Out of school children on the streets of metropolitan city in india

Out-of-School Children (OOSC) in the Light of UDISEPlus 2023-24 Data and its Implications on NEP 2020 Goals

UDISEPlus  data reveals that 47.44 million children aged 6 to 17 years were out of school in 2023-24

Introduction

The National Education Policy (NEP) 2020 aspires to ensure universal access to quality education and achieve a 100 percent Gross Enrolment Ratio (GER) across all educational levels by 2030. However, UDISEPlus 2023-24 data analysis reveals that approximately 47.4 million children aged 6–17 years, accounting for 16.8 percent of this age group, remain out of school. This article explores the implications of these findings on the NEP 2020 objectives and suggests strategic measures to integrate Out-of-School Children (OOSC) into the education system.

Accurate data on OOSC must be gathered directly from their locations, such as households, to understand the scope of the issue effectively. However, concrete information on OOSC is unavailable without a recent comprehensive survey. As an alternative, the estimates presented here rely on UDISEPlus data for 2023-24, released by the Department of School Education and Literacy, Ministry of Education, on 30th December 2024.

Who Are Considered Out-of-School Children?

Out-of-school children (OOSC) fall within the official age range for schooling but are not enrolled in or regularly attending any formal or informal educational institution. This category typically includes:

  1. Never-Enrolled Children: Children who have never attended school.
  2. Dropouts: Children who were enrolled in school but left before completing the grade or educational cycle they were attending and
  3. Irregular Attendees: Children who are enrolled but do not attend school regularly face a high risk of dropping out.

The definition may also extend to children enrolled in unrecognized informal institutions that do not meet the standards of formal education systems and are not covered in administrative surveys.

Out-of-School Children based on UDISEPlus in 2023-24 Data

Age Group Projected

Child Population

 Age-Specific

Enrolment Ratio (%)

 Out-of-School

Children
6 to 10 years 116,013,877 85.3 17,054,040
11 to 13 years 70,348,227 89.2 7,597,609
6 to 13 years 186,362,104 86.7 24,651,649
14 to 15 years 47,636,171 77.0 10,956,319
16 to 17 years 48,295,923 75.5 11,832,501
Total (6–17 years) 282,294,198 83.2 47,440,469

Source: Computed based on UDISEPlus projected child population and 2023-24 age-specific enrolment ratio at different levels of school education, presented in UDISEPlus 2022-23 Report.

Analysis of 2023-24 OOSC Data

The UDISEPlus data reveals a substantial number of out-of-school children across various age groups. About 47.44 million children aged 6-17 were found unenrolled in school in 2023-24; this represents 16.8 percent of the total projected child population within this age range. A breakdown by age group further shows:

  • 6-10 years: 17.05 million OOSC (14.7 percent of the projected child population); this highlights a significant challenge in early childhood education.
  • 11-13 years: 7.60 million OOSC (10.8 percent of the projected child population); this indicates a considerable number of children dropping out of primary school.
  • 14-15 years: 10.96 million OOSC (23.0 percent of the projected child population); this suggests a substantial dropout rate at the lower secondary level.
  • 16-17 years: 1.18 million OOSC (24.5 percent of the projected child population); this indicates a high dropout rate during higher secondary school.

GLOBAL REPORT ON OUT-OF-SCHOOL CHILDREN

Out-of-school children and educational gaps cost the global economy $10,000 billion a year

A PILOT STUDY OF ESTIMATING OUT-OF-SCHOOL CHILDREN IN INDIA

The data clearly shows that the challenge of OOSC is not uniform across age groups. The older the child, the higher the percentage of out-of-school children; this suggests that retention is a critical issue. Further analysis is needed to understand the reasons for non-enrollment or dropout in each age group (e.g., poverty, geographical inaccessibility, repeated failures, not being interested in education, poverty, socio-cultural factors, lack of relevant education, etc.).

Implications for NEP 2020

The high number of OOSCs presents a significant challenge to achieving NEP 2020’s goal of universal school education by 2030. The current rate of OOSC indicates a substantial gap that needs to be addressed without delay. The high dropout rates, especially in the upper age groups (upper primary, 5.2 percent, and 14.1 percent at the secondary level), point to the need for reforms in curriculum, teaching methodologies, and overall support systems. Without effective interventions, the goal of universal education by 2030 remains highly ambitious. The forthcoming annual work plans must include adequate provisions under Samagra Shiksha, including strategies to bring all OOSCs under the umbrella of education.

Strategies for Bringing OOSC into the Education System

To effectively integrate OOSC and contribute to NEP 2020’s success, the following strategies are crucial:

  • Targeted Interventions: Implement focused programs in areas and communities with high OOSC rates. These programs should address non-enrollment reasons, such as financial barriers, geographical remoteness, or cultural resistance. Disaggregated data analysis at block, district, and state levels will reveal more about the locations that need intervention.
  • Strengthening Samagra Shiksha: Increase funding and enhance the operational efficiency of Samagra Shiksha, focusing on teacher training, infrastructure development, and curriculum relevant to the OOSC’s needs.
  • Community Engagement: Engage local communities in identifying and addressing OOSC issues, improving program uptake, and creating sustainable solutions.
  • Addressing Socio-economic Factors: Implement policies to alleviate poverty, improve healthcare, and empower women—factors significantly impacting school attendance.
  • Flexible Education Options: Provide alternative education options like non-formal education, bridge courses, and vocational training, catering to diverse circumstances and learning styles.
  • Improved Data Collection and Monitoring: Enhance data collection and monitoring to track progress, identify challenges, and adjust strategies effectively; this will necessitate more granular data to understand the specific reasons for non-enrollment.

Concluding Observations

The UDISEPlus 2023-24 data indicates significant challenges in achieving NEP 2020’s universal enrolment goals, with 47.4 million out-of-school children requiring targeted interventions. Achieving universal school education by 2030 requires a dedicated effort to reduce OOSC. By implementing the suggested strategies, leveraging Samagra Shiksha, and continually analysing data, India can significantly progress toward providing quality education to all children. Addressing the reasons behind the high dropout rates, particularly in the older age groups, is paramount for the success of NEP 2020. Collaborative efforts between government, civil society, and communities will be critical to achieving these goals.

Out-of-School Children based on UDISEPlus 2023-24 by prof Arun C Mehta [PDF}

FAQ: UDISEPlus 2023-24 data and its implications on NEP 2020 Goals

  1. What is the current number of out-of-school children (OOSC) in India according to UDISEPlus 2023-24 data?

According to UDISEPlus 2023-24 data, approximately 47.44 million children aged 6 to 17 years are out of school in India, representing about 16.8% of the total child population in this age group.

  1. How does the number of OOSC vary across different age groups?

The distribution of out-of-school children across age groups is as follows in 2023-24:

  • Ages 6-10: 17.05 million (14.7% of the age group)
  • Ages 11-13: 7.60 million (10.8%)
  • Ages 14-15: 10.96 million (23.0%)
  • Ages 16-17: 11.83 million (24.5%)

This data indicates that the proportion of out-of-school children increases with age.

  1. What are the primary reasons for children being out of school in India?

The main reasons include economic constraints, lack of access to schools, socio-cultural factors, child labour, and inadequate infrastructure.

  1. How does the current OOSC data impact the goals set by the National Education Policy (NEP) 2020?

NEP 2020 aims for universal access to education and a 100% Gross Enrolment Ratio (GER) by 2030. The current OOSC figures highlight significant challenges in achieving these targets within the stipulated timeframe.

  1. What measures are being proposed to address the issue of out-of-school children?

Proposed measures include strengthening the implementation of the Right to Education Act, enhancing school infrastructure, providing financial support to economically disadvantaged families, and conducting community awareness programs to emphasize the importance of education.

  1. How reliable is the UDISEPlus data in estimating the number of out-of-school children?

While UDISEPlus provides valuable insights, accurate data on OOSC ideally requires direct surveys at the household level. Without recent comprehensive surveys, estimates based solely on UDISEPlus may have limitations.

  1. What steps can be taken to improve data accuracy regarding out-of-school children?

Conducting regular, comprehensive household surveys and integrating data from multiple sources can enhance the accuracy of OOSC estimates.

  1. How does the dropout rate vary between different educational levels?

The dropout rate tends to increase at higher educational levels, with significant spikes observed during the transition from primary to secondary education.

  1. What role does Socio-Economic status play in children’s likelihood of being out of school?

Children from lower socio-economic backgrounds are more susceptible to being out of school due to factors like child labor, inability to afford educational expenses, and lack of access to quality education facilities.

  1. How can community involvement aid in reducing the number of out-of-school children?

Community involvement can raise awareness about the importance of education, monitor attendance, support school infrastructure development, and provide a support system for children at risk of dropping out.

Education for All in India