UDISEPlus 2023-24 & 2024-25 Enrolment at All India Level

Decline in Total Enrolments: Total enrolments (Classes I-XII) dropped by 0.88% (from 234.96 million to 232.89 million). This decline, though small, signals a potential challenge in achieving universal enrolment, as NEP 2020 aims for 100% Gross Enrolment Ratio (GER) across all school levels by 2030. The decrease could reflect demographic shifts, dropout rates, or data reporting issues, warranting further investigation.

1. Shift from Government to Private Schools: Government school enrolments decreased significantly by 5.88 million (4.73%), while private unaided schools saw an increase of 4.82 million (5.96%). This shift suggests growing parental preference for private schools, possibly due to perceived quality differences. For universal education, NEP 2020 emphasizes strengthening public schools to ensure equitable access, so this trend highlights the need for investment in government school infrastructure and quality to retain students.
2. Level-Wise Enrolment Trends
   • Primary (I-V): A decline of 3.46 million (3.21%) indicates a concerning reduction at the foundational level. NEP 2020 prioritizes universal foundational literacy and numeracy, and this drop could hinder progress unless addressed through targeted interventions like improved access and retention programs.
   • Upper Primary (VI-VIII): A slight increase of 0.57 million (0.90%) shows modest growth, suggesting some stability in transition from primary to upper primary.
   • Secondary (IX-X) and Higher Secondary (XI-XII): Marginal increases of 0.31 million (0.84%) and 0.51 million (1.88%), respectively, indicate slow but positive progress in higher levels. However, these gains are insufficient to ensure universal secondary education by 2030 without accelerated efforts.
3. Implications for NEP 2020 Goals: NEP 2020 envisions universal access to quality education, including 100% GER at all levels and zero dropouts. The overall decline in enrolments, particularly in government schools and primary education, is a setback. The shift to private schools may exacerbate inequities, as private education is often less accessible to marginalized groups. To align with NEP 2020, interventions must focus on:
   • Strengthening government schools to reverse enrolment declines.
   • Addressing primary-level dropout rates through community outreach and inclusive policies.
   • Enhancing infrastructure and teacher training to ensure quality education across all levels.

The National Education Policy (NEP) 2020 emphasizes equitable access to quality education through a strengthened public school network, school complexation (clustering and mergers), and infrastructure upgrades to achieve 100% Gross Enrolment Ratio (GER) across all levels by 2030. This UDISE+ data highlights both progress and persistent challenges:

1. Declining Overall School Numbers and Government Dominance: The slight net reduction in total schools, driven primarily by government mergers, aligns with NEP 2020’s push for rationalization to eliminate under-enrolled or low-quality institutions and foster school complexes for better resource sharing. However, the steeper historical decline in government schools (down 76,883 since 2017-18) raises concerns about potential access barriers in rural and underserved areas, where public institutions serve as the primary option for marginalized communities. With government schools still accounting for nearly 69% of the total, sustained investments in upgrading these facilities – such as digital infrastructure, teacher training, and multi-grade teaching – are crucial to prevent exacerbating enrolment drops observed in parallel data (e.g., the 5.88 million decline in government school enrolments from 2023-24 to 2024-25).
2. Growth in Private Unaided Schools: The 2.56% YoY increase in private schools underscores a growing reliance on non-government options, mirroring the 4.82 million enrolment shift from public to private institutions in the same period. While this expansion can enhance competition and innovation, it risks widening inequities, as private schools are often concentrated in urban or affluent regions and may not be affordable or accessible to low-income or disadvantaged groups. NEP 2020 advocates for a “light but tight” regulatory framework to ensure private schools contribute to inclusivity, including through scholarships and community outreach, but the data suggests a need for policies to incentivize private expansion in underserved pockets.
3. Implications for Universal Access: These trends pose a dual-edged challenge to NEP 2020’s equity goals. Mergers could optimize resources for holistic education (e.g., integrating vocational training and foundational literacy), but without compensatory measures like mobile schools or transport subsidies, they might inadvertently increase dropout risks in remote areas. The enrolment analysis indicates that, despite modest gains in upper primary, secondary, and higher secondary levels, the overall decline in total and primary enrolments, along with a shift toward private schools, presents significant obstacles to achieving universal school education by 2030. Immediate policy interventions are essential to strengthen public education – such as accelerating the Samagra Shiksha scheme for infrastructure – and ensure equitable access for all.

In summary, while government-led rationalization reflects strategic reforms, the data calls for balanced action to safeguard public school vitality and bridge urban-rural divides, ensuring the school network supports NEP 2020’s transformative agenda.

Enrolment by Socail Category & Minority: All India, UDISEPlus 2024-25

1. Social Category Representation
   • OBC Dominance: At 45.5% of total enrolments, OBCs constitute the largest group, reflecting their significant population share and relatively stable representation (up slightly from 45.4% in 2023-24). This aligns with NEP 2020’s emphasis on inclusive education for socio-economically disadvantaged groups, but high enrolment alone does not guarantee quality learning outcomes. Targeted interventions, such as scholarships and vocational training, are critical to ensure OBC students progress through higher education levels.
   • SC and ST Enrolments: SCs (17.8%) and STs (9.9%) maintain substantial representation, with high primary-level GERs in 2023-24 (96.8% for SC, 98.3% for ST). However, the sharp decline in secondary GER (57.9% for SC, 48.7% for ST) indicates significant dropout rates post-primary, a critical barrier to NEP 2020’s goal of 100% GER across all levels by 2030. Factors like economic constraints, geographic isolation (especially for STs), and inadequate school infrastructure in marginalized areas likely contribute. NEP’s focus on school complexation and multi-grade teaching could help, but implementation must prioritize retention strategies like mentoring and financial support.
   • General Category: At 27.1%, the general category’s share is notably lower than OBCs, reflecting affirmative action policies that prioritize marginalized groups. However, ensuring equitable quality across all categories remains a challenge.
2. Muslim Enrolment Trends
   • Muslim enrolment stands at 15.9%, with a concerning decline at higher levels (2023-24 GER: 17.4% primary, 11.9% secondary). This drop-off suggests systemic barriers, such as socio-economic challenges, cultural factors, or limited access to secondary schools in Muslim-majority areas. NEP 2020’s emphasis on inclusive education for minorities requires targeted measures, such as expanding Urdu-medium schools, community-based awareness campaigns, and scholarships to boost retention, particularly for Muslim girls.
3. Children with Special Needs (CWSN)
   • The enrolment of 3.5 million CWSN, with 48.2% girls, reflects progress in inclusive education, a key NEP 2020 priority. The near gender parity is encouraging, aligning with the policy’s focus on gender equity. However, ensuring quality education for CWSN requires specialized infrastructure (e.g., ramps, assistive devices), trained teachers, and individualized education plans, which may be unevenly implemented, especially in rural government schools. Scaling up these resources is essential to meet NEP’s inclusivity goals.
4. Implications for NEP 2020’s Equity Goals
   • Progress: High primary GERs for SC (96.8%) and ST (98.3%) indicate near-universal access at the foundational level, and the inclusion of 3.5 million CWSN shows strides in accommodating diverse learners. OBC representation is robust, reflecting effective outreach to this group.
   • Challenges: The significant drop in secondary GER for SC, ST, and Muslims highlights retention issues, threatening NEP’s target of 100% GER by 2030. The shift toward private schools (noted in prior data: +4.82 million private enrolments, -5.88 million government enrolments) risks exacerbating inequities, as marginalized groups like SC, ST, and Muslims often rely on public schools. Declining government school numbers (down 4,338 in 2024-25) further strain access in underserved areas.
   • Policy Needs: To achieve universal and equitable education, NEP 2020 implementation must prioritize:
     • Retention programs for SC, ST, and Muslim students at secondary levels, including financial incentives and career counseling.
     • Infrastructure upgrades in government schools to support CWSN and retain marginalized groups.
     • Targeted interventions for Muslims, such as expanding access to secondary schools in minority-dominated regions and addressing socio-cultural barriers.
     • Strengthening public schools to counter the private school shift, ensuring equitable quality education for all.