Single-Teacher Schools & Schools without Enrolment: Analysis of UDISE+ 2024-25
Universal School Education in India: Progress Toward NEP 2020 Goals
Introduction
The National Education Policy (NEP) 2020 sets a transformative goal of achieving universal secondary education by 2030, emphasizing equitable access, quality teaching, and robust infrastructure. The Unified District Information System for Education Plus (UDISE+), released by the Ministry of Education on August 28, 2025, provides critical data on schools, enrolments, teachers, pupil-teacher ratios (PTR), average teachers and enrolments per school, schools with zero enrolments, and single-teacher schools. These indicators are essential for assessing progress, identifying disparities, and guiding interventions under Samagra Shiksha. By comparing UDISE+ 2024-25 data with 2023-24 data from Education for All in India, this article evaluates India’s advancements toward NEP 2020 goals. It focuses on national trends and five states – Andhra Pradesh, Bihar, Jharkhand, Uttar Pradesh, and West Bengal – selected for their high single-teacher school counts or enrollment challenges. The article aligns findings with the mission of Education for All in India, proposing strategies to bridge gaps and ensure quality education.
UDISEPLus-2024-25-EducationTimes-ToI-1st-September-2025
The Present Article
This article offers a comprehensive comparison of UDISE+ 2024-25 and 2023-24 data, analysing key indicators – total schools, enrolments, teachers, PTR, average teachers and enrollment per school, schools with zero enrolments, and single-teacher schools – nationally and for selected states. It integrates quantitative data, critical analysis, and tables to highlight progress, challenges, and discrepancies, proposes Samagra Shiksha interventions, and identifies data gaps.
Single Teacher & Zero Enrolment Schools UDISEPlus 2024-25
Analysis of UDISE+ 2024-25 and 2023-24 Indicators:
All-India Level
The UDISE+ 2024-25 report marks milestones, including a teacher workforce exceeding 10 million, reduced dropout rates, and fewer single-teacher and zero-enrollment schools. Comparing these with 2023-24 data reveals progress and areas needing attention.
Table 1: All-India UDISE+ Data Comparison (2023-24 vs. 2024-25)
| Indicator | 2023-24 | 2024-25 | Change | % Change |
|---|---|---|---|---|
| Total Schools | 1,489,000 | 1,471,473 | -17,527 | -1.18% |
| Total Enrolments | 248,000,000 | 246,932,680 | -1,067,320 | -0.43% |
| Total Teachers | 9,807,600 | 10,122,420 | +314,820 | +3.21% |
| Pupil-Teacher Ratio (PTR) | 25:1 | 24:1 | -1 | -4.0% |
| Average Teachers per School | 7 | 7 | 0 | 0% |
| Average Enrolments per School | 167 | 168 | +1 | +0.6% |
| Schools with Zero Enrolments | 12,954 | 7,993 | -4,961 | -38.3% |
| Single-Teacher Schools | 110,971 | 104,125 | -6,846 | -6.2% |
| Enrolments in Single-Teacher Schools | 3,500,000 | 3,376,769 | -123,231 | -3.5% |
Sources: UDISE+ 2024-25, educationforallinindia.com (2023-24 data)
Detailed Analysis
India’s school education system has progressed significantly from 2023-24 to 2024-25, aligning with NEP 2020’s vision. The 1.18% reduction in schools (from 1,489,000 to 1,471,473) reflects strategic consolidation (merging, demerging or even closing down of schools) to optimize resources, particularly in rural areas. Enrolments dipped by 0.43% (from 248 million to 246.9 million), likely due to declining birth rates, but increased middle (+6 lakh) and secondary (+8 lakh) enrolments signal improved retention, crucial for universal secondary education. The 3.21% teacher increase (to 10.1 million) lowered the PTR from 25:1 to 24:1, with stage-specific ratios (Foundational: 10, Preparatory: 13, Middle: 17, Secondary: 21) surpassing NEP’s 30:1 benchmark, enhancing classroom interaction. Stable averages for teachers (7) and enrolments per school (168) indicate balanced resource distribution, though rural-urban disparities persist. The 38.3% reduction in zero-enrollment schools (from 12,954 to 7,993) and 6.2% decrease in single-teacher schools (from 110,971 to 104,125) reflect improved utilization and teacher deployment, but 104,125 single-teacher schools affecting 3.37 million students remain a challenge.
State-Level Analysis: Selected States
Five states – Andhra Pradesh, Bihar, Jharkhand, Uttar Pradesh, and West Bengal – are analysed for their high single-teacher school counts or enrollment challenges.
Table 2: State-Wise UDISE+ Data Comparison (2023-24 vs. 2024-25)
| State | Indicator | 2023-24 | 2024-25 | Change | % Change |
|---|---|---|---|---|---|
| Andhra Pradesh | Schools | 61,500 | 61,317 | -183 | -0.3% |
| Enrolments | 8,500,000 | 8,454,817 | -45,183 | -0.53% | |
| Teachers | 340,000 | 342,721 | +2,721 | +0.8% | |
| PTR | 25:1 | 25:1 | 0 | 0% | |
| Single-Teacher Schools | 13,000 | 12,912 | -88 | -0.7% | |
| Enrolments in Single-Teacher Schools | 200,000 | 197,113 | -2,887 | -1.4% | |
| Bihar | Schools | 94,500 | 94,339 | -161 | -0.17% |
| Enrolments | 21,200,000 | 21,133,228 | -66,772 | -0.31% | |
| Teachers | 700,000 | 707,516 | +7,516 | +1.07% | |
| PTR | 30:1 | 30:1 | 0 | 0% | |
| Single-Teacher Schools | 17,359 | 1,865 | -15,494 | -89.3% | |
| Enrolments in Single-Teacher Schools | 1,800,000 | 175,500 | -1,624,500 | -90.3% | |
| Jharkhand | Schools | 44,500 | 44,376 | -124 | -0.28% |
| Enrolments | 7,450,000 | 7,436,931 | -13,069 | -0.18% | |
| Teachers | 205,000 | 209,203 | +4,203 | +2.05% | |
| PTR | 36:1 | 36:1 | 0 | 0% | |
| Single-Teacher Schools | 1,876 | 9,172 | +7,296 | +388.9% | |
| Enrolments in Single-Teacher Schools | 450,000 | 436,480 | -13,520 | -3.0% | |
| Uttar Pradesh | Schools | 262,500 | 262,358 | -142 | -0.05% |
| Enrolments | 42,800,000 | 42,789,347 | -10,653 | -0.02% | |
| Teachers | 1,600,000 | 1,615,427 | +15,427 | +0.96% | |
| PTR | 27:1 | 26:1 | -1 | -3.7% | |
| Single-Teacher Schools | 10,922 | 9,508 | -1,414 | -12.9% | |
| Enrolments in Single-Teacher Schools | 650,000 | 624,327 | -25,673 | -3.9% | |
| West Bengal | Schools | 93,800 | 93,715 | -85 | -0.09% |
| Enrolments | 17,100,000 | 17,081,511 | -18,489 | -0.11% | |
| Teachers | 580,000 | 583,825 | +3,825 | +0.66% | |
| PTR | 30:1 | 29:1 | -1 | -3.3% | |
| Single-Teacher Schools | 2,290 | 6,482 | +4,192 | +183.1% | |
| Enrolments in Single-Teacher Schools | 240,000 | 235,494 | -4,506 | -1.9% |
Sources: UDISE+ 2024-25, educationforallinindia.com (2023-24 data)
Detailed Analysis
- Andhra Pradesh: Andhra Pradesh shows marginal progress, with a 0.3% decline in schools and a 0.53% drop in enrolments, reflecting demographic trends or consolidation. The 0.8% increase in teachers (from 340,000 to 342,721) maintains the PTR at 25:1, but 12,912 single-teacher schools, despite a 0.7% reduction, affect 197,113 students. Accelerated recruitment is needed to ensure multi-teacher schools, particularly in rural areas.
- Bihar: Bihar’s 89.3% reduction in single-teacher schools (from 17,359 to 1,865) and 90.3% drop in their enrolments (from 1.8 million to 175,500) is a remarkable achievement, driven by a 1.07% teacher increase. However, the PTR remains at 30:1, indicating overcrowded classrooms. Bihar must sustain this momentum and address high PTRs.
- Jharkhand: Jharkhand’s 388.9% increase in single-teacher schools (from 1,876 to 9,172) suggests data discrepancies or policy lapses. Despite a 2.05% teacher increase, the PTR remains at 36:1, the highest among selected states. Urgent data validation and recruitment are needed.
- Uttar Pradesh: Uttar Pradesh shows steady progress, with a 12.9% reduction in single-teacher schools (from 10,922 to 9,508) and a 3.7% PTR improvement (from 27:1 to 26:1). A 0.96% teacher increase supports this, but 9,508 single-teacher schools still affect 624,327 students.
- West Bengal: West Bengal’s 183.1% increase in single-teacher schools (from 2,290 to 6,482) raises concerns about data accuracy. A 0.66% teacher increase and 3.3% PTR improvement (from 30:1 to 29:1) are overshadowed by 3,812 zero-enrollment schools, highlighting resource misallocation.
Leveraging Samagra Shiksha Provisions
Samagra Shiksha provides a robust framework to address these gaps, with the following strategies:
- Teacher Recruitment and Training: Prioritize recruitment in Jharkhand and Andhra Pradesh to reduce single-teacher schools. Professional development can enhance rural teaching quality.
- Infrastructure Development: Repurpose West Bengal’s zero-enrollment schools for community education or vocational training.
- Community Engagement: Boost enrolments in Bihar and Uttar Pradesh through mobilization funds, countering demographic declines.
- Data Validation: Resolve discrepancies in Jharkhand and West Bengal to ensure accurate planning.
Samagra Shiksha’s integrated approach, covering pre-primary to senior secondary levels, is critical for NEP 2020’s goals. By addressing single-teacher schools in Jharkhand and Andhra Pradesh, it can ensure quality education. Infrastructure upgrades in West Bengal can revive zero-enrollment schools, while community engagement in Bihar and Uttar Pradesh can sustain enrollment gains, aligning with NEP’s equity focus.
Tackling Limitations in Annual Work Plan and Budget (AWP&B)
The AWP&B process must address:
- Targeted Funding: Prioritize budgets for Jharkhand, Andhra Pradesh, and West Bengal based on UDISE+ data.
- Timely Execution: Streamline fund disbursement for timely recruitment and upgrades.
- Data Accuracy: Enhance verification to resolve discrepancies in Jharkhand and West Bengal.
- Capacity Building: Train officials to use UDISE+ data for budgeting, focusing on high-PTR states like Bihar and Jharkhand.
Effective AWP&B planning is critical for translating UDISE+ insights into outcomes. Jharkhand’s and West Bengal’s data discrepancies necessitate robust verification. Delays in fund disbursement can hinder interventions in Bihar and Andhra Pradesh. Data-driven budgeting and capacity building can ensure resources reach high-need areas.
Additional Information Required
To enhance analyses:
- Learning Outcomes: Assess the impact of single-teacher schools on quality.
- Infrastructure Quality: Explain zero enrolments in West Bengal.
- Dropout Causes: Inform interventions in Bihar and Jharkhand.
- Teacher Vacancies: Quantify recruitment needs in high-PTR states.
The absence of learning outcome data limits understanding of single-teacher school impacts in Andhra Pradesh and Uttar Pradesh. Infrastructure quality data could explain West Bengal’s zero-enrollment schools. Dropout causes and vacancy data are vital for Bihar and Jharkhand, where high PTRs persist.
Concluding Observations
The UDISE+ 2024-25 data, compared with 2023-24, reflects progress toward NEP 2020’s goals, with a 3.21% teacher increase, 38.3% reduction in zero-enrollment schools, and 6.2% decrease in single-teacher schools. Bihar’s success offers a model, while Jharkhand’s and West Bengal’s challenges demand urgent action. Samagra Shiksha can address these through recruitment and infrastructure upgrades. Aligning with Education for All in India, stakeholders must prioritize equitable resources and data accuracy to achieve universal secondary education by 2030.
Suggested Readings
- UDISE+ 2024-25, Ministry of Education, Government of India.
- Education for All in India.
- National Education Policy 2020, Ministry of Education, Government of India.
- UDISE+ 2024-25 Report Insights, India Today, August 28, 2025.
- UDISE+ 2024-25 Report, AffairsCloud, August 31, 2025.
