Why in news?
The Ministry of Education released the Unified District Information System for Education Plus (UDISE+) report for 2024–25. The report provides a comprehensive picture of school education in India, covering infrastructure, enrolment and teacher availability. Policymakers use UDISE+ data to plan interventions and allocate resources.
Digital infrastructure
- Computers in schools: About 64.7 per cent of schools have at least one computer, up from 57 per cent in the previous year. However, only around 58 per cent of these schools report the computers as functional.
- Internet access: Approximately 63.5 per cent of schools have internet connectivity. The gap between private (almost 90 per cent) and government schools (about 59 per cent) remains wide, and states like Bihar and West Bengal lag with less than 20 per cent of schools connected.
- Digital divide: Rural and tribal schools remain particularly underserved, hampering the delivery of online and blended learning introduced during the pandemic.
Other facilities
- Electricity and water: More than 93 per cent of schools have electricity and over 99 per cent have access to drinking water. Nearly all schools report separate toilets for boys and girls.
- Small schools: Around 8,000 schools have fewer than 10 students, and 7,993 schools are reported as having zero enrolment. Such schools are mainly in remote areas.
Teachers and enrolment
- Teacher shortage: One in five schools has only a single teacher managing multiple classes. Shortages are acute in remote areas and for subjects like science and mathematics.
- Enrolment trends: Overall enrolment has stabilised after the pandemic, but there is a slight decline in upper‑primary classes, especially among girls in some states.
- Health support: Many schools lack functional kitchens and nutrition gardens. Only about half have regular health check‑ups or counselling services.
Implications and recommendations
The UDISE+ data reveal that basic infrastructure has improved, but digital gaps and teacher shortages threaten learning outcomes. Investing in internet connectivity, digital literacy and teacher recruitment is essential. Small schools with very low enrolment should be consolidated into centralised campuses with transport facilities to optimise resources. States should ensure that data collected are accurate and used to inform planning rather than simply fulfilling reporting requirements. Without concerted action, the promise of the National Education Policy 2020 may remain unfulfilled.