State-wise Out-of-School Children Out of School Children based on UDISE Plus 2023-24
The Table below reveals a considerable Number of out-of-school children across different age groups. Estimated OOSCs at the all-India level are of limited use unless the same is also available state-wide and within the state, gender-specific, given which an attempt has been made to estimate the same by using state-wide Age-specific Enrolment Ratio in different age groups, which is then applied to the child population in that age group provided in the UDISEPlus 2023-24 Report. A wide variation is observed between the estimated OoSCs based on ASER at the all-India level and state-specific ASER, which is valid for all levels of education. Since all-India figures are obtained based on state data, the discrepancy observed is unexplained; thus, there is a question mark about the reliability of enrolment data. In all the cases, all-India estimates of OOSCs are much below the ones computed based on state-specific ASER. Needless to say, one hundred minus the age-specific enrolment ratio is the percentage of children out of school, which is then applied to the Child Population of that age group to obtain out-of-school children.
Methodological Problems in Estimating OOSC – A Case Study of India by UIS UNESCO 2016
Table: Share of Girls to Total OOSC in 6 to 11 & 6 to 13 Years, 2023-24
State | % Girls OOSC, 6 to 11 Years | Total 6 to 11 Years OOSC | % Girls OOSC, 6 to 13 Years | Total 6 to 13 Years OOSC | % to Total 6 to 13 Years OOSC |
Odisha | 47.3 | 145179 | 49.1 | 306730 | 1.2 |
Kerala | 46.9 | 402478 | 46.9 | 402478 | 1.6 |
Karnataka | 40.3 | 404774 | 40.3 | 404774 | 1.6 |
Andhra Pradesh | 39.6 | 460351 | 41.8 | 484495 | 2.0 |
Chhattisgarh | 44.7 | 383116 | 44.3 | 504841 | 2.0 |
Haryana | 40.2 | 515050 | 40.2 | 515050 | 2.1 |
Assam | 38.0 | 539126 | 37.0 | 729362 | 3.0 |
Tamil Nadu | 42.4 | 767567 | 42.4 | 767567 | 3.1 |
Gujarat | 40.7 | 1372323 | 40.4 | 1461766 | 5.9 |
Jharkhand | 45.1 | 1077473 | 46.2 | 1515509 | 6.1 |
Rajasthan | 39.9 | 1410434 | 42.1 | 1734470 | 7.0 |
Madhya Pradesh | 42.0 | 2258382 | 42.1 | 3127242 | 12.7 |
Bihar | 40.0 | 3313381 | 42.4 | 6162499 | 25.0 |
Uttar Pradesh | 39.5 | 5385021 | 41.7 | 8245595 | 33.4 |
India | 37.9 | 17054040 | 39.8 | 24651648 | 100.0 |
Source: Calculated based on UDISEPlus 2023-24 data.
The 6 to 13-year-old age group represents the core years of elementary education, and the estimate based on the UDISEPlus 2023-24 data reveals significant variations across states in terms of OOSCs percentages.
States with High to Very High Percentage of Total OOSC (6 to 13 Years Age Group)
Uttar Pradesh: With 33.4 percent of the national OOSC in this age group, Uttar Pradesh stands out as a state with many out-of-school children. The state’s high population density and socio-economic factors might have contributed to this, or fewer schools were covered in UP during UDISEPlus 2023-24 data collection.
Bihar: Contributing 25 percent to the total national OOSC in the 6 to 13-year-old age group, Bihar’s educational challenges are compounded by high poverty levels, inadequate infrastructure, and socio-cultural barriers.
Madhya Pradesh: With 12.7 percent of the total national OOSC, Madhya Pradesh has a significant portion of children out of school, primarily due to rural underdevelopment and lower female literacy rates.
Rajasthan: With 7 percent of the total OOSC, Rajasthan faces challenges regarding access to education, especially in remote and tribal areas.
States with High to Very High Percentage of Total OOSC (6 to 10 Years Age Group)
- Uttar Pradesh and Bihar also remain the top contributors in the 6 to 10-year group, reflecting their overwhelming share of the OOSC population.
- Madhya Pradesh, Jharkhand, and Chhattisgarh show substantial percentages of OOSC in this younger age group, often linked to issues of early marriage, child labor, and socio-economic constraints on schooling.
Gender Disparities in OOSCs
The percentage of girls among OOSC is notably lower than that of boys across both age groups (6-10 years and 6-13 years). For example: In the 6 to 11 years age group, girls account for approximately 37.9 percent of the total OOSC, whereas boys constitute 62.1 percent, and in the 6 to 13 years age group, girls account for 39.8 percent, with boys making up 60.2 percent of the OOSC.
The large number of OOSCs, especially in populous states such as Uttar Pradesh, Bihar, Madhya Pradesh, and Rajasthan, poses significant challenges to the goal of achieving universal school education by 2030. High OOSC figures in these states indicate that many children still lack basic access to education, directly undermining efforts to meet global educational goals. The vast number of children out of school reflects not only access barriers but also challenges related to the quality of education, including inadequate infrastructure, poorly trained teachers, and a lack of learning resources. These OOSC populations, if not re-engaged in the formal education system, could face long-term economic and social exclusion, further perpetuating cycles of poverty and inequality.
Addressing OOSC through Samagra Shiksha Provisions
Samagra Shiksha, the flagship program for children’s education, can play a pivotal role in bringing OOSC under the education umbrella. Several provisions and strategies under this program can help address this issue:
- Incentive Schemes for Enrollment: Samagra Shiksha should include financial and logistical support for low-income families, such as scholarships, free textbooks, uniforms, and midday meals. These incentives can reduce the economic barriers preventing children, especially girls, from attending school.
- Strengthening Community and Anganwadi Networks: By integrating schools with local community structures, including Anganwadi centres, Samagra Shiksha can create better awareness about the importance of education. Local outreach programs can target families, especially in rural areas, to encourage school attendance.
- Flexible Education Models: For children working or unable to attend school regularly, flexible learning models such as open schooling, distance learning, or mobile education units can be promoted. Samagra Shiksha can expand its scope to include these alternatives, ensuring that out-of-school children have pathways into the education system.
- Focus on Girls’ Education: Specific interventions aimed at improving the retention of girls, including gender-sensitive curriculums, safe transportation, and separate toilets, are essential. Scholarships and mentorship programs targeted at girls can also encourage enrollment and reduce dropout rates.
- Teacher Training and Capacity Building: Ensuring teachers are equipped to handle diverse learning needs, including out-of-school children, will help reduce dropout rates. Continuous professional development and training should be a priority under Samagra Shiksha.
- Strengthening Data Systems: The program should also enhance data collection and monitoring systems to track children’s progress, particularly those in the OOSC category, and enable targeted interventions in states with the highest OOSC populations.
% Share of Out-of-School Children to Total 6-13 Years OOSCs, 2023-24 |
|||||||
State/UT |
Age 6-10 years | Age 11-13 years | Age 6-13 years | ||||
Total | % to 6-13 Years | Total | % to 6-13 Years | Boys | Girls |
Total |
|
Andaman and Nicobar Islands | 1271 | 58.4 | 905 | 41.6 | 1378 | 820 | 2176 |
Andhra Pradesh | 460351 | 95.0 | 24145 | 5.0 | 279107 | 202672 | 484495 |
Arunachal Pradesh | 251 | 1.4 | 17956 | 98.6 | 11763 | 7955 | 18206 |
Assam | 539126 | 73.9 | 190236 | 26.1 | 459830 | 269848 | 729362 |
Bihar | 3313381 | 53.8 | 2849118 | 46.2 | 3532020 | 2614176 | 6162499 |
Chhattisgarh | 383116 | 75.9 | 121725 | 24.1 | 280112 | 223855 | 504841 |
Daman and Diu | 0 | 0 | 0 | 0 | 0 | ||
Delhi | 38138 | 100.0 | 0 | 0.0 | 62760 | 0 | 38138 |
Goa | 0 | 0 | 0 | 0 | 0 | ||
Gujarat | 1372323 | 93.9 | 89443 | 6.1 | 874253 | 591140 | 1461766 |
Haryana | 515050 | 100.0 | 0 | 0.0 | 309562 | 206890 | 515050 |
Himachal Pradesh | 0 | 0 | 0 | 0 | 0 | ||
Jammu and Kashmir | 0 | 0.0 | 222272 | 100.0 | 125112 | 96608 | 222272 |
Jharkhand | 1077473 | 71.1 | 438036 | 28.9 | 815499 | 699971 | 1515509 |
Karnataka | 404774 | 100.0 | 0 | 0.0 | 244474 | 163114 | 404774 |
Kerala | 402478 | 100.0 | 0 | 0.0 | 214283 | 188569 | 402478 |
Ladakh | 1662 | 55.0 | 1360 | 45.0 | 1931 | 1119 | 3022 |
Lakshadweep | 105 | 11.9 | 771 | 88.1 | 394 | 477 | 876 |
Madhya Pradesh | 2258382 | 72.2 | 868860 | 27.8 | 1802320 | 1315531 | 3127242 |
Maharashtra | 0 | 0.0 | 140857 | 100.0 | 69020 | 68469 | 140857 |
Manipur | 0 | 0.0 | 23841 | 100.0 | 13614 | 10239 | 23841 |
Meghalaya | 0 | 0 | 0 | 0 | 0 | ||
Mizoram | 0 | 0 | 0 | 0 | 0 | ||
Nagaland | 31481 | 42.8 | 41992 | 57.2 | 42528 | 30976 | 73474 |
Odisha | 145179 | 47.3 | 161551 | 52.7 | 156187 | 150461 | 306730 |
Puducherry | 4529 | 100.0 | 0 | 0.0 | 2237 | 2288 | 4529 |
Punjab | 0 | 0 | 0 | 0 | 0 | ||
Rajasthan | 1410434 | 81.3 | 324036 | 18.7 | 999342 | 730734 | 1734470 |
Sikkim | 3918 | 28.8 | 9689 | 71.2 | 7206 | 6412 | 13607 |
Tamil Nadu | 767567 | 100.0 | 0 | 0.0 | 443530 | 325402 | 767567 |
Telangana | 67080 | 100.0 | 0 | 0.0 | 80508 | 0 | 67080 |
Tripura | 0 | 0.0 | 14747 | 100.0 | 10253 | 4651 | 14747 |
Uttar Pradesh | 5385021 | 65.3 | 2860573 | 34.7 | 4786976 | 3440909 | 8245595 |
Uttarakhand | 33060 | 100.0 | 0 | 0.0 | 35963 | 0 | 33060 |
West Bengal | 0 | 0.0 | 82137 | 100.0 | 70624 | 12696 | 82137 |
Source: Estimated using state-specific Age-Specific Enrolment Ratios and projected child population as provided in the UDISEPlus 2023-24 Report. The totals differ from the estimated number of Out-of-School Children (OOSCs) derived from figures at the all-India level.
The UDISEPlus 2023-24 data paints a concerning picture of the state of education in India, particularly concerning the large number of out-of-school children in high-population states. Achieving universal school education by 2030 will require a concerted effort from all stakeholders, including state governments, educational institutions, and civil society. Programs like Samagra Shiksha, if properly strengthened and adapted to address the specific needs of out-of-school children, could play a crucial role in bringing these children back into the education system, ultimately contributing to the realization of educational equity in India.