Education and Human Development in Gujarat

Indira Dutta*

Introduction

Today, knowledge and skills increasingly hold the key to a gainful

employment and productive future. The 21st century has started with new
promises and possibilities for the masses but the success story of human
development depends on the remarkable educational progress of a nation.
Gujarat is an illuminating example of faster economic growth but in terms
of human development it presents a sorry spectacle. “Everyone has the
right to education” states the Universal Declaration of Human Rights
(1948) but in the prosperous state of Gujarat right to education remains an
empty promise for many children. The goal of human development is to
get justice not charity for the masses. Unless and until there is quantitative
and qualitative benchmarks of progress in education this goal can never be
translated into reality.

Human development is a process of enlarging people’s choices – to

lead a long, healthy, creative life and enjoy a decent standard of living,
freedom, dignity, self-respect and respect for others. It is basically
concerned with expanding human capabilities through investment in
people. The basic concept of human development includes five
dimensions; (a) empowerment, (b) cooperation, (c) equity, (d)
sustainability, (e) security. Empowerment means acquisition of capabilities
and participation in decision making process. Cooperation means how
individuals are instructing in the community. Equity in human development
means seeking equity in basic capabilities and opportunities.
*Department of Economics, L. D. Arts College, Ahmedabad.

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Sustainability implies not only environmental sustainability but also
sustainability of people’s opportunity to freely exercise their basic
capabilities. Security implies economic security, food security, health
security, personal security and cultural security. Thus the concept of
human development ensures the overall development of human beings
and for this overall development education plays multiple role. It has a
multiple effect on the social sectors like health, women development, child
development and employment. Education not only improves the quality of
life but it also provides opportunities for progress. As highlighted in the
World Development Report 1998-99, “Knowledge is like light. Weightless
and tangible, it can easily travel the world, enlightening the lives of people
everywhere. Yet millions of people still live in the darkness of poverty
unnecessarily.”

In the 21st century, we are living in a knowledge economy with a new

vision. The long underestimated human dimension is finally being
recognized as a means and end to development. Today our state economy
stands at the crossroads. Inspite of some major achievements we notice
low achievement in human development. We may claim that there is rise
in the literacy rate of Gujarat but the contribution of education towards
human development is not satisfactory at all. Participation in the
knowledge economy needs a new set of human skills and for that we need
accessible and effective primary education, expansion of secondary
education and a wide network of higher education. A brief study of primary
education, secondary education and higher education in Gujarat will focus
on a various aspects of human development.

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Primary Education in Gujarat – Reaching the unreached
The picture of primary education in Gujarat presents that there is a great
diversity in performance. There are gaps between groups of children, with
education outcomes differing between boys and girls, between poor and
the better off and between tribal or scheduled caste children. Though in
the recent years Gujarat has gained in terms of primary education but still
it needs to address four overarching issues like access, efficiency, learning
achievement and school quality. The following table gives a glimpse of
literates and literacy rate by sex upto 6 years in 2001.

DISTRICTWISE POPULATION, POPULATION OF CHILD IN THE AGE

GROUP 0-6 YEARS, LITERATES, LITERACY RATE BY SEX – 2001:-

S. State/District Literates Literacy rate

No Total Male Female Total Male Female
1 2 9 10 11 12 13 14
GUJARAT 29827750 17833273 1194477 69.14 79.66 57.80
1 Kachchh 794483 480555 313928 59.79 70.39 48.59
2 Banaskantha 1037619 699080 338539 50.97 66.47 34.40
3 Gandhinagar 879834 522575 357259 76.59 87.74 64.58
4 Ahmedabad 4012140 2318295 1693845 79.50 87.31 70.83
5 Surendranagar 781155 487094 294061 61.61 74.19 48.10
6 Rajkot 2033946 1166122 867824 74.16 82.61 65.20
7 Jamnagar 10836969 638101 445595 66.48 76.25 56.18
8 Vadodara 2228008 1309347 918661 70.76 80.04 60.73
9 The Dangs 89586 53339 36247 59.65 70.68 48.51
Source:- Socio-Economic Review Gujarat State 2007-08, Directorate of
Economics and Statistics, Government of Gujarat, Gandhinagar

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 From this table, it is clear that the total number of literates is
29827750. The number of male literates is 17833273 and female literates
is 11994477. The literacy rate in the districts of Gandhinagar, Ahmedabad,
Rajkot, Jamnagar, Vadodara, Surat is pretty high whereas the Dangs,
Kachchh, Surendranagar, Panch Mahals, Banaskantha all present a
gloomy picture. All these districts basically carry tribal population. Tribal
people lack interest in education and the economic pressures like
migration, household responsibilities and lack of funds, all together do not
allow them to send their children to school. They think that school
education cannot help much in earning a living.

A glaring problem of primary education in Gujarat is much within the

system as without. When schools are not within the reach of children or
the teachers are not there, it is the problem created by the system. But if
the facilities are there and yet children do not walk upto schools, the
problem lies within the community. The divisions in the society are very
sharp. The upper and middle class would definitely send their children to
school. They would also ensure that to get good marks children will go for
private tuitions. But for the lower class tuitions are out of reach. Many
cannot afford to go to school. Lack of financial resources is often
compensated by human resources. Instead of going to school children
become the child labour.

Another striking problem of Gujarat in primary education is the drop

out. No doubt in the recent years the process of improving retention and
decreasing drop out from elementary level (Std. I–V) and (Std. I–VII) is
encouraging which is clear from the following table:

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 RECENT DROP OUT RATES OVER TIME IN GUJARAT
YEAR DROP OUT (%) I-V DROP OUT (%) I-VII
BOYS GIRLS TOTAL BOYS GIRLS TOTAL
1990-91 44.63 53.41 49.02 62.86 66.60 64.48
1991-92 43.67 52.67 48.17 60.58 65.63 63.11
1992-93 41.74 50.19 45.97 58.17 64.29 61.23
1993-94 40.38 49.84 44.63 56.91 67.84 62.38
1994-95 34.94 41.10 37.71 51.17 55.52 53.22
1995-96 33.45 40.01 36.93 49.19 53.80 51.25
1996-97 32.72 39.74 35.40 48.19 51.17 49.49
1997-98 32.26 38.95 35.21 47.12 50.18 48.43
1998-99 29.28 27.56 28.96 46.91 49.74 48.18
1999-00 23.77 20.83 22.30 42.76 39.90 41.48
2000-01 21.05 19.12 20.81 40.53 36.90 38.92
2001-02 20.46 20.53 20.50 39.16 35.28 37.22
2002-03 19.08 19.14 19.12 37.80 33.17 35.46
2003-04 17.79 17.84 17.83 36.59 31.49 33.73
2004-05 8.72 11.77 10.16 15.33 22.80 18.79
2005-06 4.53 5.79 5.13 9.97 14.02 11.82
2006-07 2.84 3.68 3.24 9.13 11.64 10.29
Source:- Directorate of Primary Education

The drop out rate for elementary section decreased substantially

from 49.02 percent in 1990-91 to 3.24 percent in 2006-07 in the range of I-
V and from 64.48 percent to 10.29 per cent in the range of I-VII. From this
we can never deduce that we have improved our position. Poverty limits
many parents to make necessary investments such as purchasing of
books and supplies and forgoing their children’s labour. Education cannot

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be measured by enrollment. What matters is what students learn, retain
and apply in life and here comes the role of good teachers. In terms of
teacher’s quality Gujarat suffers a lot. In the rural areas majority of the
teachers frequently remain absent from school because of poor motivation.
Many teachers have little understanding of the materials they teach. As
the quality of teachers is a questionable issue, many children complete
primary school without adequate learning. In this way the very foundation
remains weak. Poor primary schools often check the entire system of
human capital development.

A large number of students do not attend formal schools due to

various socio economic reasons in Gujarat. Under District Primary
Education Programme and Sarva Siksha Abhiyaan, Gujarat Council of
Primary Education has successfully opened Alternative School Centers to
provide access to primary education to children of deprived sections living
in remote and small places. The aim is to educate never enrolled and drop
out children to a level where they can rejoin the formal primary school.

To provide education to out of school children, several Alternative

School models have been developed in Gujarat which have been given in
the following Table:-
Back to school Bridge Course
As centre Additional seats in Vacation course
Ashram shalas
Alternative school Community Hostel Promotion course
Education camp Identity Card Midterm course
Farm school
Term school
Salt Pan school
Mobile school

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The alternative school models are really helpful in creating a promising
future for those who are really poor.

The Mid-Day-Meal scheme re-introduced in January 1992, is being

implemented throughout the State. During the academic year 2006-07, on
an average 38.27 lakh children were provided hot cooked meal at the Mid-
Day Meal centers of Std. I to VII through 29,991 MDM centers in the State.
During 2006-07, under Nutritional Support to Primary education, food
grains @ 100 grams per child per day has been provided free of cost to the
children of Std. I to V. For the year 2007-08, against an outlay of Rs.
16,231.00 lakhs and the expenditure of Rs. 5252.55 lacs has been
incurred upto September 2007. Free food grains are also being provided to
the parents of tribal girls studying in primary school @ 60 kg per year,
subject to 70 percent attendance for maximum two children.

Primary Education and Gender concerns

Gender equality is essential for human development. Women are

essential agents of political and economic change. “Investing in women’s
capacities and empowering them to exercise their choices in not only
valuable in itself but is also the surest way to contribute to economic
growth and overall development” states HDR 1995. Gujarat in the recent
years has put special efforts to give better primary education to girl child.
Better primary education for girls always helps families to realize their
desired size which will improve family welfare and slow growth of
population. Slow growth of population always makes it easier for state to
mobilize the resources needed to improve and expand educational
opportunities.

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 Despite the hype around the Kanya Kelvani drive, Gujarat cannot
boast of having performed much better compared to other states. It is clear
from the following Table:-

STATEWISE LITERACY RATE FOR FEMALES – 2001

S.N State Females
1. Himachal Pradesh 67.42
2. Punjab 63.36
3. Mizoram 86.75
4. Gujarat 57.80
5. Maharashtra 67.03
6. Goa 75.37
7. Kerala 87.72
8. Tamil Nadu 64.43
Union Territory
1. Chandigarh 76.47
2. Delhi 74.71
3. Daman & Diu 65.61
Source:- Socio-Economic Review Gujarat State 2007-08, Directorate of
Economics and Statistics, Government of Gujarat, Gandhinagar

From this table it is clear, that Gujarat projects a dismal picture in terms of
female literacy. That is why majority of women in Gujarat do not have voice
in decision making – in the household, in the community, or in the regional
and national areas. As women in general suffer in terms of empowerment,
so they suffer in terms of human development. Gender equality is an
essential aspect of human development in which Gujarat is far behind
compared to other states of India.

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 Today Gujarat has realized that real empowerment of women is
possible only through education. Mothers will have to be educated first
and have to be made aware of the importance of educating their
daughters. In line with the emphasis on reduction of existing gender and
social dispositions in educational access, Gujarat Council of Primary
Education is trying out diverse interventions to promote girls’ education
under Sarva Siksha Abhiyan, National Programme for Education of Girls at
Elementary Level (NPEGEL) and DPEP. Persistent efforts have been
made to motivate the people in general and women in particular, to send
their children to school. This refers to demand generation for primary
education. The strategy is to change the attitude of the village
communities, especially of the women, towards the school resulting in
stronger community – school linkages. Blocks & clusters with low girls’
literacy have been chosen for awareness campaigns.

The National Programme for Education of Girls at Elementary Level

(NPEGEL) is launched in Gujarat to strengthen the component of Gender
Education under SSA. As per the NPEGEL norms, the programme is
being implemented in 1093 clusters in 78 blocks and 39 clusters in 13
urban slums which are educationally backward and have low female
literacy rate and a high gender gap in literacy rate. Under this programme,
one school in each block is being developed as a model cluster, school
which will act as focal point for interventions around which all activities will
take place. They are being provided with additional incentive such as
award to school teachers, grants for teaching learning equipment &
material, sanitation facilities, electrification and drinking water supply,
along with training support, programmes for teachers and local community
members.

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 Under Kasturba Gandhi Balika Vidyalaya (KGBV) Scheme,
residential schools (Std. V to VII) are being opened, with boarding facilities
for girls belonging to SC/ST/OBC/minority and below poverty line in difficult
areas. Government of India has sanctioned opening of 30 KGBVs in 18
districts in Gujarat. Of these, 18 Types A schools (for 100 girls) and 12 are
Type B schools (for 50 girls). Parents of the out-of-school girls identified
for coverage were contacted and convinced to enroll their daughters in
KGBV. District, block, cluster and village level committees were formed to
eliminate gender bias and develop life skills of girls and provide them with
quality education. Not only has this training been imparted to Balmitras at
district level to create girl friendly environment in the classroom.

The State Government has introduced “Vidya deep” insurance

scheme to provide insurance courage for accidental death of students
studying in Primary Schools. Government has decided to provide
Rs.25,000 as insurance aid to primary students. During the year 2007-08
insurance agreement has been signed with United India Insurance Co. and
Government has paid Rs.36.55 lakh as annual premium to cover primary
students under this scheme

The scheme of Vidya Laxmi Bond has been introduced to encourage

parents to send their girl child to school and provide primary education
upto primary level. Under this scheme, the villages and cities where
women literacy rate is less than 35 percent are provided bond of Rs.1,000
at the time of admission in Std.1, receivable after completion of Std. VII.
This will lead to 100 percent enrolment and retention. During the year
2006-07, the Government of Gujarat has provided Rs.1510.34 lakh to
cover 127052 girls under this scheme.

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 Thus, it is very clear that Gujarat Government has taken enough
strides for the development of primary education in Gujarat. No doubt, it
has tried its level best to reach the unreached but still even today, the
picture is not very satisfactory.

Secondary Education in Gujarat – Pillar of Progress

Secondary education is back on the agenda after a period of

historical neglect. It has now emerged as the cornerstone of the
transformational process of education. Secondary education is the
highway between primary schooling, tertiary education and labour market.
Investment in secondary education is justified not only on the ground of its
contribution to productivity increases, which lays the basis for sustained
economic growth and poverty reduction, but also for its contribution to
human capital development. Inequity in access to quality secondary
education is a major barrier to human development.

Today Gujarat has got better high schools and higher secondary
school education facilities than India overall. The number of high school
per lakh population in Gujarat is 8.81 against the all India figure of 7.23.
There are 3.59 higher secondary schools per lakh population in Gujarat
compared to 2.16 for the country. But from this, we cannot generalize that
we are sound in terms of secondary education. The challenges today we
are facing are two fold : to increase access to secondary schooling for the
young generation and at the same time to improve the quality and
relevance of secondary education. There is no magic formula for handling
this multifaceted challenge. For that, there should be (a) change in
curriculum (b) changing role of monitoring and evaluation policies in
secondary education (c) professional development of secondary school

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teachers (d) the introduction and use of information and communication
technologies in secondary schools. Information and communication
technologies include radio, television, computers and internet.

Inequity in access to quality secondary education is a major barrier

to human development. With progress being made towards mass
secondary education and with knowledge becoming the basic economic
resource of society, curriculum issues involve not so much how to impart
vocational skills. The critical dilemma is as how to strike balance between
general and vocational education at the secondary level. Increased
competition in the labour market and rapid change in economic situations
both have created the need for individuals who can produce creative and
innovative ideas. So secondary education must build creative capital. In
Gujarat, we notice that there is a knowledge gap between the subject
matter currently being taught and the knowledge and skills that are
required in the labour market. Secondary education is a vital part of
sustainable human development.

Secondary education is a vital part of virtuous cycle of economic

growth and at the same time it contributes towards human development.
In the network age access to information is central to building human
capabilities. While education gives cognitive skills, information gives
contact to knowledge. In urban areas Government has stressed on
learning computer at secondary school stage but in rural areas it is still a
far cry. Apart from this, for a fruitful secondary education, we need a good
governance. Governance is defined as a set of processes which includes
goal setting, steering mechanism and institutions through which the social
action of providing secondary education takes place in society. Key
directions of governance in education are regulation regarding curriculum,

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standards, admission policies and the procedures used to assess student’s
achievement as well as teacher’s performance.

Higher Education in Gujarat – Perils and promise

Higher education is modern world’s basic education. It is no longer
a luxury, it is essential for survival. Higher education contributes to labour
productivity, entrepreneurial energy, better quality of life, enhances social
mobility, encourages political participation and promotes democratic
governance. Higher education has got a deep impact on human
development and it plays a positive role in creating a meritocratic society
that is able to secure the best political leaders, civil servants, doctors,
engineers, lawyers, business and civic leaders. Long back Dr. S.
Radhakrishnan said in the report on Indian University education
“Democracy depends for its very life on a high standard of generation of
vocational and professional education. Dissemination of learning,
incessant search for new knowledge, unceasing effort to plumb the
meaning of life, provision for professional education to satisfy the
occupational needs of our society are the vital tasks of higher education.”

Higher education provides human security. Human security and

human development both are interrelated issues. Human security means
people can exercise their choices safely and freely and at same time
opportunities they have today will not be lost tomorrow. Without human
security, failed human development always leads to a backlog of human
deprivation, poverty, hunger, diseases and persistent disparities.

Today when we look towards Gujarat we find it is a hub of higher

education. We have globally acclaimed Indian Institute of Management
(IIM-A), National Institute of Design (NID), the Centre for Environment

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Planning & Technology (CEPT), Entrepreneurship Development Institute
(EDI), Mudra Institute of Communications, Ahmedabad (MICA), Dhirubhai
Ambani Institute of Information and Communication Technology, Indian
Space Research Organization, Physical Research Laboratory, and Centre
for Environment Education. But it is a matter of great regret the students
of Gujarat are unable to compete in these prestigious institutes. The
Universities in Gujarat namely, Gujarat University, South Gujarat
University, North Gujarat University, Maharaja Sayajirao University,
Vallabh Vidya Nagar University, all together are facing some common
problems. Problems of quality and lack of resources are compounded by
the new realities that are all are fighting to cope up with ever increasing
number of students. We notice there is vertical differentiation and
horizontal differentiation in higher education. Horizontal differentiation is
driven by increased demand for higher education, which has been catered
by new Institution operated by private providers. The vertical
differentiation is a reaction to the demand for a diversity of graduates. The
spread of distance learning through Indira Gandhi Open University and
Baba Saheb Ambedkar Open University is an excellent example of both
horizontal and vertical differentiation. At present labour market creates a
demand for graduates which have undergone training of different types
and intensities. So we badly need such educational institutes which could
provide such professional training through which students could enter into
the labour market with better wage. No doubt, in the recent years Gujarat
Government has stressed on quality technical education. Technical
Educational Council of Gujarat concentrates on aided and self-finance
institutions imparting various courses such as graduation course, degree
engineering, pharmacy architecture, hotel and tourism management
services and diploma engineering. It is also concentrating on providing
qualitative balanced and complete education for social economic and

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multi-dimensional development of the society. The following table shows
the progress of technical education in Gujarat :
S. Course Number of Institutions Number of Seats
No Govt. Aided Self Total Govt. Aided Self Total
/Uni. Finance /Uni. Finance
1 Degree 14 6 19+5 39+5 3608 1784 7400 12792
Engg. (24) +1200 +1200
(8600) (13992)
2 Degree 1 3 31+4 35 60 135 1875+ 2070+
Pharmacy (35) 900 900
(2775) (2970)
3 Degree 0 4 4 08 0 80 160 240
Archi.
4 Degree 0 0 1 01 0 0 60 60
Hotel
Mgmt.
5 Dip. Hotel 0 0 1+1 01 0 0 60 60+60
Mgmt. (2) (120)
6 Dip. 24+2 07 20+3 51+5 8100+ 1320+ 6480+ 17255
Engg. (26) (23) (56) 360 335 660
(8460) (1655) (7140)
SFI
7 Dip. 02 07 09+6 18 100 470 570+660 1140+
Pharmacy (15) (1230) 660
(1800)
8 MBA 0 8 28 36 0 615 2237 2852
9 MCA 1 9 23 33 30 427 1305 1762
TOTAL 42+3 44 135 221 11898 4831 20087 36816
(45) +19 +22 +360 +335 +1220 +4175
(154) (243) (11268) (5166) (21307) (41051)
Source : Success Story of Education Development, Education Department,
Government of Gujarat, September 2006

Another important achievement in technical education is that in 2008

Gujarat has started Indian Institution of Technology (IIT) at Chandkheda.
Not only this, Gujarat is in the World Bank Project to improve the quality of
technical education which will provide funds of Rs.87 crores for six
engineering institutions. This will help to start international level quality
projects, various training, research and development by the institutions of
the State. To help the tribal people in Tribal Educational Development
Plan, New Government Polytechnic has been opened in Godhra and soon
it will open Polytechnic in Dang and Dahod. Thus, higher education in

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Gujarat has definitely ushered an era of new hope but this hope will be
fulfilled only when we look towards equity and quality.

In the prosperous economy of Gujarat, there are some dark spots in

higher education which we cannot ignore. The rise in the number of part
time teachers and the freeze on full time appointments has affected the
morale in the academic profession. There is lack of accountability which
means both teaching and research performance is seldom measured. The
system provides hardly any incentive to perform. Student unrest and
occasional faculty agitation disrupt operation. The syllabus in State has
not been changed except few cosmetic changes. Neither the teacher nor
the administration wants to take pains to change the rule of game as
everyone is enjoying power and the pelf. As far as research and
development is concerned, it is also in a pitiable state. Politics in
academic institutions are so common that students and teachers both are
divided into camps. Many teachers instead of teaching prefer to become
Deans. Registrar and the Controller of Examination. All these muddle
have created acute disenchantment in higher education system. The basic
issues like quality, equity and access to higher education all remain like
distant dreams. In the new economy today we have to generate knowledge
creators and knowledge workers of high quality and for that we have to
create an environment which creates better talent, provides more
operational freedom, improves transparency, increases accountability and
rewards productivity.

Conclusion :
At present, we are making a historical shift from industrial age to
network age. In this network age only concentration on primary education
will not suffice. The advanced skills developed in secondary and tertiary

16
education is increasingly important. For proper human development,
human resource must be productive and creative and for that we need a
balance upgrading of primary, secondary and tertiary level of education.
For Gujarat it is a big challenge whether people will be able to compete in
knowledge economy or will they face a future of increasing exclusion
unable to develop skills for 21st century. Gujarat has to produce men and
women to fight intellectual battle as equal players in the emerging
scenario. Education is associated with better skills, higher productivity and
enhanced human capacity to improve quality of life. Without improved
human capital, Gujarat has to face economic marginalization and has to
suffer in terms of human development.

In the new era of economic, social and cultural development,

knowledge economy has given birth to a new class of elite where
engineers, scientists, researchers, investment bankers and management
consultants are the main players. But there is another class from rural
Gujarat who are marginalized and deprived. So it is a daunting challenge
before Gujarat as to how to strike a balance between winners who have
knowledge and loosers who do not have knowledge. We need an
expanded vision with expanded action. If we want to make Gujarat an
island of excellence and gain in terms of human development, then the
Government has to think in terms of solving some of the increased
problems and constraints of the State economy such as poverty,
environmental degradation and massive seasonal migration. Not only this,
Government has to think seriously the gender dimension of development.

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 The post reform period in Gujarat has seen an overall increase in
employment opportunities for women but mere quantitative increase
without qualitative change will not bring real benefit for them. Modern
economy is a knowledge economy and if Gujarat wants sustainable human
development, it has to invest heavily in building women’s capabilities.

Gujarat has made a gigantic leap in terms of economic growth but to

maintain this continued prosperity we need interlocking of economic
political and socio-cultural mechanism. Individuals from different groups
face a highly uneven playing field both in their capacities to acquire
endowments and aspire a better life. Greater equity in education is not
only desirable but is also complementary to long run growth and prosperity
where people will lead a long healthy, creative life, enjoy freedom, dignity,
self-respect and a decent standard of living.

Today, it is not weapon, not army, not even nuclear bombs that
constitute the strength. Knowledge represents this strength which gives
power to face new challenge in the labour market. For proper human
development, Gujarat must keep in mind seven goals on road to
information society put forward by Human Development Report 1999 :- (a)
Connectivity – setting up telecommunication and computer networks (b)
Communicating and focussing on group access and not individual
ownership (c) Capacity – building human skills for knowledge society (d)
Content – putting local views, news and culture on the web (e) Creativity –
adopting technology to local needs and constraints (f) Collaboration –
devising internet governance for diverse needs around the world; and (g)
Cash – finding innovative ways to fund the knowledge society. With it

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human resources will be more dynamic, productive, skilled and visionary
and finally the goal of human development will be translated into reality.

References
1. Development in Practice – Primary Education in India – The World
Bank, Washington D.C. 2006
2. Directions in Development – Expanding Opportunities and Building
Competencies for Young People – A New Agenda for Secondary
Education. The World Bank, Washington D.C. 2006
3. Education for all : An Expanded Vision – Roundtable Themes II –
World Conference on Education for All, Jomitien, Thailand.
4. Higher Education in Developing Countries – Perils and Promise. The
Task Force on Higher Education and Society World Bank 2000.
5. Human Development Report – 1995 UNDP.
6. Human Development Report – 1999 UNDP.
7. World Bank (1999) – World Development Report Knowledge for
Development 1998-99, Oxford University Press.
8. Dreze Jean and Amartya Sen (1996) Economic Development and
Social Opportunity, Oxford University Press, New Delhi.
9. Success Story of Education Development, Education Department,
Government of Gujarat, September 2006.
10. Socio-Economic Review – Gujarat State 2007-2008 Directorate of
Economics and Statistics, Government of Gujarat, Gandhinagar.
11. Gujarat Development Report, Mahatma Gandhi Labour Institute,
Ahmedabad, 2004.

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