Assessing the Impact of RTE Entitlements and PM POSHAN on School Enrolment

A Case Study of Delhi and Implications for India

 

Abstract

This article examines a study conducted by the State Council of Educational Research and Training (SCERT) in Delhi, which evaluates the impact of Right to Education (RTE) entitlements and the Pradhan Mantri Poshan Shakti Nirman (PM POSHAN) scheme on school enrolment trends. The study highlights critical insights into addressing educational challenges by focusing on dropout rates and stakeholder perspectives. Given the significant decline in school enrolment across India from 2020-21 to 2023-24, as documented by Unified District Information System for Education (UDISE+) data, such studies are essential for informing policy interventions nationwide. This article explores the utility of these studies, potential reasons for enrolment decline, and their broader implications for achieving universal school education by 2030, as outlined in the National Education Policy (NEP) 2020.

Introduction

The Right to Education (RTE) Act of 2009 established education as a fundamental right for children aged 6-14 in India, supported by initiatives like the Pradhan Mantri Poshan Shakti Nirman (PM POSHAN) scheme, which provides nutritional support to students in government and government-aided schools. Despite these efforts, recent UDISE+ data reveals a troubling decline in school enrolment, with approximately 3.5 million fewer students enrolled between 2020-21 and 2023-24 (Mehta, 2024a). In response, the SCERT in Delhi has initiated a study titled A Study of the Enrolment Trends concerning RTE Entitlement and PM POSHAN in Delhi to assess how these schemes influence enrolment patterns, particularly among dropout students and their families. This article reviews the SCERT study, emphasizing its significance for Delhi and the country. It also investigates the reasons behind the decline in enrollment and advocates for the nationwide adoption of similar studies to support NEP 2020’s vision of universal school education.

Methodology

The SCERT study adopts a mixed-methods approach, collecting data across all districts of Delhi through online forms, with a completion deadline of May 7, 2025 (Economic Times, 2025). The study engages diverse stakeholders, including 40 students from classes VIII and IX, 20 parents per class, five teachers, and the Head of School (HoS) from sampled institutions. This inclusive methodology ensures a holistic understanding of the impact of RTE entitlements and PM POSHAN. To contextualize the study’s findings, this article integrates UDISE+ data analyses by Mehta (2024a, 2024b), which provide a comprehensive overview of enrolment trends and educational challenges in India.

Results and Discussion

Enrolment Trends and Decline
UDISE+ data underscores a significant decline in school enrolment across India, as detailed below:

  • 2020-21: 255.7 million students
  • 2021-22: 253.8 million students (-1.9 million)
  • 2022-23: 252.1 million students (-1.7 million)
  • 2023-24: 252.2 million students (+0.1 million), Source: Mehta (2024a), UDISE+ 2023-24

Analysis of Enrolment Data

The data indicates a persistent decline, particularly at the primary level, with only a marginal recovery in 2023-24. This trend suggests that achieving universal school education by 2030, as envisioned by NEP 2020, remains a formidable challenge (Mehta, 2024b).

Reasons for Enrolment Decline

Several factors contribute to the observed enrolment decline:

  • COVID-19 Pandemic Impact: Prolonged school closures during 2020-21 disrupted learning continuity, leading to increased dropout rates, particularly among marginalized communities (Mehta, 2024a).
  • Economic Constraints: Post-pandemic economic challenges forced many families to prioritize income over education, resulting in child labour or early marriages (UNICEF, 2021).
  • Learning Gaps: Inadequate remedial measures for learning losses during remote education periods discouraged students from returning to school (Mehta, 2024b).
  • Infrastructure Deficiencies: Many schools, especially rural ones, lack basic facilities such as clean water, sanitation, or adequate classrooms, deterring attendance (UDISE+ 2023-24).
  • Migration and Urbanization: Untracked family migrations, often due to economic necessity, led to unregistered withdrawals from schools (Mehta, 2024a).

Utility of the SCERT Study and Nationwide Relevance

The SCERT study’s focus on RTE entitlements and PM POSHAN is highly relevant, as these initiatives directly address barriers to education. The PM POSHAN scheme, serving hot meals to 118 million students annually, has been linked to reduced dropout rates by addressing nutritional deficiencies (Economic Times, 2025). The study provides nuanced insights into factors influencing retention by incorporating perspectives from students, parents, teachers, and school heads. The study’s methodology and findings have significant implications for India as a whole for the following reasons:

  • Data-Driven Policy Formulation: UDISE+ data reveals regional disparities, with states like Bihar and Uttar Pradesh reporting higher dropout rates (Mehta, 2024a). Localized studies like SCERT’s can inform context-specific interventions.
  • Addressing Dropout Rates: Understanding the motivations and challenges students and families face enables the design of targeted re-enrolment campaigns.
  • Strengthening Nutritional Support: Evaluating PM POSHAN’s implementation can improve attendance, a critical factor in retention.
  • Alignment with NEP 2020: Such studies support NEP 2020’s goal of universal education by identifying gaps in the efficacy of government schemes.

Scaling similar studies across other states could strengthen India’s Educational Management Information System (EMIS), as advocated by Mehta (2024c). An enhanced EMIS would facilitate evidence-based planning, ensuring interventions are tailored to regional needs and aligned with national educational goals.

Concluding Observations

The SCERT study in Delhi is a model for evaluating the impact of RTE entitlements and PM POSHAN on school enrolment, offering valuable insights into addressing India’s enrolment crisis. The decline in enrolment from 2020-21 to 2023-24, driven by pandemic-related disruptions, economic challenges, and systemic inefficiencies, highlights the urgency of such research. Studies like SCERT’s can inform policies to improve student retention and nutritional support by providing data-driven recommendations. To achieve NEP 2020’s vision of universal school education by 2030, policymakers must prioritize expanding such studies nationwide, strengthening EMIS, and addressing infrastructural and socio-economic barriers. Integrating stakeholder perspectives and robust data analysis will be critical to reclaiming India’s progress toward educational equity and excellence.

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