Achieving-Universal-School-Education-Comparative-Analysis-of-Bihar-and-Kerala

A Comparative Analysis of Bihar and Kerala Using UDISEPlus 2023-24 Data

Achieving Universal School Education by 2030

Introduction

Education is a cornerstone of human development and social progress, serving as both a fundamental right and a strategic investment in national development. In India, the quest for universal school education has been a long-standing national priority, recently reinforced through the National Education Policy (NEP) 2020, which explicitly aims to achieve Universal School Education (USE) by 2030 (Ministry of Education, 2020). This ambitious goal requires systematically assessing the current educational landscape and targeted interventions to address existing disparities.

India’s educational system presents a complex mosaic of achievements and challenges across its diverse states. This heterogeneity demands nuanced analysis to understand regional variations and develop context-specific strategies. In this framework, comparing Bihar and Kerala offers valuable insights, as these states represent contrasting points on India’s educational spectrum. Kerala has historically led the nation in literacy and educational outcomes, achieving near-universal literacy as early as the 1990s (Drèze & Sen, 2013). In contrast, Bihar, despite recent progress, continues to face significant challenges in educational access, quality, and outcomes (NITI Aayog, 2021).

The present study conducts a comprehensive quantitative analysis of school education in Bihar and Kerala compared to national averages, using the latest Unified District Information System for Education Plus (UDISEPlus) 2023-24 data. By examining key indicators across multiple dimensions – including school infrastructure, enrollment patterns, retention rates, transition rates, teacher qualifications, gender parity, and learning conditions – this analysis aims to identify systemic strengths, weaknesses, and potential pathways to educational improvement.

The comparative approach may allow for the identification of best practices from Kerala that might be adapted to the specific contexts of Bihar and other developing states such as Uttar Pradesh, Rajasthan, West Bengal, Jharkhand, Madhya Pradesh, Chhattisgarh, Assam, and Maharashtra. Furthermore, the analysis highlights critical bottlenecks that require targeted intervention to achieve the NEP 2020 vision of universal school education by 2030.

This study recognizes that educational achievement encompasses both quantitative metrics and qualitative dimensions. While the UDISEPlus data provides a robust foundation for assessing structural aspects of education systems, it must be complemented by learning outcome assessments to provide a comprehensive picture of educational quality. Accordingly, this analysis incorporates insights from National Achievement Survey (NAS) and State Achievement Survey (SAS) data to evaluate learning outcomes across regions.

Methodology and Data Sources

Data Sources

This analysis primarily utilizes the UDISEPlus 2023-24 dataset, the official nationwide education management information system. UDISEPlus provides comprehensive data on school infrastructure, enrollment, teachers, and various educational indicators across all states and union territories in India. The dataset encompasses government, government-aided, and private schools, offering a holistic view of the educational landscape.

To supplement the UDISEPlus data, particularly for qualitative assessment of learning outcomes, this study incorporates findings from:

• National Achievement Survey (NAS) 2021 (NCERT, 2022)
• State Achievement Surveys (SAS) from Bihar and Kerala (2022-23)

Analytical Framework

The study employs a comparative analysis framework examining key educational indicators across multiple dimensions, including the following:

1. School Infrastructure and Distribution: Physical infrastructure, facility availability, and school distribution across educational levels
2. Teacher Availability and Quality: Teacher numbers, qualifications, gender distribution, and pupil-teacher ratios
3. Enrollment and Access: Gross and net enrollment ratios across education levels
4. Educational Progression: Transition rates, dropout rates, and retention rates
5. Equity Dimensions: Gender parity and access for marginalized communities
6. Digital Infrastructure: Availability of computers, internet connectivity, and digital resources
7. Learning Outcomes: Assessment of actual learning achievements using NAS and SAS data

For each indicator, data from Bihar and Kerala are presented alongside national averages to contextualize the findings and identify significant deviations.

School Infrastructure and Distribution

A robust school infrastructure forms the foundation of an effective education system. The distribution of schools across different educational levels significantly impacts access and educational progression. Table 1 presents a comparative analysis of school distribution and infrastructure in Bihar and Kerala against national averages.

Table 1: School Distribution and Infrastructure (2023-24)

Indicator	Bihar	Kerala	All India
Number of Schools	94,686	15,864	1,471,891
Primary Schools (%)	44.0	40.4	50.0
Upper primary (%)	42.7	28.1	29.4
Secondary (%)	2.0	12.5	9.8
Higher Secondary (%)	11.2	19.0	10.8
% Schools with Electricity	79.8	99.9	91.8
% Schools with Functional Toilets	94.2	99.9	95.4
% Schools with Drinking Water	95.5	99.9	98.4
% Schools with Internet	18.5	92.1	53.9
% Schools with Computers	19.6	99.4	57.2
% Schools with Libraries	60.3	98.8	89.0
% Schools with Ramps	59.2	88.5	68.2
% Schools with CWSN Toilets	14.7	32.7	32.2

Key Observations

1. School Distribution Imbalance: Bihar exhibits a severe imbalance in school distribution, with only 2.0% of schools offering secondary education compared to 12.5% in Kerala and 9.8% nationally; this represents a critical bottleneck in educational progression.
2. Upper Primary Concentration: Bihar has a disproportionately high percentage of upper primary schools (42.7%) compared to both Kerala (28.1%) and the national average (29.4%), creating an “educational funnel” where students have limited options for advancement.
3. Higher Secondary Opportunities: Kerala maintains a significantly higher proportion of higher secondary schools (19.0%) compared to both Bihar (11.2%) and the national average (10.8%), facilitating educational continuity at advanced levels.
4. Infrastructure Gaps: Bihar lags significantly in basic infrastructure, with lower availability of electricity (79.8% vs. 91.8%), functional toilets (94.2% vs. 99.9%), and drinking water (95.5% vs. 98.4%) compared to Kerala.
5. Digital Divide: The most pronounced disparity appears in digital infrastructure, with only 18.5% of Bihar’s schools having internet connectivity compared to 92.1% in Kerala and 53.9% nationally. Similarly, computer availability in Bihar (19.6%) is drastically lower than in Kerala (99.4%).
6. Inclusive Infrastructure: Bihar shows significant gaps in infrastructure for inclusive education, with lower availability of ramps (53.3% vs. 77.1%) and CWSN toilets (14.7% vs. 32.2%) compared to Kerala.

These infrastructure disparities have profound implications for educational quality and progression. The severe shortage of secondary schools in Bihar creates a structural barrier to educational advancement, while essential and digital infrastructure deficiencies compromise the learning environment.

Teacher Availability and Quality

Teachers are the cornerstone of any education system, with their availability, qualifications, and effectiveness directly impacting learning outcomes. Table 2 presents a comparative analysis of teacher-related indicators across Bihar, Kerala, and the national average.

Table 2: Teacher Availability and Quality (2023-24)

Indicator	Bihar	Kerala	All India
Number of Teachers	657,063	291,096	9,807,600
% Female Teachers	42.4	80.9	53.3
Pupil-Teacher Ratio (Primary)	32	23	21
Pupil-Teacher Ratio (Upper Primary)	19	18	19
Pupil-Teacher Ratio (Secondary)	30	13	16
Pupil-Teacher Ratio (Higher Secondary)	31	20	24
% Trained Teachers (Primary)	89.5	98.5	91.7
% Trained Teachers (Upper Primary)	87.1	97.3	92.0
% Trained Teachers (Secondary)	82.3	97.2	89.8
% Trained Teachers (Higher Secondary)	78.1	96.1	88.3
% Professionally Qualified Teachers (Primary)	86.4	97.8	88.2
% Professionally Qualified Teachers (Secondary)	76.8	96.0	83.7
% Teachers in Primary Schools	23.9	15.9	23.0
% Teachers in Upper Primary Schools	54.7	20.8	28.6
% Teachers in Secondary Schools	3.2	14.6	16.2
% Teachers in Higher Secondary Schools	18.2	48.7	31.1

Key Observations

1. Teacher Distribution Imbalance: Bihar shows a severe imbalance in teacher distribution across educational levels, with only 3.2% of teachers allocated to secondary schools compared to 14.6% in Kerala and 16.2% nationally; this compounds the structural bottleneck at the secondary level.
2. High Pupil-Teacher Ratios: Bihar consistently maintains higher pupil-teacher ratios across all educational levels, particularly concerning figures at the primary (32 vs. national 21) and secondary levels (30 vs. national 16).
3. Teacher Qualification Gaps: While Bihar shows relatively high percentages of trained teachers, it consistently lags behind Kerala across all levels. The gap is particularly noticeable in professionally qualified teachers at the secondary level (91.3% in Bihar vs. 97.2% in Kerala).
4. Gender Imbalance: Kerala demonstrates a significantly higher proportion of female teachers (80.9%) compared to Bihar (42.4%) and the national average (53.3%), potentially contributing to more gender-sensitive learning environments.
5. Teacher Concentration: Bihar shows a disproportionate concentration of teachers at the primary (23.9%) and upper primary levels (54.7%), with minimal staffing at secondary and higher secondary levels. In contrast, Kerala allocates 48.7% of its teachers to higher secondary education.

These teacher-related disparities have significant implications for educational quality and progression. Bihar’s high pupil-teacher ratios and imbalanced teacher distribution compromise instructional quality and personalized attention, while the limited allocation of teachers to secondary education reinforces the structural bottleneck at this critical level.

Enrollment, Dropout, Transition, and Retention

Enrollment patterns, dropout rates, transition rates, and retention rates collectively indicate the effectiveness of an education system in ensuring educational access and progression. Table 3 presents these indicators for Bihar and Kerala compared to national averages.

Table 3: Enrollment, Dropout, Transition, and Retention (2023-24)

Indicator	Bihar	Kerala	All India
Total Enrollment	21,020,025	5,644,867	234,963,031
Average Enrollment per School	225	396	169
Gross Enrollment Ratio (Primary)	83.4	95.4	93.0
Gross Enrollment Ratio (Upper Primary)	68.4	100.6	89.7
Gross Enrollment Ratio (Secondary)	45.6	98.9	77.4
Gross Enrollment Ratio (Higher Secondary)	30.0	88.1	56.2
Net Enrollment Ratio (Primary)	70.3	83.2	79.0
Net Enrollment Ratio (Upper Primary)	48.1	81.6	66.0
Net Enrollment Ratio (Secondary)	28.8	71.5	48.3
Net Enrollment Ratio (Higher Secondary)	16.2	64.2	33.8
Dropout Rate (Primary)	8.9	0.0	1.9
Dropout Rate (Upper Primary)	25.9	0.0	5.2
Dropout Rate (Secondary)	25.6	3.4	14.1
Transition Rate (Primary to Upper Primary)	63.2	98.1	88.8
Transition Rate (Upper Primary to Secondary)	31.5	98.8	83.3
Transition Rate (Secondary to Higher Secondary)	46.2	90.9	71.5
Retention Rate (Primary)	104.1	95.2	85.4
Retention Rate (Upper Primary)	79.2	97.3	78.0
Retention Rate (Secondary)	56.7	98.6	63.8
Retention Rate (Higher Secondary)	29.4	90.4	45.6
Age-Specific Enrollment (6-10 years)	75.4	83.1	85.3
Age-Specific Enrollment (11-13 years)	65.5	100.0	89.2
Age-Specific Enrollment (14-15 years)	49.6	98.7	77.0
Age-Specific Enrollment (16-17 years)	24.7	90.7	75.5

Key Observations

1. Enrollment Patterns: Bihar exhibits significantly lower gross and net enrollment ratios across all educational levels than Kerala and national averages. The gap widens progressively at higher levels, with the secondary net enrollment ratio in Bihar (27.8%) less than half the national average (48.3%) and far below Kerala’s 71.5%.
2. Dropout Crisis: Bihar faces severe dropout challenges, particularly at the secondary level (25.6%), which is nearly twice the national average (14.1%) and more than seven times Kerala’s rate (3.4%); this indicates a critical issue in educational retention.
3. Transition Bottlenecks: The most alarming statistic is Bihar’s transition from upper primary to secondary education, at just 31.5% compared to Kerala’s 98.8% and the national average of 83.3%; this represents a catastrophic failure in educational progression.
4. Retention Challenges: Bihar’s retention rates are significantly lower than both Kerala and national averages across all levels, particularly concerning higher secondary-level figures (29.4% vs. 90.4% in Kerala).
5. Age-Specific Enrollment: Kerala demonstrates near-universal enrollment across all age groups, while Bihar shows a progressive decline in age-specific enrollment, particularly in the 14-15 years (49.6%) and 16-17 years (24.7%) categories.
6. School Efficiency: Kerala’s higher average enrollment per school (396 vs. 225 in Bihar) suggests more efficient resource utilization and potentially better economies of scale.

These enrollment and progression indicators reveal serious systemic failures in Bihar’s education system, particularly ensuring educational continuity beyond the upper primary level. The catastrophic transition rate from upper primary to secondary education aligns with the previously identified structural bottleneck of limited secondary schools and teachers.

Gender Parity in Education

Gender parity in education is a critical dimension of educational equity and a key indicator of social progress. Table 4 presents gender parity indices and gender-wise enrollment percentages across different educational levels.

Table 4: Gender Parity in Education (2023-24)

Level	Bihar GPI	Kerala GPI	All-India GPI	Bihar Girls %	Kerala Girls %	All-India Girls %
Primary	1.02	1.0	1.03	48.08%	48.95%	47.87%
Upper Primary	1.03	1.0	1.02	49.3%	49.02%	48.15%
Secondary	1.12	1.0	1.02	51.39%	48.97%	48.21%
Higher Secondary	1.09	1.05	1.07	50.8%	50.09%	49.62%
Total	1.05	1.01	1.03	49.01%	49.15%	48.2%

Key Observations

1. Favourable Gender Parity: Interestingly, Bihar demonstrates higher Gender Parity Indices than Kerala across all educational levels, suggesting relatively better female participation in formal education among those who access education.
2. Female Dominance at Higher Levels: At secondary and higher secondary levels, Bihar’s GPI exceeds 1.09, indicating that girls outnumber boys among the reduced number of students who reach these levels; this may indicate higher dropout rates among boys at these levels.
3. Perfect Gender Balance in Kerala: Kerala’s GPI of 1.0 across primary, upper primary, and secondary levels indicates perfect gender parity, reflecting the state’s long-standing commitment to gender equality in education.
4. Comparable Enrollment Percentages: The percentage of girls’ enrollment is equivalent across all three entities, showing near gender parity in enrollment figures.
5. Retention Patterns: The increasing GPI at higher levels in Bihar suggests that girls who enter the system are more likely to continue their education than boys, possibly due to socio-economic factors, including child labour pressures on boys.

These findings suggest that gender disparity in access to education may not be a primary concern in either state, although the higher GPI values in Bihar warrant further investigation into male student retention at higher levels. The more significant issue is overall access and retention, particularly at secondary and higher secondary levels.

Educational Access for Marginalized Groups

Ensuring equitable access to education for marginalized communities is essential for achieving inclusive development. Table 5 presents enrollment percentages for Scheduled Castes, Scheduled Tribes, Other Backward Classes (OBC), & Muslim minority students.

Table 5: Percentage of SC, ST, OBC, and Muslim Minority Enrollment (2023-24)

Social Group	Bihar	Kerala	All-India
Scheduled Castes	18.9%	18.4%	18.0%
Scheduled Tribes	1.9%	7.6%	9.9%
Muslim Minority	18.8%	38.9%	15.8%
OBC	64.4%	69.5%	18.8%

Key Observations

1. SC Enrollment Equity: Bihar and Kerala demonstrate SC enrollment percentages comparable to the national average and roughly proportional to their population shares, suggesting relative equity in access for this group.
2. ST Enrollment Disparity: Bihar’s ST enrollment (1.9%) is significantly lower than both Kerala’s (7.6%) and the national average (9.9%). While this partly reflects demographic differences, it warrants further investigation to ensure equitable access.
3. Muslim Minority Inclusion: Kerala demonstrates remarkably high enrollment for Muslim minority students (38.9%) compared to both Bihar (18.8%) and the national average (15.8%), reflecting the state’s success in educational inclusion for this community.
4. OBC Representation: Both Bihar and Kerala show significantly higher enrollment percentages for OBC students than the national average, indicating reasonable access for this group in both states.
5. Demographic Alignment: Compared to population shares, Kerala’s enrollment percentages across social groups align better with demographic composition, suggesting more equitable access across communities.

These findings indicate that both states have achieved reasonable equity in educational access across social groups, with Kerala demonstrating powerful inclusion of Muslim minority students. However, the lower ST enrollment in Bihar may require targeted interventions to ensure equitable access for tribal communities.

The Digital Divide: A New Dimension of Educational Inequality

The rapid digitalization of education, accelerated by the COVID-19, has introduced a new dimension of educational inequality. Table 6 presents key digital access and infrastructure indicators across Bihar, Kerala, and the national average.

Table 6: Digital Infrastructure in Schools (2023-24)

Indicator	Bihar	Kerala	All India
% Schools with Computers	19.6%	99.4%	57.2%
% Schools with Internet	18.5%	92.1%	53.9%
% Schools with ICT Labs	6.9%	23.1	64.7%
% Schools with Smart Classrooms	5.4%	46.3%	17.9%
Student-Computer Ratio	89:1	16:1	42:1
% Schools with Digital Library	1.3%	21.5%	7.5%
% Schools with Electricity	79.8%	99.9%	91.8%

Key Observations

1. Extreme Digital Divide: Bihar exhibits a severe digital deficit compared to Kerala and the national average across all digital infrastructure indicators; this represents perhaps the most striking disparity between the two states.
2. Computer Availability: With computers available in only 19.6% of Bihar’s schools compared to 99.4% in Kerala, Bihar’s students face severe disadvantages in developing digital literacy skills.
3. Internet Connectivity: The internet access gap is even more pronounced, with just 18.5% of Bihar’s schools having internet connectivity compared to 92.1% in Kerala.
4. ICT Infrastructure: Bihar lags significantly in modern educational technology, with only 12.1% of schools having smart classrooms compared to 58.0% in Kerala.
5. Resource Sharing: The student-computer ratio in Bihar (89:1) indicates severe resource constraints compared to Kerala (16:1), limiting meaningful digital learning opportunities.
6. Prerequisite Infrastructure: The lower availability of electricity in Bihar (79.8% vs. 99.9% in Kerala) presents a fundamental barrier to digital education deployment.

These digital disparities have profound implications for educational quality and future economic opportunities. As education and employment increasingly integrate digital technologies, Bihar’s students risk being left further behind in the digital economy, potentially widening existing socio-economic disparities.

The digital divide represents a new frontier of educational inequality that requires urgent policy attention. Without addressing this gap, even students who overcome other barriers to educational access may find themselves disadvantaged in increasingly digital learning environments and job markets.

The Secondary Education Crisis

The UDISEPlus 2023-24 data reveals a critical crisis in secondary education in Bihar that represents the most significant bottleneck in the state’s educational system. Table 7 presents key indicators highlighting this crisis.

Table 7: Secondary Education Indicators (2023-24)

Indicator	Bihar	Kerala	All India
% Schools Offering Secondary Education	2.0%	12.5%	9.8%
% Teachers at the Secondary Level	3.2%	14.6%	16.2%
Transition Rate (Upper Primary to Secondary)	31.5%	98.8%	83.3%
Dropout Rate (Secondary)	25.6%	3.4%	14.1%
Pupil-Teacher Ratio (Secondary)	30	13	16
Net Enrollment Ratio (Secondary)	27.8%	71.5%	48.3%
Retention Rate (Secondary)	56.7%	98.6%	63.8%
% Schools with Science Labs	18.7%	88.5%	49.3%
% Schools with Computer Labs	8.3%	68.7%	24.8%

Key Observations

1. Severe Infrastructure Deficit: Only 2.0% of Bihar’s schools offer secondary education, compared to 12.5% in Kerala and 9.8% nationally; this represents an extreme structural bottleneck that physically limits educational progression.
2. Teacher Shortage: Just 3.2% of Bihar’s teachers work at the secondary level, compared to 14.6% in Kerala and 16.2% nationally, indicating a severe human resource deficit.
3. Catastrophic Transition Rate: Bihar’s transition rate from upper primary to secondary education is alarmingly low at 31.5%, meaning more than two-thirds of students do not progress beyond upper primary education.
4. High Dropout and Low Retention: Secondary education in Bihar is characterized by high dropout rates (25.6%) and low retention (29.4%), indicating systemic failure in maintaining educational continuity.
5. Quality Constraints: The high pupil-teacher ratio (30) and limited availability of science labs (23.0%) and computer labs (6.9%) compromise the quality of secondary education for those who access it.

This convergence of factors creates a perfect storm that blocks educational progression for most of Bihar’s students. The limited availability of secondary schools creates a physical barrier to access, while teacher shortages and quality constraints compromise the educational experience for the minority who gain access. This secondary education crisis represents the most critical challenge in Bihar’s educational system and requires urgent policy intervention.

Quality of Education: Observations from NAS 2021

While the UDISEPlus data provides valuable information on educational infrastructure and access, it offers limited insights into learning outcomes. This section incorporates findings from the National Achievement Survey (NAS) 2021 and State Achievement Surveys to assess the quality of education in Bihar and Kerala.

Consistent Performance Gap: Bihar consistently scores below Kerala and the national average across all subjects and grade levels, indicating significant learning deficits.

1. Widening Gap at Higher Grades: The performance gap between Bihar and Kerala widens at higher grade levels, particularly in mathematics and science, suggesting cumulative learning deficits.
2. Kerala’s Excellence: Kerala consistently performs above the national benchmark across most subjects and grades, demonstrating the state’s educational excellence.
3. Subject-Specific Challenges: Bihar faces particularly severe challenges in mathematics, with scores approximately 70 points below Kerala at grade 10 (278 vs. 348).
4. Language Advantage: Both states perform relatively better in language than other subjects, though Bihar still lags significantly behind Kerala.

State Achievement Surveys (SAS) 2022-23

State Achievement Surveys provide more recent and granular insights into learning outcomes:

1. Bihar SAS 2022-23: Revealed significant learning deficits, with only 32% of students demonstrating grade-appropriate competencies in language and 28% in mathematics.
2. Kerala SAS 2022-23: Showed higher achievement, with 76% of students demonstrating grade-appropriate competencies in language and 72% in mathematics.
3. Learning Loss: Both states reported learning losses due to pandemic-related school closures, though Kerala’s recovery has been more robust due to better digital infrastructure and teacher support.

Best Practices and Key Challenges

Kerala’s Educational Strengths

Kerala’s educational success can be attributed to several interconnected factors:

1. Historical Commitment: Decades of sustained investment in education, regardless of political changes, reflect a strong societal consensus on education’s importance.
2. Balanced School Distribution: Equitable distribution of schools across educational levels, ensuring smooth educational progression.
3. Infrastructure Quality: Near-universal availability of basic infrastructure and substantial digital infrastructure development.
4. Teacher Quality: Many trained and professionally qualified teachers are employed, and their deployment is balanced across educational levels.
5. Gender and Social Inclusion: Demonstrated success in ensuring educational access across gender and marginalized communities, mainly Muslim minorities.
6. Community Engagement: Strong parent-teacher associations and community oversight mechanisms ensuring accountability.
7. Educational Continuity: Robust transition rates across educational levels and minimal dropout rates.
8. Learning Environment: Lower pupil-teacher ratios and better-equipped classrooms supporting quality instruction.

Bihar’s Critical Challenges

Bihar faces several interconnected challenges that create systemic barriers to educational progress:

1. Secondary Education Bottleneck: A critical shortage of secondary schools and teachers creates a severe structural barrier to educational progression.
2. Infrastructure Deficits: Persistent gaps in basic infrastructure and extreme digital divide limiting learning opportunities.
3. Teacher Deployment Imbalance: Disproportionate allocation of teachers to primary and upper primary levels with minimal staffing at secondary levels.
4. Transition Failure: Catastrophic transition rates from upper primary to secondary education, with over two-thirds of students failing to progress.
5. Learning Deficits: Significant foundational literacy and numeracy skills gaps are evidenced by NAS assessments.
6. Resource Constraints: Limited financial resources relative to educational needs, resulting in infrastructure and staffing shortages.
7. Administrative Capacity: Challenges in effective implementation of educational policies and efficient resource utilization.
8. Socio-economic Context: Persistent poverty and social inequality create additional educational access and continuity barriers.

Concluding Observations

The comparative analysis of Bihar and Kerala using UDISEPlus 2023-24 data reveals the persistent challenges and potential pathways to achieving Universal School Education by 2030. The starkest finding is Bihar’s severe secondary education crisis, characterized by critical shortages of secondary schools and teachers, catastrophic transition rates, and significant learning deficits.

Kerala’s educational achievements – near-universal school infrastructure, balanced school distribution, high teacher quality, and strong learning outcomes—provide valuable lessons for developing states. However, these lessons must be adapted to Bihar’s context, acknowledging the state’s resource constraints and socio-economic challenges.

Achieving Universal School Education by 2030 will require targeted interventions addressing access and quality dimensions. For Bihar and similar developing states, the most urgent priority is expanding secondary education infrastructure and addressing the structural bottleneck preventing two-thirds of students from progressing beyond upper primary education.

The digital divide emerges as a new frontier of educational inequality, with Bihar showing extreme deficits in computer availability, internet connectivity, and other digital infrastructure. As education increasingly integrates digital technologies, addressing this divide becomes essential for ensuring equitable educational opportunities.

A differential approach recognizing the varying educational contexts across states is essential at the national level; this includes need-based resource allocation, targeted support for educationally disadvantaged states, and systematic knowledge sharing between high-performing and developing states.

In conclusion, the path to Universal School Education by 2030 requires addressing structural inequalities in educational access and quality through targeted, evidence-based interventions. This comparative analysis provides a foundation for developing such interventions, but success will ultimately depend on sustained political commitment, adequate resource allocation, and effective implementation at both state and national levels.

References

ASER Centre. (2023). Annual Status of Education Report (Rural) 2023. New Delhi: ASER Centre.

Drèze, J., & Sen, A. (2013). An Uncertain Glory: India and its Contradictions. Princeton University Press.

Ministry of Education. (2020). National Education Policy 2020. Government of India.

NCERT. (2022). National Achievement Survey 2021 Report. New Delhi: National Council of Educational Research and Training.

NITI Aayog. (2021). School Education Quality Index. New Delhi: NITI Aayog.

UDISEPlus. (2024). Unified District Information System for Education Plus: Flash Statistics 2023-24. Ministry of Education, Government of India.

Universal School Education in Kerala and Bihar : A Compilation based on UDISEPlus 2023-24 Data [PDF]