School Dropouts

School Dropouts

Number of Dropped Out Children based on UDISEPlus 2022-23 & 2023-24 Data

  • Between 2021-22 and 2022-23, 9.5 million children dropped out at the primary level, while 5.4 million exited at the upper primary level.

  • Between 2022-23 and 2023-24, 2.1 million children dropped out at the primary level, while 3.3 million exited at the upper primary level.

  • 4 million dropped out of elementary level between 2022-23 and 2023-24.


Understanding the High Dropout Rates in India

Introduction

School dropouts continue challenging India’s education system, with recent data highlighting alarming trends. Between 2021-22 and 2022-23, a staggering 14.91 million children dropped out at the elementary level, which includes both primary (Grades 1 to 5) and upper primary (Grades 6 to 8), compared to 5.44 million during 2022-23 to 2023-24. Despite efforts under flagship programs like Samagra Shiksha and the renewed focus on universal education through NEP 2020 and SDG4, the dropout rates remain concerning.

The Present Article

The present article discusses dropout trends, underlying causes, and implications, proposing strategies for a more inclusive education system to attain the goal of universal school education by 2030. The article is exclusively based on the UDISEPlus data from 2021-22 to 2023-24. However, it may be known that there is no systematic procedure for collecting information on the number of dropout children.

Who is a Dropout Child?

Below, we present the differences between Out-of-School, Never-Enrolled, and Dropped-Out Children.

  • Out-of-School Children (OOSC): Children in the age group (typically 6–14 years) who are currently not attending any school, including children who have never enrolled and those who dropped out but subsequently dropped out.
  • Never-Enrolled Children: Children who have never been enrolled in formal or informal schooling. And are entirely excluded from educational opportunities. These children are often associated with barriers such as poverty, gender inequality, or lack of access to schools.
  • Dropped-Out Children: Children previously enrolled in school but discontinued their education. They might have left school due to financial constraints, lack of interest in education, repetitive failures, child labour, or other socio-economic factors.

According to the Ministry of Education, “a dropout child has enrolled in school but has discontinued it before completing the educational stage to which they were admitted without transferring to another institution.” Dropouts are a critical concern as they reflect barriers to sustained participation in education and pose challenges to achieving universal schooling.

Estimating Dropout Children from Administrative Data

As mentioned, information on the number of dropped-out children is unavailable. It may help design programs such as special enrollment drives targeting out-of-school and dropout children. One can also ensure that resources are directed to the most affected regions if available. It can help fix accountability, which holds schools and administrative systems accountable for retention and access to education. By integrating administrative data like UDISEPlus with periodic surveys and household data, policymakers can better understand and address the multifaceted challenges of education access and retention. However, in the absence of recent surveys, estimating dropped-out children based on UDISEPlus data remains the only option, which can be calculated as follows:

Using Enrollment Data: (a) Compare the total enrollment of a particular level (for example, Grades I to V/6-10 year population)  in one academic year (say 2022-23) with the enrollment in the subsequent year (2023-24);

Applying the Dropout Rate: Multiply the average annual dropout rate at the Primary level between 2022-23 and 2023-24 by the projected child population of 6 to 10 years to estimate the number of children who dropped out between 2022-23 and 2023-24.

Potential Impact of UDISEPlus Methodology

The Government’s transition to individual student data collection in 2022-23 through the SDMIS under UDISEPlus may explain part of the initial decline in dropout numbers. Improved tracking mechanisms may have provided more accurate data on dropouts. However, the continued decline in enrollment across levels of education in 2023-24 suggests persistent systemic issues beyond data accuracy. It is hoped that, in time, the Government will come out with the actual number of children who drop out rather than present the average annual dropout rate.

Children dropped out Between 2021-22 and 2022-23

 

Between

the Years

Primary (1 to 5) Upper Primary (6-8) Elementary (1-8)
Boys Girls Total Boys Girls Total Boys Girls Total
2021-22 &

2022-23

4954377 4549318 9503696 2726428 2679152 5405580 7680805 7228471 14909276
2022-23 &

2023-24

1231782 914005 2136005 1710314 1621122 3300849 2942096 2535127 5436853
% Children Dropped-out by Gender Between
 

Between

the Years

Primary (1 to 5) Upper Primary (6-8) Elementary (1-8)
Boys Girls Total Boys Girls Total Boys Girls Total
2021-22 &

2022-23

52.1 47.9 100.0 50.4 49.6 100.0 51.5 48.5 100.0
2022-23 &

2023-24

57.7 42.8 100.0 51.8 49.1 100.0 54.1 46.6 100.0
% Distribution of Children Dropped-out by Level
 Between

the Years

 

Primary (1 to 5) Upper Primary (6-8) Elementary (1-8)
Boys Girls Total Boys Girls Total Boys Girls Total
2021-22 &

2022-23

64.5 62.9 63.7 35.50 37.06 36.26 100.00 100.00 100.00
2022-23 &

2023-24

41.9 36.1 39.3 58.13 63.95 60.71 100.00 100.00 100.00

Source: UDISEPlus Reports, different years.

Key Trends & Observations

Dropout Numbers Across Levels

  • Between 2021-22 and 2022-23, 9.5 million children dropped out at the primary level, while 5.4 million exited at the upper primary level.
  • Between 2022-23 and 2023-24, dropouts declined to 5.43 million, with a significant reduction at the primary level.

Gender-Specific Trends

  • Boys accounted for a higher share of dropouts than girls across all levels. For instance, boys comprised 57.6 percent of dropouts at the primary level in 2023-24, compared to 42.8 percent for girls. Quite a similar trend is also valid for 2022-23.
  • This gender disparity persisted at the upper primary level, with boys comprising 51.3 percent of dropouts during the same period.

Level-Wise Distribution

  • In 2021-22, 63.7 percent of dropouts occurred at the primary level, declining to 39.2 percent in 2022-23, indicating a shift toward more significant attrition at the upper primary level.

Implications of High Dropouts for Universal School Education

The high dropout rates jeopardize India’s targets of achieving universal education by 2030, as envisioned in NEP 2020 and SDG4. Key implications include:

  • Lost Potential: Dropouts miss opportunities to acquire essential skills, contributing to intergenerational cycles of poverty.
  • Labour Market Challenges: A less-educated workforce may undermine India’s demographic dividend.
  • Equity Concerns: Higher dropout rates among boys and at specific levels demand tailored interventions to ensure equitable progress.

Reasons for Dropouts

Several socio-economic, institutional, and individual factors contribute to school dropouts:

  1. Economic Constraints
    • Poverty forces children, especially boys, into labor to supplement family incomes.
  2. Social Barriers
    • Early marriages, particularly for girls, remain a deterrent to continued education.
  3. Institutional Gaps
    • Lack of adequate infrastructure, such as toilets and safe transport, impacts retention.
  4. Learning Loss and Disengagement
    • Post-pandemic learning gaps may have led to student disillusionment increasing dropout rates.

Leveraging Samagra Shiksha for Solutions

The integrated approach of the Samagra Shiksha program holds immense potential for addressing the pressing issue of school dropouts. Using a multifaceted strategy, the program seeks a more inclusive and supportive educational environment.

One of the key measures involves the implementation of remedial education programs. These focused interventions aim to bridge learning gaps, ensuring students stay engaged and not fall behind academically.

Another significant initiative under Samagra Shiksha is the provision of incentives. Scholarships, mid-day meals, and stipends are offered to economically disadvantaged students, making education more accessible and reducing the financial burden on families.

Infrastructure development also forms a crucial pillar of the program. Investments are made to create gender-sensitive facilities and improve school environments, fostering a safe and welcoming space for all students.

In addition, community engagement plays a pivotal role in the success of Samagra Shiksha. Strengthening School Management Committees (SMCs) enables better attendance monitoring and allows localized solutions to address dropout rates.

Finally, targeted campaigns are organized to advocate the importance of education. These initiatives focus mainly on promoting education for boys and upper primary students, addressing areas where dropout rates are notably higher.

Through these comprehensive measures, Samagra Shiksha seeks to ensure that no child is left behind in the journey toward quality education.

Concluding Observations

The dropout trends between 2021-22 and 2023-24 underscore the urgency of addressing systemic barriers to education. By leveraging policies like NEP 2020, Samagra Shiksha, and the comprehensive data provided by UDISEPlus, India can work toward reducing dropout rates and fulfilling its commitment to universal quality education. Failure to act decisively risks not only missing SDG4 targets but also undermining the nation’s socio-economic progress.

Call to Action

  • Reducing dropout rates is not just a priority; achieving the larger goal of universal education is necessary. The success of initiatives like Education for All hinges on our ability to ensure that every child remains in school and completes their education. Achieving this requires a concerted effort from policymakers, educators, and communities alike.
  • To effectively tackle the issue of dropouts, policymakers must take the lead in conducting in-depth studies aimed at identifying the root causes of dropouts, especially at the micro level. These studies should address region-specific and community-specific challenges, including socio-economic barriers, cultural norms, gender disparities, and infrastructure gaps. Understanding the nuanced factors that drive children out of school will enable stakeholders to design evidence-based interventions.
  • Armed with data-driven insights, policymakers should focus on developing context-specific solutions. These solutions must cater to the unique challenges of dropout-prone regions, ensuring that strategies align with local needs. For instance, in areas where economic hardship leads to higher dropout rates, targeted financial support, such as scholarships or stipends, can be prioritized. Similarly, campaigns to raise awareness and encourage parental support may prove effective in regions where cultural practices hinder girls’ education.
  • Equally important is the need to strengthen data systems, such as the Unified District Information System for Education Plus (UDISEPlus). A robust data infrastructure ensures reliable tracking of students, allowing authorities to monitor attendance patterns, identify at-risk students, and implement timely interventions. Real-time and accurate data can help address emerging challenges swiftly, ensuring that no student slips through the cracks.
  • By adopting these strategies, policymakers can build a sustainable framework to combat dropouts and move closer to the vision of universal education. This effort requires collaboration across all levels—government bodies, educational institutions, non-profits, and communities—to create a resilient system supporting every child’s journey toward learning and growth.

FAQs on Children Dropped out between 2022-23 & 2023-24

State-wise Number of Children Dropped out Between 2022-23 and 2023-24

Education for All in India