Key-UDISEplus-Indicators

Key-UDISEplus-Indicators

Analysis of UDISEPlus 2022-23 and 2023-24 Data: Understanding Trends and National Education Goals

On December 30, 2024, the Ministry of Education’s Department of School Education & Literacy released the eagerly awaited UDISEPlus data for 2022-23 and 2023-24, following a delay of approximately two years. This delay was attributed to the introducing of individual student data collection as part of the UDISEPlus framework. The data for 2021-22 had been released earlier on November 3, 2022.

This report offers an in-depth analysis of the UDISEPlus 2022-23 and 2023-24 datasets, focusing on the decline in school enrolment from 2021-22 to 2022-23 and again from 2022-23 to 2023-24. Understanding these trends is crucial for addressing ongoing challenges in the education system, especially in the aftermath of the disruptions caused by the COVID-19 pandemic.

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The significance of accurate and comprehensive data cannot be overstated, particularly in the context of the goals set by the National Education Policy (NEP) 2020. NEP 2020 envisions an inclusive, equitable, high-quality education system that guarantees universal access for all children. The policy emphasizes foundational literacy and numeracy by 2025, making the role of data like UDISEPlus even more critical. Through carefully analysing such data, we gain valuable insights into enrolment trends, infrastructure availability, student performance, and resource allocation, which are essential for developing targeted policies that align with NEP’s ambitious goals.

Moreover, the data clearly shows disparities in education access across various regions, genders, and social groups. These insights are invaluable in identifying areas that require focused intervention. By continually monitoring trends through UDISEPlus, policymakers can formulate data-driven strategies to address immediate challenges, such as the decline in enrolment, while working toward long-term objectives like equity, quality, and sustainability in school education as outlined by NEP 2020.

Enrollment Decline: A Critical Issue

One of the most striking features in the latest data is the significant decline in total enrolment. The number of students in Grades I to XII dropped from 255.7 million in 2021-22 to 241.6 million in 2022-23, representing a decrease of 14.1 million students (5.5%). The decline continued into 2023-24, with enrolment falling further to 235 million students. Over the period from 2021-22 to 2023-24, total enrolment in Grades I to XII decreased by 20.8 million students (8.13%), with a further reduction of 6.7 million students (2.77%) between 2022-23 and 2023-24.

The notable drop in enrolment during 2022-23 appears to be primarily due to the implementation of improved data collection methodologies under the School Education Management Information System (SDMIS). These enhanced processes have likely removed duplicate enrolments, ghost students, inflated figures, and outdated records.

However, a crucial question remains: Why did enrolment decline by 6.7 million students (from primary to higher secondary) within one year, even after the second year of SDMIS implementation in 2023-24? Several possibilities warrant consideration:

  • Was the decline due to the removal of duplicate or fake enrolments?
  • Were there students previously recorded in the system who were not physically attending school?
  • Has enrollment become more accurate and reflective of the number of students enrolled?
  • Could the decline be partly due to a reduction in the number of schools covered by UDISEPlus, with the number of schools dropping from 14,89,115 in 2021-22 to 14,66,109 in 2022-23?

This unexplained decline challenges accurately assessing the current state of school education in India. The inconsistencies in time-series enrolment data raise significant concerns for data users and education planners. It is essential to investigate whether these children previously received incentives and why such many appear to have disappeared from the enrolment records.

Therefore, the analysis presented in this report should be considered in the context of the points raised above. The need for further investigation into the causes of these enrolment fluctuations is paramount to ensure that the data accurately reflects the realities of India’s education system and informs the development of policies that support the country’s educational goals.

This page is evolving, and more analysis will continue to be added, which has implications for universal school education.