Revival of Online AISES and UDISE Data

Revival of Online AISES and UDISE Data

Importance of AISES and DISE/U-DISE Data (2005-06 to 2017-18) and Strategies for Enhancing Online Accessibility


Background and Context

 The All India School Education Survey (AISES) and the District Information System for Education (DISE), along with its successor Unified-DISE (U-DISE) Plus, are integral components of India’s Educational Management Information System (EMIS). These datasets, previously hosted by the National Council of Educational Research & Training (NCERT) and the National Institute of Educational Planning & Administration (NIEPA), have provided comprehensive, disaggregated data on school education. This data has served as a foundational resource for educational planning, policy formulation, and monitoring, ensuring evidence-based decision-making at national, state, and local levels.

The importance of these datasets lies in their role in supporting India’s diverse educational landscape, particularly in addressing disparities and promoting equity. However, their unavailability, particularly from 2005-06 to 2017-18, has created significant challenges for researchers, policymakers, and educators. This detailed analysis explores their significance, the reasons for their unavailability, and strategies for revival, ensuring India’s EMIS remains a robust tool for educational equity and quality.

Significance of AISES and UDISE Data

The value of AISES and UDISE data can be understood through several key dimensions, as outlined in the following table:

Aspect AISES Contribution DISE/U-DISE Plus Contribution
Data Scope Macro-level data on school infrastructure, enrollment, teacher qualifications, and outcomes across states and districts. Annual, school-level data on enrollment, dropout rates, infrastructure, and teacher availability.
Frequency and Coverage Conducted periodically (1st to 8th Surveys, latest in 2008-09), state-level focus. Annual data from 1994-95 to 2017-18, available at the school, district, and national levels.
Policy Impact Instrumental in identifying regional disparities and informing national education policies, such as NEP 2020. Supported decentralized governance, micro-level planning, and programs like the RTE Act 2009 and Samagra Shiksha.
Research and Accountability Enabled longitudinal studies and comparative analyses, ensuring transparency in educational governance. Facilitated evaluation of policy impacts, with public access ensuring accountability.

Comprehensive Educational Insights

AISES, conducted by NCERT, provided macro-level insights into school infrastructure, student enrollment, teacher qualifications, and educational outcomes across states and districts. Collected through eight surveys, it was crucial for identifying regional disparities and shaping national policies, earning a reputation as one of the most reliable sources of educational statistics.

In contrast, DISE and U-DISE Plus, managed by NIEPA, offered annual, granular data from 1994-95 to 2017-18; this included details on enrollment, dropout rates, infrastructure such as classrooms, toilets, and libraries, as well as teacher availability. This data supported micro-level planning at district and block levels, enhancing decentralized governance. Since 2012-13, UDISE data has been the official basis for all Ministry of Education publications on school education, reflecting its critical role.

Policy Formulation and Monitoring

These datasets were essential for tracking progress toward national and international educational goals, including the District Primary Education Programme (DPEP), Sarva Shiksha Abhiyan (SSA), Right to Education (RTE) Act, and Sustainable Development Goal 4 (Quality Education). They provided evidence for resource allocation, identifying underserved areas, and addressing issues like gender disparities and dropout rates. For example, U-DISE data revealed enrollment trends and infrastructure gaps, guiding interventions to improve access and retention. The RTE Act 2009 and programs like Rashtriya Madhyamik Shiksha Abhiyan (RMSA) were developed based on DISE data, with Samagra Shiksha (a merger of SSA and RMSA) and the National Education Policy (NEP) 2020 relying exclusively on UDISE analysis.

Research and Accountability

Scholars, policymakers, and civil society depended on AISES and DISE/U-DISE for longitudinal studies, comparative analyses, and evaluating policy impacts. The public availability of this data ensured transparency and accountability in educational governance, with individual school report cards enabling progress tracking over time. However, the discontinuation of access to these datasets has left researchers and data users at a significant disadvantage, particularly given the historical importance of the data. The lack of acknowledgment of NIEPA’s contributions, which nurtured UDISE for over two decades, further complicates the issue.

Decentralized Planning

These systems empowered local authorities to tailor interventions by providing district- and school-level data, such as identifying areas needing new schools or addressing teacher shortages; this was critical for India’s diverse educational landscape. While AISES data was limited to state-level insights, UDISE data was available at all disaggregated levels, from individual schools to the national level, enhancing its utility for localized decision-making.

Reasons for Unavailability of Past Data

The unavailability of AISES and DISE/U-DISE Plus data for 2005-06 to 2017-18 (previously accessible on ncert.nic.in) and NIEPA (udise.in, schoolreportcards.in) websites is a pressing concern. Potential reasons include:

  • Transition to U-DISE Plus: Post-2018, the Ministry of Education transitioned from DISE to U-DISE Plus, a centralized, online platform for real-time, paperless data collection. Historical DISE data may have been archived or removed during this shift, possibly due to technical issues or policy decisions to prioritize current data. Notably, the domains UDISE & SchoolReportCards have expired and are now registered to other individuals, resulting in a significant loss for data users.
  • Data Management Issues: Data migration to new platforms may have led to incomplete archiving or loss of access to older datasets. NIEPA, which managed DISE, may lack the interest or directives to maintain public access, especially given that the Department of EMIS at NIEPA is no longer functional. Similarly, NCERT’s AISES data, collected less frequently (once every 5-8 years), was not migrated during website updates, exacerbating the loss.
  • Policy Shifts: The focus on real-time data through U-DISE Plus and other dashboards, such as the National Achievement Survey, may have deprioritized historical data access. However, the question remains whether UDISEPlus data truly reflects real-time updates, given ongoing data collection and dissemination challenges, as most schools do not have computers and internet connectivity.
  • Technical and Administrative Challenges: Website redesigns may have led to broken links or removed datasets, with a lack of coordination between NCERT, NIEPA, and the Ministry of Education worsening the situation; this has resulted in a significant gap in data availability, affecting researchers and policymakers.

Strategies for Revival

Reviving access to AISES and DISE/U-DISE Plus data requires a multi-pronged approach, as outlined below:

  • Digitization and Archiving: NCERT and NIEPA should collaborate with the Ministry of Education to digitize and archive historical data in a centralized, user-friendly repository. Open data standards would ensure compatibility and accessibility across platforms, leveraging cloud-based solutions for scalability.
  • Policy Advocacy: Stakeholders, including researchers, educators, and civil society, should advocate for restoring public access through petitions or representations to the Ministry of Education and bodies like the National Data Governance Framework. Engaging international organizations like UNESCO could highlight the global significance of India’s EMIS data.
  • Capacity Building: Strengthening NCERT and NIEPA’s technical and financial capacity is crucial, involving staff training in data management and securing funding for server maintenance; this would ensure long-term sustainability and accessibility.
  • Public-Private Partnerships: Collaborating with tech companies or academic institutions could develop platforms for hosting and analyzing historical data. Community-driven initiatives to scrape and preserve data from alternative sources, such as archived websites or reports, could also be explored.
  • Transparency and Accountability: The Ministry of Education should issue clear guidelines on data retention and public access, ensuring historical datasets remain available. Regular audits of EMIS platforms can prevent data loss during transitions, fostering trust and accountability.

Discussion and Implications

The unavailability of AISES and DISE/U-DISE Plus data undermines India’s EMIS, limiting evidence-based policymaking and research. While U-DISE Plus addresses real-time needs, historical data remains critical for longitudinal analysis, understanding long-term trends, and ensuring accountability. Revival efforts must balance technological innovation with policy commitment, ensuring that India’s EMIS supports equitable education and addresses gaps in access and retention. The lack of acknowledgment of NIEPA’s contributions, which nurtured UDISE for over two decades, further underscores the need for coordinated efforts to restore and maintain these datasets.

Concluding Observations

AISES (First to Eighth Surveys) and DISE/U-DISE Plus data for 2005-06 to 2017-18 are indispensable for India’s educational planning and research. Their unavailability reflects technical, administrative, and policy challenges that can be addressed through digitization, advocacy, and partnerships. Restoring access will strengthen India’s EMIS, advancing the goal of quality education for all, particularly in underserved areas and marginalized communities.

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