UDISE+ 2023–24: Insights and Perspectives by Prof. Arun C. Mehta
REPORT ONUNIFIED DISTRICT INFORMATION SYSTEM FOR EDUCATION PLUS: UDISE+ 2023-24
Existing Structure
BACKGROUND
The UDISE+ 2023–24 Report, released by the Department of School Education & Literacy, Ministry of Education, Government of India, on December 30, 2024, provides a comprehensive, data-driven evaluation of the school education system in India. This report highlights advancements in data collection methodologies introduced in 2022–23 and demonstrates alignment with the National Education Policy (NEP) 2020, focusing on individual student tracking. However, particular areas remain underexplored, and comparisons with previous editions reveal significant changes.
Notably, the Unified District Information System for Education (UDISE) was conceptualized, designed, and developed by NIEPA, New Delhi, and managed by the institute from 1994 to 2018. Under NIEPA’s stewardship, UDISE was elevated to the status of Official Statistics in 2012–13. In 2018–19, UDISE was transferred to the Department of School Education & Literacy within the Ministry of Education, where it was rebranded as UDISE+ and is now managed by the Ministry with technical support from NIC, New Delhi.
UDISEPlus 2022-23 and 2023-24 Analysis by Arun C Mehta
Analysis of School Enrolment Growth by Management in India during 2020-21 to 2023-24
Out-of-School Children (OOSC) in the Light of UDISEPlus 2023-24 Data
UDISEPlus National Data during 2020-21 and 2023-24
Digital Infrastructure in Schools: Challenges and Progress in India (UDISEPlus 2023-24)
Analysis of Teacher Training & Professional Qualifications in India (UDISEPlus 2023-24 Data)
THE COVERAGE
The UDISE+ 2023–24 report covers a comprehensive range of indicators across various dimensions of school education in India. Below is a categorized list of significant indicators:
1. General Statistics
- Total number of schools, teachers, and students.
- Distribution of schools, enrolments, and teachers by school category and level.
- Schools by management type: government, government-aided, private, and others.
2. Student Enrolment
- Total enrolments across levels: pre-primary, primary, upper primary, secondary, and higher secondary.
- Enrolment distribution by gender, social categories (General, SC, ST, OBC), and minority groups (Muslims, Christians, Sikhs, Buddhists, Jains, etc.).
- Enrolment of Children with Special Needs (CWSN).
- New Admissions in Class 1 with pre-school experience.
3. Teacher Data
- Number of teachers by management type and school category.
- Pupil-teacher ratio (PTR) at primary, upper primary, secondary, and higher secondary levels.
- Percentage of trained and professionally qualified teachers.
4. Infrastructure Indicators
- Schools with basic facilities:
- Drinking water and handwashing facilities.
- Functional toilets (separate for boys, girls, and CWSN-friendly).
- Electricity and functional electricity connections.
- Playground, library, and kitchen garden.
- ICT labs, functional computers, internet facilities, and smart classrooms.
- Rainwater harvesting systems and solar panels.
5. Performance Indicators
- Gross Enrolment Ratio (GER)
- Primary, upper primary, secondary, and higher secondary levels of school education.
- GER by gender and social category (SC, ST).
- Dropout Rates
- Level-wise and national/state averages.
- Retention Rates
- Class 1 to Class 5, Class 1 to Class 8, Class 1 to Class 10, and Class 1 to Class 12.
- Transition Rates
- Primary to upper primary, upper primary to secondary, and secondary to higher secondary.
6. Equity and Inclusivity
- Gender Parity Index (GPI) by level of education.
- Representation of minority and disadvantaged groups in enrolments.
- Participation of CWSN in schools and provision of CWSN-friendly infrastructure.
7. Digital and Vocational Education
- Availability of desktops, laptops, tablets, and digital boards for teaching.
- Percentage of schools with functional ICT labs and digital libraries.
- Schools offering vocational education under NSQF (National Skills Qualifications Framework).
8. State/UT-Specific Highlights
- State-wise distribution of schools, students, teachers, and infrastructure.
- State/UT-level GER, dropout rates, retention rates, and other key indicators.
These indicators provide a comprehensive snapshot of the state of school education in India, enabling targeted interventions and informed policymaking. Let me know if you’d like specific tables or data related to these indicators.
Gist of the UDISEPlus 2023–24 Report
- Key Features
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- Coverage: Nearly 14.72 lakh (1.47 million) schools, over 98 lakh (9.8 million) teachers, and 24.8 crore ( 248 million) students.
- Individual Data: Introduction of unique student and teacher identities, including Aadhaar and unique educational IDs.
- Performance Indicators: Enhanced insights into Gross Enrolment Ratio (GER), retention, dropout, and transition rates.
- Infrastructure: Focus on basic amenities like toilets, electricity, and digital facilities.
- Equity Focus: Gender Parity Index above one at all levels, minority representation, and inclusion of Children with Special Needs (CWSN).
- Improvements
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- Shift from school-wise to individual student-wise data tracking, providing granular insights.
- Enhanced transparency and reliability through real-time online data validation.
- Alignment with NEP 2020 goals, emphasizing universal participation, learning outcomes, and equitable education.
- Data Gaps
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- This volume has a limited focus on Early Childhood Care and Education (ECCE) centres and standalone private pre-primary schools; however, there is a separate volume per the NEP 2020.
- Absence of detailed qualitative data on learning outcomes and digital education efficacy.
- Insufficient analysis of regional variations in teacher-student ratios and infrastructure utilization.
Comparison with 2021–22 UDISE+ Report
- Data Collection Methodology
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- 2021–22: Consolidated school-wise data.
- 2023–24: Transitioned to individual student-wise data, ensuring accuracy and tracking dropouts effectively.
- Scope and Indicators
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- 2023–24: Expanded data fields aligned with NEP 2020, including student Aadhaar linkage and individual tracking.
- 2021–22: Limited alignment with NEP, focusing on school-level aggregates.
- Technological Advancements:\
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- Introducing unique educational IDs in 2023–24 will improve beneficiary targeting for government schemes.
- Equity and Inclusion:
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- 2023–24 emphasized minority and CWSN enrolments more than previous editions.
Recommendations for Inclusion
- Enhanced ECCE Coverage
- Comprehensive integration of Anganwadi and private pre-primary centers in enrolment statistics.
- Learning Outcome Data
- Incorporation of National Achievement Survey (NAS) results for academic performance benchmarking.
- Teacher Development Metrics
- If possible, assessment of teacher training programs and their impact on learning outcomes.
- Regional Analysis
- There is a deeper focus on state-wise disparities in infrastructure and enrolment ratios.
The UDISE+ 2023–24 Report represents a significant step toward data-driven governance in education, with advancements in methodology and alignment with NEP 2020. However, addressing the above-highlighted gaps could further enhance its utility in achieving India’s “Education for All” goal.
The Outcome of UDISEPlus 2023-24 Data Analysis
The analysis of UDISEPLUS data for 2023-24 reveals India’s substantial progress towards achieving universal school education, particularly at the primary & upper primary levels. The Gross Enrolment Ratio (GER) at these levels is nearing or exceeding 90 percent, with a balanced Gender Parity Index reflecting an inclusive system where girls are participating at par with or even outperforming boys. These achievements can be attributed to robust foundational programs like the Right to Education (RTE) Act, mid-day meals, and targeted welfare schemes, which have successfully reduced dropout rates to just 1.9 percent at the primary level.
However, as students progress to higher levels of education, systemic challenges become increasingly evident. Dropout rates rise significantly at the secondary and higher secondary stages, where economic pressures, gender disparities, and infrastructural deficits emerge as critical barriers. The transition rates, while relatively strong from primary to upper primary & upper primary to secondary, decline sharply at secondary to higher secondary levels. This trend suggests that many students, particularly from rural and socio-economically disadvantaged regions, struggle to sustain their education beyond the elementary stage. Retention rates further corroborate this issue, as only 45.6 percent of students remain in the system by the time they reach higher secondary education.
These gaps highlight the pressing need for targeted interventions to address inequities and inefficiencies in the education system. States like Kerala, Tamil Nadu, and Chandigarh exemplify near-universal retention and high transition rates, supported by effective governance, strong public schooling systems, and inclusive policies. On the other hand, states such as Bihar, Jharkhand, and Assam face significant challenges, with low enrolment and retention rates indicating the need for infrastructural development, socio-economic support mechanisms, and community engagement initiatives.
The National Education Policy (NEP) 2020 provides a comprehensive roadmap for overcoming these challenges and achieving universal school education by 2030. It emphasizes the importance of equitable access, improved retention, and seamless transitions at all levels of education. Additionally, the policy’s focus on vocational education, technology integration, and gender-sensitive reforms aligns well with the identified gaps in secondary and higher secondary education. However, achieving the ambitious goals will require concerted efforts from all stakeholders, including governments, educators, communities, and families.
In conclusion, while India has made commendable strides in primary and upper primary education, achieving universal school education remains incomplete. Addressing the steep drop in retention and transition rates at higher levels is imperative to realize the NEP 2020 vision. Through strategic investments, inclusive policies, and a relentless focus on bridging gaps, universal school education by 2030 is achievable and essential for the nation’s socio-economic growth and empowerment.
Data Limitations and Fluctuations in Enrolment
The UDISEPlus data from 2020-21 to 2023-24 provides invaluable insights into school education trends; however, certain limitations and inconsistencies warrant careful consideration. The introduction of a new data collection methodology, SDMIS, in 2022-23 resulted in a significant decline in reported enrolments, with total enrolment dropping from 255.74 million in 2021-22 to 234.96 million in 2023-24 – a reduction of 8.12%. This fluctuation raises questions about potential over-reporting in earlier datasets and the comparability of data across years. Additionally, gaps in data collection, such as incomplete information on teacher qualifications and school-level resources, hinder a comprehensive understanding of systemic issues. The absence of granular, verified data on out-of-school children further limits the accuracy of estimates, making it challenging to address localized disparities effectively. These issues highlight the need for standardized methodologies and robust validation mechanisms to enhance the reliability and utility of educational statistics.
Need for Constituting an Expert Committee to Investigate the Steep Decline in Enrolment
The reported decline in enrolment of 20.8 million students in Grades I to XII between 2021-22 and 2023-24, as indicated by the UDISEPlus data, raises significant concerns regarding the accuracy and reliability of the enrolment data. While the Ministry of Education (MoE) has attributed this drop to implementing new data collection methods, such as the Student Data Management Information System (SDMIS) introduced during the 2022-23 cycle, the scale of the decline suggests that other factors may also be at play. The possibility of over-reporting, incorrect reporting, or the presence of duplicate and fake enrolment records cannot be ruled out. Given that the decline in enrollment is disproportionately large and not fully explained by changes in data collection processes alone, it is crucial to establish an Expert Committee to conduct a comprehensive investigation. This committee should examine the underlying reasons for the steep drop in enrolment, mainly focusing on the accuracy of the data reporting mechanisms under the UDISEPlus.
The Ministry may like to initiate an independent audit of the entire data collection process under UDISEPlus, covering the period from 2018-19 onwards. This audit should examine all aspects of UDISEPlus, including the procedures for data collection, sharing, digitization, data uploading, dissemination through publications and online portals, and data utilization in formulating annual plans. In addition, an independent agency must initiate a sample check of UDISEPlus data on a pan-India basis.
Additionally, the Expert Committee should evaluate the effectiveness of incentive programs and direct benefit schemes provided to students in the previous years, especially since enrolment figures were much higher in 2021-22 compared to subsequent years. Understanding how these financial and support measures were utilized and whether they aligned with actual student enrolment is essential to determine whether they played a role in the apparent discrepancy. Such a study would clarify whether enrolment discrepancies are due to systemic reporting failures or if broader socio-economic factors and inefficiencies in policy implementation contribute to the decline.
Frequently Asked Questions: UDISE+ 2023-24 Report
Q1: What is UDISE+ and what does it cover?
UDISE+ (Unified District Information System for Education Plus) is a comprehensive data collection system for school education in India. The 2023-24 report covers:
- 14.72 lakh (1.47 million) schools
- Over 98 lakh (9.8 million) teachers
- 24.8 crore (248 million) students It tracks various indicators including enrollment, infrastructure, teacher data, and performance metrics across all levels of school education.
Q2: What are the major changes in UDISE+ 2023-24 compared to previous years?
The key changes include:
- Transition from school-wise to individual student-wise data tracking
- Introduction of unique student and teacher identities, including Aadhaar linkage
- Enhanced real-time online data validation
- Better alignment with NEP 2020 goals
- Expanded data fields for more comprehensive tracking
Q3: What are the current enrollment trends according to the report?
The report shows mixed trends:
- High Gross Enrollment Ratio (GER) at primary and upper primary levels (90%+)
- Strong Gender Parity Index with girls participating at par or better than boys
- Low dropout rate of 1.9% at primary level
- However, there’s a significant decline in total enrollment from 255.74 million in 2021-22 to 234.96 million in 2023-24 (8.12% reduction)
Q4: What are the main challenges identified in the education system?
Key challenges include:
- Increasing dropout rates at secondary and higher secondary levels
- Sharp decline in transition rates from secondary to higher secondary education
- Only 45.6% retention rate by higher secondary level
- Regional disparities in educational outcomes
- Infrastructure deficits in certain states
- Gaps in data collection for Early Childhood Care and Education (ECCE)
Q5: Which states are performing well and which need improvement?
Strong performers:
- Kerala
- Tamil Nadu
- Chandigarh These states show near-universal retention and high transition rates.
States needing improvement:
- Bihar
- Jharkhand
- Assam These states face challenges with low enrollment and retention rates.
Q6: What infrastructure indicators does UDISE+ track?
The report tracks various infrastructure elements including:
- Drinking water and handwashing facilities
- Functional toilets (separate for boys, girls, and CWSN-friendly)
- Electricity connections
- Playgrounds and libraries
- ICT labs and computers
- Internet facilities and smart classrooms
- Rainwater harvesting systems
- Solar panels
Q7: What are the concerns about data accuracy in the report?
Several concerns have been raised:
- Significant decline in reported enrolments (20.8 million students) between 2021-22 and 2023-24
- Possible over-reporting in earlier datasets
- Gaps in data collection for teacher qualifications
- Incomplete information on out-of-school children
- Need for standardized methodologies and validation mechanisms
Q8: What recommendations have been made for improvement?
Key recommendations include:
- Establishing an Expert Committee to investigate enrollment decline
- Conducting an independent audit of data collection processes from 2018-19 onwards
- Implementing pan-India sample checks of UDISE+ data
- Better integration of Anganwadi and private pre-primary centres
- Incorporation of National Achievement Survey results
- Enhanced focus on teacher development metrics
- More detailed regional analysis of disparities