Integrated Science Laboratories in Secondary Schools in India: UDISEPlus 2024-25

Progress, Disparities, and Pathways to Universal Access by 2030

 

Introduction

India’s National Education Policy (NEP) 2020 envisions achieving universal school education by 2030, emphasizing equitable access to quality education for all children up to the age of 18. A critical component of this vision is the promotion of experiential learning in science, technology, engineering, and mathematics (STEM) through integrated science laboratories in secondary and higher secondary schools. These laboratories enable students to engage in hands-on experiments, moving beyond theoretical knowledge to practical application of concepts in physics, chemistry, and biology. Such facilities are essential for fostering scientific temper, critical thinking, and innovation, aligning with NEP 2020’s goals of holistic education and India’s aspiration to become a knowledge superpower. Without widespread availability of functional science labs, the dream of universal education – encompassing meaningful learning outcomes – remains unfulfilled, particularly in rural and under-resourced areas. This analysis leverages data from the Unified District Information System for Education Plus (UDISE+), India’s official repository for school statistics, to assess the current status of integrated science labs, compare it with prior years, and identify gaps toward achieving the 2030 target.

State-wise Schools with integrated science labs facility UDISEPlus 2024-25

Integrated Science Labs in Secondary Schools in India: Policy Insights based on UDISEPlus 2021-22 to 2024-25 Data

Evolution and Importance of Integrated Science Laboratories

Integrated science laboratories have been a part of India’s educational framework for decades, evolving as a standard component of science curricula under boards like CBSE, ICSE, and state systems, without a specific national launch scheme. Initially focused on basic experiments, these labs have adapted to incorporate multidisciplinary activities, reflecting advancements in scientific education. Their significance lies in providing students with opportunities to conduct experiments, analyse data, and develop skills such as observation, hypothesis formulation, and teamwork – key competencies for STEM careers.

Under NEP 2020, these labs are pivotal for experiential learning, curriculum integration, and safety-focused practical training, supported by qualified teachers. Despite challenges such as high costs, space limitations, and the need for teacher training, the benefits – enhanced student engagement and readiness for higher education -underscore their value. As India aims for sustainable development, integrating labs with eco-friendly technologies could further align them with national goals, making them a cornerstone of modern education.

Updated Data from UDISE+ 2024-25: Key Findings on Integrated Science Labs

UDISE+ 2024-25 provides the latest data on the availability of integrated science labs in schools with secondary sections (Classes 9-10), reflecting incremental progress in infrastructure development. The total number of such schools has increased to 290,950 in 2024-25, up from 286,000 in 2023-24 and 276,840 in 2021-22, driven by initiatives like Samagra Shiksha.

All-India Level Data

• Total schools with secondary sections: 290,950
• Schools with integrated science labs: 166,209
• Percentage coverage: 57.1% (up from 55.9% in 2023-24, a 1.2 percentage point increase)

This represents a modest 3.9% increase in schools with labs (6,209 more) compared to a 1.7% rise in total schools (4,950 more), indicating targeted but insufficient expansion. The 1.2-point gain from 2023-24 reflects Samagra Shiksha’s  allocation for 2024-25, though government schools lag, widening the public-private gap.

State-Level Data and Comparison with 2023-24

State/UT	2024-25 Coverage (%)	2023-24 Coverage (%)	Change (Points)	Key Factor
India	57.1	55.9	+1.2	National average improvement
Chandigarh	98.2	94.8	+3.4	Urban focus, central funding
Delhi	97.4	94.8	+2.6	Private sector dominance
Goa	97.5	91.9	+6.6	State schemes and partnerships
Puducherry	92.1	81.6	+10.5	Compact geography aids rollout
Rajasthan	26.8	27.4	-0.6	Rural spread, funding delays
Mizoram	30.6	26.7	+3.9	Hilly terrain, low density
Meghalaya	31.9	32.1	-0.2	Remote areas, teacher shortages
Tripura	34.8	31.4	+3.4	Border challenges, low enrollment

Most Advanced States (Coverage >90%): Chandigarh (98.2%), Delhi (97.4%), Goa (97.5%), and Puducherry (92.1%) lead, benefiting from urban infrastructure and policy focus. Goa’s 6.6-point jump reflects effective public-private collaboration.

Most Backward States (Coverage <35%): Rajasthan (26.8%), Mizoram (30.6%), Meghalaya (31.9%), and Tripura (34.8%) lag, with Rajasthan’s slight decline due to reclassification of small schools and funding bottlenecks.

Secondary Sections by Management and Availability of Integrated Science Lab

In 2024-25, the UDISEPlus data reveal a varied landscape of integrated science lab availability in Indian schools with secondary sections, with only 57.1% of such schools nationwide equipped with these facilities. Government-aided schools lead with 63.9% having labs, followed closely by private unaided schools at 61.8%, while government schools lag at 51.7%, reflecting resource constraints. The “Others” category fares worst, with a mere 17.4% lab availability, highlighting significant disparities.

Regionally, Chandigarh (98.2%), Delhi (97.4%), and Goa (97.5%) excel, with near-universal lab coverage, particularly in government and government-aided schools. In contrast, as reported above, states like Rajasthan (26.8%), Meghalaya (31.9%), and Mizoram (30.6%) show alarmingly low lab availability, with Rajasthan’s government-aided schools reporting 0%.

The UDISEPlus 2024-25 data further reveals that smaller Union Territories like Andaman & Nicobar Islands (76.6%) and Lakshadweep (63.6%) perform relatively well, likely due to targeted investments. The data underscores stark inequities, with government-aided and private schools generally outperforming government ones, while the “Others” category often lacks labs entirely, as seen in states like Chandigarh and Delhi (0%). These findings signal an urgent need for increased public investment in government schools and targeted interventions in underperforming regions and management types to bolster science education infrastructure across India.

India/State/ UT	Total Schools	Percentage of Schools with Secondary Sections having Integrated Science Lab facility available
		All Managements	Government	Government Aided	Private Unaided	Others
Andaman and Nicobar Islands	408	76.6	73.3	50.0	95.2	0.0
Andhra Pradesh	61317	61.8	52.4	54.2	73.5	33.3
Arunachal Pradesh	3229	53.6	42.5	81.1	78	100
Assam	55283	36.2	50.1	1.0	28.6	2.6
Bihar	94339	26	21.1	18.5	57.7	9.3
Chandigarh	207	98.2	100	100	94.9	0.0
Chhattisgarh	56802	78.4	80.8	86	73.7	0.0
Dadra and Nagar Haveli & D and Diu	433	84.3	78.7	100	93.8	0.0
Delhi	5556	97.4	99.1	91.5	96.4	0.0
Goa	1479	97.5	97.6	97.6	96.6	0.0
Gujarat	53355	46.3	31.3	46.2	52.1	0.0
Haryana	23494	76.3	78.1	50.0	75.3	47.5
Himachal Pradesh	17330	81.2	76.0	0.0	91.5	0.0
Jammu and Kashmir	24192	72.7	62.8	100	86.3	55.6
Jharkhand	44376	58.1	54.0	70.4	78.4	30.4
Karnataka	74859	57.6	48.5	49.7	67.6	33.3
Kerala	15757	74.2	62.0	81.2	78.5	43.4
Ladakh	961	79.4	80.0	0.0	79.4	0.0
Lakshadweep	36	63.6	63.6	0.0	0.0	0.0
Madhya Pradesh	122120	62.6	52.3	71.5	73.5	50.0
Maharashtra	108250	76.1	70.5	77.5	75	46.7
Manipur	4666	55.2	45.5	27.2	66.3	0.0
Meghalaya	14587	31.9	39.7	44.4	21.7	19.6
Mizoram	3974	30.6	55.0	11.7	11.8	21.1
Nagaland	2750	47.7	36.8	0.0	55.1	0.0
Odisha	61565	80	90.1	67.1	68.1	52
Puducherry	763	79.4	79.3	83.9	78.9	0.0
Punjab	27281	75.5	80.4	72.5	71.9	0.0
Rajasthan	106302	26.8	21.1	0.0	34.1	7.7
Sikkim	1245	76.3	76.5	22.2	86.4	0.0
Tamil Nadu	57935	80.1	84.5	75.8	77.1	64.3
Telangana	43154	67.2	63.8	45.6	71.6	33.3
Tripura	4943	34.8	29.4	33.3	72.3	14.3
Uttar Pradesh	262358	50.1	58.6	49.8	53	10.8
Uttarakhand	22452	68.9	64.2	58.5	81.5	21.7
West Bengal	93715	39.2	35.4	42.9	75.2	33.4
India	1471473	57.1	51.7	63.9	61.8	17.4

Work Required to Achieve Universal Coverage by 2030

NEP 2020 targets 100% access to science labs by 2030. At the current growth rate (1.2 points/year from 2023-24), national coverage may reach ~70% by 2030, leaving a 42.9% gap (124,741 schools). This equates to ~10 million students without lab access, assuming an average of 80 students per school.

• National Gap: 124,741 schools need labs, requiring ~17,677 labs annually (vs. current ~6,000).
• Advanced States: Minimal work – Chandigarh (~200 labs), Delhi (~150 labs) – focus on maintenance.
• Backward States:
  • Rajasthan: 73.2% gap (~22,000 schools); needs ~3,143 labs/year – requires ₹5,000 crore boost.
  • Mizoram: 69.4% gap (~500 schools); needs ~71 labs/year – leverage ATL initiatives.
  • Meghalaya: 68.1% gap (~400 schools); needs ~57 labs/year – prioritize teacher training.
  • Tripura: 65.2% gap (~300 schools); needs ~43 labs/year – integrate solar solutions.

Linkages to STEM Education and Emerging Trends

Integrated science labs are integral to STEM education, as emphasized by NEP 2020, supporting activities like circuit design and chemical experiments. The Atal Tinkering Labs initiative complements this, equipping over 10,000 schools with innovative tools. However, with 57.1% coverage, many students – especially girls and rural learners—lack STEM exposure, exacerbating equity gaps.

Emerging trends include sustainable lab designs, such as solar-powered systems, and digital hybrids post-COVID, though rural adoption lags. These innovations could enhance accessibility, but their integration requires policy focus.

Challenges and Review of Progress

Challenges include infrastructure deficits, teacher shortages (97% qualified per UDISE+), and funding gaps (4.6% of GDP vs. NEP’s 6%). Safety, curriculum overload, and poor monitoring further hinder progress, especially in government schools.

Since 2021-22 (53.6% coverage), the 3.5-point rise to 2024-25 is positive, but a linear projection reaches only ~70% by 2030. Advanced states need maintenance, while backward ones require accelerated investment.

Concluding Observations and Recommendations

UDISE+ 2024-25 data shows modest progress in integrated science labs, critical for NEP 2020’s universal education goal, but disparities persist. At 57.1% coverage, India must accelerate to bridge the 42.9% gap by 2030. Recommendations include channelling Samagra Shiksha funds to low-coverage states; adopting solar-powered labs; enhancing teacher training via NISHTHA; and using UDISE+ for utilization tracking. These steps can ensure equitable STEM access, fostering a scientifically literate generation.