Muslim Minority Enrolment and the Goal of Universal School Education in India Progress, Challenges, and Implications for Universalization of School Education An analysis based on UDISEPlus 2012-13 to 2023-24 Data Introduction The National Education Policy (NEP) 2020 envisions universal access to quality education for all children in India by 2030, aligning with the global Sustainable Development Goal 4. This ambitious target necessitates special attention to historically underrepresented groups, including Scheduled Castes (SCs), Scheduled Tribes (STs), and religious minorities, particularly Muslims. As the most significant religious minority of India, constituting 14.23% of the total population according to the 2011 Census, Muslim educational participation is a critical component of achieving true universalization of education. The State of Muslim Education in India: A Data-Driven Analysis by Prof. Arun C Mehta based on UDISEPlus This article examines trends in Muslim enrollment across different levels of school education from 2012-13 to 2023-24, based on data from the Unified District Information System for Education Plus (UDISE+), managed by the Department of School Education and Literacy, Ministry of Education. In the absence of updated population figures from Census 2021, this analysis utilizes the 2011 Census data as a reference point despite its limitations in reflecting current demographic realities. Examining Muslim enrollment patterns is critical given this community's historical educational gap, as documented in the Sachar Committee Report (2006) and subsequent studies. Understanding these patterns is essential for formulating evidence-based policies to achieve the inclusivity goals outlined in NEP 2020 and ensure that no child is left behind in India's educational journey. Data and Methodology This analysis utilizes time-series data from UDISE+ covering 2012-13 to 2023-24. The data provides Muslim enrollment figures across four educational levels: Primary (Grades I-V), Upper Primary (Grades VI-VIII), Secondary (Grades IX-X), and Higher Secondary (Grades XI-XII). In addition, total Grades I to XII in the case of Muslims and Total enrolment have also been analyzed from 2012-13 to 2023-24. The following indicators have been examined: • Analysis of absolute enrollment numbers • Calculation of Muslim share in total enrollment at each level • Index number analysis with 2012-13 as the base year (Index = 100) • Comparison with the Muslim population share of 14.23% from Census 2011 The limitations of using 2011 Census data for 2023-24 comparisons are acknowledged, but it is the best available benchmark without more recent census data. All-India Analysis of Muslim Enrollment: Key Findings Trends in Absolute Enrollment Numbers Table 1 presents the absolute enrollment figures for Muslim students across different educational levels from 2012-13 to 2023-24. Table 1: Muslim Enrollment (Absolute Numbers) from 2012-13 to 2023-24 (All-India) Year Primary Upper Primary Secondary Higher Secondary Total: Grades I to XII 2023-24 18,763,762 9,721,406 5,271,522 3,229,126 36,889,196 2022-23 19,224,042 9,775,590 5,386,641 3,195,926 37,451,706 2021-22 19,034,508 9,625,725 4,856,833 3,074,802 36,591,868 2020-21 19,080,435 9,388,548 4,916,987 2,816,708 36,202,678 2019-20 18,721,016 8,995,675 4,718,699 2,566,182 35,001,572 2018-19 17,549,529 8,377,267 4,404,320 2,258,995 32,590,111 2017-18 17,984,048 8,580,862 4,321,991 2,233,815 33,120,716 2016-17 18,554,694 8,594,047 4,199,948 1,958,374 33,307,063 2015-16 18,631,695 8,515,253 4,008,147 1,990,990 33,146,085 2014-15 18,758,305 8,465,583 3,837,894 1,959,375 33,021,157 2013-14 18,988,724 8,325,366 3,680,773 1,844,794 32,839,657 2012-13 19,139,710 7,863,433 3,135,465 1,422,171 31,560,779 Source: UDISEPlus data, different years. Key observations from the absolute enrollment data: 1. Overall Increase: The total Muslim enrollment across all grades (I-XII) has increased from 31.56 million in 2012-13 to 36.89 million in 2023-24, representing a growth of approximately 16.9%. 2. Primary Level Fluctuation: Muslim enrollment at the primary level shows a slight decline from 19.14 million in 2012-13 to 18.76 million in 2023-24, representing a decrease of about 2%. This trend might reflect broader demographic changes, including declining fertility rates. 3. Significant Upper-Level Growth: The most substantial growth is observed at higher educational levels: o Upper Primary: Increased from 7.86 million to 9.72 million (23.6% growth) o Secondary: Increased from 3.14 million to 5.27 million (68.1% growth) o Higher Secondary: Increased from 1.42 million to 3.23 million (127.1% growth) 4. Recent Plateau: The data suggests a plateau or slight decline in overall enrollment between 2022-23 and 2023-24, potentially warranting further investigation, which is said to be because of a change in data collection methodology starting 2022-23. Trends in Share of Muslim Enrollment Table 2 presents the Muslim share of total enrollment across different educational levels from 2012-13 to 2023-24. Table 2: Share of Muslim Enrollment (%) from 2012-13 to 2023-24 (All-India) Year Primary Upper Primary Secondary Higher Secondary Total: Grades I to XII 2023-24 17.4 15.4 14.3 11.9 15.7 2022-23 17.1 15.4 14.2 11.5 15.5 2021-22 15.6 14.4 12.6 10.8 14.3 2020-21 15.6 14.3 12.6 10.5 14.3 2019-20 15.4 13.9 12.3 9.9 13.9 2018-19 14.6 13.0 11.5 8.9 13.1 2017-18 14.7 13.1 11.2 9.1 13.2 2016-17 15.0 13.0 10.8 8.7 13.3 2015-16 14.4 12.6 10.2 8.0 12.7 2014-15 14.4 12.6 10.0 8.3 12.7 2013-14 14.3 12.5 9.9 8.3 12.7 2012-13 14.2 12.1 9.1 7.1 12.4 Source: UDISE data, different years. Key observations regarding the share of Muslim enrollment: 1. Overall Improvement: The overall share of Muslim students in grades I-XII has increased from 12.4% in 2012-13 to 15.7% in 2023-24, surpassing the Census 2011 population share of 14.23%. 2. Level-wise Progress o Primary: Increased from 14.2% to 17.4%, significantly above the population share o Upper Primary: Increased from 12.1% to 15.4%, also above the population share o Secondary: Increased from 9.1% to 14.3%, reaching parity with population share o Higher Secondary: Increased from 7.1% to 11.9%, still below the population share but showing substantial improvement 3. Educational Progression Gap: Despite improvements, a clear pattern of declining Muslim representation at higher educational levels remains. In 2023-24, the share drops from 17.4% at the primary level to 11.9% at the higher secondary level, indicating persistent educational progression and retention issues. 4. Accelerated Recent Progress: The period from 2018-19 to 2023-24 shows more rapid improvement compared to the earlier years, suggesting potentially successful targeted interventions during this period. Index Number Analysis Table 3 presents an index number analysis with 2012-13 as the base year (2012-13 = 100) to illustrate the relative growth in Muslim enrollment across different educational levels. Table 3: Index of Muslim Enrollment (Base Year: 2012-13 = 100) Year Primary Upper Primary Secondary Higher Secondary Total: Grades I to XII 2023-24 98.0 123.6 168.1 227.1 116.9 2022-23 100.4 124.3 171.8 224.7 118.7 2021-22 99.5 122.4 154.9 216.2 116.0 2020-21 99.7 119.4 156.8 198.1 114.7 2019-20 97.8 114.4 150.5 180.4 110.9 2018-19 91.7 106.5 140.5 158.8 103.3 2017-18 94.0 109.1 137.8 157.1 104.9 2016-17 96.9 109.3 133.9 137.7 105.5 2015-16 97.3 108.3 127.8 140.0 105.0 2014-15 98.0 107.7 122.4 137.8 104.6 2013-14 99.2 105.9 117.4 129.7 104.1 2012-13 100.0 100.0 100.0 100.0 100.0 Key observations from the index number analysis: 1. Divergent Growth Patterns: The index numbers reveal starkly different growth trajectories across educational levels: o Primary: Minimal change, with a slight decline to 98.0 in 2023-24 o Upper Primary: Moderate growth to 123.6 in 2023-24 o Secondary: Strong growth to 168.1 in 2023-24 o Higher Secondary: Dramatic growth to 227.1 in 2023-24 2. Improved Educational Progression: The significantly higher growth indices at upper levels compared to primary education suggest improved progression of Muslim students through the education system over the past decade. 3. Highest Growth in Higher Secondary: The more than doubling of the Higher Secondary enrollment index (227.1) indicates substantial progress in addressing historical underrepresentation at this level. However, the state-specific analysis will throw more light on this sudden improvement. Discussion: Major Issues and Challenges The analysis of Muslim enrollment data from 2012-13 to 2023-24 highlights several important issues and challenges: 1. Parity Achievement and Remaining Gaps The overall Muslim enrollment share (15.7% in 2023-24) now exceeds the 2011 Census population share (14.23%), suggesting significant progress in educational inclusion. However, this apparent success must be interpreted cautiously: • The continued educational progression gap, with representation declining at each higher level of education, indicates persistent challenges in retention and transition. • The lower representation at higher secondary level (11.9%) compared to primary (17.4%) reflects continued barriers to completing the entire cycle of school education. • Without updated Census 2021 data, it is difficult to establish whether the current enrollment shares reflect demographic realities. The apparent parity may be overstated if the Muslim population share has increased since 2011. 2. Regional Disparities The all-India figures mask significant state-wise variations in Muslim enrollment. States with larger Muslim populations may show different patterns compared to those with smaller Muslim communities. A comprehensive state-wise analysis is essential for developing targeted interventions, which is presented separately. 3. Quality and Learning Outcomes While enrollment figures provide valuable insights into access to education, they do not reveal information about the quality of education or learning outcomes. Previous studies, including NAS reports, have highlighted learning gaps across different social groups, which require attention alongside enrollment improvements. 4. Gender Analysis of Muslim Minority Enrollment: 2023-24 The gender dimension of educational access and participation is crucial for understanding the complete picture of educational equity. The analysis reveals a striking and noteworthy finding that Muslim girls have higher enrollment shares than Muslim boys across all levels of education: Primary: Girls (17.7%) vs. Boys (17.2%), Upper Primary: Girls (16.0%) vs. Boys (14.8%), Elementary: Girls (17.0%) vs. Boys (16.3%), Secondary: Girls (15.2%) vs. Boys (13.5%); and Higher Secondary: Girls (16.3%) vs. Boys (15.3%). This pattern contrasts with historical trends and common perceptions about gender disparities within minority communities, suggesting significant progress in girls' education within the Muslim community. Table 4: Percentage of Muslim Minority Enrollment to Total Grades I to XII Enrollment, 2023-24 Level of Education Boys (%) Girls (%) Total (%) Primary (Grades I to V) 17.2 17.7 17.4 Upper Primary (Grades VI to VIII) 14.8 16.0 15.4 Elementary (Grades I to VIII) 16.3 17.0 16.7 Secondary (Grades IX to X) 13.5 15.2 14.3 Higher Secondary (Grades XI to XII) 15.3 16.3 15.7 Source: UDISEPlus 2023-24. Further, it is observed that the gender differential in favor of girls becomes more pronounced at higher educational levels. The widest gender gap appears at the secondary level, suggesting that Muslim boys may be more likely to discontinue education at this crucial transition point, potentially due to economic pressures or employment opportunities. While both genders show declining representation from primary to secondary levels, the pattern differs for higher secondary education. For girls, representation drops from primary (17.7%) to secondary (15.2%), then increases at higher secondary (16.3%). The unexpected increase in representation at the higher secondary level for both genders requires further investigation. The data suggests that within the Muslim community, not only has gender parity in education been achieved, but girls are outperforming boys in terms of educational participation across all levels of schooling; this represents a significant achievement in addressing historical gender inequities. 5. Concluding Observations The analysis of Muslim enrollment data from 2012-13 to 2023-24 presents a nuanced picture of significant progress and persistent challenges. The overall increase in Muslim representation in school education, with the total enrollment share rising from 12.4% to 15.7%, represents a substantial achievement in educational inclusion. The dramatic improvements at upper educational levels, significantly higher secondary education, indicate successful efforts to address historical underrepresentation. However, the continued pattern of declining representation at successively higher educational levels suggests that the journey toward full educational equity remains incomplete. The gap between primary and higher secondary representation indicates persistent barriers to educational progression that must be addressed to achieve universal quality education. While this analysis focused on all-India trends, a more detailed state-wise examination is essential for developing targeted interventions that address regional disparities. Different states face unique challenges in Muslim education, requiring context-specific approaches rather than one-size-fits-all solutions. As India works toward achieving the NEP 2020 goal of universal quality education by 2030, continued attention to minority education, including Muslim students, will be crucial. The data suggests that significant progress is possible with targeted interventions and sustained focus. The goal now must be to build on the achievements of the past decade and address the remaining gaps to ensure that every child, regardless of religious background, has access to quality education through the complete school cycle. References 1. Government of India. (2020). National Education Policy 2020. Ministry of Human Resource Development. 2. Government of India. (2006). Social, Economic and Educational Status of the Muslim Community of India: A Report (Sachar Committee Report). Prime Minister's High-Level Committee. 3. NITI Aayog. (2021). SDG India Index and Dashboard 2020-21: Partnerships in the Decade of Action. NITI Aayog, Government of India. 4. Unified District Information System for Education Plus (UDISE+). (Various years). Department of School Education and Literacy, Ministry of Education, Government of India. 5. Census of India. (2011). Religion Census Data. Office of the Registrar General & Census Commissioner, India. 6. NCERT. (2018). Educational Statistics at a Glance. Department of School Education and Literacy, Ministry of Human Resource Development, Government of India. 7. Jha, J., & Jhingran, D. (2005). Elementary Education for the Poorest and Other Deprived Groups: The Real Challenge of Universalization. Centre for Policy Research. 8. Fazal, T. (2013). Millennium Development Goals and Muslims of India. Oxfam India Working Papers Series. 9. Basant, R., & Shariff, A. (Eds.). (2010). Handbook of Muslims in India: Empirical and Policy Perspectives. Oxford University Press. 10. Ansari, I. A. (2020). Muslim Minority Education in Contemporary India: Challenges and Prospects. Journal of Educational Research and Studies, 8(3), 125-139. Education for All in India

Muslim Minority Enrolment and the Goal of Universal School Education in India

Progress, Challenges, and Implications for Universalization of School Education

An analysis based on UDISEPlus 2012-13 to 2023-24 Data

Introduction

The National Education Policy (NEP) 2020 envisions universal access to quality education for all children in India by 2030, aligning with the global Sustainable Development Goal 4. This ambitious target necessitates special attention to historically underrepresented groups, including Scheduled Castes (SCs), Scheduled Tribes (STs), and religious minorities, particularly Muslims. As the most significant religious minority of India, constituting 14.23% of the total population according to the 2011 Census, Muslim educational participation is a critical component of achieving true universalization of education.

The State of Muslim Education in India: A Data-Driven Analysis by Prof. Arun C Mehta based on UDISEPlus

This article examines trends in Muslim enrollment across different levels of school education from 2012-13 to 2023-24, based on data from the Unified District Information System for Education Plus (UDISE+), managed by the Department of School Education and Literacy, Ministry of Education. In the absence of updated population figures from Census 2021, this analysis utilizes the 2011 Census data as a reference point despite its limitations in reflecting current demographic realities.

Examining Muslim enrollment patterns is critical given this community’s historical educational gap, as documented in the Sachar Committee Report (2006) and subsequent studies. Understanding these patterns is essential for formulating evidence-based policies to achieve the inclusivity goals outlined in NEP 2020 and ensure that no child is left behind in India’s educational journey.

Data and Methodology

This analysis utilizes time-series data from UDISE+ covering 2012-13 to 2023-24. The data provides Muslim enrollment figures across four educational levels: Primary (Grades I-V), Upper Primary (Grades VI-VIII), Secondary (Grades IX-X), and Higher Secondary (Grades XI-XII). In addition, total Grades I to XII in the case of Muslims and Total enrolment have also been analysed from 2012-13 to 2023-24. The following indicators have been examined:

  • Analysis of absolute enrollment numbers
  • Calculation of Muslim share in total enrollment at each level
  • Index number analysis with 2012-13 as the base year (Index = 100)
  • Comparison with the Muslim population share of 14.23% from Census 2011

The limitations of using 2011 Census data for 2023-24 comparisons are acknowledged, but it is the best available benchmark without more recent census data.

All-India Analysis of Muslim Enrollment: Key Findings

Trends in Absolute Enrollment Numbers

Table 1 presents the absolute enrollment figures for Muslim students across different educational levels from 2012-13 to 2023-24.

Table 1: Muslim Enrollment (Absolute Numbers) from 2012-13 to 2023-24 (All-India)

Year

 Primary Upper Primary Secondary Higher Secondary

Total: Grades I to XII

2023-24

 18,763,762 9,721,406 5,271,522 3,229,126 36,889,196
2022-23 19,224,042 9,775,590 5,386,641 3,195,926 37,451,706
2021-22 19,034,508 9,625,725 4,856,833 3,074,802 36,591,868
2020-21 19,080,435 9,388,548 4,916,987 2,816,708 36,202,678
2019-20 18,721,016 8,995,675 4,718,699 2,566,182 35,001,572
2018-19 17,549,529 8,377,267 4,404,320 2,258,995 32,590,111
2017-18 17,984,048 8,580,862 4,321,991 2,233,815 33,120,716
2016-17 18,554,694 8,594,047 4,199,948 1,958,374 33,307,063
2015-16 18,631,695 8,515,253 4,008,147 1,990,990 33,146,085
2014-15 18,758,305 8,465,583 3,837,894 1,959,375 33,021,157
2013-14 18,988,724 8,325,366 3,680,773 1,844,794 32,839,657
2012-13 19,139,710 7,863,433 3,135,465 1,422,171

31,560,779

Source: UDISEPlus data, different years.

Key observations from the absolute enrollment data:

  1. Overall Increase: The total Muslim enrollment across all grades (I-XII) has increased from 31.56 million in 2012-13 to 36.89 million in 2023-24, representing a growth of approximately 16.9%.
  2. Primary Level Fluctuation: Muslim enrollment at the primary level shows a slight decline from 19.14 million in 2012-13 to 18.76 million in 2023-24, representing a decrease of about 2%. This trend might reflect broader demographic changes, including declining fertility rates.
  3. Significant Upper-Level Growth: The most substantial growth is observed at higher educational levels:
    • Upper Primary: Increased from 7.86 million to 9.72 million (23.6% growth)
    • Secondary: Increased from 3.14 million to 5.27 million (68.1% growth)
    • Higher Secondary: Increased from 1.42 million to 3.23 million (127.1% growth)
  4. Recent Plateau: The data suggests a plateau or slight decline in overall enrollment between 2022-23 and 2023-24, potentially warranting further investigation, which is said to be because of a change in data collection methodology starting 2022-23.

Trends in Share of Muslim Enrollment

Table 2 presents the Muslim share of total enrollment across different educational levels from 2012-13 to 2023-24.

Table 2: Share of Muslim Enrollment (%) from 2012-13 to 2023-24 (All-India)

Year

 Primary Upper Primary Secondary Higher Secondary

Total: Grades I to XII
2023-24 17.4 15.4 14.3 11.9 15.7
2022-23 17.1 15.4 14.2 11.5 15.5
2021-22 15.6 14.4 12.6 10.8 14.3
2020-21 15.6 14.3 12.6 10.5 14.3
2019-20 15.4 13.9 12.3 9.9 13.9
2018-19 14.6 13.0 11.5 8.9 13.1
2017-18 14.7 13.1 11.2 9.1 13.2
2016-17 15.0 13.0 10.8 8.7 13.3
2015-16 14.4 12.6 10.2 8.0 12.7
2014-15 14.4 12.6 10.0 8.3 12.7
2013-14 14.3 12.5 9.9 8.3 12.7
2012-13 14.2 12.1 9.1 7.1 12.4

Source: UDISE data, different years.

Key observations regarding the share of Muslim enrollment:

  1. Overall Improvement: The overall share of Muslim students in grades I-XII has increased from 12.4% in 2012-13 to 15.7% in 2023-24, surpassing the Census 2011 population share of 14.23%.
  2. Level-wise Progress
    • Primary: Increased from 14.2% to 17.4%, significantly above the population share
    • Upper Primary: Increased from 12.1% to 15.4%, also above the population share
    • Secondary: Increased from 9.1% to 14.3%, reaching parity with population share
    • Higher Secondary: Increased from 7.1% to 11.9%, still below the population share but showing substantial improvement
  3. Educational Progression Gap: Despite improvements, a clear pattern of declining Muslim representation at higher educational levels remains. In 2023-24, the share drops from 17.4% at the primary level to 11.9% at the higher secondary level, indicating persistent educational progression and retention issues.
  4. Accelerated Recent Progress: The period from 2018-19 to 2023-24 shows more rapid improvement compared to the earlier years, suggesting potentially successful targeted interventions during this period.

Index Number Analysis

Table 3 presents an index number analysis with 2012-13 as the base year (2012-13 = 100) to illustrate the relative growth in Muslim enrollment across different educational levels.

Table 3: Index of Muslim Enrollment (Base Year: 2012-13 = 100)

Year

 Primary Upper Primary Secondary Higher Secondary

Total: Grades I to XII
2023-24 98.0 123.6 168.1 227.1 116.9
2022-23 100.4 124.3 171.8 224.7 118.7
2021-22 99.5 122.4 154.9 216.2 116.0
2020-21 99.7 119.4 156.8 198.1 114.7
2019-20 97.8 114.4 150.5 180.4 110.9
2018-19 91.7 106.5 140.5 158.8 103.3
2017-18 94.0 109.1 137.8 157.1 104.9
2016-17 96.9 109.3 133.9 137.7 105.5
2015-16 97.3 108.3 127.8 140.0 105.0
2014-15 98.0 107.7 122.4 137.8 104.6
2013-14 99.2 105.9 117.4 129.7 104.1
2012-13 100.0 100.0 100.0 100.0 100.0

Key observations from the index number analysis:

  1. Divergent Growth Patterns: The index numbers reveal starkly different growth trajectories across educational levels:
    • Primary: Minimal change, with a slight decline to 98.0 in 2023-24
    • Upper Primary: Moderate growth to 123.6 in 2023-24
    • Secondary: Strong growth to 168.1 in 2023-24
    • Higher Secondary: Dramatic growth to 227.1 in 2023-24
  2. Improved Educational Progression: The significantly higher growth indices at upper levels compared to primary education suggest improved progression of Muslim students through the education system over the past decade.
  3. Highest Growth in Higher Secondary: The more than doubling of the Higher Secondary enrollment index (227.1) indicates substantial progress in addressing historical underrepresentation at this level. However, the state-specific analysis will throw more light on this sudden improvement.

Discussion: Major Issues and Challenges

The analysis of Muslim enrollment data from 2012-13 to 2023-24 highlights several important issues and challenges:

1. Parity Achievement and Remaining Gaps

The overall Muslim enrollment share (15.7% in 2023-24) now exceeds the 2011 Census population share (14.23%), suggesting significant progress in educational inclusion. However, this apparent success must be interpreted cautiously:

  • The continued educational progression gap, with representation declining at each higher level of education, indicates persistent challenges in retention and transition.
  • The lower representation at higher secondary level (11.9%) compared to primary (17.4%) reflects continued barriers to completing the entire cycle of school education.
  • Without updated Census 2021 data, it is difficult to establish whether the current enrollment shares reflect demographic realities. The apparent parity may be overstated if the Muslim population share has increased since 2011.

2. Regional Disparities

The all-India figures mask significant state-wise variations in Muslim enrollment. States with larger Muslim populations may show different patterns compared to those with smaller Muslim communities. A comprehensive state-wise analysis is essential for developing targeted interventions, which is presented separately.

3. Quality and Learning Outcomes

While enrollment figures provide valuable insights into access to education, they do not reveal information about the quality of education or learning outcomes. Previous studies, including NAS reports, have highlighted learning gaps across different social groups, which require attention alongside enrollment improvements.

4.Gender Analysis of Muslim Minority Enrollment: 2023-24

The gender dimension of educational access and participation is crucial for understanding the complete picture of educational equity. The analysis reveals a striking and noteworthy finding that Muslim girls have higher enrollment shares than Muslim boys across all levels of education: Primary: Girls (17.7%) vs. Boys (17.2%), Upper Primary: Girls (16.0%) vs. Boys (14.8%), Elementary: Girls (17.0%) vs. Boys (16.3%), Secondary: Girls (15.2%) vs. Boys (13.5%); and Higher Secondary: Girls (16.3%) vs. Boys (15.3%). This pattern contrasts with historical trends and common perceptions about gender disparities within minority communities, suggesting significant progress in girls’ education within the Muslim community.

Table 4: Percentage of Muslim Minority Enrollment to Total Grades I to XII Enrollment, 2023-24

Level of Education

Boys (%)

 Girls (%)

Total (%)
Primary (Grades I to V) 17.2 17.7 17.4
Upper Primary (Grades VI to VIII) 14.8 16.0 15.4
Elementary (Grades I to VIII) 16.3 17.0 16.7
Secondary (Grades IX to X) 13.5 15.2 14.3
Higher Secondary (Grades XI to XII) 15.3 16.3 15.7

Source: UDISEPlus 2023-24.

Further, it is observed that the gender differential in favour of girls becomes more pronounced at higher educational levels. The widest gender gap appears at the secondary level, suggesting that Muslim boys may be more likely to discontinue education at this crucial transition point, potentially due to economic pressures or employment opportunities.

While both genders show declining representation from primary to secondary levels, the pattern differs for higher secondary education. For girls, representation drops from primary (17.7%) to secondary (15.2%), then increases at higher secondary (16.3%). The unexpected increase in representation at the higher secondary level for both genders requires further investigation.

The data suggests that within the Muslim community, not only has gender parity in education been achieved, but girls are outperforming boys in terms of educational participation across all levels of schooling; this represents a significant achievement in addressing historical gender inequities.

5. Concluding Observations

The analysis of Muslim enrollment data from 2012-13 to 2023-24 presents a nuanced picture of significant progress and persistent challenges. The overall increase in Muslim representation in school education, with the total enrollment share rising from 12.4% to 15.7%, represents a substantial achievement in educational inclusion. The dramatic improvements at upper educational levels, significantly higher secondary education, indicate successful efforts to address historical underrepresentation.

However, the continued pattern of declining representation at successively higher educational levels suggests that the journey toward full educational equity remains incomplete. The gap between primary and higher secondary representation indicates persistent barriers to educational progression that must be addressed to achieve universal quality education.

While this analysis focused on all-India trends, a more detailed state-wise examination is essential for developing targeted interventions that address regional disparities. Different states face unique challenges in Muslim education, requiring context-specific approaches rather than one-size-fits-all solutions.

As India works toward achieving the NEP 2020 goal of universal quality education by 2030, continued attention to minority education, including Muslim students, will be crucial. The data suggests that significant progress is possible with targeted interventions and sustained focus. The goal now must be to build on the achievements of the past decade and address the remaining gaps to ensure that every child, regardless of religious background, has access to quality education through the complete school cycle.

References

  1. Government of India. (2020). National Education Policy 2020. Ministry of Human Resource Development.
  2. Government of India. (2006). Social, Economic and Educational Status of the Muslim Community of India: A Report (Sachar Committee Report). Prime Minister’s High-Level Committee.
  3. NITI Aayog. (2021). SDG India Index and Dashboard 2020-21: Partnerships in the Decade of Action. NITI Aayog, Government of India.
  4. Unified District Information System for Education Plus (UDISE+). (Various years). Department of School Education and Literacy, Ministry of Education, Government of India.
  5. Census of India. (2011). Religion Census Data. Office of the Registrar General & Census Commissioner, India.
  6. NCERT. (2018). Educational Statistics at a Glance. Department of School Education and Literacy, Ministry of Human Resource Development, Government of India.
  7. Jha, J., & Jhingran, D. (2005). Elementary Education for the Poorest and Other Deprived Groups: The Real Challenge of Universalization. Centre for Policy Research.
  8. Fazal, T. (2013). Millennium Development Goals and Muslims of India. Oxfam India Working Papers Series.
  9. Basant, R., & Shariff, A. (Eds.). (2010). Handbook of Muslims in India: Empirical and Policy Perspectives. Oxford University Press.
  10. Ansari, I. A. (2020). Muslim Minority Education in Contemporary India: Challenges and Prospects. Journal of Educational Research and Studies, 8(3), 125-139.

Education for All in India