Digital-Infrastructure-in-Schools-in-India

Digital Infrastructure in Schools: Challenges and Progress in India

An Analysis Based on UDISEPlus 2023-24 Data concerning the Availability of Electricity Connection, Computer & Internet Connectivity

Introduction

The availability of key infrastructure facilities, such as electricity, computers, and internet access in schools, is critical for achieving the National Education Policy (NEP) 2020 objectives. These facilities enable digital learning, enhance teaching quality, and ensure equitable access to education. India’s education system has initiated digital initiatives, including UDISEPlus, SDMIS, PEN, and APAAR, to enhance data management transparency, accountability, and efficiency. These initiatives require schools to upload and update data through digital platforms regularly. For successful implementation, the availability of essential digital infrastructure – electricity, computers, laptops, and internet connectivity—is critical.

This present article analyses the availability of such infrastructure across states and its implications for the smooth functioning of digital education initiatives, with insights drawn from UDISEPlus data. This analysis examines the percentage of schools with electricity, computer, and internet facilities across States & Union Territories (UTs) in India based on UDISEPlus 2023-24 data released on 30th December, 2024.

State-specific Percentage of Schools by Facilities, UDISEPlus 2023-24

India/State/ UT

Percentage of Schools with Electricity Connection Percentage of Schools with Computer Facility

Percentage of Schools with Internet Facility Available

Andaman & Nicobar Islands 93.2 68.7 58
Andhra Pradesh 99.8 87.3 93.9
Arunachal Pradesh 68.8 42.6 30.5
Assam 87 67.9 45.0
Bihar 79.8 19.6 18.5
Chandigarh 100.0 100.0 99.6
Chhattisgarh 94.7 67.3 61.3
Dadra & Nagar Haveli and
Daman & Diu 100.0 97.0 99.3
Delhi 100.0 100.0 100.0
Goa 100.0 56.2 87.6
Gujarat 99.9 98 93.9
Haryana 99.8 96.6 67.7
Himachal Pradesh 99.6 47.5 48.7
Jammu & Kashmir 91.0 41.4 45.3
Jharkhand 95.2 75.3 52.7
Karnataka 99 52.9 49.2
Kerala 99.9 99.4 92.1
Ladakh 79.5 53.0 45.7
Lakshadweep 100.0 100.0 100.0
Madhya Pradesh 89.8 49.3 43.3
Maharashtra 94.6 81.5 67.5
Manipur 67.6 33.5 32.3
Meghalaya 29.3 18.8 24.5
Mizoram 87.2 46.6 24.9
Nagaland 81.0 84.3 56.3
Odisha 96.5 59.4 82
Puducherry 100.0 100.0 100.0
Punjab 99.9 98.8 74.0
Rajasthan 91.4 51.6 68.3
Sikkim 98.8 91.9 46.8
Tamil Nadu 99 72.7 99.0
Telangana 95.2 77.9 39.9
Tripura 79.2 49.3 35.3
Uttar Pradesh 86.4 40.2 38.6
Uttarakhand 92.3 86.6 68.5
West Bengal 98 22.3 17.5
All-India 91.8 57.2 53.9

 

Digital Infrastructure: Key Insights

Availability of Electricity

Nationally, 91.8 percent of 14,71,891 schools have electricity connections, reflecting significant progress. States/UTs like Chandigarh, Delhi, Lakshadweep, Puducherry, Goa, and Gujarat report near-universal or 100 percent electricity availability, showcasing robust infrastructure. However, states such as Meghalaya (29.3 percent), Manipur (67.6 percent), and Arunachal Pradesh (68.8 percent) lag considerably, requiring immediate attention to ensure essential power supply in schools. A few schools that reported electricity connections might not have a functional power connection.

Computer and Laptop Facilities

The availability of computers in schools remains uneven, with a national average of only 57.2 percent. States such as Chandigarh, Delhi, Lakshadweep, Puducherry, and Gujarat have provided computers to nearly all schools, ensuring seamless participation in digital initiatives. In contrast, Bihar (19.6 percent), Meghalaya (18.8 percent), and West Bengal (22.3 percent) report alarmingly low levels of computer availability, severely hindering their ability to engage with digital platforms effectively. In the absence of computers in schools, states such as Bihar have evolved the ‘Man with Machine’ scheme to meet digital challenges and ensure that data is uploaded and updated to portals.

Internet Connectivity

While internet facilities are available in 53.9 percent of schools nationwide, stark disparities exist. States like Delhi, Lakshadweep, Puducherry, Gujarat, and Andhra Pradesh have equipped over 90 percent of their schools with internet access. Conversely, West Bengal (17.5 percent), Bihar (18.5 percent), and Meghalaya (24.5 percent) struggle with internet connectivity, further widening the digital divide.

Challenges Faced by Schools Without Digital Devices

Schools without access to computers and internet facilities face significant challenges in uploading data to portals like UDISEPlus and SDMIS. Manual data collection and dependency on external sources, such as cyber cafes, increase the burden on School Head Masters (HMs) and delay compliance with digital requirements.

In schools’ absence of digital devices, they often rely on cyber cafes to fulfill digital requirements in rural areas, where internet presence is limited, leading to increased operational costs and time inefficiencies. The rapid growth of cyber cafes in rural regions highlights the unmet demand for school internet access. While these cafes provide an alternative, they are not a sustainable solution for regular and timely data updates.

The lack of infrastructure forces teachers and HMs to spend additional time traveling to access digital resources, detracting from their core teaching responsibilities. States such as Meghalaya, Bihar, Manipur, Mizoram, and West Bengal urgently need targeted interventions to address gaps in electricity, computer availability, and internet connectivity. These states must prioritize infrastructure development to enable schools to participate fully in digital initiatives.

North-eastern states, including Meghalaya, Manipur, and Mizoram, exhibit poor performance across all indicators, reflecting systemic challenges in infrastructure development. Bihar and West Bengal also report low percentages for computer and internet access despite moderate electricity coverage, highlighting disparities in resource allocation.

Implications for NEP 2020

Not only do schools face problems in uploading and updating data on portals, but the lack of digital infrastructure also has profound implications for the successful implementation of NEP 2020, a few of which are listed below:

  1. Digital Divide: The significant variation in computer and internet availability underscores the digital divide, which hampers equitable access to technology-based learning, especially in rural and remote regions.
  2. Impact on Quality Education: The lack of electricity, computer, and internet facilities directly affects the quality of education, limiting opportunities for digital pedagogy and e-learning initiatives.
  3. Inclusivity and Equity: Achieving the NEP 2020 goal of inclusive and equitable education necessitates urgent attention to infrastructure gaps in underperforming states.

Successful States

Compared to states that need significant improvement in digital infrastructure, a few states, like Chandigarh, Delhi, Gujarat, Puducherry, Lakshadweep, and Andhra Pradesh, have demonstrated exemplary progress by equipping nearly all schools with essential digital infrastructure. These regions can serve as models for implementing best practices nationwide; case studies based on such states must be shared with others with low digital infrastructure presence.

Recommendations

Several measures are essential to address schools’ challenges due to inadequate digital infrastructure. Infrastructure development must be prioritized by increasing investments in electricity, computers, and internet connectivity, particularly in underserved states where these resources remain scarce. Additionally, introducing incentives and subsidies can encourage private sector participation in developing school infrastructure, fostering a collaborative approach to resolving these issues.

Technology integration is a critical focus in rural areas, where access to technology is often limited. Establishing local digital resource centres in remote regions can significantly reduce dependence on cybercafes and ensure consistent access to digital platforms. Innovative solutions, such as solar-powered computers and portable internet devices, offer sustainable alternatives to overcome challenges posed by unreliable power supply and limited connectivity.

Building the capacity of teachers is equally important. Training programs for school Head Masters (HMs) and teachers can enhance their ability to use digital tools and platforms effectively. Such programs will ensure optimal utilization of available resources and empower educators to integrate technology into their administrative and teaching practices seamlessly.

Lastly, policy-level interventions must be implemented to address regional disparities in digital infrastructure. State-specific action plans should be developed to tackle unique challenges faced by lagging regions, ensuring equitable distribution of resources and focusing on long-term sustainability. By addressing these gaps, schools across India can be better equipped to meet the demands of digital education and achieve the objectives of the NEP 2020.

Concluding Observations

The UDISEPlus 2023-24 data underscores the critical importance of digital infrastructure in schools for successfully implementing India’s digital education initiatives. While some states have made remarkable progress, significant disparities persist, particularly in states like Meghalaya, Bihar, and Manipur. Addressing these gaps is essential to achieving the NEP 2020 equitable and inclusive education goals. A coordinated effort involving state and national-level interventions, public-private partnerships, and innovative technology solutions can bridge the digital divide and empower schools to participate fully in India’s digital transformation.

FAQs Based on the Analysis of Digital Infrastructure and Enrolment Challenges in Indian Schools

Q1. What is the significance of digital infrastructure in schools in the context of UDISEPlus and other digital initiatives?
A1. Digital infrastructure is essential for schools to upload and update data on platforms like UDISEPlus, SDMIS, PEN, and APAAR. It ensures transparency, accountability, and efficiency in data management, which are critical for implementing initiatives under the National Education Policy (NEP) 2020. Without adequate digital facilities like electricity, computers, and internet connectivity, schools face significant challenges in participating in these programs.

Q2. Which states have achieved universal access to electricity, computers, and internet connectivity in schools?
A2. States and UTs such as Chandigarh, Delhi, Lakshadweep, Puducherry, and Gujarat have achieved near-universal or 100% access to electricity, computers, and internet connectivity in their schools. These regions serve as role models for other states in terms of digital readiness.

Q3. Which states require immediate attention to improve their digital infrastructure in schools?
A3. States like Meghalaya, Bihar, Manipur, Mizoram, and West Bengal need urgent interventions to address gaps in electricity, computer availability, and internet connectivity. These states report some of the lowest percentages of digital infrastructure in schools, creating significant barriers to achieving the goals of digital education.

Q4. What are the challenges faced by schools without adequate digital infrastructure?
A4. Schools without proper digital infrastructure face multiple challenges, including:

  • Difficulty in uploading and updating data on digital portals.
  • Increased dependency on external sources like cybercafes, especially in rural areas.
  • Additional costs and time inefficiencies.
  • Increased administrative burden on teachers and headmasters, diverting their attention from core teaching responsibilities.

Q5. How do schools in rural areas manage without proper digital facilities?
A5. Schools in rural areas often rely on cybercafes to fulfill digital requirements. While this offers a temporary solution, it increases operational costs and inefficiencies. The growing presence of cybercafes in rural areas highlights the unmet demand for digital resources in schools but is not a sustainable solution for regular data updates.

Q6. What recommendations have been made to address the digital infrastructure gap in schools?
A6. The recommendations include:

  1. Infrastructure Development: Increase investments in electricity, computers, and internet connectivity, particularly in underserved regions, and provide incentives for private sector participation.
  2. Technology Integration: Establish local digital resource centers and explore innovative solutions like solar-powered computers and portable internet devices in rural areas.
  3. Capacity Building: Offer training programs for school headmasters and teachers to ensure effective use of digital tools.
  4. Policy-Level Interventions: Develop state-specific action plans to ensure equitable resource distribution and address long-term infrastructure challenges.

Q7. How do disparities in digital infrastructure impact the goals of NEP 2020?
A7. Disparities in digital infrastructure create barriers to achieving the NEP 2020 objectives of universal enrolment, equitable access, and quality education. Schools in underserved areas struggle to participate in digital initiatives, leading to inefficiencies and widening educational inequalities. Addressing the disparities is crucial for fostering an inclusive education system.

Q8. What role the private sector can play in improving digital infrastructure in schools?
A8. The private sector can contribute by collaborating with governments to develop digital infrastructure in schools. Incentives and subsidies can encourage private companies to invest in providing electricity, computers, and internet connectivity, especially in rural and remote areas.

Q9. How does the growth of cybercafes reflect the current state of digital infrastructure in rural areas?
A9. The rapid growth of cybercafes in rural areas reflects the lack of direct access to digital facilities in schools. While these cafes serve as a stopgap measure, they are not a sustainable solution. This trend underscores the need for localized digital resource centres and improved infrastructure in schools.

Q10. How can innovative solutions address infrastructure challenges in remote regions?
A10. Innovative solutions such as solar-powered computers, portable internet devices, and localized digital resource centres can address the challenges posed by unreliable power supply and limited connectivity in remote areas. These approaches can provide sustainable alternatives for ensuring consistent access to digital platforms

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