Schools which teach class 6 – 8 in Urban Uttar Pradesh were considered
Based on the analysis, the following are deduced:
Lower Dropouts
Higher Dropouts
Higher percentage of Private Schools
Higher percentage of Minority Schools
Hindi as medium of instruction
Urdu as medium on instruction
Good Classrooms
Teachers who are not graduates
In some of these factors, the heatmaps of dropout and factors are very similar, in some the visual difference in not striking, hence we have also included a scatter plot which displays the effects of the factor
Schools which teach class 6 – 8 in Rural Uttar Pradesh were considered
Based on the analysis, the following are deduced:
Better Learning Outcomes
Lower Learning Outcomes
Good Classrooms
Hindi medium
Schools with Electricity
Schools with lower internet connectivity
Any female above yrs of age having attended school
More Government Schools
In some of these factors, the heatmaps of dropout and factors are very similar, in some the visual difference in not striking, hence we have also included a scatter plot which displays the effects of the factor
Schools which teach class 6 – 8 in Rural Uttar Pradesh were considered
Based on the analysis, the following are deduced:
Lower Dropout
Higher Dropout
Classrooms in Good condition
From districts with lower GDDP/ GSDP
Higher percentage of Female teachers
Teachers Qualification Below Graduate
English medium as first language
Hindi medium as First Language
In some of these factors, the heatmaps of dropout and factors are very similar, in some the visual difference in not striking, hence we have also included a scatter plot which displays the effects of the factor
District wise infographics
We also have a district wise sensitivity – so as to enable bird’s eye view of the major contributing factors in each district
Schools which teach class 3 – 5 in Rural Uttar Pradesh were considered
Based on the analysis, the following are deduced:
Better Learning Outcome
Lower Learning Outcome
Regular Government Teachers
Children who are under weight
Any Female above 6 years ever attended schools
Children who are stunted
Classrooms in good condition
More enrollment in Government Schools
In some of these factors, the heatmaps of dropout and factors are very similar, in some the visual difference in not striking, hence we have also included a scatter plot which displays the effects of the factor
2 मिलियन से अधिक डेटा पॉइंट्स का विश्लेषण, जिनमें शामिल: • 75 ज़िले • 2.55 लाख विद्यालय • 5.76 करोड़ छात्र • अनेक डेटा सेट, जैसे UDISE, NFHS, SECC, ASER, यूपी सांख्यिकी
भाषाईपरिदृश्य उत्तर प्रदेश की प्रमुख बोलियाँ हैं — अवधी, बघेली, भोजपुरी, ब्रज भाषा, बुंदेली, खड़ी बोली, और कन्नौजी।
जनसांख्यिकीयऔरआर्थिकमुख्यबिंदु
अनुमानित जनसंख्या: 24 करोड़, जिनमें 70.6% ग्रामीण क्षेत्रों में
2023–24 के लिए अनुमानित GSDP: ₹27,000 करोड़
माध्यमिकशिक्षामेंकमड्रॉपआउटदरकेशीर्ष3 कारण ग्रामीणक्षेत्र:
कक्षा VI–VIII में बेहतर सीखने के परिणाम
महिला शिक्षकों का अधिक प्रतिशत
प्रथम भाषा के रूप में अंग्रेज़ी माध्यम
शहरीक्षेत्र:
निजी (अनएडेड) स्कूलों का अधिक प्रतिशत
अच्छे कक्षाओं का बेहतर प्रतिशत
प्रथम भाषा के रूप में हिंदी माध्यम
माध्यमिकशिक्षामेंअधिकड्रॉपआउटदरकेशीर्ष3 कारण ग्रामीणक्षेत्र:
प्रथम भाषा के रूप में हिंदी माध्यम
शिक्षकों की योग्यता स्नातक से कम
सरकारी स्कूलों का अधिक अनुपात
शहरीक्षेत्र:
प्रथम भाषा के रूप में उर्दू माध्यम
शिक्षकों की योग्यता स्नातक से कम
अल्पसंख्यक स्कूलों की अधिक संख्या
बोलीकेअनुसारग्रामीणप्रगतिकेपैटर्न
खड़ीबोली–भाषीज़िले (पश्चिमीयूपी): ग्रामीण क्षेत्रों में मजबूत सीखने के परिणाम लेकिन शहरी क्षेत्रों में ड्रॉपआउट का अधिक जोखिम, संभवतः औद्योगिकीकरण और नौकरी पलायन के कारण।
भोजपुरी–भाषीज़िले (पूर्वीयूपी): ग्रामीण क्षेत्रों में मजबूत सीखने के परिणाम लेकिन शहरी क्षेत्रों में ड्रॉपआउट अधिक, संभवतः शिक्षा या रोजगार के लिए शहरी क्षेत्रों या अन्य राज्यों में पलायन के कारण।
अवधी – भाषीज़िले : राज्य के लगभग मध्य भाग में स्थित, जिसमें कानपुर, लखनऊ, अयोध्या, प्रयागराज जैसे शहरी मिश्रण वाले क्षेत्र शामिल हैं। ग्रामीण क्षेत्रों में औसत सीखने के परिणाम दिखाई देते हैं, लेकिन शहरी क्षेत्रों में यह प्रवृत्ति काफी सुरक्षात्मक है, जहाँ अनेक निजी शैक्षणिक संस्थान और सरकार द्वारा प्रदत्त मजबूत शैक्षिक अवसंरचना मौजूद है।
Schools which teach class 3 – 5 in Rural Uttar Pradesh were considered
Based on the analysis, the following are deduced:
Lesser Dropout rates were absorbed in the following:
Less Dropouts
More Dropouts
Schools with good Classrooms
Children who are stunted
More Female teachers
Districts which have low GDDP / GSDP
English as medium on instruction
More Government Schools
In some of these factors, the heatmaps of dropout and factors are very similar, in some the visual difference in not striking, hence we have also included a scatter plot which displays the effects of the factor
