What does the GPI above 1.0 indicate? Should we divert the focus from girls to boys?

An Analysis based on the latest UDISEPlus 2023-24 Data

Introduction

The Gender Parity Index (GPI) measures the relative access to education between boys and girls, calculated based on the Gross Enrolment Ratio (GER). It reflects countries’ commitment to achieving gender equality in education, as outlined in the Sustainable Development Goals (SDGs) and National Education Policy (NEP) 2020. The NEP envisions universal school education by 2030, emphasizing inclusivity and equitable access to quality education for all genders. This paper critically examines the implications of GPI trends across different educational stages at the state and national levels, drawing on data from UDISEPlus 2023-24.

The Gender Parity Index (GPI) is calculated as the ratio of the Gross Enrolment Ratio (GER) for females to the GER for males at a given level of education, and GER (Gross Enrolment Ratio) is calculated by considering the number of students enrolled in a given level of education divided by Population of the official age group for that level is multiplied by 100 and is regarded as a crude indicator of children participation at a particular level of education.

• GPI = 1: Gender parity (equal enrolment of boys and girls).
• GPI > 1: More Girls than Boys are enrolled.
• GPI < 1: More Boys than Girls are enrolled.

The UDISEPlus 2023-24 disseminates GPI at different levels of education by considering the Gross Enrolment Ratio and not based on the Net Enrolment Ratio.

NEP 2020 and Universal School Education by 2030

The NEP 2020 emphasizes universal access to quality education for all children from ages 3 to 18 by 2030; which includes primary, secondary, and higher secondary levels. NEP 2020 also aims to achieve 100 percent GER across all levels of school education, specifically at the Foundational (preschool to Grade II), Preparatory (Grades III to V), Middle (Grades VI to VIII), and Secondary (Grades IX to XII).

Inclusion of out-of-school children through bridging programs, strengthening infrastructure to support enrolment and retention, and focus on equity and inclusion, especially for disadvantaged groups, including girls, rural populations, and minorities, are the key strategies suggested to achieve 100 percent GER. Further, the NEP 2020’s target of 100 percent  GER aims to ensure that all eligible children are enrolled and retained through Grade XII (Higher Secondary level) by 2030, which also aligns with India’s commitment to the Sustainable Development Goal 4 (SDG 4), which advocates for inclusive and equitable quality education for all.

Gender Parity Index (GPI) of GER by Level of School Education, 2023-24

India/State/UT	Gender Parity Index (GPI) of GER
	Primary (1 to 5)	Upper Primary (6-8)	Elementary (1-8)	Secondary (9-10)	Higher Secondary (11-12)
(1)	(2)	(3)	(4)	(5)	(6)
India	1.03	1.02	1.02	1.02	1.07
Andaman and Nicobar Islands	1.00	1.02	1.01	1.09	1.24
Andhra Pradesh	1.01	0.98	1.00	0.98	1.08
Arunachal Pradesh	1.02	1.08	1.04	1.08	1.12
Assam	1.06	1.15	1.09	1.25	1.13
Bihar	1.02	1.03	1.02	1.12	1.09
Chandigarh	1.06	1.13	1.09	1.15	1.22
Chhattisgarh	1.01	1.02	1.01	1.09	1.29
Dadra and Nagar Haveli and Daman and Diu	1.02	1.04	1.02	1.17	1.75
Delhi	1.09	1.06	1.08	1.05	1.13
Goa	0.98	1.03	1.00	1.05	1.16
Gujarat	1.05	1.02	1.04	0.95	1.12
Haryana	1.01	1.00	1.01	0.98	1.07
Himachal Pradesh	1.02	1.02	1.02	1.04	1.08
Jammu and Kashmir	1.00	1.04	1.02	1.02	1.06
Jharkhand	1.01	1.02	1.02	1.08	1.07
Karnataka	1.02	1.00	1.01	1.01	1.21
Kerala	1.00	1.00	1.00	1.00	1.05
Ladakh	0.98	1.15	1.04	1.27	1.15
Lakshadweep	0.97	1.02	0.98	1.05	0.92
Madhya Pradesh	1.00	0.99	1.00	0.98	1.04
Maharashtra	1.07	1.01	1.05	0.99	1.02
Manipur	1.02	1.05	1.03	1.04	1.00
Meghalaya	1.02	1.18	1.07	1.32	1.45
Mizoram	1.01	1.04	1.02	1.12	1.16
Nagaland	1.04	1.11	1.06	1.17	1.20
Odisha	1.00	0.99	0.99	1.01	1.07
Puducherry	0.99	1.01	1.00	1.06	1.19
Punjab	1.00	1.01	1.01	1.04	1.06
Rajasthan	1.03	1.00	1.02	0.97	0.96
Sikkim	0.95	1.01	0.98	1.05	1.22
Tamil Nadu	1.03	1.01	1.02	1.01	1.15
Telangana	1.02	1.02	1.02	1.03	1.09
Tripura	1.04	1.06	1.04	1.09	1.14
Uttar Pradesh	1.02	1.03	1.03	0.96	0.95
Uttarakhand	1.05	1.04	1.05	1.05	1.10
West Bengal	1.02	1.02	1.02	1.06	1.33

Source: UDISE+ 2023-24 Report, Ministry of Education, Government of India (30^th December 2024).

 

Key Observations from UDISEPlus 2023-24 Data

1. National Level Trends
   • At the all-India level, GPI exceeds 1.0 across all educational stages, with the highest parity in higher secondary education (1.07); this indicates that more girls are enrolled than boys in the school system at several levels. Also, based on the net enrollment ratio, the GPI exceeds 1.0 across all levels of school education, meaning more girls than boys.  
2. State-Level Variations
   • States like Meghalaya (1.45 at higher secondary), Dadra and Nagar Haveli & Daman, and Diu (1.75 at higher secondary) exhibit significantly high GPI, suggesting gender imbalance favouring girls.
   • Conversely, states like Rajasthan and Uttar Pradesh show GPI below 1.0 at secondary and higher secondary levels, pointing to male overrepresentation.
3. Stage-Specific Analysis
   • GPI is highest at the higher secondary level, indicating more excellent retention of girls than boys in advanced grades. Primary and elementary levels show more balanced gender representation.

Critical Analysis of 2023-24 GPI

1. Implications of GPI > 1.0
   • A higher GPI favouring girls reflects the success of targeted interventions like Beti Bachao Beti Padhao and schemes under Samagra Shiksha, focusing on girl-child education.
   • However, it also raises concerns about the declining enrolment of boys, potentially due to socio-economic factors, child labour, or early employment pressures.
2. State Disparities Analysis
   • States with very high GPIs may need to investigate whether boys face barriers such as poverty, lack of interest, or cultural expectations driving early workforce entry.
   • States with low GPI need intensified efforts to address gender-specific challenges for girls, including safety concerns and infrastructure issues.
3. Policy Implications
   • Samagra Shiksha provisions currently emphasize girl-child education, particularly for marginalized groups. However, there is no explicit focus on reversing gender-specific efforts to include boys where they are underrepresented. However, the PAB of Samagra Shiksha in a few states recommended initiating strategies to ensure that more boys are brought to different levels of education.
   • A balanced approach, focusing on boys’ re-engagement alongside continuing efforts for girls, is crucial for holistic inclusivity.

Recommendations

1. Reverse Gender-Specific Efforts:
   • States with a GPI above 1.0 should consider introducing schemes to re-engage boys, such as financial incentives, counselling, and vocational training.
2. Gender-Sensitive Strategies:
   • Conduct region-specific studies to understand why boys drop out and implement targeted remedial measures.
3. Integration in Samagra Shiksha:
   • Incorporate provisions for boys’ education explicitly, ensuring that policy frameworks address underrepresented genders equitably.
4. Community Engagement:
   • Leverage community-based interventions to create awareness about the importance of education for both boys and girls, combating socio-cultural biases.

Concluding Observations

The GPI trends in UDISEPlus 2023-24 highlight India’s progress toward achieving gender parity in education. While the higher representation of girls is a positive development, it necessitates nuanced policymaking to ensure that boys are not left behind. A truly inclusive education system requires a dynamic balance, addressing both genders’ unique challenges and barriers. By realigning priorities under NEP 2020 and Samagra Shiksha, India can ensure its vision for universal school education by 2030 remains on track.

FAQs on the Gender Parity Index (GPI)

1. What is the Gender Parity Index (GPI)?
   The Gender Parity Index (GPI) measures the relative access to education or other opportunities between males and females. It is calculated as the Ratio of the Number of females to the number of males in a specific category, such as enrollment in schools. A GPI value of 1 indicates perfect parity, values below 1 indicate a bias toward males, and values above 1 indicate a bias toward females.
2. What does it mean if the GPI is greater than 1?

A GPI greater than one means more females than males in the specified category, such as school enrollment, indicating a gender advantage for females.

3. What is the current GPI trend in Indian schools?
   In India, the GPI at primary and secondary levels often favours girls, meaning more girls than boys are enrolled in these levels of education; this reflects efforts to improve girls’ education through government initiatives like Beti Bachao Beti Padhao and scholarships for girls.

3. Why is GPI important?

GPI is a critical indicator of gender equity in education. It highlights disparities and helps policymakers identify and address gaps in access to education for girls and boys, promoting inclusive and equitable education.

5. What factors influence GPI in schools?

Several factors affect GPI, including:

• Socio-economic conditions
• Cultural and societal norms
• Government policies and interventions
• Awareness campaigns about girls’ education
• Availability of gender-sensitive infrastructure (like separate toilets for girls)

6. How does GPI differ at various educational levels?

• Primary Education: GPI is often closer to or above 1 due to higher enrollment rates for girls.
• Secondary Education: GPI can vary, with dropout rates for girls sometimes increasing due to factors like early marriage.
• Tertiary Education: GPI trends depend on societal and economic conditions, often showing male dominance in technical and vocational fields.

7. What government programs in India promote a higher GPI?

Government programs such as:

• Beti Bachao Beti Padhao: Promotes awareness and improves education for girls.
• Kasturba Gandhi Balika Vidyalaya (KGBV): Provides education for disadvantaged girls.
• Midday Meal Scheme: Encourages school attendance among girls by providing free meals.

8. How does GPI impact societal development?

A balanced or high GPI in favor of girls leads to:

• Enhanced gender equity.
• Greater female participation in the workforce.
• Improved socio-economic conditions.
• Lower rates of child marriage and improved health outcomes.

9. What challenges remain in achieving gender parity in education?

Challenges include:

• Gender stereotypes and societal norms.
• Poverty and economic barriers.
• Lack of safety and infrastructure in schools.
• Child labour and early marriage for girls.

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