0

100.

010

0.0

100.

0

Adm

issi

on fe

e95

.996

.296

.070

.768

.569

.795

.895

.095

.497

.196

.296

.696

.095

.295

.691

.090

.390

.7

Oth

er fe

e89

.789

.789

.74.

02.

03.

01.

71.

41.

60.

81.

00.

91.

11.

31.

219

.518

.719

.1

Priv

ate

tuiti

on95

.896

.996

.361

.264

.562

.846

.650

.548

.541

.342

.641

.931

.640

.035

.855

.458

.657

.0

Boo

k90

.890

.390

.585

.487

.186

.255

.960

.057

.931

.833

.532

.721

.724

.623

.157

.458

.758

.0

Stat

iona

ry80

.681

.080

.83.

62.

12.

91.

20.

81.

00.

81.

21.

01.

30.

50.

917

.616

.917

.2

Sch

ool b

ag a

ndum

brel

la95

.894

.995

.455

.356

.756

.053

.651

.752

.751

.652

.151

.848

.748

.148

.461

.160

.560

.8

Sch

ool

dres

s89

.689

.789

.720

.117

.819

.023

.519

.221

.416

.217

.316

.714

.814

.814

.832

.931

.532

.2

Tran

spor

t cos

t99

.199

.399

.297

.996

.997

.497

.697

.797

.696

.895

.796

.396

.295

.395

.897

.597

.097

.3

Tiffi

n co

st88

.887

.288

.038

.038

.338

.240

.837

.839

.333

.235

.334

.234

.136

.235

.147

.046

.846

.9

Ent

erta

inm

ent

95.1

96.2

95.6

68.1

66.3

67.2

64.9

66.2

65.6

60.8

62.2

61.5

58.7

63.2

60.9

69.6

70.7

70.1

Hea

lth c

ost

78.1

79.9

79.0

26.3

24.3

25.3

26.2

26.3

26.3

22.9

21.7

22.3

23.3

24.7

24.0

35.4

35.2

35.3

Fuel

79.1

81.5

80.6

5.5

2.9

4.3

3.4

3.6

3.5

2.3

2.1

2.2

3.2

2.8

3.0

18.9

18.3

18.6

Oth

er10

0.0

100.

010

0.0

98.7

98.5

98.6

99.7

99.4

99.6

98.5

99.3

98.9

98.9

99.2

99.1

99.2

99.3

99.2

Tota

l75

871

114

6976

871

214

8075

672

514

8174

872

714

7574

374

514

8837

73.0

3620

.073

93.0

Annex

105

Tabl

e-A

3.22

Prim

ary

educ

atio

n: p

erce

nt o

f st

uden

ts n

ot i

ncur

ring

exp

endi

ture

on

diffe

rent

ite

ms,

non-

govt

. (re

gd.)

scho

ol, r

ural

, 200

5

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss I

Cla

ss II

Cla

ss II

IC

lass

IVC

lass

VTo

tal

BG

TB

GB

GT

TB

GT

BG

TB

GT

Tuiti

on fe

e97

.397

.397

.394

.694

.694

.694

.594

.594

.594

.695

.094

.894

.294

.594

.395

.195

.295

.1

Adm

issi

on fe

e99

.196

.898

.087

.486

.587

.098

.299

.198

.699

.698

.699

.199

.198

.698

.996

.795

.996

.3

Oth

er fe

e91

.091

.091

.00.

01.

40.

70.

50.

00.

20.

40.

50.

50.

90.

50.

718

.618

.818

.7

Priv

ate

tuiti

on93

.394

.193

.767

.367

.167

.255

.555

.355

.451

.650

.951

.242

.047

.044

.561

.963

.162

.5

Boo

k91

.592

.391

.983

.078

.880

.961

.459

.860

.633

.636

.835

.228

.128

.828

.459

.559

.459

.5

Stat

iona

ry79

.879

.379

.61.

30.

50.

92.

30.

91.

63.

11.

42.

31.

84.

12.

917

.717

.317

5

Sch

ool b

ag a

ndum

brel

la97

.898

.298

.076

.175

.275

.767

.369

.968

.674

.075

.574

.775

.970

.373

.178

.377

.978

.1

Sch

ool

dres

s89

.290

.589

.925

.130

.627

.924

.123

.323

.720

.627

.323

.916

.117

.416

.735

.037

.936

.5

Tran

spor

t cos

t10

010

010

099

.698

.699

.199

.599

.199

.399

.699

.199

.310

099

.199

.599

.799

.299

.5

Tiffi

n co

st89

.791

.490

.643

.532

.938

.235

.037

.936

.434

.540

.537

.537

.134

.435

.747

.947

.547

.7

Ent

erta

inm

ent

96.4

96.4

96.4

74.0

77.8

75.9

68.2

72.1

70.2

69.5

70.0

69.8

66.5

71.2

68.8

75.0

77.6

76.3

Hea

lth c

ost

75.8

76.6

76.2

17.9

19.8

18.9

15.9

19.2

17.5

22.4

18.2

20.3

21.0

22.8

21.9

30.6

31.4

31.0

Fuel

81.2

80.2

80.7

7.6

5.0

6.3

0.5

1.8

1.1

1.3

0.5

0.9

1.3

0.9

1.1

18.4

17.8

18.1

Oth

er10

010

010

097

.396

.897

.196

.897

.297

.097

.397

.397

.396

.496

.896

.697

.697

.697

.6

Tota

l22

322

244

522

322

244

522

121

944

022

322

044

322

421

944

311

1411

0222

16


106

Tabl

e-3.

23Pr

imar

y ed

ucat

ion:

per

cent

of

stud

ents

not

inc

urri

ng e

xpen

ditu

re o

n di

ffere

nt i

tem

s–no

n-go

vt.

(reg

d.)

scho

ol, u

rban

, 200

5

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss I

Cla

ss II

Cla

ss II

IC

lass

IVC

lass

VTo

tal

BG

TB

GT

BG

TB

GT

BG

TB

GT

Tuiti

on fe

e91

.791

.891

.770

.182

.175

.771

.180

.074

.877

.374

.375

.975

.075

.075

.076

.880

.578

.6

Adm

issi

on fe

e84

.784

.984

.836

.443

.339

.672

.365

.069

.276

.078

.677

.268

.168

.168

.167

.268

.467

.8

Oth

er fe

e83

.382

.282

.83.

91.

52.

80.

00.

00.

05.

38.

66.

98.

38.

38.

319

.321

.320

.2

Priv

ate

tuiti

on87

.586

.386

.953

.255

.254

.232

.555

.042

.046

.737

.142

.133

.333

.333

.350

.153

.551

.7

Boo

k83

.383

.683

.461

.073

.166

.745

.860

.051

.720

.027

.123

.42.

815

.39.

042

.751

.546

.9

Stat

iona

ry70

.871

.271

.00.

00.

00.

03.

61.

72.

81.

34.

32.

81.

44.

22.

814

.817

.316

.0

Sch

ool b

ag a

ndum

brel

la87

.587

.787

.649

.450

.750

.039

.848

.343

.444

.041

.442

.845

.838

.942

.452

.853

.853

.3

Sch

ool

dres

s76

.472

.674

.537

.744

.841

.030

.138

.333

.634

.732

.933

.838

.943

.141

.043

.046

.644

.7

Tran

spor

t cos

t10

0.0

100.

010

0.0

100.

010

0.0

100.

010

0.0

100.

010

0.0

98.7

100.

099

.397

.298

.697

.999

.299

.799

.4

Tiffi

n co

st83

.389

.086

.261

.052

.256

.949

.438

.344

.848

.058

.653

.151

.455

.653

.558

.359

.658

.9

Ent

erta

inm

ent

100.

087

.793

.883

.183

.683

.378

.378

.378

.382

.784

.383

.476

.477

.877

.183

.982

.583

.2

Hea

lth c

ost

58.3

60.3

59.3

29.9

35.8

32.6

26.5

15.0

21.7

24.0

30.0

26.9

44.4

43.1

43.8

36.1

37.5

36.8

Fuel

69.4

68.5

69.0

13.0

0.0

6.9

12.0

1.7

7.7

8.0

7.1

7.6

5.6

5.6

5.6

20.9

17.5

19.3

Oth

er10

0.0

100.

010

0.0

100.

010

0.0

100.

097

.610

0.0

98.6

97.3

100.

098

.697

.210

0.0

98.6

98.4

100

99.2

Tota

l72

7314

577

6714

483

6014

375

7014

572

7214

437

934

272

1

Annex

107

Tabl

e-3.

24Pr

imar

y ed

ucat

ion:

per

cent

of

stud

ents

not

inc

urri

ng e

xpen

ditu

re o

n di

ffere

nt i

tem

s–no

n-go

vt. (

regd

.)sc

hool

, com

bine

d, 2

005

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss I

Cla

ss II

Cla

ss II

IC

lass

IVC

lass

VTo

tal

BG

TB

GT

BG

TB

GT

BG

TB

GT

Tuiti

on fe

e95

.995

.995

.988

.391

.790

.088

.291

.489

.790

.290

.091

.189

.589

.789

.692

.093

.092

.5

Adm

issi

on fe

e95

.693

.994

.774

.376

.575

.491

.191

.891

.493

.693

.693

.791

.691

.191

.389

.289

.289

.2

Oth

er fe

e89

.288

.889

.01.

01.

41.

20.

30.

00.

21.

72.

42.

02.

72.

42.

618

.018

.518

.3

Priv

ate

tuiti

on91

.992

.552

.263

.764

.464

.049

.355

.252

.150

.347

.649

.039

.943

.641

.762

.164

.463

.2

Boo

k89

.590

.289

.877

.377

.577

.457

.259

.958

.530

.234

.532

.322

.025

.423

.753

.955

.254

.6

Stat

iona

ry77

.677

.377

.51.

00.

30.

72.

61.

11.

92.

72.

12.

41.

74.

12.

916

.516

.716

.6

Sch

ool b

ag a

ndum

brel

la95

.395

.695

.469

.269

.669

.459

.965

.262

.466

.467

.266

.868

.662

.565

.673

.873

.473

.6

Sch

ool

dres

s86

.186

.186

.128

.333

.931

.125

.726

.526

.124

.228

.626

.421

.623

.422

.540

.343

.041

.6

Tran

spor

t cos

t10

0.0

100.

010

0.0

99.7

99.0

99.3

99.7

99.3

99.5

99.3

99.3

99.3

99.3

99.0

99.1

99.1

99.2

99.2

Tiffi

n co

st88

.190

.889

.548

.037

.442

.638

.838

.038

.437

.944

.841

.340

.539

.740

.146

.445

.445

.9

Ent

erta

inm

ent

97.3

94.2

95.8

76.3

79.2

77.7

71.1

73.5

72.2

72.8

73.4

73.1

68.9

72.9

70.9

71.8

73.6

72.7

Hea

lth c

ost

71.5

72.5

72.0

21.0

23.5

22.2

18.8

18.3

18.5

22.8

21.0

21.9

26.7

27.6

27.1

34.8

35.2

35.0

Fuel

78.2

77.3

77.8

9.0

3.8

6.5

3.6

1.8

2.7

3.0

2.1

2.6

2.4

2.1

2.2

18.3

17.4

17.9

Oth

er10

0.0

100.

010

0.0

98.0

97.6

97.8

97.0

97.8

97.4

97.3

97.9

97.6

96.6

97.6

97.1

97.2

97.5

97.4

Tota

l29

529

559

030

028

958

930

427

958

329

829

058

829

629

158

714

9314

4429

37


108

Tabl

e-A

3.25

Prim

ary

educ

atio

n: p

erce

nt o

f stu

dent

s not

incu

rrin

g ex

pend

iture

on

diffe

rent

item

s–no

n-go

vt. (

non-

regd

.)sc

hool

, rur

al, 2

005

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss I

Cla

ss II

Cla

ss II

IC

lass

IVC

lass

VTo

tal

BG

TB

GB

GT

TB

GT

BG

TB

GT

Tuiti

on fe

e99

.210

099

.695

.095

.095

.095

.095

.095

.095

.095

.195

.094

.195

.594

.892

.093

.092

.5

Adm

issi

on fe

e95

.997

.596

.779

.876

.077

.990

.089

.990

.089

.990

.290

.189

.090

.189

.589

.289

.289

.2

Oth

er fe

e78

.079

.778

.80.

01.

70.

80.

00.

00.

00.

80.

80.

80.

00.

00.

018

.018

.518

.3

Priv

ate

tuiti

on95

.999

.297

.581

.576

.078

.864

.267

.265

.757

.171

.564

.550

.050

.550

.262

.164

.463

.2

Boo

k88

.689

.889

.280

.778

.579

.652

.545

.449

.021

.822

.822

.37.

69.

08.

353

.955

.254

.6

Stat

iona

ry69

.172

.070

.51.

70.

00.

80.

01.

70.

82.

51.

62.

10.

80.

90.

916

.516

.716

.6

Sch

ool b

ag a

ndum

brel

la95

.195

.895

.480

.776

.078

.380

.870

.675

.768

.169

.168

.668

.670

.369

.473

.873

.473

.6

Sch

ool

dres

s91

.192

.491

.738

.738

.038

.337

.543

.740

.636

.139

.037

.636

.439

.638

.040

.343

.041

.6

Tran

spor

t cos

t10

010

010

098

.310

099

.294

.295

.895

.097

.598

.497

.910

010

010

099

.199

.299

.2

Tiffi

n co

st74

.879

.777

.226

.116

.521

.325

.817

.621

.827

.730

.128

.924

.622

.523

.646

.445

.445

.9

Ent

erta

inm

ent

87.8

89.8

88.8

57.1

58.7

57.9

50.8

56.3

53.6

48.7

56.9

52.9

46.6

43.2

45.0

71.8

73.6

72.7

Hea

lthco

st79

.780

.580

.137

.828

.333

.127

.536

.131

.835

.331

.733

.526

.327

.927

.134

.835

.235

.0

Fuel

74.0

78.0

75.9

5.9

0.0

2.9

0.8

2.5

1.7

0.0

1.6

0.8

0.0

0.9

0.4

18.3

17.

17.9

Oth

er10

010

010

095

.095

.095

.095

.094

.194

.695

.095

.195

.094

.195

.594

.897

.297

.597

.4

Tota

l12

211

824

011

912

124

012

011

923

911

912

324

211

811

122

959

859

211

90

Annex

109

Tabl

e-A

3.26

Prim

ary

educ

atio

n: p

erce

nt o

f stu

dent

s not

incu

rrin

g ex

pend

iture

on

diffe

rent

item

s–no

n-go

vt. (

non-

regd

.)sc

hool

, urb

an, 2

005

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss I

Cla

ss II

Cla

ss II

IC

lass

IVC

lass

VTo

tal

BG

TB

GT

BG

TB

GT

BG

TB

GT

Tuiti

on fe

e10

0.0

100.

010

0.0

76.9

72.7

75.0

79.2

79.2

79.2

75.0

79.2

77.1

79.2

87.5

83.3

69.9

72.3

71.1

Adm

issi

on fe

e75

.095

.885

.423

.127

.325

.010

0.0

95.8

97.9

100.

095

.897

.910

0.0

100.

010

0.0

66.0

71.6

68.8

Oth

er fe

e10

0.0

100.

010

0.0

23.1

31.8

27.1

29.2

25.0

27.1

25.0

25.0

25.0

25.0

25.0

25.0

35.3

37.8

36.5

Priv

ate

tuiti

on87

.587

.587

.573

.177

.375

.054

.245

.850

.050

.033

.341

.737

.533

.335

.452

.951

.452

.2

Boo

k95

.883

.389

.676

.950

.064

.641

.750

.045

.837

.541

.739

.620

.833

.327

.148

.445

.346

.8

Stat

iona

ry10

0.0

83.3

91.7

23.1

36.4

29.2

25.0

25.0

25.0

25.0

25.0

25.0

25.0

25.0

25.0

34.6

34.5

34.6

Sch

ool b

ag a

ndum

brel

la10

0.0

95.8

97.9

50.0

36.4

43.8

50.0

50.0

50.0

50.0

45.8

47.9

45.8

41.7

43.8

57.5

54.7

56.1

Sch

ool

dres

s83

.383

.383

.30.

09.

14.

24.

24.

24.

212

.54.

28.

34.

28.

36.

332

.731

.131

.9

Tran

spor

t cos

t10

0.0

100.

010

0.0

96.2

100.

097

.910

0.0

100.

010

0.0

100.

010

0.0

100.

095

.810

0.0

97.9

98.0

100

99.0

Tiffi

n co

st83

.379

.281

.357

.763

.660

.441

.741

.741

.741

.741

.741

.754

.237

.545

.860

.157

.458

.8

Ent

erta

inm

ent

100.

010

0.0

100.

076

.990

.983

.370

.862

.566

.770

.858

.364

.675

.066

.770

.883

.079

.181

.1

Hea

lth c

ost

83.3

75.0

79.2

34.6

27.3

31.3

45.8

20.8

33.3

37.5

41.7

39.6

37.5

41.7

39.6

45.8

41.2

43.5

Fuel

75.0

58.3

66.7

11.5

9.1

10.4

20.8

12.5

16.7

16.7

16.7

16.7

12.5

20.8

16.7

24.8

21.6

23.3

Oth

er10

0.0

100.

010

0.0

100.

010

0.0

100.

095

.895

.895

.810

0.0

91.7

95.8

100.

010

0.0

100.

099

.398

.098

.7

Tota

l30

3060

3228

6030

3060

3030

6031

3061

153

148

301


110

Tabl

e-A

3.27

Prim

ary

educ

atio

n: p

erce

nt o

f stu

dent

s not

incu

rrin

g ex

pend

iture

on

diffe

rent

item

s–no

n-go

vt. (

non-

regd

.)sc

hool

, com

bine

d, 2

005

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss I

Cla

ss II

Cla

ss II

IC

lass

IVC

lass

VTo

tal

BG

TB

GT

BG

TB

GT

BG

TB

GT

Tuiti

on fe

e97

.197

.297

.289

.491

.790

.589

.591

.790

.690

.790

.890

.890

.291

.190

.690

.591

.490

.9

Adm

issi

on fe

e94

.695

.094

.872

.873

.873

.391

.391

.591

.493

.092

.992

.991

.391

.391

.384

.485

.384

.8

Oth

er fe

e86

.787

.086

.82.

03.

02.

51.

81.

41.

62.

73.

23.

03.

23.

13.

120

.120

.720

.4

Priv

ate

tuiti

on92

.893

.893

.369

.068

.368

.653

.558

.155

.752

.253

.552

.842

.544

.843

.666

.668

.867

.7

Boo

k89

.689

.789

.678

.276

.477

.355

.055

.255

.128

.331

.630

.018

.021

.619

.850

.248

.649

.4

Stat

iona

ry76

.576

.276

.32.

52.

12.

33.

12.

62.

93.

93.

23.

52.

74.

53.

619

.219

.119

.1

Sch

ool b

ag a

ndum

brel

la95

.595

.795

.671

.269

.770

.464

.965

.965

.466

.066

.666

.367

.463

.465

.474

.472

.073

.2

Sch

ool

dres

s87

.387

.687

.529

.433

.831

.627

.730

.128

.926

.830

.228

.524

.726

.825

.745

.146

.645

.9

Tran

spor

t cos

t10

0.0

100.

010

0.0

99.1

99.3

99.2

98.2

98.3

98.3

98.9

99.1

99.0

99.3

99.3

99.3

98.0

99.1

98.5

Tiffi

n co

st84

.287

.285

.742

.732

.937

.935

.632

.534

.135

.440

.537

.937

.035

.136

.041

.038

.139

.6

Ent

erta

inm

ent

94.8

93.4

94.1

71.2

74.0

72.6

65.5

68.0

66.7

66.2

68.0

67.1

63.2

64.8

64.0

63.4

64.7

64.1

Hea

lth c

ost

74.4

74.8

74.6

26.3

25.1

25.7

22.6

23.5

23.0

27.0

25.2

26.1

27.2

28.5

27.8

42.5

41.0

41.7

Fuel

76.9

76.4

76.7

8.3

3.0

5.7

3.8

2.6

3.2

2.9

2.7

2.8

2.3

2.8

2.5

18.2

17.6

17.9

Oth

er10

0.0

100.

010

0.0

97.3

97.0

97.1

96.4

96.7

96.5

96.8

96.8

96.8

96.1

97.2

96.6

96.5

96.4

96.4

Tota

l15

214

830

015

114

930

015

014

929

914

915

330

214

914

129

075

1.0

740.

014

91.0

Annex

111

Tabl

e-A

3.28

Prim

ary

educ

atio

n: p

erce

nt o

f stu

dent

s no

t inc

urri

ng e

xpen

ditu

re o

n di

ffere

nt it

ems–

com

mun

ity s

choo

l,ru

ral,

2005

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss I

Cla

ss II

Cla

ss II

IC

lass

IVC

lass

VTo

tal

BG

TB

GB

GT

TB

GT

BG

TB

GT

Tuiti

on fe

e99

.410

099

.710

010

010

010

010

010

010

010

010

010

010

010

099

.910

099

.9

Adm

issi

on fe

e92

.994

.193

.571

.271

.971

.592

.393

.392

.892

.193

.592

.892

.592

.892

.787

.888

.988

.4

Oth

er fe

e88

.288

.188

.11.

80.

61.

20.

00.

70.

30.

70.

70.

710

010

010

019

.619

.119

.4

Priv

ate

tuiti

on95

.995

.995

.972

.478

.475

.462

.863

.863

.353

.957

.555

.744

.047

.746

.067

.169

.468

.3

Boo

k91

.790

.591

.182

.985

.684

.360

.363

.862

.040

.835

.338

.044

.832

.038

.065

.662

.564

.0

Stat

iona

ry80

.581

.781

.198

.298

.898

.51.

30.

00.

70.

02.

01.

010

010

010

018

.118

.118

.1

Sch

ool b

ag a

ndum

brel

la99

.497

.698

.579

.484

.481

.978

.881

.880

.371

.769

.970

.874

.672

.573

.581

.381

.681

.5

Sch

ool

dres

s89

.388

.889

.135

.337

.136

.228

.834

.231

.532

.224

.228

.229

.929

.429

.644

.243

.643

.9

Tran

spor

t cos

t10

010

010

010

010

010

098

.796

.697

.798

.098

.798

.410

098

.799

.599

.498

.999

.1

Tiffi

n co

st87

.086

.486

.734

.732

.333

.527

.633

.630

.536

.835

.336

.129

.129

.429

.344

.044

.144

.1

Ent

erta

inm

ent

95.3

95.3

95.3

68.8

65.3

67.1

55.1

59.1

57.0

60.5

65.4

63.0

67.2

51.0

58.5

69.9

67.8

68.8

Hea

lthco

st76

.381

.578

.927

.125

.126

.120

.524

.222

.329

.625

.527

.520

.128

.824

.735

.737

.736

.7

Fuel

81.7

81.7

81.7

2.4

4.2

3.3

4.5

3.4

3.9

0.0

0.7

0.3

100

100

100

19.1

19.1

19.1

Oth

er10

010

010

096

.597

.096

.796

.297

.396

.796

.196

.796

.497

.096

.196

.597

.297

.597

.3

Tota

l16

916

933

817

016

733

715

614

930

515

215

330

513

415

328

778

179

115

72


112

Tabl

e-A

3.29

Prim

ary

educ

atio

n: p

erce

nt o

f stu

dent

s no

t inc

urri

ng e

xpen

ditu

re o

n di

ffere

nt it

ems–

com

mun

ity s

choo

l,ur

ban,

200

5

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss I

Cla

ss II

Cla

ss II

IC

lass

IVC

lass

VTo

tal

BG

TB

GT

BG

TB

GT

BG

TB

GT

Tuiti

on fe

e10

0.0

100.

010

0.0

87.5

87.5

87.5

85.7

85.4

85.5

83.7

87.8

85.7

86.7

85.0

85.9

89.2

89.2

89.2

Adm

issi

on fe

e98

.110

0.0

99.0

64.6

62.5

63.5

85.7

82.9

84.3

81.4

87.8

84.5

84.4

77.5

81.2

83.2

81.6

82.4

Oth

er fe

e96

.310

0.0

97.9

2.1

4.2

3.1

0.0

0.0

0.0

0.0

2.4

1.2

0.0

7.5

3.5

22.8

22.6

22.7

Priv

ate

tuiti

on10

0.0

100.

010

0.0

87.5

66.7

77.1

54.8

61.0

57.8

32.6

39.0

35.7

44.4

42.5

43.5

65.9

62.3

64.2

Boo

k88

.985

.787

.595

.897

.996

.976

.287

.881

.944

.248

.846

.426

.730

.028

.267

.771

.269

.4

Stat

iona

ry79

.683

.381

.34.

22.

13.

10.

00.

00.

00.

02.

41.

22.

22.

52.

419

.817

.918

.9

Sch

ool b

ag a

ndum

brel

la10

0.0

97.6

99.0

68.8

72.9

70.8

42.9

61.0

51.8

34.9

65.9

50.0

55.6

55.0

55.3

62.5

70.8

66.4

Sch

ool

dres

s10

0.0

100.

010

0.0

39.6

56.3

47.3

42.9

46.3

44.6

41.9

48.8

45.2

37.8

32.5

35.3

54.3

56.9

55.5

Tran

spor

t cos

t98

.197

.697

.997

.910

0.0

99.0

100.

010

0.0

100.

093

.010

0.0

96.4

97.8

92.5

95.3

97.4

98.1

97.7

Tiffi

n co

st98

.192

.995

.875

.070

.872

.954

.861

.057

.846

.553

.750

.053

.357

.555

.367

.267

.567

.3

Ent

erta

inm

ent

100.

010

0.0

100.

091

.791

.791

.785

.797

.691

.672

.173

.272

.686

.785

.085

.987

.989

.688

.7

Hea

lth c

ost

79.6

73.8

77.1

39.6

47.9

43.8

52.4

39.0

45.8

25.6

56.1

40.5

17.8

32.5

24.7

44.4

50.0

47.1

Fuel

66.7

57.1

62.5

0.0

2.1

1.0

0.0

0.0

0.0

0.0

0.0

0.0

.02.

51.

215

.512

.314

.0

Oth

er10

0.0

100.

010

0.0

100.

010

0.0

100.

010

0.0

100.

010

0.0

100.

010

0.0

100.

010

0.0

100.

010

0.0

100.

010

0.0

100.

0

Tota

l54

4296

4848

9642

4183

4341

8445

4080

232

212

444

Annex

113

Tabl

e-A

3.30

Prim

ary

educ

atio

n: p

erce

nt o

f stu

dent

s no

t inc

urri

ng e

xpen

ditu

re o

n di

ffere

nt it

ems–

com

mun

ity s

choo

l,co

mbi

ned,

200

5

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss I

Cla

ss II

Cla

ss II

IC

lass

IVC

lass

VTo

tal

BG

TB

GT

BG

TB

GT

BG

TB

GT

Tuiti

on fe

e99

.610

0.0

99.8

97.2

97.2

97.2

97.0

96.8

96.9

96.4

97.4

96.9

96.6

96.9

96.8

97.4

97.7

97.6

Adm

issi

on fe

e94

.295

.394

.769

.769

.869

.790

.991

.191

.089

.792

.391

.090

.589

.690

.186

.887

.387

.1

Oth

er fe

e90

.190

.590

.31.

81.

41.

60.

00.

50.

30.

51.

00.

80.

01.

60.

820

.319

.920

.1

Priv

ate

tuiti

on96

.996

.796

.875

.775

.875

.861

.163

.262

.149

.253

.651

.444

.146

.645

.466

.867

.967

.4

Boo

k91

.089

.690

.385

.888

.487

.163

.668

.966

.241

.538

.139

.840

.231

.635

.866

.064

.365

.2

Stat

iona

ry80

.382

.081

.12.

31.

41.

81.

00.

00.

50.

02.

11.

00.

60.

50.

518

.518

.018

.3

Sch

ool b

ag a

ndum

brel

la99

.697

.698

.677

.181

.979

.471

.277

.274

.263

.669

.166

.369

.869

.969

.477

.079

.378

.2

Sch

ool

dres

s91

.991

.091

.536

.241

.438

.831

.836

.834

.334

.429

.031

.731

.830

.130

.946

.546

.446

.5

Tran

spor

t cos

t99

.699

.599

.599

.510

0.0

99.8

99.0

97.4

98.2

96.9

99.0

97.9

99.4

97.4

98.4

98.9

98.7

98.8

Tiffi

n co

st89

.787

.788

.743

.640

.942

.333

.339

.536

.339

.039

.239

.135

.235

.235

.249

.449

.149

.2

Ent

erta

inm

ent

96.4

96.2

96.3

73.9

71.2

72.5

61.6

67.4

64.4

63.1

67.0

65.0

72.1

58.0

64.8

74.0

72.4

73.2

Hea

lth c

ost

77.1

80.0

78.5

29.8

30.2

30.0

27.3

27.4

27.3

28.7

32.0

30.3

19.6

29.5

24.7

37.7

40.3

39.0

Fuel

78.0

76.8

77.4

1.8

3.7

2.8

3.5

2.6

3.1

0.0

0.5

0.3

0.0

0.5

0.3

18.3

17.6

18.0

Oth

er10

0.0

100.

010

0.0

97.2

97.7

97.5

97.0

97.9

97.4

96.9

97.4

97.2

97.8

96.9

97.3

97.8

98.0

97.9

Tota

l22

321

143

421

821

543

319

819

038

819

519

438

917

919

337

210

1310

0320

16


114

Tabl

e-A

3.31

Prim

ary

educ

atio

n: p

erce

nt o

f st

uden

ts n

ot i

ncur

ring

exp

endi

ture

on

diffe

rent

ite

ms–

non-

govt

. (r

egd)

mad

rasa

, urb

an, 2

005

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss I

Cla

ss II

Cla

ss II

IC

lass

IVC

lass

VTo

tal

BG

TB

GT

BG

TB

GT

BG

TB

GT

Tuiti

on fe

e85

.086

.085

.552

.462

.557

.357

.159

.558

.354

.565

.859

.857

.155

.858

.561

.066

.063

.5

Adm

issi

on fe

e85

.085

.085

.526

.232

.529

.371

.473

.872

.672

.771

.172

.078

.672

.175

.366

.767

.567

.1

Oth

er fe

e85

.086

.085

.510

0.0

100.

010

0.0

.02.

41.

2.0

2.6

1.2

7.1

11.6

9.4

17.6

21.4

19.5

Priv

ate

tuiti

on95

.088

.491

.654

.845

.050

.050

.059

.554

.847

.755

.351

.238

.127

.932

.956

.755

.356

.0

Boo

k70

.072

.171

.140

.537

.539

.033

.338

.135

.715

.921

.118

.321

.420

.921

.235

.738

.337

.0

Stat

iona

ry70

.072

.171

.1.0

2.5

1.2

2.4

4.8

3.6

100.

010

0.0

100.

010

0.0

100.

010

0.0

13.8

16.5

15.1

Sch

ool b

ag a

ndum

brel

la85

.086

.085

.535

.732

.534

.154

.838

.146

.434

.136

.835

.435

.723

.329

.448

.643

.746

.2

Sch

ool

dres

s75

.079

.177

.19.

512

.511

.019

.014

.316

.76.

85.

36.

14.

87.

05.

922

.424

.323

.3

Tran

spor

t cos

t97

.590

.794

.088

.185

.086

.692

.985

.789

.390

.981

.686

.681

.083

.782

.490

.085

.487

.7

Tiffi

n co

st80

.074

.477

.154

.847

.551

.261

.959

.560

.763

.655

.359

.859

.548

.854

.163

.857

.360

.6

Ent

erta

inm

ent

100.

010

0.0

100.

085

.782

.584

.178

.681

.079

.868

.265

.867

.181

.079

.180

.082

.482

.082

.2

Hea

lth c

ost

80.0

79.1

79.5

28.6

45.0

36.6

33.3

38.1

35.7

31.8

23.7

28.0

31.0

44.2

37.6

40.5

46.6

43.5

Fuel

70.0

72.1

71.1

23.8

17.5

20.7

23.8

14.3

19.0

13.6

7.9

11.0

16.7

16.3

16.5

29.0

26.2

27.6

Oth

er10

0.0

100.

010

0.0

97.6

100.

098

.810

0.0

100.

010

0.0

100.

010

0.0

100.

010

0.0

97.7

98.8

99.5

99.5

99.5

N40

4383

4240

8242

4284

4438

8242

4385

210

206

416

Annex

115

Tabl

e-A

3.32

Prim

ary

educ

atio

n: p

erce

nt o

f st

uden

ts n

ot i

ncur

ring

exp

endi

ture

on

diffe

rent

ite

ms–

non-

govt

. (re

gd.)

mad

rasa

, rur

al, 2

005

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss I

Cla

ss II

Cla

ss II

IC

lass

IVC

lass

VTo

tal

BG

TB

GB

GT

TB

GT

BG

TB

GT

Tuiti

on fe

e96

.396

.296

.384

.887

.286

.085

.285

.885

.584

.487

.585

.981

.779

.580

.695

.194

.895

.0

Adm

issi

on fe

e95

.794

.995

.343

.945

.144

.576

.577

.877

.279

.077

.078

.180

.576

.278

.477

.676

.276

.9

Oth

er fe

e92

.690

.491

.68.

88.

58.

73.

74.

34.

03.

65.

34.

45.

57.

36.

324

.323

.824

.1

Priv

ate

tuiti

on98

.294

.996

.672

.568

.970

.762

.374

.168

.259

.361

.860

.553

.053

.053

.073

.376

.274

.7

Boo

k82

.881

.582

.259

.160

.459

.754

.356

.255

.227

.531

.629

.520

.719

.220

.053

.354

.553

.9

Stat

iona

ry82

.880

.381

.64.

14.

34.

20.

61.

91.

299

.498

.799

.11.

82.

01.

919

.118

.418

.8

Sch

ool b

ag a

ndum

brel

la95

.195

.595

.363

.764

.063

.967

.356

.261

.757

.557

.257

.448

.847

.047

.972

.471

.471

.9

Sch

ool

dres

s92

.691

.792

.228

.134

.131

.032

.732

.132

.418

.027

.622

.623

.826

.525

.144

.449

.046

.6

Tran

spor

t cos

t99

.497

.598

.495

.995

.195

.595

.195

.195

.195

.295

.495

.392

.792

.792

.797

.698

.698

.1

Tiffi

n co

st91

.489

.290

.342

.140

.941

.541

.440

.140

.741

.339

.540

.436

.033

.134

.645

.745

.545

.6

Ent

erta

inm

ent

99.4

98.7

99.1

77.8

75.0

74.6

75.9

75.3

75.6

68.3

69.1

68.7

71.3

74.8

73.0

77.1

77.4

77.3

Hea

lth c

ost

82.0

81.5

82.2

25.7

28.0

26.9

27.8

27.2

27.5

26.3

27.6

27.0

23.2

21.9

22.5

35.8

34.0

34.9

Fuel

82.8

82.2

82.5

10.5

7.3

9.0

6.2

3.7

4.9

3.6

3.9

3.8

4.3

4.6

4.4

18.6

18.3

18.5

Oth

er10

0.0

100.

010

0.0

99.4

100.

099

.799

.410

0.0

99.7

99.4

98.7

99.1

100.

099

.399

.799

.799

.799

.7

N16

315

732

017

116

433

516

216

232

416

715

231

916

415

131

561

758

011

97


116

Tabl

e-A

3.33

Prim

ary

educ

atio

n: p

erce

nt o

f st

uden

ts n

ot in

curr

ing

expe

nditu

re o

n di

ffere

nt it

ems–

non-

govt

. (re

gd.),

com

bine

d, 2

005

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss I

Cla

ss II

Cla

ss II

IC

lass

IVC

lass

VTo

tal

BG

TB

GB

GT

TB

GT

BG

TB

GT

Tuiti

on fe

e10

0.0

100.

010

0.0

95.3

95.2

95.3

95.0

95.0

95.0

95.1

94.7

94.9

90.2

88.9

89.6

86.5

87.3

86.9

Adm

issi

on fe

e99

.298

.298

.749

.649

.249

.478

.379

.278

.881

.378

.980

.281

.177

.879

.674

.873

.974

.4

Oth

er fe

e95

.192

.193

.711

.611

.311

.55.

05.

05.

04.

96.

15.

54.

95.

65.

222

.623

.222

.9

Priv

ate

tuiti

on99

.297

.498

.378

.376

.677

.566

.779

.272

.963

.464

.063

.758

.263

.060

.469

.070

.769

.9

Boo

k87

.085

.186

.165

.167

.766

.461

.762

.562

.131

.735

.133

.320

.518

.519

.548

.950

.349

.5

Stat

iona

ry87

.083

.385

.25.

44.

85.

10.

00.

80.

40.

81.

81.

32.

52.

82.

617

.817

.917

.9

Sch

ool b

ag a

ndum

brel

la98

.499

.198

.772

.974

.273

.571

.762

.567

.165

.964

.065

.053

.365

.554

.866

.464

.165

.3

Sch

ool

dres

s 98

.495

.597

.534

.141

.137

.537

.538

.337

.922

.035

.128

.330

.334

.332

.238

.842

.540

.6

Tran

spor

t cos

t10

0.0

100.

010

0.0

98.4

98.4

98.4

95.8

98.3

97.1

96.7

100.

098

.396

.796

.396

.595

.695

.295

.4

Tiffi

n co

st95

.194

.794

.938

.038

.738

.334

.233

.333

.833

.334

.233

.827

.926

.927

.450

.348

.649

.5

Ent

erta

inm

ent

99.2

98.2

98.7

75.2

72.6

73.9

75.0

73.3

74.2

68.3

70.2

69.2

68.0

73.1

70.4

78.5

78.6

78.5

Hea

lth c

ost

83.7

82.5

83.1

24.8

22.6

23.7

25.8

23.3

24.6

24.4

28.9

26.6

20.5

13.0

17.0

37.0

37.3

37.1

Fuel

87.0

86.0

86.5

6.2

4.0

5.1

0.0

0.0

0.0

0.0

2.6

1.3

0.0

0.0

0.0

21.3

20.4

20.8

Oth

er10

0.0

100.

010

0.0

100.

010

0.0

100.

099

.210

0.0

99.6

99.2

98.2

98.7

100.

010

0.0

100.

099

.699

.699

.6

N12

311

423

712

912

425

312

012

024

012

311

423

712

210

823

082

778

616

13

Annex

117

Tabl

e-A

3.34

Prim

ary

educ

atio

n: p

erce

nt o

f stu

dent

s not

incu

rrin

g ex

pend

iture

on

diffe

rent

item

s–no

n-go

vt. (

non-

regd

.)m

adra

sa, u

rban

, 200

5

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss I

Cla

ss II

Cla

ss II

IC

lass

IVC

lass

VTo

tal

BG

TB

GB

GT

TB

GT

BG

TB

GT

Tuiti

on fe

e10

0.0

100.

010

0.0

77.6

78.9

78.2

76.4

80.3

78.3

75.0

74.0

74.5

77.9

77.6

77.8

81.4

81.9

81.7

Adm

issi

on fe

e10

0.0

100.

010

0.0

38.2

29.6

34.0

76.4

83.1

79.7

79.2

82.2

80.7

75.3

83.6

79.2

73.6

75.4

74.4

Oth

er fe

e93

.295

.594

.322

.42.

812

.915

.3.0

7.7

18.1

2.7

10.3

16.9

1.5

9.7

33.2

19.8

26.7

Priv

ate

tuiti

on91

.995

.593

.659

.266

.262

.654

.260

.657

.344

.452

.148

.339

.043

.341

.057

.763

.360

.4

Boo

k10

0.0

100.

010

0.0

77.6

70.4

74.1

58.3

66.2

62.2

27.8

49.3

38.6

19.5

31.3

25.0

56.6

63.3

59.9

Stat

iona

ry89

.291

.090

.19.

21.

45.

41.

40.

00.

70.

01.

40.

70.

04.

52.

119

.918

.919

.4

Sch

ool b

ag a

ndum

brel

la97

.397

.097

.253

.947

.951

.066

.750

.758

.758

.343

.851

.063

.647

.856

.367

.957

.062

.6

Sch

ool

dres

s91

.989

.990

.839

.528

.234

.047

.240

.844

.141

.734

.237

.931

.231

.331

.350

.144

.447

.4

Tran

spor

t cos

t10

0.0

100.

010

0.0

93.4

88.7

91.2

94.4

93.0

93.7

90.3

76.7

83.4

92.2

82.1

87.5

94.1

88.0

91.1

Tiffi

n co

st91

.989

.690

.851

.347

.949

.750

.042

.348

.259

.747

.953

.855

.856

.756

.361

.756

.459

.2

Ent

erta

inm

ent

93.2

89.9

91.5

75.0

77.5

76.2

80.5

76.1

78.3

81.9

82.2

82.1

74.0

76.1

75.0

80.9

80.2

80.6

Hea

lth c

ost

83.8

73.1

78.7

44.7

42.3

43.5

38.9

43.7

41.3

48.6

43.8

46.2

62.3

49.3

56.3

55.8

50.1

53.1

Fuel

75.7

88.1

81.6

19.7

15.5

17.7

11.1

9.9

10.5

2.8

12.3

7.6

7.8

7.5

7.6

23.5

26.1

24.7

Oth

er10

0.0

100.

010

0.0

97.6

100.

098

.810

0.0

100.

010

0.0

100.

010

0.0

100.

010

0.0

97.7

98.8

99.5

99.5

99.5

N74

6714

176

7114

772

7114

372

7314

577

6714

437

134

972

0


118

Tabl

e-A

3.35

Prim

ary

educ

atio

n: p

erce

nt o

f stu

dent

s not

incu

rrin

g ex

pend

iture

on

diffe

rent

item

s–no

n-go

vt. (

non-

regd

.)m

adra

sa, r

ural

, 200

5.

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss I

Cla

ss II

Cla

ss II

IC

lass

IVC

lass

VTo

tal

BG

TB

GB

GT

TB

GT

BG

TB

GT

Tuiti

on fe

e10

0.0

100.

010

0.0

91.0

91.5

91.2

91.2

92.0

91.6

90.8

90.1

90.4

89.2

91.3

90.2

95.8

96.0

95.9

Adm

issi

on fe

e97

.298

.197

.658

.155

.156

.677

.978

.178

.079

.678

.679

.177

.580

.078

.879

.378

.679

.0

Oth

er fe

e92

.892

.992

.85.

61.

63.

65.

71.

93.

85.

40.

93.

15.

83.

14.

519

.919

.719

.8

Priv

ate

tuiti

on97

.898

.197

.968

.074

.471

.261

.263

.362

.358

.361

.660

.051

.753

.152

.470

.371

.871

.0

Boo

k95

.396

.896

.080

.178

.879

.553

.359

.856

.537

.641

.839

.724

.028

.826

.454

.460

.259

.3

Stat

iona

ry89

.090

.089

.52.

81.

32.

00.

60.

30.

51.

00.

30.

61.

21.

91.

618

.518

.218

.4

Sch

ool b

ag a

ndum

brel

la97

.297

.197

.168

.970

.669

.771

.965

.368

.669

.166

.367

.769

.865

.367

.677

.677

.277

.4

Sch

ool

dres

s95

.994

.895

.428

.627

.828

.225

.929

.327

.529

.028

.528

.722

.826

.924

.837

.440

.238

.8

Tran

spor

t cos

t10

0.0

100.

010

0.0

97.8

97.2

97.5

98.1

97.1

97.6

92.7

94.1

93.4

95.7

93.8

94.7

97.7

98.8

98.2

Tiffi

n co

st91

.891

.991

.936

.335

.435

.936

.633

.435

.040

.436

.538

.539

.439

.739

.545

.044

.644

.8

Ent

erta

inm

ent

97.8

97.4

97.6

62.7

62.3

62.5

57.7

56.3

57.0

52.9

57.6

55.3

52.3

56.9

54.6

59.8

61.9

60.8

Hea

lth c

ost

88.4

86.4

87.4

33.5

29.7

31.7

24.9

35.0

29.9

30.3

33.4

31.9

36.3

27.2

31.8

38.7

39.8

39.3

Fuel

84.3

87.4

85.8

4.7

4.4

4.5

2.5

2.3

2.4

1.3

3.1

2.2

1.8

1.9

1.9

17.5

17.6

17.5

Oth

er10

0.0

100.

010

0.0

100.

099

.499

.710

0.0

100.

010

0.0

100.

010

0.0

100.

099

.710

0.0

99.8

100.

010

0.0

100.

0

N24

424

248

624

624

549

124

524

048

524

225

049

224

825

350

112

2512

3024

55

Annex

119

Tabl

e-A

3.36

Prim

ary

educ

atio

n: p

erce

nt o

f stu

dent

s not

incu

rrin

g ex

pend

iture

on

diffe

rent

item

s–no

n-go

vt. (

non-

regd

.)m

adra

sa, c

ombi

ned,

200

5

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss I

Cla

ss II

Cla

ss II

IC

lass

IVC

lass

VTo

tal

BG

TB

GB

GT

TB

GT

BG

TB

GT

Tuiti

on fe

e10

0.0

100.

010

0.0

95.1

95.1

95.1

95.5

95.4

95.5

95.5

94.8

95.1

92.7

94.9

93.8

92.4

92.9

92.7

Adm

issi

on fe

e96

.397

.596

.964

.262

.463

.378

.476

.777

.579

.877

.678

.778

.279

.178

.678

.077

.978

.0

Oth

er fe

e92

.692

.192

.40.

41.

20.

82.

92.

52.

71.

70.

41.

02.

43.

63.

023

.019

.721

.4

Priv

ate

tuiti

on99

.698

.899

.270

.776

.773

.763

.364

.263

.762

.464

.463

.455

.655

.755

.767

.469

.968

.6

Boo

k93

.995

.994

.980

.981

.281

.151

.857

.954

.840

.539

.640

.025

.428

.126

.758

.060

.959

.4

Stat

iona

ry88

.989

.789

.30.

81.

21.

00.

40.

40.

41.

20.

00.

61.

61.

21.

418

.918

.418

.6

Sch

ool b

ag a

ndum

brel

la97

.197

.197

.173

.677

.175

.473

.569

.671

.572

.372

.872

.671

.870

.070

.975

.472

.874

.1

Sch

ool

dres

s97

.196

.396

.725

.227

.826

.519

.625

.822

.725

.226

.826

.020

.225

.723

.040

.441

.240

.8

Tran

spor

t cos

t10

0.0

100.

010

0.0

99.2

99.6

99.4

99.2

98.3

98.8

93.4

99.2

96.3

96.8

96.8

96.8

96.9

96.4

96.6

Tiffi

n co

st91

.892

.692

.231

.731

.831

.832

.730

.831

.834

.732

.233

.934

.335

.234

.748

.947

.248

.0

Ent

erta

inm

ent

99.2

99.6

99.4

58.9

58.0

58.8

51.0

50.4

50.7

44.2

50.4

47.4

45.6

51.8

48.7

64.7

65.9

65.3

Hea

lth c

ost

89.9

90.1

89.9

30.1

26.1

28.1

20.8

32.5

26.6

24.8

30.4

27.6

28.2

21.3

24.8

42.7

42.1

42.4

Fuel

86.9

87.2

87.0

0.0

1.2

0.6

0.0

0.0

0.0

0.8

0.4

0.6

0.0

0.4

0.2

18.9

19.4

19.1

Oth

er10

0.0

100.

010

0.0

100.

010

0.0

100.

010

0.0

100.

010

0.0

100.

010

0.0

100.

010

0.0

100.

010

0.0

99.9

99.9

99.9

N31

830

962

732

231

663

831

731

162

831

432

363

732

532

064

515

9615

7931

75


120

Ann

ex 4

STAT

IST

ICA

LTA

BL

ES

IN R

ESP

EC

TO

FSE

CO

ND

AR

YE

DU

CAT

ION

Aver

age

Per S

tude

nt A

nnua

l Ite

m-w

ise

Fam

ily E

xpen

ditu

re b

y Ty

pe o

f Ins

titut

ions

and

Sex

of S

tude

nts,

2005

, in

Taka

(Tab

les A

4.1-

A4.

18) a

nd in

Per

cent

of

Stud

ents

Not

Incu

rrin

g Ex

pend

iture

on

Diff

eren

t Ite

ms

(Tab

les A

4.19

-A4.

36)

(Tab

les A

4.10

-A4.

18)

Tabl

e-A

4.1

Seco

ndar

y ed

ucat

ion:

ave

rage

per

stud

ent a

nnua

l ite

m-w

ise

fam

ily e

xpen

ditu

re, g

ovt.

scho

ol, r

ural

, 200

5

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss-V

IC

lass

-VII

Cla

ss-V

IIIC

lass

-IXC

lass

-XTo

tal

BG

TB

GT

BG

TB

GT

BG

TB

GT

Tuiti

on fe

e59

.293

.576

.212

8.6

38.9

83.5

154.

844

.699

.717

9.7

72.5

126.

021

6.8

69.0

143.

214

8.7

63.4

106.

2

Adm

issi

on fe

e15

.318

.316

.814

1.5

90.7

115.

910

8.1

64.5

86.3

109.

261

.385

.213

4.8

79.6

107.

310

2.1

63.2

82.7

Oth

er fe

es10

7.1

73.1

90.3

291.

627

4.0

282.

729

7.2

272.

328

4.8

371.

229

0.6

330.

837

8.8

347.

336

3.1

290.

725

3.3

272.

0

Priv

ate

tuto

r fee

1786

.219

54.0

1869

.328

28.9

2705

.327

66.7

3071

.131

62.8

3117

.033

26.9

3086

.632

06.4

4031

.945

55.5

4292

.830

21.2

3108

.430

64.8

Boo

k pu

rcha

se18

3.0

186.

518

4.7

545.

755

3.8

549.

865

3.0

685.

366

9.1

843.

185

5.2

849.

213

46.4

1518

.714

32.3

721.

276

8.6

744.

9

Stat

iona

ryE

xpen

ses

562.

763

0.6

596.

383

0.1

794.

281

2.0

846.

393

9.6

892.

910

60.5

972.

410

16.3

1056

.811

10.7

1083

.687

4.5

893.

088

3.7

Sch

ool b

ag &

umbr

ella

111.

913

9.4

125.

524

4.8

195.

121

9.8

183.

119

6.1

189.

620

7.2

205.

920

6.5

187.

220

6.6

196.

818

6.9

189.

118

8.0

Sch

ool d

ress

and

shoe

s29

1.7

321.

730

6.6

256.

850

2.9

308.

750

3.5

486.

149

4.8

458.

947

7.7

468.

357

6.3

524.

955

0.7

472.

346

3.9

468.

1

Con

venc

eex

pens

es

104.

722

8.6

166.

038

0.6

633.

750

8.0

444.

359

3.3

518.

838

2.3

849.

061

6.4

379.

469

7.5

537.

933

9.1

605.

047

1.9

Tiffi

n ex

pens

es

368.

652

6.1

464.

452

9.2

843.

268

7.3

548.

778

7.2

667.

957

3.1

825.

169

9.5

757.

282

0.4

788.

755

7.4

769.

566

3.4

Ent

erta

inm

ent

113.

214

0.9

126.

915

6.9

264.

821

1.2

147.

119

3.6

170.

418

6.0

145.

316

5.6

140.

015

0.0

145.

014

8.9

178.

716

3.7

Med

ical

514.

954

5.1

529.

935

6.5

313.

233

4.7

575.

656

4.9

570.

346

7.8

593.

953

1.0

577.

155

2.5

564.

849

9.1

514.

650

6.9

Fuel

50

4.2

533.

451

8.6

713.

170

1.7

707.

470

2.9

692.

969

7.9

761.

975

1.4

756.

629

7.3

796.

779

7.0

697.

369

7.2

697.

2

Oth

ers

26.7

50.6

38.5

285.

721

.015

2.5

94.8

33.8

64.4

615.

818

.331

6.1

277.

864

.817

1.7

262.

937

.715

0.4

Tota

l47

49.3

5477

.651

09.8

7690

.079

32.3

7812

.083

30.5

8717

.085

23.9

9543

.692

05.3

9373

.910

357.8

1149

4.210

924.1

8322

.186

06.9

8463

.9

N15

014

729

714

915

130

015

115

130

215

715

631

315

715

631

376

376

215

25

Annex

121

Tabl

e-A

4.2

Seco

ndar

y ed

ucat

ion:

ave

rage

per

stud

ent a

nnua

l ite

m-w

ise

fam

ily e

xpen

ditu

re, g

ovt.

scho

ol, u

rban

, 200

5

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss-V

IC

lass

-VII

Cla

ss-V

IIIC

lass

-IXC

lass

-XTo

tal

BG

TB

GT

BG

TB

GT

BG

TB

GT

Tuitio

n fe

e59

.620

.243

.015

7.0

84.6

126.

615

8.3

94.4

133.

717

6.2

97.4

145.

632

6.6

135.

124

6.3

175.

185

.913

8.8

Adm

issio

n fe

e67

.013

3.494

.992

.112

8.510

7.486

.612

6.910

2.196

.511

3.610

3.111

9.312

0.411

9.892

.212

4.710

5.4

Oth

er fe

es11

7.713

5.412

5.139

6.434

9.637

6.841

9.440

3.641

3.346

2.337

4.842

8.350

7.946

1.048

8.338

1.734

2.936

6.0

Priva

te tu

tor f

ee44

93.0

4907

.646

67.3

7083

.370

69.9

7077

.775

40.1

6861

.772

79.2

9160

.410

277.1

9594

.310

705.6

1092

3.110

796.8

7803

.779

87.5

7878

.4

Book

pur

chas

e18

4.0

262.

821

7.1

712.

667

0.3

694.

984

6.9

997.

390

4.7

1054

.094

9.5

1013

.414

72.8

1911

.716

56.8

855.

195

5.6

895.

9

Stat

iona

ry E

xpen

ses

932.

711

43.4

1021

.312

69.9

1980

.415

67.9

1386

.416

18.3

1475

.615

24.1

1926

.616

82.3

1689

.720

96.7

1860

.413

62.7

1751

.115

20.6

Scho

ol b

ag &

umbr

ella

183.

619

9.8

190.

424

6.9

301.

927

0.0

305.

923

5.3

278.

831

4.7

279.

830

1.1

316.

128

7.3

304.

027

4.2

260.

826

8.8

Scho

ol d

ress

and

shoe

s40

2.2

403.

840

2.9

597.

146

5.2

541.

869

3.0

571.

264

6.2

780.

158

8.7

705.

875

8.0

696.

973

2.4

647.

954

3.8

605.

6

Conv

ence

exp

ense

s 38

6.5

1774

.697

0.0

1220

.421

65.7

1616

.813

33.3

2033

.316

02.5

1437

.921

63.9

1720

.015

09.8

2180

.817

91.2

1181

.320

62.0

1539

.2

Tiffi

n ex

pens

es

913.

779

2.1

862.

613

31.1

955.

311

73.5

1128

.090

2.3

1041

.213

06.5

944.

711

65.9

1280

.296

5.0

1148

.011

92.0

911.

210

77.9

Ente

rtain

men

t 54

.634

.446

.174

.867

.171

.611

7.3

57.2

94.2

165.

919

2.1

176.

113

9.1

163.

114

9.2

111.

110

2.2

107.

4

Med

ical

502.

036

3.9

444.

060

2.6

852.

770

7.5

627.

466

0.0

639.

912

20.8

881.

610

89.0

1131

.158

6.7

902.

881

8.9

665.

575

6.6

Fuel

80

7.0

1068

.591

6.9

1088

.214

19.8

1227

.312

57.6

1621

.813

97.7

1345

.115

79.8

1436

.313

69.5

1550

.414

45.4

1176

.014

42.5

1284

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Oth

ers

9.9

181.

181

.993

5.6

57.3

567.

337

0.3

641.

747

4.7

837.

711

6.1

557.

394

.431

.468

.045

2.6

199.

734

9.8

Tota

l91

13.33

1142

0.86

1008

3.38

1580

7.96

1656

8.23

1612

6.78

1627

0.53

1682

4.85

1648

3.73

1988

5.15

2048

5.56

2011

8.43

2142

0.19

2210

9.54

2170

9.27

1652

4.39

1743

5.15

1689

4.53

N91

6615

790

6515

596

6015

696

6115

790

6515

546

331

778

0


122

Tabl

e-A

4.3

Seco

ndar

y ed

ucat

ion:

ave

rage

per

stud

ent a

nnua

l ite

m-w

ise fa

mily

exp

endi

ture

, gov

t. sc

hool

, com

bine

d, 2

005

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss-V

IC

lass

-VII

Cla

ss-V

IIIC

lass

-IXC

lass

-XTo

tal

BG

TB

GT

BG

TB

GT

BG

TB

GT

Tuiti

on fe

e59

.470

.864

.713

9.3

52.7

98.2

152.

958

.711

1.3

178.

479

.513

2.5

256.

888

.517

7.3

158.

770

.011

7.3

Adm

issi

on fe

e34

.853

.943

.812

2.9

102.

111

3.0

98.0

82.2

91.7

104.

376

.091

.212

9.2

91.6

111.

498

.481

.390

.4

Oth

er fe

es11

1.1

92.4

102.

333

1.0

296.

831

4.8

336.

230

9.6

328.

540

5.8

314.

336

3.4

425.

938

0.7

404.

532

5.0

279.

630

3.8

Priv

ate

tuiti

on fe

e28

08.3

2869

.228

36.9

4431

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18.7

4235

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55.4

4214

.645

34.7

5540

.451

07.9

5340

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63.6

6428

.364

46.9

4827

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41.8

4699

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Boo

k P

urch

ase

183.

421

0.1

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960

8.6

588.

859

9.2

711.

277

4.0

749.

492

3.1

881.

790

4.0

1392

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34.3

1506

.777

1.8

823.

679

6.0

Stat

iona

ryE

xpen

ses

702.

478

9.5

743.

399

5.7

1151

.110

69.5

1028

.211

32.6

1091

.412

36.4

1240

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38.8

1287

.414

00.7

1340

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58.9

1145

.110

99.2

Sch

ool B

ag a

ndum

brel

la13

9.0

158.

114

8.0

245.

622

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236.

922

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222

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022

6.6

238.

123

4.1

230.

323

2.3

219.

921

0.2

215.

3

Sch

ool

dres

s an

dsh

oe33

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347.

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9.9

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510.

354

6.4

580.

750

8.9

547.

664

2.5

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561

0.8

538.

648

7.4

514.

6

Con

venc

e21

1.1

707.

744

4.1

696.

910

94.7

885.

776

2.8

1002

.888

7.9

782.

812

18.7

985.

079

1.2

1133

.895

3.0

657.

110

33.0

833.

1

Tiffi

n57

4.4

608.

560

2.1

831.

287

6.9

852.

975

1.0

819.

979

5.1

851.

485

8.7

855.

394

7.8

862.

990

7.7

797.

081

1.1

803.

6

Ent

erta

in91

.110

7.9

99.0

126.

020

5.3

163.

613

3.2

154.

814

4.4

178.

415

8.5

169.

113

9.7

153.

914

6.4

134.

615

6.2

144.

7

Med

ical

510.

048

8.9

500.

144

9.2

475.

546

1.7

583.

140

4.3

594.

075

3.5

674.

871

7.4

778.

956

2.6

676.

861

9.9

559.

059

1.4

Fuel

313.

836

8.1

339.

344

4.5

490.

646

6.4

429.

768

3.5

460.

247

2.8

540.

250

3.9

189.

056

2.4

533.

043

4.0

492.

446

1.3

Oth

ers

321.

336

6.0

342.

358

7.9

442.

051

8.6

521.

348

5.3

518.

589

2.5

457.

269

0.3

675.

650

1.8

593.

560

7.7

450.

453

4.1

Tota

l63

93.4

7238

.368

01.4

1039

4.710

513.9

1053

9.710

950.8

1083

9.911

073.3

1314

8.712

343.7

1277

6.914

354.1

1460

7.214

641.3

1124

8.811

140.9

1120

4.2

N24

121

345

423

921

645

524

721

145

825

321

747

024

722

146

812

2610

7923

05

Annex

123

Tabl

e-A

4.4

Seco

ndar

y ed

ucat

ion:

ave

rage

per

stud

ent a

nnua

l ite

m-w

ise

fam

ily e

xpen

ditu

re, m

adra

sa, r

ural

, 200

5

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss-V

IC

lass

-VII

Cla

ss-V

IIIC

lass

-IXC

lass

-XTo

tal

BG

TB

GT

BG

TB

GT

BG

TB

GT

Tuiti

on fe

e25

.18.

316

.410

2.3

46.0

73.7

128.

653

.790

.714

9.1

51.0

98.7

200.

971

.013

4.6

121.

846

.183

.1

Adm

issi

on fe

e11

.08.

69.

837

.434

.636

.026

.224

.825

.524

.831

.328

.236

.435

.335

.827

.327

.027

.1

Oth

er fe

es91

.693

.292

.417

3.1

170.

217

1.6

191.

819

0.7

191.

321

5.7

210.

621

3.1

279.

527

8.9

279.

219

1.0

189.

019

0.0

Priv

ate

tuto

r fee

599.

944

8.2

521.

785

2.6

680.

976

5.3

915.

669

1.8

802.

410

07.7

877.

294

0.6

1497

.913

09.1

1401

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7.1

803.

088

8.2

Boo

k pu

rcha

se15

1.4

136.

914

3.9

459.

744

7.5

453.

549

3.2

478.

748

5.9

709.

963

9.4

673.

712

23.1

1120

.011

70.5

610.

356

6.2

587.

8

Stat

iona

ryE

xpen

ses

570.

554

8.1

558.

974

5.2

680.

171

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773.

473

9.9

756.

591

9.1

819.

186

7.7

1050

.596

6.6

1007

.781

3.2

751.

578

1.7

Sch

ool b

ag &

umbr

ella

79.2

84.7

82.0

92.0

81.1

86.4

79.5

81.9

80.7

88.2

77.4

82.6

89.8

91.6

90.7

85.8

83.3

84.5

Sch

ool d

ress

and

shoe

s30

2.2

283.

029

2.3

401.

643

8.9

420.

643

0.0

443.

043

6.6

499.

048

0.8

489.

652

8.3

571.

055

0.1

433.

044

3.9

438.

6

Con

venc

e 89

.210

84.4

99.1

99.1

73.7

86.2

109.

612

3.0

116.

316

4.0

132.

714

8.0

176.

423

0.5

204.

012

7.9

133.

813

0.9

Tiffi

n ex

pens

es

464.

841

9.5

441.

458

7.9

545.

456

6.3

586.

658

8.4

587.

065

7.8

556.

460

5.7

724.

456

0.1

640.

560

5.1

534.

156

8.8

Ent

erta

inm

ent

expe

nses

52

.856

.254

.655

.969

.762

.964

.768

.466

.682

.079

.580

.789

.190

.289

.769

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.971

.0

Med

ical

exp

ense

s32

3.8

323.

232

3.5

386.

934

9.7

368.

044

4.6

380.

041

1.9

526.

537

1.3

446.

739

3.1

520.

445

8.1

415.

538

9.1

402.

0

Fuel

& e

lect

ricity

expe

nses

599.

455

5.1

576.

666

5.7

644.

765

5.0

697.

662

5.7

661.

375

5.1

719.

573

6.8

790.

972

3.2

756.

370

2.3

654.

267

7.7

Oth

ers

3.1

2.1

2.6

86.4

1.5

43.2

28.0

2.5

15.1

5.5

3.2

4.3

19.5

4.8

11.8

28.7

2.8

15.5

Tota

l33

6430

75.5

3215

.247

45.8

4264

4500

.849

69.4

4492

.547

27.8

5804

.450

49.4

5416

.470

99.8

6572

.768

30.6

5208

4696

.949

46.9

N33

836

069

835

336

571

835

035

870

834

936

971

835

036

571

517

4018

1735

57


124

Tabl

e-A

4.5

Seco

ndar

y ed

ucat

ion:

ave

rage

per

stud

ent a

nnua

l ite

m-w

ise

fam

ily e

xpen

ditu

re, m

adra

sa, u

rban

, 200

5

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss-V

IC

lass

-VII

Cla

ss-V

IIIC

lass

-IXC

lass

-XTo

tal

BG

TB

GT

BG

TB

GT

BG

TB

GT

Tuiti

on fe

e24

4.2

111.

318

6.9

528.

835

1.4

442.

056

0.7

355.

945

6.6

539.

944

8.0

491.

062

1.3

408.

552

2.9

493.

834

1.5

420.

0

Adm

issi

on fe

e67

.713

.944

.512

4.1

165.

514

4.4

71.2

63.2

67.2

90.1

81.4

85.5

135.

148

.695

.197

.776

.587

.4

Oth

er fe

es14

6.3

105.

412

8.7

300.

230

0.1

300.

141

6.6

344.

337

9.8

378.

138

1.2

379.

841

8.4

451.

543

3.7

327.

532

1.3

324.

5

Priv

ate

tuiti

on fe

e87

8.4

1134

.098

8.6

1352

.122

64.1

1798

.216

86.4

2638

.121

70.5

1451

.430

04.2

2276

.832

12.7

4309

.637

19.7

1716

.726

91.4

2189

.0

Boo

k P

urch

ase

155.

515

1.4

153.

747

9.6

511.

849

5.3

569.

753

8.9

554.

175

2.8

775.

776

5.0

1313

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80.8

1298

.564

7.6

656.

465

1.9

Stat

iona

ryE

xpen

ses

599.

667

8.8

633.

869

2.8

820.

275

5.1

730.

095

5.9

844.

983

6.1

1011

.892

9.5

1126

.813

32.9

1222

.179

5.1

962.

787

6.3

Sch

ool B

ag a

ndum

brel

la74

.986

.880

.010

2.9

141.

512

1.8

110.

214

4.9

127.

899

.914

4.6

123.

613

2.4

141.

413

6.6

103.

713

3.2

118.

0

Sch

ool

dres

s an

dsh

oe25

3.0

312.

627

8.7

452.

540

3.1

428.

442

4.0

520.

047

2.8

455.

470

3.0

587.

044

6.4

648.

153

9.6

402.

552

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460.

9

Con

veya

nce

expe

nses

276.

337

4.0

318.

429

0.6

496.

439

1.3

177.

066

2.4

423.

923

6.5

750.

350

9.6

529.

810

94.3

790.

730

5.2

678.

348

6.0

Tifin

60

3.7

607.

160

5.1

608.

172

7.5

666.

557

2.2

653.

261

3.4

687.

280

0.2

747.

269

1.6

808.

874

5.7

631.

572

1.3

675.

0

Ent

erta

inm

ent

19.0

33.2

25.1

53.0

43.0

48.1

30.9

51.8

41.6

45.2

47.0

46.1

57.2

55.9

56.6

40.7

46.5

43.5

Med

ical

283.

039

4.3

330.

944

3.2

403.

242

3.7

366.

540

8.1

387.

750

9.5

495.

750

2.2

586.

066

7.9

623.

843

4.5

472.

745

3.0

Fuel

& e

lect

ricity

exp.

439.

749

1.6

462.

162

0.1

763.

969

0.4

655.

481

1.8

735.

072

4.1

944.

584

1.3

800.

986

0.8

828.

564

3.4

783.

371

1.2

Oth

ers

--

--

13.9

6.8

548.

37.

727

3.3

273.

152

9.7

409.

559

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8.3

318.

016

8.1

235.

520

0.7

Tota

l 40

41.1

4494

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36.5

6048

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05.7

6712

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19.1

8156

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48.4

7079

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11.2

8694

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132.

112

727.

311

331.

668

08.0

8643

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97.4

N12

897

225

117

112

229

114

118

232

104

118

222

121

104

225

584

549

1133

Annex

125

Tabl

e-A

4.6

Seco

ndar

y ed

ucat

ion:

ave

rage

per

stud

ent a

nnua

l ite

m-w

ise

fam

ily e

xpen

ditu

re, m

adra

sa, c

ombi

ned,

200

5

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss-V

IC

lass

-VII

Cla

ss-V

IIIC

lass

-IXC

lass

-XTo

tal

BG

TB

GT

BG

TB

GT

BG

TB

GT

Tuiti

on fe

e85

.330

.158

.020

8.4

117.

716

2.7

234.

812

8.6

181.

023

8.8

147.

219

1.3

308.

914

5.8

227.

521

5.3

114.

616

4.5

Adm

issi

on fe

e26

.59.

818

.259

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.362

.237

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.335

.839

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.250

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.541

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Oth

er fe

es10

6.6

95.8

101.

220

4.7

200.

720

2.7

247.

022

8.8

237.

825

3.0

251.

925

2.4

315.

231

7.2

316.

222

5.3

219.

722

2.5

Priv

ate

tuiti

on fe

e67

6.4

593.

863

5.5

976.

910

52.6

1015

.011

05.0

1174

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40.1

1109

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92.6

1256

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38.5

1974

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56.4

1162

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41.2

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Boo

k P

urch

ase

152.

514

0.0

146.

346

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646

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512.

049

3.7

502.

771

9.7

672.

469

5.2

1246

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55.7

1201

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9.7

587.

160

3.2

Stat

iona

ryE

xpen

ses

578.

557

5.8

577.

273

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072

2.5

762.

779

3.5

778.

390

0.1

865.

888

2.3

1070

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47.8

1059

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8.7

800.

580

4.6

Sch

ool B

ag a

ndum

brel

la78

.085

.181

.594

.795

.395

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.097

.592

.490

.893

.792

.310

0.7

102.

610

1.7

90.3

94.9

92.6

Sch

ool

dres

s an

dsh

oe28

8.7

289.

328

9.0

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343

0.5

422.

542

8.5

462.

144

5.5

489.

053

4.6

512.

650

7.2

588.

154

7.6

425.

346

2.3

444.

0

Con

veya

nce

expe

nses

140.

693

3.7

152.

614

6.8

173.

016

0.0

126.

125

6.7

192.

218

0.7

282.

423

3.4

267.

242

2.1

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517

2.4

260.

121

6.7

Tifin

50

2.9

459.

348

1.3

592.

958

8.1

590.

558

3.1

604.

559

3.5

664.

661

5.5

639.

271

5.9

615.

266

5.7

611.

757

7.5

594.

5

Ent

erta

inm

ent

43.5

51.3

47.4

55.2

63.5

59.3

56.4

64.3

60.4

73.6

71.6

72.6

80.9

82.6

81.7

61.9

66.8

64.3

Med

ical

312.

633

8.3

325.

340

0.9

362.

338

1.5

425.

438

6.9

405.

952

2.6

401.

545

9.8

442.

755

3.1

497.

842

0.3

408.

541

4.3

Fuel

& e

lect

ricity

exp.

555.

554

1.7

548.

665

4.3

672.

766

3.6

687.

367

1.8

679.

574

8.0

774.

076

1.4

793.

575

3.7

773.

668

7.5

684.

168

5.8

Oth

ers

——

——

4.4

34.4

155.

83.

878

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0.8

100.

029

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0.9

85.1

63.7

56.8

60.2

Tota

l 35

47.6

4143

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62.2

5004

.950

01.6

5035

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48.5

5400

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24.0

6097

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77.5

6190

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78.8

7937

.479

07.8

5610

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12.6

5611

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N46

645

792

347

047

794

746

447

694

045

348

794

047

146

994

023

2423

6646

90


126

Tabl

e-A

4.7

Seco

ndar

y E

duca

tion:

ave

rage

per

stud

ent a

nnua

l ite

m-w

ise

fam

ily e

xpen

ditu

re, n

on-g

ovt (

MPO

) sch

ools

,ru

ral,

2005

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss-V

IC

lass

-VII

Cla

ss-V

IIIC

lass

-IXC

lass

-XTo

tal

BG

TB

GT

BG

TB

GT

BG

TB

GT

Tuiti

on fe

e53

.639

.946

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1.3

100.

220

5.6

346.

111

5.4

231.

536

3.3

109.

923

7.2

424.

314

3.4

286.

630

0.1

101.

520

1.4

Adm

issi

on fe

e20

.023

.921

.910

8.6

106.

310

7.5

76.7

63.6

70.2

81.1

70.6

75.9

86.0

77.4

81.8

74.6

68.3

71.5

Oth

er fe

es84

.075

.879

.926

0.7

273.

926

7.3

295.

929

9.1

297.

531

8.8

325.

732

2.2

386.

739

0.6

388.

626

9.4

272.

427

0.9

Priv

ate

tuto

r fee

980.

999

1.5

986.

114

11.2

1511

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61.6

1619

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09.0

1614

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74.9

2124

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99.5

2883

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92.7

2839

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96.4

1800

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98.4

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k pu

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2.6

129.

013

0.8

469.

749

9.1

484.

458

6.0

588.

958

7.4

783.

287

6.9

829.

813

52.1

1245

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99.6

666.

466

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5

Stat

iona

ryex

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es64

6.1

675.

066

0.5

817.

485

9.2

838.

383

5.3

878.

785

6.8

1049

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90.7

1069

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95.0

1251

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22.7

909.

094

9.2

929.

0

Sch

ool b

ag &

umbr

ella

79.7

92.3

86.0

97.2

122.

210

9.7

99.2

121.

211

0.1

107.

313

4.3

120.

711

0.2

133.

912

1.8

98.7

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710

9.6

Sch

ool d

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and

shoe

s25

1.1

267.

125

9.1

360.

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373.

637

4.7

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750

0.9

514.

650

7.6

386.

140

7.2

396.

6

Con

venc

e 79

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0.7

124.

818

4.3

247.

121

5.7

174.

221

8.2

196.

117

4.4

292.

923

3.4

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529

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816

9.7

244.

920

7.0

Tiffi

n ex

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es

581.

954

7.0

564.

567

2.1

642.

565

7.3

739.

269

2.5

716.

077

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750.

676

3.4

913.

372

3.6

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373

7.0

670.

770

4.0

Ent

erta

inm

ent

expe

nses

71

.676

.273

.978

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4.1

106.

511

0.3

139.

111

7.3

128.

318

1.0

167.

617

4.4

117.

011

0.3

113.

7

Med

ical

exp

ense

s48

2.3

371.

842

7.2

420.

135

7.4

388.

741

0.0

420.

841

5.3

444.

553

5.6

489.

861

8.5

577.

259

8.2

475.

545

1.6

463.

6

Fuel

& e

lect

ricity

expe

nses

530.

054

6.2

538.

164

2.0

656.

564

9.3

691.

267

7.4

684.

370

4.9

702.

870

3.8

803.

682

1.5

812.

467

4.7

680.

267

7.4

Oth

ers

13.9

60.8

37.3

16.4

24.0

20.2

17.1

29.1

23.1

89.2

29.1

59.3

121.

613

0.0

125.

751

.754

.353

.0

Tota

l40

06.8

4067

.240

36.9

5850

.358

71.9

5861

.263

79.1

6223

.963

02.0

7547

.676

28.7

7587

.998

12.2

9266

.495

44.7

6726

.365

96.4

6661

.7

N71

671

314

2971

671

814

3472

171

214

3370

770

014

0772

769

914

2635

8735

4271

29

Annex

127

Tabl

e-A

4.8

Seco

ndar

y ed

ucat

ion:

ave

rage

per

stud

ent a

nnua

l ite

m-w

ise

fam

ily e

xpen

ditu

re, n

on-g

ovt (

MPO

) sch

ools

,ur

ban,

200

5

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss-V

IC

lass

-VII

Cla

ss-V

IIIC

lass

-IXC

lass

-XTo

tal

BG

TB

GT

BG

TB

GT

BG

TB

GT

Tuiti

on fe

e26

9.4

287.

127

8.6

652.

647

1.1

557.

765

9.6

486.

456

8.4

754.

048

1.2

617.

982

4.1

535.

267

3.4

634.

145

3.3

540.

5

Adm

issi

on fe

e12

5.0

154.

214

0.1

359.

137

1.7

365.

726

8.3

280.

327

4.6

302.

227

0.0

286.

127

0.1

334.

230

3.6

265.

528

3.0

274.

5

Oth

er fe

es15

3.2

159.

015

6.2

363.

838

1.8

373.

239

6.5

454.

842

7.1

442.

448

5.6

463.

951

9.4

584.

655

3.4

376.

341

4.4

396.

1

Priv

ate

tuto

r fee

1080

.716

53.2

1376

.721

10.7

3083

.126

20.2

3193

.538

71.3

3550

.334

32.4

4608

.040

19.0

4639

.163

49.6

5531

.729

03.5

3921

.134

30.3

Boo

k pu

rcha

se12

9.3

193.

916

2.7

538.

654

9.3

544.

262

2.1

605.

461

3.3

874.

388

6.3

880.

314

99.6

1551

.115

26.5

735.

775

8.6

747.

5

Stat

iona

ryE

xpen

ses

688.

988

9.7

792.

796

0.4

1152

.510

61.1

992.

412

89.4

1148

.712

42.5

1415

.713

28.9

1375

.417

33.0

1562

.010

54.6

1297

.611

80.4

Sch

ool b

ag &

umbr

ella

97.8

130.

611

4.7

168.

618

0.0

174.

514

9.0

177.

416

4.0

165.

419

7.1

181.

217

2.1

220.

019

7.1

150.

818

1.2

166.

5

Sch

ool d

ress

and

shoe

s22

2.1

322.

027

3.8

437.

448

5.0

462.

345

6.4

463.

446

0.1

443.

251

2.3

477.

756

4.9

591.

457

8.7

425.

647

5.4

451.

4

Con

venc

eex

pens

es

316.

980

3.4

568.

441

6.6

720.

957

6.1

330.

114

5.8

542.

934

7.1

912.

162

9.0

427.

212

60.5

862.

136

7.3

885.

563

5.6

Tiffi

n ex

pens

es

377.

173

4.2

602.

183

7.0

948.

189

5.2

990.

410

03.5

997.

398

8.0

968.

097

8.0

935.

810

10.4

974.

784

5.2

934.

389

1.3

Ent

erta

inm

ent

expe

nses

25

.463

.545

.141

.211

1.3

78.2

64.7

118.

092

.851

.011

5.5

83.2

79.4

169.

212

6.3

52.5

116.

085

.3

Med

ical

exp

ense

s31

3.4

507.

741

3.8

427.

248

6.9

458.

553

9.0

527.

353

2.8

393.

042

7.2

410.

148

1.3

809.

065

2.3

431.

155

2.8

494.

1

Fuel

& e

lect

ricity

expe

nses

582.

257

0.7

576.

273

5.6

819.

477

9.5

804.

481

3.8

809.

482

9.6

858.

184

3.8

889.

410

86.1

992.

176

9.5

830.

980

1.3

Oth

ers

159.

56.

880

.68.

783

.147

.732

0.0

260.

528

8.6

164.

231

7.3

240.

670

.043

3.6

259.

814

5.5

221.

118

4.6

Tota

l45

40.8

6476

.055

81.7

8057

.398

44.1

8994

.197

86.4

1049

7.6

1047

0.4

1042

9.3

1245

4.3

1143

9.6

1274

7.8

1666

7.7

1479

3.4

9157

.111

325.

010

279.

4

N22

724

347

022

825

147

923

426

049

424

124

048

123

025

148

111

6012

4524

05


128

Tabl

e-A

4.9

Seco

ndar

y ed

ucat

ion:

ave

rage

per

stud

ent a

nnua

l ite

m-w

ise

fam

ily e

xpen

ditu

re, n

on-g

ovt (

MPO

) sch

ools

,co

mbi

ned,

200

5

B=B

oys,

G=

Girl

s, T

= B

oys

and

girls

toge

ther

Cla

ss-V

IC

lass

-VII

Cla

ss-V

IIIC

lass

-IXC

lass

-XTo

tal

BG

TB

GT

BG

TB

GT

BG

TB

GT

Tuiti

on fe

e10

5.5

102.

710

4.2

393.

719

6.3

293.

842

2.9

214.

631

7.9

462.

620

4.7

334.

252

0.4

246.

938

4.2

381.

719

3.0

286.

9

Adm

issi

on fe

e45

.357

.051

.216

9.1

175.

017

2.2

123.

612

1.6

122.

613

7.3

121.

512

9.5

130.

214

5.2

137.

712

1.2

124.

112

2.7

Oth

er fe

es10

0.7

96.9

98.8

285.

630

1.8

293.

832

0.5

340.

733

0.7

350.

236

6.5

358.

341

8.6

441.

943

0.2

295.

530

9.3

302.

5

Priv

ate

tuto

r fee

1004

.911

59.7

1082

.815

80.1

1918

.817

51.7

2005

.222

14.1

2110

.624

20.0

2758

.625

88.5

3305

.637

32.5

3518

.320

66.9

2352

.022

10.1

Boo

k pu

rcha

se13

1.8

145.

513

8.7

486.

351

2.1

499.

459

4.8

593.

359

4.0

806.

487

9.3

842.

713

87.5

1325

.913

56.8

683.

368

9.0

686.

2

Stat

iona

ry E

xpen

ses

656.

472

9.6

693.

285

1.9

935.

289

4.1

873.

898

8.6

931.

610

98.3

1173

.711

35.8

1238

.413

78.9

1308

.394

4.6

1039

.899

2.4

Sch

ool b

ag &

umbr

ella

84.1

102.

093

.111

4.4

137.

212

5.9

111.

413

6.2

123.

912

2.1

150.

313

6.1

125.

115

6.6

140.

811

1.4

136.

412

4.0

Sch

ool d

ress

and

shoe

s24

4.1

281.

126

2.7

379.

441

1.8

395.

839

4.7

419.

540

7.2

442.

047

9.3

460.

651

6.3

534.

952

5.5

395.

842

4.9

410.

4

Con

venc

eex

pens

es

136.

333

1.5

234.

624

0.4

369.

830

5.9

212.

419

8.8

285.

021

8.3

451.

033

4.2

281.

655

1.8

416.

221

8.0

411.

531

5.1

Tiffi

n ex

pens

es

532.

659

4.6

573.

871

1.9

721.

771

6.9

800.

877

5.7

788.

183

0.0

806.

181

8.1

918.

779

9.4

859.

276

3.4

739.

375

1.2

Ent

erta

inm

ent

expe

nses

60

.573

.066

.869

.592

.281

.010

2.0

109.

610

5.8

116.

711

6.8

116.

815

6.6

168.

016

2.3

101.

211

1.8

106.

5

Med

ical

exp

ense

s44

1.6

406.

342

3.9

421.

839

0.9

406.

244

1.6

449.

344

5.4

431.

450

7.9

469.

558

5.5

638.

461

1.8

464.

747

7.9

471.

3

Fuel

& e

lect

ricity

expe

nses

542.

655

2.4

547.

566

4.6

698.

768

1.9

718.

971

3.9

716.

473

6.6

742.

573

9.5

824.

289

1.4

857.

769

7.9

719.

470

8.7

14. O

ther

s48

.947

.148

.014

.539

.327

.191

.391

.091

.210

8.3

102.

710

5.5

109.

221

0.2

159.

574

.697

.786

.2

Tota

l41

35.3

4679

.544

19.2

6383

.569

00.8

6645

.772

14.1

7367

.073

70.5

8280

.288

60.9

8569

.110

517.

911

222.

110

868.

673

20.3

7826

.275

74.2

N94

395

618

9994

496

919

1395

597

219

2794

894

018

8895

795

019

0747

4747

8795

34

Annex

129

Tabl

e-A

4.10

Seco

ndar

y ed

ucat

ion:

per

cent

of

stud

ents

not

inc

urri

ng e

xpen

ditu

re o

n di

ffer

ent

item

s, go

vt. s

choo

l,ru

ral,

2005

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss-V

IC

lass

-VII

Cla

ss-V

IIIC

lass

-IXC

lass

-xTo

tal

BG

TB

GB

GT

TB

GT

BG

TB

GT

Tuiti

on fe

e88

.791

.890

.214

.175

.545

.010

.674

.242

.47.

768

.238

.07.

675

.641

.525

.476

.951

.1

Adm

issi

on fe

e88

.791

.289

.917

.416

.617

.044

.447

.045

.742

.945

.944

.442

.046

.844

.447

.149

.248

.1

Oth

er fe

e16

.715

.015

.87.

47.

97.

74.

68.

62.

33.

81.

30.

6-

--

3.3

3.1

3.2

Priv

ate

tuiti

on31

.334

.032

.714

.115

.915

.09.

912

.611

.36.

410

.28.

34.

55.

14.

813

.115

.414

.2

Boo

k20

.70

17.7

19.2

3.4

0.7

2.0

1.3

0.7

0.7

0.6

0.6

0.6

-0.

60.

35.

13.

84.

5

Stat

iona

ry12

.78.

810

.80.

70.

70.

300.

70.

70.

71.

30.

60.

3-

1.3

0.6

2.6

2.2

2.4

Sch

ool b

ag a

ndum

brel

la52

.045

.648

.823

.525

.824

.731

.128

.529

.830

.122

.326

.231

.226

.328

.833

.629

.531

.5

Sch

ool

dres

s26

.727

.226

.94.

75.

35.

014

.613

.213

.910

.98.

39.

65.

18.

36.

712

.312

.312

.3

Tran

spor

t cos

t86

.083

.784

.862

.458

.360

.361

.660

.961

.374

.454

.864

.566

.263

.564

.970

.164

.067

.1

Tiffi

n co

st46

.027

.937

.016

.14.

010

.017

.29.

313

.216

.07.

011

.517

.810

.314

.122

.511

.517

.0

Ent

erta

inm

ent

45.3

57.8

51.5

026

.835

.831

.323

.839

.131

.532

.133

.832

.932

.537

.234

.832

.140

.636

.3

Hea

lth c

ost

35.3

34.7

35.0

15.4

29.8

22.7

19.9

20.5

20.2

25.6

23.6

24.6

30.6

21.8

26.2

25.4

26.0

25.7

Fuel

12.0

8.2

10.1

0.7

1.3

0.7

0.7

1.3

1.0

0.6

-0.

3-

1.3

0.6

2.6

2.4

2.5

Oth

er99

.394

.697

.093

.394

.794

.094

.097

.495

.789

.793

.691

.788

.592

.390

.492

.994

.693

.8

N15

014

729

714

915

130

015

115

130

215

715

631

315

715

631

376

376

215

25


130

Tabl

e-A

4.11

Seco

ndar

y ed

ucat

ion:

per

cent

of

stud

ents

not

inc

urri

ng e

xpen

ditu

re o

n di

ffer

ent

item

s, go

vt.

scho

ol,

urba

n, 2

005

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss-V

IC

lass

-VII

Cla

ss-V

IIIC

lass

-IXC

lass

-XTo

tal

BG

TB

GB

GT

TB

GT

BG

TB

GT

Tuiti

on fe

e82

.478

.880

.9-

32.3

13.5

9.4

33.3

18.6

6.3

34.4

17.2

-33

.814

.219

.442

.929

.0

Adm

issi

on fe

e82

.465

.275

.220

.024

.621

.956

.348

.353

.256

.350

.854

.160

.044

.653

.555

.146

.751

.7

Oth

er fe

e22

.031

.826

.1-

6.2

2.6

--

--

1.6

0.6

--

-4.

38.

25.

9

Priv

ate

tuiti

on18

.722

.720

.411

.17.

79.

74.

210

.06.

44.

23.

33.

8-

--

7.6

8.8

8.1

Boo

k42

.925

.835

.7-

4.6

1.9

--

--

1.6

0.6

-1.

50.

68.

46.

97.

8

Stat

iona

ry7.

77.

67.

6-

--

--

--

1.6

0.6

1.1

-0.

61.

71.

91.

8

Sch

ool b

ag a

ndum

brel

la34

.128

.831

.814

.416

.915

.518

.830

.023

.121

.924

.622

.924

.416

.921

.322

.723

.322

.9

Sch

ool

dres

s9.

928

.817

.86.

716

.911

.04.

223

.311

.55.

218

.010

.23.

312

.37.

15.

819

.911

.5

Tran

spor

t cos

t79

.136

.461

.151

.129

.241

.949

.030

.041

.754

.223

.042

.052

.220

.038

.757

.027

.845

.1

Tiffi

n co

st25

.321

.223

.611

.110

.811

.08.

33.

36.

44.

26.

65.

111

.17.

79.

711

.910

.111

.2

Ent

erta

inm

ent

67.0

63.6

65.6

60.0

47.7

54.8

46.9

60.0

51.9

49.0

50.8

49.7

44.4

56.9

49.7

53.3

55.8

54.4

Hea

lth c

ost

27.5

39.4

32.5

18.9

46.2

30.3

13.5

21.7

16.7

18.8

19.7

19.1

31.1

27.7

29.7

21.8

31.2

25.6

Fuel

7.7

7.6

7.6

--

--

--

-3.

31.

3-

1.5

0.6

1.5

2.5

1.9

Oth

er95

.693

.994

.994

.496

.995

.592

.796

.794

.291

.793

.492

.497

.895

.496

.894

.495

.394

.7

N91

6615

790

6515

596

6015

696

6115

790

6515

546

331

778

0

Annex

131

Tabl

e-A

4.12

Seco

ndar

y ed

ucat

ion:

per

cent

of

stud

ents

not

inc

urri

ng e

xpen

ditu

re o

n di

ffere

nt i

tem

s, go

vt.

scho

ol,

com

bine

d, 2

005

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss-V

IC

lass

-VII

Cla

ss-V

IIIC

lass

-IXC

lass

-XTo

tal

BG

TB

GB

GT

TB

GT

BG

TB

GT

Tuiti

on fe

e86

.387

.887

.08.

862

.534

.310

.162

.634

.37.

258

.731

.14.

863

.332

.523

.166

.943

.6

Adm

issi

on fe

e86

.383

.184

.818

.419

.018

.749

.047

.448

.348

.047

.347

.648

.646

.247

.450

.148

.549

.3

Oth

er fe

e18

.720

.219

.44.

67.

46.

02.

86.

21.

52.

41.

40.

60.

00.

00.

03.

74.

64.

1

Priv

ate

tuiti

on26

.530

.528

.413

.013

.413

.27.

711

.99.

65.

68.

36.

82.

93.

63.

211

.013

.512

.1

Boo

k29

.120

.224

.92.

11.

92.

00.

80.

50.

50.

40.

90.

60.

00.

90.

46.

34.

75.

6

Stat

iona

ry10

.88.

49.

70.

40.

50.

20.

40.

50.

50.

80.

90.

40.

40.

90.

62.

32.

12.

2

Sch

ool b

ag a

ndum

brel

la45

.240

.442

.920

.123

.121

.626

.328

.927

.527

.022

.925

.128

.723

.526

.329

.527

.728

.6

Sch

ool

dres

s20

.427

.723

.85.

58.

87.

010

.616

.113

.18.

711

.09.

84.

49.

56.

89.

814

.512

.0

Tran

spor

t cos

t83

.469

.076

.658

.149

.554

.056

.752

.154

.666

.745

.957

.061

.150

.756

.265

.253

.459

.7

Tiffi

n co

st38

.225

.832

.414

.26.

010

.313

.77.

610

.911

.56.

99.

415

.49.

512

.618

.511

.115

.0

Ent

erta

inm

ent

53.5

59.6

56.4

39.3

39.4

39.3

32.8

45.0

38.4

38.5

38.6

38.5

36.8

43.0

39.7

40.1

45.1

42.4

Hea

lth c

ost

32.4

36.2

34.1

16.7

34.7

25.3

17.4

20.8

19.0

23.0

22.5

22.8

30.8

23.5

27.4

24.0

27.5

25.7

Fuel

10.4

8.0

9.2

0.4

0.9

0.5

0.4

0.9

0.7

0.4

0.9

0.6

0.0

1.4

0.6

2.2

2.4

2.3

Oth

er97

.994

.496

.393

.795

.494

.593

.597

.295

.290

.593

.591

.991

.993

.292

.593

.594

.894

.1

N24

1.0

213.

045

4.0

239.

021

6.0

455.

024

7.0

211.

045

8.0

253.

021

7.0

470.

024

7.0

221.

046

8.0

1226

.010

79.0

2305

.0


132

Tabl

e-A

4.13

Seco

ndar

y ed

ucat

ion:

per

cent

of

stud

ents

not

inc

urri

ng e

xpen

ditu

re o

n di

ffer

ent

item

s, m

adra

sa,

rura

l, 20

05

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss-V

IC

lass

-VII

Cla

ss-V

IIIC

lass

-IXC

lass

-XTo

tal

BG

TB

GB

GT

TB

GT

BG

TB

GT

Tuiti

on fe

e89

.995

.893

.054

.179

.266

.947

.179

.163

.347

.380

.864

.547

.480

.564

.357

.083

.070

.3

Adm

issi

on fe

e80

.882

.581

.740

.541

.140

.865

.466

.566

.068

.270

.269

.262

.665

.864

.263

.365

.264

.3

Oth

er fe

e8.

610

.89.

70.

30.

50.

40

00

00.

30.

10.

90

0.4

1.9

2.3

2.1

Priv

ate

tuiti

on43

.551

.447

.638

.037

.537

.729

.437

.433

.50

20.6

25.2

23.0

14.0

18.1

16.1

29.0

33.8

31.5

Boo

k21

.924

.723

.43.

71.

62.

61.

11.

71.

41.

12.

41.

82.

01.

41.

75.

96.

36.

1

Stat

iona

ry5.

05.

35.

20

0.8

0.4

02.

01.

00.

60.

30.

40

1.6

0.8

1.1

2.0

1.5

Sch

ool b

ag a

ndum

brel

la59

.858

.359

.055

.058

.156

.560

.356

.458

.357

.657

.557

.556

.956

.456

.657

.957

.357

.6

Sch

ool

dres

s24

.333

.128

.813

.917

.315

.614

.919

.617

.213

.819

.816

.912

.018

.115

.115

.721

.518

.7

Tran

spor

t cos

t93

.589

.791

.590

.492

.191

.290

.388

.089

.186

.284

.385

.286

.683

.885

.289

.487

.688

.4

Tiffi

n co

st42

.945

.844

.431

.441

.136

.434

.638

.536

.630

.736

.633

.733

.438

.135

.834

.540

.037

.3

Ent

erta

inm

ent

60.4

61.1

60.7

56.4

55.1

55.7

52.3

55.3

53.8

51.6

53.7

52.6

46.3

45.8

46.0

53.3

54.2

53.8

Hea

lth c

ost

28.1

26.1

27.1

22.1

22.5

22.3

22.0

20.1

21.0

22.6

24.4

23.5

22.6

25.2

23.9

23.4

23.7

23.6

Fuel

3.6

3.9

3.7

00

00.

30.

30.

30.

30

0.1

00.

30.

10.

80.

90.

8

Oth

er99

.198

.698

.997

.797

.897

.894

.394

.494

.493

.493

.093

.295

.492

.694

.096

.095

.395

.7

N33

836

069

835

336

571

835

035

870

834

936

971

835

036

571

517

4018

1735

57

Annex

133

Tabl

e-A

4.14

Seco

ndar

y ed

ucat

ion:

per

cent

of

stud

ents

not

inc

urri

ng e

xpen

ditu

re o

n di

ffer

ent

item

s, m

adra

sa,

urba

n, 2

005

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss-V

IC

lass

-VII

Cla

ss-V

IIIC

lass

-IXC

lass

-XTo

tal

BG

TB

GB

GT

TB

GT

BG

TB

GT

Tuiti

on fe

e77

.393

.884

.427

.467

.947

.222

.867

.845

.722

.163

.644

.124

.067

.344

.035

.871

.453

.0

Adm

issi

on fe

e75

.088

.780

.951

.348

.249

.873

.782

.278

.070

.282

.276

.670

.284

.676

.968

.276

.972

.4

Oth

er fe

e20

.334

.026

.2-

--

-0.

80.

41.

0-

0.5

3.3

-1.

85.

36.

25.

7

Priv

ate

tuiti

on54

.747

.451

.629

.923

.226

.627

.226

.326

.721

.217

.819

.413

.29.

611

.629

.824

.427

.2

Boo

k28

.134

.030

.71.

71.

81.

73.

51.

72.

61.

93.

42.

7-

1.0

0.4

7.5

7.7

7.6

Stat

iona

ry9.

412

.410

.70.

9-

0.4

0.9

-0.

41.

03.

42.

30.

8-

0.4

2.7

2.9

2.8

Sch

ool b

ag a

ndum

brel

la68

.057

.763

.655

.639

.347

.655

.335

.645

.360

.644

.151

.841

.345

.243

.156

.243

.950

.2

Sch

ool

dres

s46

.140

.243

.623

.925

.024

.522

.814

.418

.525

.016

.920

.721

.522

.121

.828

.323

.125

.8

Tran

spor

t cos

t83

.677

.380

.974

.465

.269

.982

.567

.875

.083

.768

.675

.773

.656

.765

.879

.567

.073

.4

Tiffi

n co

st39

.143

.340

.929

.120

.524

.929

.824

.627

.232

.729

.731

.128

.931

.730

.232

.029

.530

.8

Ent

erta

inm

ent

70.3

70.1

70.2

64.1

58.0

61.1

70.2

63.6

66.8

58.7

59.3

59.0

54.5

53.8

54.2

63.7

60.8

62.3

Hea

lth c

ost

35.2

36.1

35.6

27.4

27.7

27.5

32.5

20.3

26.3

32.7

24.6

28.4

16.5

24.0

20.0

28.8

26.2

27.5

Fuel

10.2

12.4

11.1

--

--

--

-0.

80.

5-

1.0

0.4

2.2

2.6

2.4

Oth

er10

0.0

100.

010

0.0

100.

094

.697

.498

.295

.897

.093

.398

.395

.995

.089

.492

.497

.495

.696

.6

N12

897

225

117

112

229

114

118

232

104

118

222

121

104

225

584

549

1133


134

Tabl

e-A

4.15

Seco

ndar

y ed

ucat

ion:

per

cent

of

stud

ents

not

inc

urri

ng e

xpen

ditu

re o

n di

ffere

nt i

tem

s, m

adra

sa,

com

bine

d, 2

005

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss-V

IC

lass

-VII

Cla

ss-V

IIIC

lass

-IXC

lass

-XTo

tal

BG

TB

GB

GT

TB

GT

BG

TB

GT

Tuiti

on fe

e86

.495

.490

.947

.576

.562

.141

.176

.359

.041

.576

.659

.741

.477

.659

.451

.780

.366

.1

Adm

issi

on fe

e79

.283

.881

.543

.242

.843

.067

.470

.469

.068

.773

.170

.964

.670

.067

.264

.567

.966

.3

Oth

er fe

e11

.815

.713

.70.

20.

40.

30.

00.

20.

10.

20.

20.

21.

50.

00.

72.

83.

23.

0

Priv

ate

tuiti

on46

.650

.648

.636

.034

.135

.028

.934

.631

.820

.723

.422

.113

.816

.215

.029

.231

.630

.5

Boo

k23

.626

.725

.23.

21.

62.

41.

71.

71.

71.

32.

62.

01.

51.

31.

46.

36.

66.

5

Stat

iona

ry6.

26.

86.

50.

20.

60.

40.

21.

50.

90.

71.

10.

80.

21.

20.

71.

52.

21.

8

Sch

ool b

ag a

ndum

brel

la62

.158

.260

.155

.153

.754

.359

.151

.255

.158

.354

.356

.252

.953

.953

.457

.554

.255

.8

Sch

ool

dres

s30

.334

.632

.416

.419

.117

.816

.818

.317

.516

.419

.117

.814

.419

.016

.718

.921

.920

.4

Tran

spor

t cos

t90

.887

.188

.986

.485

.886

.088

.483

.085

.685

.680

.583

.083

.377

.880

.686

.982

.884

.8

Tiffi

n co

st41

.945

.343

.530

.836

.333

.633

.435

.134

.331

.234

.933

.132

.236

.734

.533

.937

.635

.7

Ent

erta

inm

ent

63.1

63.0

63.0

58.3

55.8

57.0

56.7

57.4

57.0

53.2

55.1

54.1

48.4

47.6

48.0

55.9

55.7

55.9

Hea

lth c

ost

20.4

20.6

20.5

16.6

17.2

16.9

16.6

15.1

15.8

17.4

18.5

18.0

16.8

19.6

18.2

17.5

18.2

17.9

Fuel

12.3

10.7

11.5

6.8

6.5

6.6

8.2

5.3

6.7

7.7

6.0

6.8

4.2

5.6

4.9

7.8

6.8

7.3

Oth

er71

.977

.774

.873

.474

.874

.271

.171

.071

.172

.070

.571

.270

.972

.171

.571

.973

.272

.6

N46

6.0

457.

092

3.0

470.

047

7.0

947.

046

4.0

476.

094

0.0

453.

048

7.0

940.

047

1.0

469.

094

0.0

2324

.023

66.0

4690

.0

Annex

135

Tabl

e-A

4.16

Seco

ndar

y ed

ucat

ion:

per

cent

of s

tude

nts

not i

ncur

ring

exp

endi

ture

on

diffe

rent

item

s, no

n-go

vt (M

PO)

scho

ols,

rura

l, 20

05

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss-V

IC

lass

-VII

Cla

ss-V

IIIC

lass

-IXC

lass

-XTo

tal

BG

TB

GB

GT

TB

GT

BG

TB

GT

Tuiti

on fe

e94

.397

.095

.714

.072

.243

.211

.971

.841

.713

.075

.243

.912

.372

.741

.929

.077

.853

.3

Adm

issi

on fe

e92

.991

.692

.211

.313

.812

.656

.059

.657

.754

.958

.356

.654

.155

.854

.953

.855

.854

.8

Oth

er fe

e14

.514

.614

.61.

00.

30.

60.

60.

40.

50.

40.

70.

60.

40.

20.

33.

43.

23.

3

Priv

ate

tuiti

on32

.238

.035

.118

.222

.620

.416

.518

.817

.711

.912

.412

.16.

99.

98.

317

.120

.418

.8

Boo

k28

.329

.328

.83.

03.

13.

01.

21.

41.

21.

82.

72.

31.

61.

81.

77.

27.

77.

4

Stat

iona

ry6.

25.

35.

71.

20.

60.

92.

10.

21.

10.

41.

00.

70.

40.

40.

42.

01.

51.

8

Sch

ool b

ag a

ndum

brel

la62

.161

.361

.753

.449

.251

.253

.148

.150

.656

.747

.452

.154

.147

.250

.755

.850

.753

.2

Sch

ool

dres

s33

.630

.732

.114

.311

.612

.919

.314

.717

.016

.513

.815

.212

.112

.612

.419

.216

.817

.9

Tran

spor

t cos

t93

.888

.591

.286

.581

.484

.086

.281

.083

.684

.277

.680

.980

.077

.178

.686

.281

.283

.7

Tiffi

n co

st33

.838

.236

.027

.128

.127

.628

.430

.929

.727

.830

.929

.423

.832

.928

.328

.232

.230

.2

Ent

erta

inm

ent

60.7

60.2

60.4

45.1

46.8

45.9

40.5

42.4

41.5

41.3

45.4

43.4

35.1

41.4

38.2

44.5

47.3

45.9

Hea

lth c

ost

32.8

29.6

31.2

25.0

30.3

27.7

23.1

25.6

24.3

24.8

21.6

23.2

20.1

23.8

21.9

25.1

26.2

25.7

Fuel

5.3

4.9

5.1

0.6

0.0

0.3

0.6

0.7

0.6

0.8

0.6

0.7

0.4

0.0

0.3

1.6

1.2

1.4

Oth

er98

.398

.298

.393

.993

.093

.593

.592

.493

.093

.294

.093

.692

.293

.292

.794

.294

.294

.2

N71

671

314

2971

671

814

3472

171

214

3370

770

014

0772

769

914

2635

8735

4271

29


136

Tabl

e-A

4.17

Seco

ndar

y ed

ucat

ion:

per

cent

of s

tude

nts

not i

ncur

ring

exp

endi

ture

on

diffe

rent

item

s, no

n-go

vt (M

PO)

scho

ols,

urba

n, 2

005

B=Bo

ys, G

= G

irls,

T=

Boys

and

girl

s to

geth

er

Cla

ss-V

IC

lass

-VII

Cla

ss-V

IIIC

lass

-IXC

lass

-XTo

tal

BG

TB

GB

GT

TB

GT

BG

TB

GT

Tuiti

on fe

e37

.332

.919

.52.

315

.56.

30.

213

.85.

51.

318

.36.

03.

215

.36.

33.

410

.16.

8

Adm

issi

on fe

e38

.532

.320

.01.

20.

70.

913

.314

.07.

814

.115

.58.

013

.212

.07.

57.

16.

76.

6

Oth

er fe

e5.

94.

54.

80.

00.

00.

00.

60.

00.

30.

10.

00.

11.

20.

00.

51.

40.

81.

1

Priv

ate

tuiti

on23

.018

.410

.812

.87.

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.0

This is a status report as of 2005 in relation to the level and pattern of financing of primary andsecondary education in Bangladesh by type and location of institutions and in relation to economicconditions of the students' families. The report is based on a nationwide survey of primary andsecondary students and insti tut ions, selected using a mult istage random sampling procedure.

Overall public funding at both primary and secondary levels in Bangladesh is very low and varieswidely between types and location (rural-urban) of educational institutions. The share of private(i.e. family) expenditure is, therefore, necessari ly high. As a result, the children of the poor famil iesare in severely disadvantaged position and are often forced to dropout. Moreover, the publicfunding is mostly for salary, construction, and maintenance. Quality of education remains grosslyneglected. Monitoring is also poor.

The recommendations include: in view of commitment to universal primary education and the needfor quali ty education at both primary and secondary levels, public funding for primary andsecondary education needs to be increased, with particular attention given to quality improvementand achievement of universal primary education within the stipulated t ime; the anomalous widelydiffering public expenditure as between types of educational institutions at both primary andsecondary levels needs to be corrected, particularly because the types of institutions in which thechildren of the poorer segments of society study receive very little support; a policy reorientationand consequent changes should be introduced in the budgetary allocation pattern in favour of thepoorer and disadvantaged groups is necessary; and a citizen's monitoring arrangement may bedesigned and required to be locally put in place and implemented throughout the country.

Qazi Kholiquzzaman Ahmad is currently Chairman of the mult idiscipl inary research organizationBangladesh Unnayan Parishad (BUP) and President of the Bangladesh Economic Association(BEA). He is also the chair of the Dhoritr i Foundation, which is devoted to the causes of the mostdisadvantaged people of Bangladesh. He has been president (1979-83) of the Kuala Lumpur-based Association of Development Research and Training Insti tutes of Asia and the Pacif ic(ADIPA). Q K Ahmad has to his credit a wide range of research works and publications (books andart icles), including on policy planning, rural development, poverty al leviation, human development,technology, employment, gender issues, regional cooperation, environment, water resources, andclimate change. He received his MA (Economics) from the University of Dhaka and PhD(Economics) from the London School of Economics and Poli t ical Science (LSE), LondonUniversity.

Kazi Saleh Ahmed is currently Professor of Statistics in Jahangirnagar University. He was Vice-Chancel lor o f Jahangi rnagar Univers i ty (1988-92 and 1992-93) . He was a lso Chai rman,Department of Statistics (1972-76, 1984-87), Dean of the Faculty of Mathematical and PhysicalSciences (1976-77). He has nearly 135 research publications and reports to his credit published inreputed journals both at home and abroad. Dr. Ahmed received his MSc in Statistics fromUniversity of Dhaka and PhD (Economic Statistics) from Kiev Institute of National Economy; andpursued post-doctoral research in National Income Statistics and Measures of Inequality at theLondon School of Economics and Political Science (LSE), London University.

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Financing Primary and Secondary - CAMPE...Foreword We are pleased to bring out Education Watch 2006...

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