Challenges in CWSN Enrolment Data Collection under UDISE+

The Role of Teacher Training in India’s Inclusive Education


Introduction

India’s pursuit of inclusive education, as outlined in the National Education Policy (NEP) 2020 and supported by the Rights of Persons with Disabilities Act, 2016, relies heavily on accurate data to ensure Children with Special Needs (CWSN) are identified, enrolled, and retained in schools. The Unified District Information System for Education Plus (UDISE+), managed by the Ministry of Education, is the primary mechanism for collecting this data, tracking enrolment, infrastructure, and support systems across 1.47 million schools. For the 2024-25 academic year, UDISE+ reports approximately 2.1 million CWSN enrolled, representing 0.91% of the total 233 million students;  – a modest 0.48% increase from the previous year. However, a persistent challenge undermining this system is the lack of adequate teacher training, which affects data accuracy, CWSN identification, and overall inclusive practices under the Samagra Shiksha Abhiyan (SSA). This article reviews the data collection process, highlights the impact of untrained teachers, and explores solutions to strengthen India’s inclusive education framework.

Review of Recent EMIS Initiatives

The UDISE+ framework is designed to capture comprehensive CWSN data through integrated modules, ensuring alignment with NEP 2020’s emphasis on equity and accessibility. The Student Module records individual details such as disability type (e.g., visual, hearing, locomotor, intellectual), gender, and educational level via the Student Data Management System (SDMS) on the UDISE+ portal (https://udiseplus.gov.in/). Schools submit data of CWSN students by using features like the SDMS drop-box for progression tracking and Aadhaar integration to prevent duplication. Verification occurs at Block Resource Centers (BRCs) and Cluster Resource Centers (CRCs), with data aggregating to district, state, and national levels, culminating in the August 28, 2025, UDISEPlus 2024-25 report.

Nationally, CWSN enrolment stands at 2.1 million, with boys comprising 57% (1.2 million) and girls 43% (0.91 million), revealing a 14% gender gap exacerbated in rural and secondary levels. Level-wise, primary education sees the highest enrolment at 0.94 million (0.90% of level total), dropping to 14,90,22 in higher secondary (0.54%). State variations are notable: Tamil Nadu achieve higher rates (2.18% of total enrolment) with better gender parity, while Bihar and Uttar Pradesh lag at 0.87% and 0.80%, with female enrolment below 45%. Infrastructure data from the Facility Module shows 79.1% of schools with ramps (up from 77.1% in 2023-24), but only 36% have CWSN-specific toilets, and 54.9 schools have ramps with handrails for CWSN children, all which suggested further significant improvement.

A major hurdle in this process is the inadequate training of teachers, with UDISE+ 2024-25 indicating that 12% of the 10 million teachers (about 1.2 million) lack professional qualifications, particularly in inclusive pedagogy and digital tools like SDMS. This leads to underreporting, misclassification, and incomplete infrastructure documentation, with only few schools fully reporting CWSN facilities. In rural areas, compliance drops further in rural schools compared to private schools in urban areas, due to unfamiliarity with portals and disability recognition. The impact pf this is profound: untrained teachers miss mild disabilities, contributing to significant number of  “missing” CWSN based on census estimates, and skew retention data, where enrolment falls significantly from primary (3.46 million, -3.21%) to elementary (2.89 million, -1.69%). Samagra Shiksha addresses this through provisions like the Integrated Teacher Training Programme and NIOS training for untrained teachers, allocating funds for 2 million educators, but coverage remains uneven, with  completion rate low in low-performing states like Bihar.

Concluding Observations

The UDISE+ 2024-25 data underscores incremental progress in CWSN enrolment and infrastructure but exposes systemic gaps driven by untrained teachers, leading to inaccurate data and hindered inclusivity. With 0.91% CWSN representation falling short of NEP targets, and gender/regional disparities persisting, urgent reforms are needed. Enhancing teacher training via Samagra Shiksha could improve data quality, boost identification, and reduce dropouts, fostering a more equitable education system. Without addressing these, India’s inclusive goals risk delay, perpetuating inequality.

Importance of CWSN Enrolment in Achieving Universal School Education by 2030

Achieving universal school education by 2030, as per Sustainable Development Goal 4 and NEP 2020, hinges on inclusive access for all, including the 2-3% of school-age children identified as CWSN. High CWSN enrolment ensures no child is left behind, promoting equity and reducing societal costs like lost productivity (estimated at ₹50,000 crore annually from dropouts). Accurate data collection enables targeted Samagra Shiksha interventions, such as aids and resource centers, to raise Gross Enrolment Ratio (GER) by 15% annually. Failing to integrate CWSN risks missing the 2030 target, as seen in historical delays from 1980 deadlines, potentially shifting equity achievement to 2035. Prioritizing teacher training and data accuracy is essential for transformative, universal education.

Important Links

Suggested Readings

  • Ministry of Education. (2025). UDISE+ 2024-25 Report. Government of India.
  • Press Information Bureau. (2025, August 28). UDISE+ 2024-25 Press Release.
  • Open Government Data Platform India. (2025). State-wise CWSN Enrolment 2023-24.
  • Education for All in India. (2025). UDISE+ 2024-25 Data Analysis.
  • UNICEF. (2024). State of Children’s Rights in India.
  • Ministry of Education. (2025). UDISE+ 2024-25 Report. Government of India.
  • Press Information Bureau. (2025, August 28). UDISE+ 2024-25 Press Release.

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