STATE-LEVEL ANALYSIS OF EDUCATIONAL RESILIENCE AMONG YOUNG WOMEN IN INDIA

Womens education is a key driver of social and economic development in India. While existing studies mainly focus on literacy levels and educational attainment, limited attention has been given to the stability of progress over time. This study addresses this gap by introducing a resilience-based approach to examine womens education across Indian states, with a focus on young women aged 15-29 years. Using state-level panel data, the study moves beyond static averages to analyse both the level and consistency of literacy outcomes. Descriptive statistics reveal significant inter-state disparities, with some states recording high average literacy alongside large variations over time. To capture stability, a resilience index based on the coefficient of variation is used, where lower variation indicates stronger resilience. The results show that higher literacy levels do not necessarily correspond to stable progress, highlighting the importance of examining volatility alongside performance. Further, inter state inequality is analysed through dispersion trends, which indicate a gradual but uneven process of convergence across states. Regional analysis reveals distinct patterns, with the South and North-East regions showing relatively stable progress, while the Central and Northern regions exhibit higher volatility and persistent disparities. Cluster based grouping of states identified different educational regimes, reflecting diverse development pathways. Overall, the study demonstrates that improvements in womens education in India are neither uniform nor consistently resilient. By incorporating stability into the analysis, it provides a more nuanced understanding of educational development and highlights the need for region-specific and continuity-focused policy interventions.