Page 175 - 5th APA Conference Program Book Final

HDI (Human Development Index)especially in education and to offer several solutions for the community in order
to have a proper education. This study used a qualitative approach with the type of instrumental case study
research. The location of the study was carried out at the Education Office of West Kalimantan Province. Data
collection techniques used were: in-depth interviews, the study of document and observation. The data were
analyzed through the stages of data reduction, data presentation, drawing conclusion and verification. Data validity
used triangulation of sources from the method. Data analysis used the technique of interactive model adaptation
analysis of Miles and Huberman. The results shows that the implementation of practical education method through
non-formal education Package A, B, and C is one of the civil rights for the citizens but it has not produced an
optimal value for the improvement of HDI in West Kalimantan and the need for concrete formula as well as time
efficiency by reducing the duration of good package learning. Through this study, a number of concepts and
theories are verified namely Kaufman (1976) "selected need" priority learning needs.

1431 Sex-differentials in Educational Development in India, 2001-16: A Spatio-
temporal Analysis of 640 districts

Sayantani Chatterjee

International Institute for Population Sciences, Mumbai, India

Categories

13. Others (Education, Wellbeing and Happiness etc.)

Abstract

While regions in India remain divided in terms of attainment in literacy, such a divide is wider with reference to a
range of educational outcomes in terms of districts. Widely used measures such as literacy rate overlooks
differences in educational attainment beyond reading and writing. Drawing data from Census 2001,2011, DLHS-2
(2002-04) and NFHS-4 (2015-16), educational progress has been assessed using literacy rate (7+), mean years of
schooling (7+ years), school life expectancy (6-24 years), percentage of graduates(20+ years), composite index and
educational progression ratio for 640 districts of India. In the composite index, the values were more than 0.6 in 26
(4%) districts in 2001 and 100 districts (16%) in 2015-16, while 222 (25%) in 2001 and 52 (8%) districts in 2015-16
had values below 0.4. The percentage of graduates in India among the population aged 20+ increased from 6.7%
to 9.6% in the last decade. While the percentage of male graduates increased from 8.9% to 11.6%; the percentage
of female graduates increased from 4.4% to 7.5% during 2001-2011. Spatial autocorrelation was moderately high
for only literacy rate and composite index. Disparity between males and females in each of the outcome indicators
was strikingly high across most districts of India.

1421 Examination of Intergenerational Educational Mobility among Women (vis-à-vis
Mothers) in India: First Evidence from a Primary Study

1
2
Laeek Siddiqui , Ashish Singh
2
1 International Institute for Population Sciences, Mumbai, India. SJM School of Management, Indian Institute of
Technology Bombay, Mumbai, India

175 | P a g e