Dropout-Rate-at-Secondary-Level-UDISEPlus-2024-25

Dropout-Rate-at-Secondary-Level-UDISEPlus-2024-25

Elementary Education in India: Where Do We Stand? An Analysis of UDISE+ 2024-25 Data

Introduction

India’s pursuit of universal elementary education, a constitutional commitment under Article 21A and operationalized through the Right of Children to Free and Compulsory Education (RTE) Act, 2009, is a cornerstone of its developmental vision. The National Education Policy (NEP) 2020 targets a 100% Gross Enrolment Ratio (GER) at the elementary level by 2030, emphasizing equitable access, retention, and quality. Historically, India’s journey began with the 1950 Constitution, setting 1960 as the initial target for free and compulsory education for children aged 6-14. The Kothari Commission (1964-66) shifted this to 1976, followed by the National Policy on Education (1986) aiming for 1995. The Sarva Shiksha Abhiyan (SSA), launched in 2000, targeted 2010, but persistent gaps led to the RTE Act’s enactment. The Samagra Shiksha scheme (2018) integrated efforts across school levels, yet NEP 2020 reset the goal to 2030, reflecting delays due to socio-economic challenges, infrastructural deficits, and regional disparities.

Efforts over decades include school expansion under SSA, teacher recruitment, and mid-day meal schemes to boost retention. Despite these, the Unified District Information System for Education Plus (UDISE+), India’s official school education data repository, reveals ongoing hurdles. This article examines the state of elementary education (Classes 1-8) using UDISE+ 2024-25 data, focusing on all-India aggregates with select state-level insights. It classifies indicators into Access, Participation, Retention, and Quality, highlighting gaps impeding universalization. Aligned with Education for All in India, a platform dedicated since 1999 to data-driven policy advocacy, this status report provides a snapshot of current realities.

Review of Key Data Sources

UDISE+ 2024-25 captures data from over 1.47 million schools, covering enrolment, facilities, and personnel across 36 States and Union Territories. Refined under NEP’s structure, it distinguishes preparatory, middle, and secondary levels, while maintaining elementary-level comparability. Prof. Arun C. Mehta’s analyses highlight methodological nuances, such as adjusted Net Enrolment Ratios (NER) for age-grade mismatches. Ministry of Education releases, including the August 2025 press note, provide validated benchmarks like GER and dropout rates. State-wise UDISE+ dashboards reveal regional disparities, such as north-eastern infrastructural lags versus southern enrolment surpluses. This review integrates these sources, acknowledging limitations like under-reporting in remote areas, to present an evidence-based overview.

Analysis of UDISEPlus 2024-25 Data

Access: Infrastructure and School Availability

Access, measured by school density and amenities, is foundational. India has 1.47 million schools in 2024-25, down 1.18% from 2021-22 and 5.61% since 2017-18. Government schools, critical for marginalized groups, declined by 7.42% over this period, likely due to mergers in low-enrolment areas.

Not only has the total number of schools declined, but the same is true for schools under government management, which declined by a whopping -81,221 schools (7.42%) in 2024-25 from its previous level of 2017-18. Further, recognized private unaided schools gradually increased to 3,39,583 in 2024-25, but are also not free from sharp

Infrastructural gains include 93.6% electricity coverage, but computers (64.7%) and internet (63.5%) lag, leaving over one-third of schools digitally isolated. Drinking water and toilets exceed 95% coverage, yet ramps for differently-abled students with handrail facility are available in only 54.9% of schools, hindering inclusivity.

State-wise, Rajasthan (-1,455 schools), Madhya Pradesh (-1,292), and Assam (-1,347) report sharp declines, while urbanized Maharashtra faces overcrowding despite stable numbers.

Participation: Enrolment and Coverage Ratios

Participation reflects enrolment and coverage. Elementary enrolment is 168.08 million, down 1.69% from 2023-24 and 10.90% since 2021-22, with primary (Classes 1-5) at 104.38 million and upper primary (Classes 6-8) at 63.70 million.

Enrolment ratios reveal gaps. Elementary GER is 90.6% (boys: 89.1%; girls: 92.4%), primary GER is 90.9% (boys: 89.6%; girls: 92.3%), and upper primary GER is 90.3% (boys: 88.3%; girls: 92.5%). NER, reflecting age-appropriate enrolment, is 82.8% (elementary), 76.9% (primary), and 67.3% (upper primary). Adjusted NER (Age-Specific Enrolment Ratio, ASER) accounts for repetitions, yielding 86.8% (elementary), 83.2% (primary), and 77.9% (upper primary), the latter inflated by grade progression biases.

Bihar and Uttar Pradesh report GERs below 85% across levels, while Kerala and Tamil Nadu exceed 95%, driven by early childhood education integration.

Retention: Dropout and Transition Dynamics

Retention measures sustained participation. Dropout rates are 0.8% (primary) and 4.1% (upper primary), averaging 2.5% for elementary, equating to 2.54 million dropouts – a 53% reduction from 2023-24 due to RTE enforcement.

Elementary retention is 81.4%, with primary at 91.5% (boys: 93.4%; girls: 92.4%). Primary-to-upper-primary transition is 91.5%, but gender gaps widen at upper primary (boys: 2.9% dropout; girls: 3.5%).

Himachal Pradesh and Goa report near-zero dropouts in select districts, while Assam (5.0%), Bihar (9.3%), Gujarat (5.8%) and Madhya Pradesh (6.3%) have comparatively high dropout rate % at upper primary may be due to migration.

Table 1: Efficiency Indicators: All India

Indicator 2021-22 Boys 2021-22 Girls 2021-22 Total 2019-20 Total 2022-23 Total 2023-24 Total 2024-25, Total 2024-25, Boys 2024-25, Girls
Dropout Rate
Primary 1.6 1.4 1.5 1.5 7.8 1.9 0.8 0.0 0.3
Upper Primary 2.7 3.3 3.0 2.6 8.1 5.2 4.1 2.9 3.5
Transition Rate
Primary to Upper Primary 93.1 93.4 93.2 92.8 87.9 88.8 91.5 93.0 92.2
Elementary to Secondary 89.7 87.8 88.8 91.4 86.7 83.3 85.9 87.3 86.6
Retention Rate
Primary (1 to 5) 94.9 96.0 95.4 87.0 90.9 85.4 91.5 93.4 92.4
Elementary (1 to 8) 80.5 82.1 81.2 74.6 75.8 78.0 81.4 84.2 82.8
Source: UDISE+, different years.
The UDISE+ data presented above on efficiency indicators  from 2019-20 to 2024-25 reveals significant trends in dropout, transition, and retention rates, with implications for achieving universal elementary education by 2030. Dropout rates at the primary level have shown a remarkable decline, dropping from 1.5% in 2021-22 to 0.8% in 2024-25, with a near-zero rate for boys (0.0%) and a low 0.3% for girls, indicating improved retention in early schooling.
However, the upper primary dropout rate remains higher at 4.1% in 2024-25, with girls (3.5%) faring slightly worse than boys (2.9%), suggesting persistent challenges as students progress. Transition rates from primary to upper primary have improved from 87.9% in 2022-23 to 91.5% in 2024-25, reflecting better continuity, though the elementary to secondary transition rate (85.9%) lags, indicating a bottleneck at the secondary level. Retention rates have also risen, with primary retention reaching 91.5% and elementary retention at 81.4% in 2024-25, though these figures remain below the levels needed for universal education. Gender disparities are evident, with girls generally showing slightly lower transition and retention rates, pointing to socio-cultural or economic barriers.
These trends suggest progress toward universal elementary education but highlight gaps that could hinder the 2030 goal. The low primary dropout rate is encouraging, but the higher dropout rate at the upper primary level and the dip in secondary transition indicate that students face challenges in sustaining education beyond the primary stage, potentially due to economic pressures, inadequate infrastructure, or lack of engagement. If unaddressed, these issues could lead to a significant portion of children, especially girls, missing out on foundational education, perpetuating cycles of poverty and inequality. To achieve universal elementary education, targeted interventions are needed: strengthening upper primary and secondary schooling through better facilities and trained teachers, addressing gender-specific barriers through scholarships or awareness campaigns, and enhancing monitoring systems to ensure retention and transition. Without these efforts, the goal of universal education by 2030 risks remaining elusive, with long-term consequences for India’s socio-economic development.

Quality: Teaching-Learning Ecosystem

Quality depends on resources. Over 10 million teachers yield an elementary Pupil-Teacher Ratio (PTR) of 25:1, improved from 26:1. Qualified teachers (D.El.Ed/B.Ed) constitute 85%, with 48.3% female representation.

Libraries (78%) and playgrounds (72%) are underprovided, and digital tools remain uneven. Over 25 lakh children face teacher-less sections.

Kerala’s PTR of 18:1 contrasts with Bihar’s 40:1, correlating with learning outcome disparities.


Table 2: Key Indicators, UDISEPlus 2024-25

Indicator Category All-India Value (2024-25) Gender Disaggregation State Highlight
Number of Schools Access 1.47 million N/A Rajasthan: -1,455 (decline)
Electricity Coverage Access 93.6% N/A Northeast: <80%
Enrolment (Classes 1-8) Participation 168.08 million Girls: 48.3% UP: <80% GER
GER (Elementary) Participation 90.6% Boys: 89.1%; Girls: 92.4% Kerala: >95%
NER (Elementary) Participation 82.8% N/A Bihar: <75%
GER (Primary) Participation 90.9% Boys: 89.6%; Girls: 92.3% Tamil Nadu: >95%
NER (Primary) Participation 76.9% N/A N/A
GER (Upper Primary) Participation 90.3% Boys: 88.3%; Girls: 92.5% Maharashtra: >92%
NER (Upper Primary) Participation 67.3% N/A N/A
ASER (Elementary) Participation 86.8% N/A N/A
Dropout Rate (Primary) Retention 0.8% Boys: 0.0%; Girls: 0.3% Jharkhand: >5%
Retention Rate (Elementary) Retention 82.8% Boys: 84.2%; Girls: 82.8% Goa: Near 100%
PTR (Elementary) Quality around 25:1 N/A Bihar: 40:1
Qualified Teachers % Quality 85% Female: 48.3% Tamil Nadu: >90%
Computer Availability Quality 64.7% N/A Delhi: >90%

Table 3: Key Elementary Education Indicators, UDISE+ 2024-25 (All-India and Select States)

Level Enrolment (Total) GER (%) NER (%) ASER (%)
Primary (Classes 1-5) 104.38 million 90.9 (Boys: 89.6; Girls: 92.3) 76.9 83.2
Upper Primary (Classes 6-8) 63.70 million 90.3 (Boys: 88.3; Girls: 92.5) 67.3 92.7
Elementary (Classes 1-8) 168.08 million 90.6 (Boys: 89.1; Girls: 92.4) 82.8 86.8

Table 4: Enrolment Ratios by Level of Elementary Education, UDISE+ 2024-25 (All-India)

Year Primary Dropout (%) Upper Primary Dropout (%) Elementary GER (%)
2022-23 7.8 8.1 100.1 (peak)
2023-24 1.9 5.2 91.7
2024-25 0.8 4.1 90.6


Concluding Observations

The UDISE+ 2024-25 data paints a mixed picture: significant gains in retention and basic infrastructure coexist with enrolment declines and quality gaps. RTE has strengthened access for marginalized groups, but digital divides, teacher shortages, and regional disparities threaten NEP’s 2030 universalization goal. If this target is missed, the implications are profound. Persistent out-of-school populations (13-15 million children) risk perpetuating poverty cycles, reducing India’s human capital potential and economic competitiveness. Gender and regional inequities could widen, undermining social cohesion. Failure to achieve universal elementary education by 2030 may delay secondary and higher education reforms, as foundational learning deficits compound.

Given current trends – GER at 90.6% and NER at 82.8% – and assuming linear progress with intensified interventions, universalization (100% GER, ~95% NER) is unlikely by 2030. Extrapolating from UDISE+ data and Mehta’s projections, a realistic timeline points to 2035, contingent on aggressive policy execution, including doubling Samagra Shiksha investments and prioritizing low-performing states. Delays beyond 2035 risk entrenching systemic inequities, necessitating urgent action. It is time to raise investment on education to 6 percent of the GDP recommended by all the commissions and committees, in the past.

Major Findings

  • Enrolment contraction (10.90% since 2021-22) signals vulnerability, with GER stagnating below 91% across elementary levels.
  • NER gaps (e.g., 67.3% at upper primary) highlight out-of-school risks, despite ASER improvements.
  • Dropout reductions (53% YoY) bolster retention to 81.4%, yet upper primary gaps persist.
  • Infrastructural gains (e.g., 93.6% electrification) outpace digital equity (63.5% internet).
  • PTR at 25:1 masks regional overloads, with 85% qualified teachers insufficient for diverse needs.
  • Gender parity advances (girls’ GER 92.4% at elementary), but rural-urban and inter-state variances endure.

To achieve universal elementary education by 2035, the following actions are critical:

  • Targeted Enrolment Drives: Launch community-based campaigns in Bihar and Uttar Pradesh, using SDMS-UDISE+ apps for ASER-aligned tracking.
  • Infrastructure Augmentation: Allocate 20% of Samagra Shiksha funds to digital labs in 30% underserved schools, prioritizing Northeast and tribal areas.
  • Retention Incentives: Expand conditional cash transfers for upper primary girls and vocational bridges in Jharkhand-Odisha to curb migration.
  • Quality Enhancement: Recruit 5 lakh contract teachers for high-PTR districts, mandating 100-hour digital pedagogy training; enforce RTE on teacherless classes.
  • Data-Led Monitoring: Conduct annual UDISE+ audits with state dashboards, fostering public-private partnerships for real-time interventions.

These measures, rooted in Mehta’s data-driven framework, are essential to align with NEP’s equity goals and avert the socio-economic costs of delay.

Suggested Readings

  1. Ministry of Education. (2025). UDISE+ Report 2024-25: Key Results – All India. https://dashboard.udiseplus.gov.in
  2. Mehta, A. C. (2025). Analysis of UDISE+ 2024-25: More than 25 Lakh Children in Classes 1-8…. https://educationforallinindia.com
  3. Ministry of Education. (2025). Press Information Bureau Release on UDISE+ 2024-25. https://www.pib.gov.in
  4. Education for All in India. (2025). School Education in India: Where Do We Stand?. https://educationforallinindia.com
  5. iDream Education. (2025). What UDISE+ 2024-25 Reveals About India’s School Future?. https://www.idreameducation.org