Integrated Science Labs in Secondary Schools in India

Choropleth map of India showing state-wise percentages of schools with Integrated Science Lab Facility in 2024-25, color-coded from low to high availability. Delhi is marked with a label indicating 97.4% availability.

Percentage of Schools with Integrated Science Lab Facility. Source: UDISE+ 2024-25.

Integrated Science Labs in Secondary Schools in India

Policy Insights based on UDISEPlus 2021-22 to 2024-25 Data

Introduction

Access to integrated science laboratories is fundamental for quality science education in India’s secondary schools, as practical experiments nurture critical thinking, deepen conceptual understanding, and stimulate students’ interest in science. The gradual increase in availability of these labs across India represents positive strides towards fulfilling such educational imperatives.

Integrated Science Labs in Secondary Schools in India based on UDISE+2023-24 Data

Despite modest progress reflected in UDISEPlus data from 2021-22, 2023-24, and 2024-25, wide disparities remain. Certain states have achieved near-universal coverage (Delhi, Chandigarh, Goa, Tamil Nadu etc.), yet many others, especially populous states (Bihar, West Bengal, Rajasthan etc.) with high enrolment, continue to face significant shortfalls. These gaps highlight the urgency for policy attention and resource mobilization to bridge the divide between availability and need.

This article presents updated and detailed data tables, policy context from Samagra Shiksha, and strategic recommendations, consistent with the mission of educationforallinindia.com to promote equitable educational development through data-driven analysis and advocacy.

The Present Article

Objectives

The present article aims to provide an updated, comprehensive overview of integrated science laboratory facilities in Indian secondary schools, identifying trends, state-level disparities, and adequacy from 2021-22 through 2024-25. It also bridges data insights with policy frameworks to inform educators, administrators, and policymakers.

Data Sources

UDISEPlus official data reports (2021-22, 2023-24, 2024-25 editions) for school infrastructure and enrollment.
Government policies and schemes including Samagra Shiksha and NEP 2020.
Previous research and reports hosted on educationforallinindia.com.

State-wise availability of Integrated Science Laboratory Facility in Schools UDISEPlus 2024-25

State-wise availability of Integrated Science Laboratory Facility in Schools UDISEPlus 2023-24

State-wise-availability-of-Integrated-Science-Laboratory-Facility-in-Schools-UDISEPlus-2021-22

Data Limitations

UDISEPlus data relies on school self-reporting, which may impact accuracy.
Enrollment data tied to lab availability is not always granular, limiting student coverage analysis.
Quality and functionality of labs are not fully captured by presence alone; and
Variations in reporting time-lines and formats across years affect direct comparability.

Trends in Science Laboratory Facilities in Indian Secondary Schools in India

The provision of science laboratories in secondary schools is a critical indicator of educational infrastructure quality, particularly in fostering STEM (Science, Technology, Engineering, and Mathematics) education. In India, where secondary education serves as a foundational stage for scientific literacy and innovation, access to well-equipped labs can significantly influence student outcomes, including practical skills development and interest in scientific careers. The following data, drawn from all-India aggregates, illustrates the status of science lab facilities over recent academic years.

All-India Status: Science Lab Facility in Secondary Schools

Year	Total Secondary Schools	Schools with Science Lab	% of Schools with Lab
2021-22	2,76,840	1,48,447	53.6%
2023-24	2,86,494	1,60,191	55.9%
2024-25	2,90,950	1,66,209	57.1%

The tabular representation highlights a positive trajectory in both absolute and relative terms. From 2021-22 to 2024-25, the total number of secondary schools increased by approximately 5.2% (from 276,840 to 290,950), reflecting ongoing expansion in educational access amid population growth and policy initiatives such as the National Education Policy (NEP) 2020, which emphasizes infrastructural enhancements. Concurrently, the number of schools equipped with science labs rose by about 12.0% (from 148,447 to 166,209), outpacing the growth in total schools. This disparity has driven a steady improvement in the percentage of schools with labs, from 53.6% to 57.1% – an increase of 3.5 percentage points over the period.

Analytically, this upward trend suggests targeted investments in laboratory infrastructure, potentially aligned with government schemes like the Rashtriya Madhyamik Shiksha Abhiyan (RMSA) or Samagra Shiksha, which prioritize science education. However, the figures also underscore persistent gaps: as of 2024-25, over 42% of secondary schools (approximately 124,741) lack dedicated science labs, which may exacerbate inequities in rural-urban divides or across socio-economic strata. Future research could explore disaggregated data by state or region to assess variations and inform policy interventions aimed at achieving universal lab access, thereby enhancing India’s global competitiveness in STEM fields.

Science Lab Availability by Management

An important dimension to understanding science lab coverage is examining differences by school management type. According to UDISEPlus 2024-25 data, private unaided schools demonstrate the high percentage of secondary schools with integrated science labs at 61.8%, outperforming government schools (51.7%); however government-aided schools (63.9%) have slighly a higher percentage of secondary schools with integrated science labs.

Figure: Bar chart showing percentage of secondary schools with integrated science labs in India by management type, as per UDISE+ 2024-25 data.

Science Lab Availability by Management: 2024-25

Management Type	Total Schools	Schools with Lab	% of Schools with Lab
Private Unaided	1,24,014	76,633	61.8%
Government Aided	40,989	26,176	63.9%
Government	1,20,819	62,509	51.7%
Others	5,128	891	17.4%

This slightly better lab availability in private unaided schools likely reflects higher resource allocation and infrastructure prioritization possible in many private institutions. However, it also highlights educational inequalities as a significant proportion of government school students lack equitable access to practical science experiences. Bridging this gap through targeted policy and funding interventions remains a pressing challenge for state and central education authorities.

State-Wise Coverage of Integrated Science Labs: UDISEPlus 2024-25

The availability of integrated science laboratories in secondary schools is a pivotal metric for assessing the readiness of India’s education system to deliver experiential STEM learning. Data from the Unified District Information System for Education Plus (UDISEPlus) for the academic year 2024-25 reveal stark interstate disparities in laboratory coverage, alongside notable progress in select regions between 2021-22 and 2024-25. These patterns reflect the interplay of fiscal capacity, policy prioritization, urbanization, and historical educational legacies.

State-Wise Coverage of Integrated Science Labs: UDISEPlus 2024-25

State/UT	Total Schools	Schools with Lab	% with Lab
Delhi	2,225	2,167	97.4%
Chandigarh	170	167	98.2%
Goa	445	434	97.5%
Maharashtra	27,208	20,694	76.1%
Kerala	4,930	3,656	74.2%
Tamil Nadu	14,386	11,530	80.1%
Rajasthan	35,523	9,518	26.8%
Uttar Pradesh	36,441	18,252	50.1%
Bihar	12,047	3,132	26.0%
West Bengal	10,876	4,260	39.2%
Punjab	9,097	6,865	75.5%
Odisha	10,284	8,231	80.0%

Key Observations:

Near-Universal Access in Small, High-Capacity Jurisdictions
Chandigarh (98.2%), Goa (97.5%), and Delhi (97.4%) achieve near-universal laboratory coverage. These regions benefit from compact geography, high per-capita public expenditure, and concentrated administrative oversight. Delhi and Chandigarh, as Union Territories, operate under centralized governance with direct fiscal transfers, enabling rapid infrastructure scaling. Goa’s performance aligns with its high literacy rate (88.7%, Census 2011) and long-standing emphasis on quality schooling.
Southern and Western States Lead Among Larger Polities
Tamil Nadu (80.1%) and Odisha (80.0%) stand out among states with over 10,000 secondary schools, demonstrating scalable models of laboratory integration. Maharashtra (76.1%) and Punjab (75.5%) follow, reflecting industrial and agricultural prosperity alongside robust state education budgets. Kerala (74.2%), despite a smaller school network, maintains strong infrastructure, consistent with its equitable public education model.
Persistent Deficits in the Hindi Heartland and Eastern India
Bihar (26.0%) and Rajasthan (26.8%) report the lowest coverage, with fewer than 1 in 3.5 secondary schools possessing functional labs. Uttar Pradesh (50.1%), despite moderate improvement, lags significantly given its scale (36,441 schools). West Bengal (39.2%) also underperforms relative to its educational legacy. These states grapple with high student–teacher ratios, rural dispersion, and competing budgetary demands from elementary education and welfare schemes.

Notable State Progress: Between 2021-22 to 2024-25

The following states made impressive progress in integrated science lab coverage (growth >3 percentage points) during 2021-22 to 2024-25:

Delhi: 92.0% to 97.4% (+5.4%)
West Bengal: 34.0% to 39.2% (+5.2%)
Kerala: 70.1% to 74.2% (+4.1%)
Punjab: 72.0% to 75.5% (+3.5%)
Chandigarh: 95.0% to 98.2% (+3.2%)

Delhi and Chandigarh: Incremental gains in already high-base systems indicate saturation-phase consolidation – focusing on upgrading existing labs rather than new construction.
West Bengal (+5.2 pp): The most significant leap among large states, likely driven by the state’s Paray Shikshalaya outreach and post-pandemic infrastructure push under the Samagra Shiksha framework.
Kerala and Punjab: Steady, policy-driven expansion reflecting consistent fiscal commitment and effective decentralized planning via School Management Committees.

The data underscore a north-south and urban-rural divide in STEM infrastructure readiness. High-performing states align with greater devolution under Samagra Shiksha, public-private partnerships (e.g., CSR-funded labs in Maharashtra), and political prioritization of education in state budgets. Conversely, low-coverage states face systemic bottlenecks:

Teacher training gaps in lab pedagogy
Maintenance deficits (functional vs. nominal labs)
Skewed allocation favoring elementary over secondary education

Science Labs in Context: Number of Schools and Enrolment

While lab availability is improving, millions of students continue to attend schools without labs, especially in populous, lower coverage states such as Rajasthan and Bihar. Given experiments’ critical role in science learning, this inadequacy remains a significant barrier to equity and quality.

Adequacy of Science Labs

Adequacy involves lab quality, equipment availability, safety standards, and trained teachers. Current data captures lab presence only, so some labs may lack functionality or sufficient equipment. Government schools, particularly rural, lag behind better-resourced private/aided schools.

Making Science Popular: Recommendations

Embed regular practical experiments linked to assessments.
Strengthen teacher training for lab pedagogy under Samagra Shiksha.
Promote science fairs, exhibitions, and innovation challenges.
Facilitate mobile/shared labs in resource-poor areas.
Raise awareness of science careers and relevance through counseling.

Policies and Provisions: Samagra Shiksha

Samagra Shiksha supports establishing and strengthening integrated science labs, including equipment supply and teacher training. States can leverage scheme flexibilities in Annual Work Plans to prioritize infrastructure, consumables, inclusive access, and lab functionality monitoring.

Annual Work Plan Formulation: Key Considerations

Use UDISEPlus data to identify gaps by blocks/schools.
Prioritize budgets and staffing for lab improvement.
Conduct lab quality audits and student outcome reviews.
Plan sustainable maintenance and teacher capacity building.

Concluding Observations

The consolidated UDISEPlus data from 2021–22 to 2024–25 paint a cautiously optimistic yet sobering portrait of science laboratory infrastructure in Indian secondary schools. Nationally, coverage has risen from 53.6% to 57.1% amid a 5.2% expansion in the school network, signaling policy responsiveness under frameworks such as Samagra Shiksha and the National Education Policy (NEP) 2020. Absolute gains – approximately 17,762 additional equipped schools – reflect tangible investments in experiential STEM learning, a prerequisite for cultivating scientific temperament and innovation capacity in a demographically youthful nation.

Yet inter-state disparities lay bare structural inequities that transcend mere fiscal allocation. Compact, high-capacity jurisdictions (Chandigarh 98.2%, Goa 97.5%, Delhi 97.4%) operate at near-universal access, while populous heartland states (Bihar 26.0%, Rajasthan 26.8%) languish below 30%, with Uttar Pradesh (50.1%) only midway despite its scale. Southern and western states (Tamil Nadu 80.1%, Odisha 80.0%, Maharashtra 76.1%) demonstrate scalable models, whereas progress in West Bengal (+5.2 pp) and Punjab (+3.5 pp) exemplifies political will as a catalyst for catch-up growth.

These patterns underscore a dual challenge: closing the access gap (42.9% of schools remain unserved) and ensuring functional equity (presence versus utilization). The NEP 2020 vision of “learning by doing” risks foundering without addressing teacher capacity, maintenance protocols, and rural-urban asymmetries. Policy levers must evolve beyond uniform norms toward asymmetric federalism – higher per-school grants for low-coverage states, cluster-based shared labs, and digital augmentation via platforms like DIKSHA.

Ultimately, the trajectory from 53.6% to 57.1% is a foundation, not a finale. Universal, high-quality laboratory access is not an educational luxury but a strategic imperative for India’s aspirations in the knowledge economy. Future UDISE iterations should prioritize outcome-oriented metrics – equipment functionality, student exposure hours, and learning gains – to transform infrastructure data into actionable intelligence. Only then can India convert demographic dividend into scientific capital. To achieve the National Education Policy (NEP) 2020 goal of universal secondary education by 2030, concerted and targeted interventions are essential, with particular emphasis on high-population states such as Bihar, Rajasthan, and Uttar Pradesh

Frequently Asked Questions (FAQs)

Why are integrated science labs important?: Labs provide hands-on learning opportunities necessary for understanding scientific concepts and developing curiosity and practical skills.
What percentage of secondary schools currently have science labs?: As of 2024-25, about 57.1% of all secondary schools nationally have integrated science labs, with variation across states.
Which states have the highest lab coverage?: Delhi, Chandigarh, and Goa lead with near-universal coverage (over 97%). Maharashtra, Tamil Nadu, Kerala have around 75-80% coverage.
Are government schools lagging behind private schools?: Yes, government schools have about 51.7% coverage, while private unaided schools have 61.8% coverage of labs.
What policies support lab infrastructure in schools?: Samagra Shiksha supports funding for lab infrastructure, equipment, consumables, and teacher training, integrated into state Annual Work Plans.
How can states improve lab coverage?: States can allocate budget priority, invest in training, monitor lab quality, innovate with mobile/shared labs, and engage communities.

Introduction