Journal of Advanced Education and Sciences

Financing of School Education in India: Trends and Composition

2026-10-10T13:48:28+00:00

This study examines the financing structure of school education in India from 2007–08 to 2024–25. The study focuses on the changing comparative roles of state governments, the central government, and private households. School education is the basis of human capital formation and a major component of access to higher education, productivity, employment, social mobility, and broad development. The study is based on data from the Unified District Information System for Education Plus (UDISE+), the Analysis of Budgeted Expenditure on Education (ABEE), and nationally representative household surveys conducted by the National Sample Survey Office/National Statistical Office, including the 64th, 71st, and 75th rounds and the Comprehensive Modular Survey: Education. Data for household expenditure for non-survey years are calculated through interpolation and extrapolation, while data on public expenditure for the latest years are estimated using observed growth rates. The results have been analysed in absolute terms, as a percentage of GDP, and by the relative contributions of different financing sources.

The study shows that total expenditure on elementary education rose from ₹98,597 crore in 2007–08 to ₹873,277 crore in 2024–25, while public expenditure grew from ₹69,526 crore to ₹648,451 crore. Private household expenditure also rose from ₹29,071 crore to ₹224,826 crore. The public sector remained the dominant source of financing for school education in India, rising from 71 per cent to 74 per cent, while the household share fell from 29 per cent to 26 per cent. State governments remained the principal financing agents, accounting for 56 per cent of total elementary education expenditure in 2024–25, compared with 19 per cent for the central government. Total elementary education expenditure increased from 2.01 per cent to 2.64 per cent of GDP over the period.

The findings show a gradual strengthening of public financing, yet household expenditure is still a considerable share of school education finance. The findings show that public and private financing have expanded simultaneously rather than showing a simple substitution relationship. The continued household contribution also elicits concerns about affordability and equity, particularly across socio-economic groups. The study determines that strengthening public investment, particularly through adequate state financing and effective centre–state fiscal support, remains important for improving the adequacy, sustainability, and equity of school education financing in India.

Effect of indiscipline and teachers’ attitudes on students’ academic performance in selected public secondary schools in Niger state

2026-11-02T05:38:22+00:00

This research examined the effect of indiscipline and teachers’ attitudes on students’ academic performance in public secondary school Niger state. The researcher adopted survey research design for this study. The population of the study stood at 6,687 comprising of administrators (220), parents (560), teachers (320) and students (2,170) with the following samples 22, 56, 32 and 217 respectively. A questionnaire was used to collect data for the research. One way analysis of variance (ANOVA) was used as the method for statistical analysis. The hypotheses were tested at 0.05 level of significant, where all the four hypotheses were rejected. The academic performance of student was negatively affected by teacher’s lateness to work, bad character exemplary, poor dressing, and nonchalant attitude to work and disrespect to school head. It was recommended that curriculum review is highly needed in the area of moral values, teachers found guilty of immoral acts should be punish to serve as a deterrent to others, there should be discipline in school without fear or favour, training and re-training of teachers should be practice to enhanced competence, and teachers with outstanding performance should be rewarded accordingly.

Principal’s managerial skills and teachers attitude to work in public secondary schools in Niger state

2026-11-02T06:15:51+00:00

The study investigated the relationship between principals' managerial skills and teachers' attitude to work in public secondary schools in Niger State. The research design adopted for this study was descriptive survey type. The population of the study comprised of all the principals and teachers in public secondary schools in Niger State. The sample of 5 principals and 90 teachers were selected using simple random sampling technique. A questionnaire instrument titled "Principals' Managerial Skills and Teachers' Attitude to Work Questionnaire (PMSTAWQ)" was used to collect data. Four hypotheses were postulated to guide the study. The research hypotheses were tested using Pearson Product Moment Correlation Coefficient (PPMCC). The findings of the study revealed that: there was a significant relationship between principal's interpersonal skills, supervisory skills, administrative skills, pedagogical skills and teachers' attitude to work. Based on the findings of the study, it was recommended that; School principals should promote their interpersonal relationship with their staff, embark on leadership training so as to develop their supervisory skills, embark on professional training in order to promote their administrative skills and forester more effort towards attaining better qualifications in education in order to improve their mastering of subject matter.