School Education in India: Where Do We Stand? Analysis of UDISEPlus 2024-25 Data
Introduction
India’s school education landscape is vast and complex, serving as a foundation for national development. The Unified District Information System for Education Plus (UDISE+), administered by the Ministry of Education, Government of India, offers detailed insights into the sector’s status. The UDISE+ 2024-25 report, disseminated in September 2025, captures data on schools, enrolments, teachers, and infrastructure across the country. This article presents an All India-level analysis of key indicators from UDISE+ 2024-25, categorized under access, participation, retention, and quality of education. State-wise variations are briefly highlighted where pertinent to underscore disparities, maintaining a national focus.
Aligned with the National Education Policy (NEP) 2020’s ambition for universal school education by 2030 in terms of 100% Gross Enrolment ratio, this status-oriented analysis identifies strengths and challenges. It draws upon resources from https://educationforallinindia.com, a platform dedicated to educational data since 1999, curated by Prof. Arun C. Mehta, who significantly advanced India’s Educational Management Information Systems (EMIS).
Historically, India’s journey began with the 1950 Constitution, setting 1960 as the initial target for free and compulsory education for children aged 6-14. The Kothari Commission (1964-66) shifted this to 1976, followed by the National Policy on Education (1986) aiming for 1995. The Sarva Shiksha Abhiyan (SSA), launched in 2000, targeted 2010, but persistent gaps led to the RTE Act’s enactment. The Samagra Shiksha scheme (2018) integrated efforts across school levels, yet NEP 2020 reset the goal to 2030, reflecting delays due to socio-economic challenges, infrastructural deficits, and regional disparities. Practically, we do not have annual targets for different aspects of school education, in the absence of which it is not possible to monitor the progress and take corrective measures. It is now time to revamp the stock-taking/diagnosis exercise and make it mandatory as part of the annual plan formulation exercise under the Samagra Shiksha initiative. Rather, the need of the hour is to rejuvenate state and district planning teams.
Review
Universal school education in India is rooted in constitutional mandates, bolstered by the Right to Education (RTE) Act, 2009, and the integrated Samagra Shiksha scheme since 2018. NEP 2020 targets 100% Gross Enrolment Ratio (GER) up to secondary level by 2030, prioritizing equity and quality. UDISE+, an evolution of the District Information System for Education (DISE) pioneered by Prof. Arun C. Mehta at NIEPA, provides essential metrics like GER, Net Enrolment Rate (NER), dropout rates, and Pupil-Teacher Ratio (PTR) from over 1.47 million schools. The current UDISEPlus is built on the robust foundation established by NIEPA through the District Information System for Education during 1994 to 2017.
Analyses on https://educationforallinindia.com highlight ongoing issues such as regional imbalances, infrastructure shortcomings, and inequities affecting marginalized groups like Scheduled Castes (SC), Scheduled Tribes (ST), and minorities. The 2024-25 data indicates enrolment stability but reveals gaps in retention and digital readiness, necessitating data-informed policies amid demographic and post-pandemic shifts.
Analysis
The analysis utilizes data from key UDISE+ 2024-25 tables, focusing on national aggregates with selective state references.
Access
Access is evaluated through school distribution, teacher availability, and infrastructure. India has 1,471,473 schools, with an average of 168 students and 7 teachers per school. However, 7,993 schools have zero enrolments, and 104,125 (7.1%) are single-teacher schools serving 3,376,769 students, signalling resource inefficiencies. States like Telangana (2,245 zero-enrolment schools) and Uttar Pradesh (9,508 single-teacher schools) contribute significantly to these figures.
About, 5.1% of schools have fewer than 10 enrolments, and 8.0% have 11-20, indicating underutilization, particularly in rural areas. Infrastructure includes 1,377,945 schools (93.6%) with electricity (1,352,061 functional, 91.9%), 1,372,205 (93.2%) with girls’ toilets (1,372,881 functional, 93.3%), though digital library access is limited to 101,505 schools (6.9%). States from the north-eastern parts of the country, like Assam, Arunachal Pradesh, Mizoram, Tripura, etc show lower electricity coverage (below 90%).
| Indicator | Value |
|---|---|
| Total Schools | 1,471,473 |
| Single-Teacher Schools | 104,125 |
| Schools with Zero Enrolments | 7,993 |
| Average Teachers per School | 7 |
| % Schools with Electricity (Functional) | 93.6% (91.9%) |
| % Schools with Functional Girls’ Toilets | 93.3% |
| % Schools with Digital Library | 6.9% |
Source: UDISE+ 2024-25
Participation
Participation is assessed via enrolment and inclusion metrics. Total enrolment (pre-primary to higher secondary) is 246,932,680, with primary at 104,381,347, upper primary 63,695,100, secondary 37,165,436, and higher secondary 27,643,717. GER stands at primary 90.9% (boys 90.6%, girls 91.2%), upper primary 90.3%, secondary 78.7%, and higher secondary 58.4%. NER, indicating age-appropriate enrolment, is lower: primary 76.9%, upper primary 67.3%, secondary 47.5%. The NER of 35.8 percent at the higher secondary level indicates that about 64 percent of children in the corresponding age group are not enrolled in age-appropriate grades. All of this indicates that the NEP 2020 goal of universal secondary education, in terms of 100% GER at the secondary level, is far out of reach.
SC enrolment proportion is 17.8%, ST 9.9%, OBC 45.2%, and Muslims 16.0%. CWSN enrolment is 2,149,258 (0.87% of total). Girls’ GER slightly exceeds boys’ at elementary levels, but states like Rajasthan show secondary GER gaps (boys higher).
| Indicator | Primary | Upper Primary | Secondary | Higher Secondary |
|---|---|---|---|---|
| GER (Total) | 90.9% | 90.3% | 78.7% | 58.4% |
| NER (Total) | 76.9% | 67.3% | 47.5% | 35.8% |
| GER (Girls) | 92.3% | 92.5% | 80.2% | 60.9% |
| Enrolment (Total) | 104,381,347 | 63,695,100 | 37,165,436 | 27,643,717 |
Source: UDISE+ 2024-25
| Social Category/Minority | Proportion (%) | Total Enrolment |
|---|---|---|
| Scheduled Castes (SC) | 17.8 | 43,926,032 |
| Scheduled Tribes (ST) | 9.9 | 24,359,017 |
| Muslim Minority | 16.0 | 39,400,139 |
Source: UDISE+ 2024-25
Participation of Females in Enrolment and Teachers
Female participation reflects gender equity efforts. Girls constitute 119,334,162 (48.3%) of total enrolment, with higher proportions at primary (48.0%) and upper primary (48.4%) levels, narrowing to 48.2% at secondary and 47.9% at higher secondary. This indicates progress in girls’ access but potential retention issues at higher stages. State variations include Kerala (girls’ GER higher across levels) and Bihar (lower female NER at secondary).
Teacher data shows a female-majority workforce, though exact national figures require gender-specific breakdowns. From the UDISEPlus 2024-25 data, it is observed that females often exhibit higher qualification rates (e.g., primary trained: 90.3% females vs. 92.9% males), suggesting strong female representation in teaching, vital for role modelling and inclusive education.
Retention
Retention measures continuity, via dropout and retention rates. National dropout rates are primary 0.3% (boys 0.8%, girls 0.0%), upper primary 3.5% (4.1%, 2.9%), secondary 11.5% (13.3%, 9.6%). Retention rates: primary 92.4%, elementary 82.8%, secondary 62.9%, higher secondary 47.2%. Gender gaps favour girls in dropout reduction. If only 47.2 percent of students reach Grade XII, it means that a vast majority (about 53%) of those who entered the education system could not manage to reach that level. However, a few may still be in previous grades due to repetition.
States like Odisha (secondary dropout 15.0%) and West Bengal (20.0%) exceed national averages, while Himachal Pradesh remains low (6.2%). Transition rates (upper primary to secondary 86.6%) highlight leakage points.
| Indicator | Primary | Upper Primary | Secondary |
|---|---|---|---|
| Dropout Rate (Total) | 0.3% | 3.5% | 11.5% |
| Dropout Rate (Girls) | 0.0% | 2.9% | 9.6% |
| Retention Rate | 92.4% | 82.8% | 62.9% (Secondary) |
Source: UDISE+ 2024-25
Quality of Education
Quality is gauged by PTR, teacher training, and qualifications. Total teachers: 10,122,420, with PTR primary 20, upper primary 17, secondary 15, higher secondary 23. About 91.4% of primary teachers are trained, 91.7% upper primary; professionally qualified: 87.7% primary, 88.5% upper primary. Females show comparable rates.
States like Bihar (PTR primary 26) exceed norms, while Delhi maintains lower ratios. Non-teaching staff totals 719,247, supporting operations.
| Indicator | Primary | Upper Primary | Secondary |
|---|---|---|---|
| PTR | 20 | 17 | 15 |
| % Trained Teachers | 91.4% | 91.7% | – |
| % Professionally Qualified Teachers | 87.7% | 88.5% | – |
Source: UDISE+ 2024-25
Concluding Observations
The UDISE+ 2024-25 data reveals a system with strong primary access (90.9% GER) but declining participation at higher levels (secondary GER 78.7%, NER 47.5%). Infrastructure improvements, such as 93.6% electricity coverage, are notable, yet gaps in digital resources (6.9% digital libraries) hinder quality. Retention challenges, with 11.5% secondary dropout and 47.2% higher secondary retention, threaten universalization, exacerbated by 7.1% single-teacher schools and 5.1% low-enrolment institutions. Equity for SC (17.8%), ST (9.9%), and Muslims (16.0%) shows inclusion, but CWSN (0.87%) remains low. Female participation at 48.3% enrolment indicates gender progress, though teacher gender data suggests further empowerment opportunities. State disparities, like Bihar’s high PTR and Odisha’s dropouts, underscore the need for localized interventions. Overall, while PTR aligns with RTE norms nationally, systemic inefficiencies and demographic shifts demand urgent reforms to meet NEP 2030 goals.
Major Findings
- Access is robust at primary but constrained by 7.1% single-teacher and 5.1% low-enrolment schools.
- Participation GER at primary 90.9% drops to higher secondary 58.4%, with NER revealing over-age issues (primary 76.9%).
- Females comprise 48.3% enrolment, with higher GER at elementary levels.
- Retention hampered by secondary dropout 11.5%, with girls faring better.
- Quality supported by favourable PTR (primary 20) and high training (91.4%), but infrastructure lags in digital aspects.
Actions to Achieve Universal School Education by 2030 as Envisaged in NEP 2020
To realize NEP objectives, consolidate small schools (e.g., those with <20 enrolments) through mergers, targeting a 50% reduction in single-teacher institutions by reallocating resources. Suggest developing a separate planning module for small schools to address viability, integrating GIS mapping for optimal clustering. Enhance digital infrastructure under Samagra Shiksha, aiming for 100% internet by 2028 via prioritized funding. Reduce dropouts with targeted programs like conditional transfers and counselling in high-risk states. Bolster teacher training using AI platforms for ongoing development. Link UDISE+ with Aadhaar (89.4% coverage) for real-time monitoring. Incorporate Samagra Shiksha provisions – such as infrastructure grants and equity interventions – into annual planning exercises at district levels to ensure adaptive, data-driven strategies.
The Ministry of Education should promote the extensive use of UDISEPlus data, which is vast and the primary source of information on school education in India. A user-friendly platform should be developed specifically for downloading unit-wise raw data. More in-depth data analysis should be conducted, engaging national apex institutions like NIEPA to produce Analytical Reports regularly. This should become an annual practice, with major findings shared with data users.
Suggested Readings
- Ministry of Education, Government of India. (2025). Report on Unified District Information System for Education Plus (UDISE+) 2024-25.
- National Education Policy 2020. Ministry of Education, Government of India. Available at: https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf (accessed September 21, 2025).
- Mehta, A. C. (2024). School Education in India: Where Do We Stand? Analysis based on UDISEPlus 2023-24.
- Mehta, A. C. (2022). Forty Years of Arun C. Mehta at NIEPA. e-Book. Available at: https://educationforallinindia.com/forty-years-of-aruncmehta-at-niepa.pdf (accessed September 21, 2025).
