Education

CBSE introduces Sugar Boards

Context: The Central Board of Secondary Education (CBSE) has made it mandatory for schools to set up sugar boards in schools to educate students on the risks of high sugar intake.

The National Commission For Protection of Child Rights has pushed for the introduction of a ‘sugar board’ in all schools- not only CBSE affiliated but affiliated to various State boards.

Relevance of the topic:

Prelims: Key facts about the Initiative- Sugar Boards.

Mains: Efforts by the government in promoting healthy dietary habits and nutritional intake.

What are Sugar Boards?

  • Sugar board is a visual representation of the quantity of sugar contained in commonly consumed foods and drinks.
  • Objective: To educate students about the risks of excessive sugar intake.
  • It provides essential information including- recommended sugar intake, sugar content in commonly consumed foods (such as junk food and cold drinks), health risks associated with high sugar consumption and healthier dietary alternatives.
  • Significance: It is a significant initiative towards nutritional literacy and preventive healthcare to create awareness in nearly 2 crore students and their families.

Sugar Intake and Prevalence of Type 2 Diabetes

  • Over the past decade, there has been a significant increase in Type 2 Diabetes among children, a condition primarily seen in adults. The incidence of Type 2 Diabetes among children and adolescents is 397 per lakh population, next only to China which has 734 estimated cases per lakh.
  • Studies indicate that sugar constitutes 13% of daily calorie intake for children aged 4-10 years and 15% of those aged 11-18 years, substantially exceeding the recommended limit of 5%.

This alarming trend is attributable to high sugar intake and easy availability of sugary snacks, beverages and processed foods within school environments.

India’s Regulatory Stand

  • Food Standards and Safety Authority of India (FSSAI) had convened a scientific panel of experts in 2025 to decide on a High Fat, Salt and Sugar (HFSS) definition pertaining only to school meals. However, the FSSAI has still not set HFSS standards or finalized the ‘health-star rating system’, for front-of-pack labelling regulations.
  • While there are regulations in place for making claims on packaged food, FSSAI has not fixed a cut-off for High Fat, Salt, Sugar consumption for the Indian population.
  • India currently relies on World Health Organisation (WHO) cut-offs for ideal HFSS intake. For instance, WHO guidelines restrict daily sugar intake in adults and children to 25 grams (six teaspoons). 

Experts emphasise the need for India-specific sugar intake cut-offs based on indigenous epidemiological data, as Indians are genetically more prone to heart diseases, necessitating studies on BMI, insulin resistance, and other health indicators.

The initiative must be complemented by stringent food regulations in school canteens, formulation of India-specific HFSS standards, and widespread parental and community engagement. 

Also Read: Tackling Obesity and Regulating Ultra-Processed Foods in India 

Growing Digital Divide in Indian Schools

Context: The recent data from the Ministry of Education shows that the majority of schools in rural areas in India lack robust digital infrastructure and internet access.

Relevance of the topic:

Prelims: Key facts related to UDISE+ 2023-24 report.

Mains: Mains: Reasons behind digital divide and measures to bridge it.

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India’s education system has been known to draw criticism on several counts. One is the lack of access to basic amenities and adequate infrastructure and other is the consequential rise in dropout rates. However, one important criticism is the growing digital divide in Indian schools.

The recently released Unified District Information System for Education Plus (UDISE+) 2023-24 report by the Ministry of Education underscores this crisis.

State of Digital Infrastructure in Schools

  • As per UDISE+ 2023-24 report: 
    • Around 50% of our schools do not have access to modern information and communications technology (ICT), despite proclaimed increases in investment in education both by Centre and the States.
      • Functional computers are available in only ~52% of schools.
      • The Internet is accessible in only 54% of schools.
    • These figures mark a marginal improvement from FY22, when just 45% of schools had computers and 34% had internet access.
  • Rural-Urban Gap in Internet Connectivity: Rural schools are behind urban schools in terms of internet connectivity by 29%. 69% of urban schools have access to digital infrastructure against 45% of rural schools. This indicates that a gap of 24% percent exists between urban and rural schools. 
  • Persistent post-pandemic digital deprivation: A CRY survey during the pandemic found most school children lacked access to online classes, and this deprivation continues post-pandemic, despite the adoption of hybrid learning to improve access to quality education.
  • Tele-Density Imbalance: Urban tele-density and rural tele-density stood at 134% and 59% respectively, as of March 2024, highlighting a substantial difference of 75%, between tele-density in rural and urban areas. 

Reasons for growing Digital Divide

Despite an overall increase in digital penetration, divide been growing because of following reasons: 

  • Lack of infrastructure in rural areas:
    • Even though 89.7% of schools have access to functional electricity (UDISE+ 2023-24), frequent power outages especially in rural areas due to transmission and distribution losses often render digital infrastructure redundant and unusable.
    • Digital India School programme under the Digital India Campaign has failed to make any impact in rural schools due to poor internet connectivity. 
  • Shortage of qualified teachers: Limits the quality and reach of computer literacy programs.
  • Gaps in education system: Although computer education is part of the school curriculum, there are disparities in access and instructional standards, particularly in rural and economically disadvantaged areas. E.g: Assam (17.6%), Bihar (20.4%), Madhya Pradesh (21%).
  • Limited access for older demographics: Older age groups often lack motivation or access to learning resources for computer literacy.
  • Unequal distribution of resources: There is a significant disparity in resource allocation for computer literacy initiatives, leading to unequal progress across different states and regions.
  • Delays in BharatNet Project: The persistent digital divide is partly due to delays in BharatNet Project, which aimed to connect 6 lakh villages with broadband by May 2023. As of October 2024, only 2.14 lakh villages were connected, pushing the deadline to 2025.

Government Initiatives to promote Digital Literacy: 

  • Digital India Campaign 2015: To transform the country into a digitally empowered society.
  • Education Integration: Computer education is being integrated into the formal education system from an early age. E.g., Sarva Shiksha Abhiyan.
  • Skill Development: Various programs target underprivileged communities to bridge the digital divide. E.g., Pradhan Mantri Gramin Digital Saksharta Abhiyan (PMGDISHA).

The growing digital divide highlights the urgent need to prioritise basic infrastructure in schools, especially in rural areas. Only after addressing these foundational gaps education system will become truly inclusive and effective. 

Also Read: Right to Digital Access part of Article 21: SC  

States cannot be compelled to adopt National Education Policy: SC 

Context: The Supreme Court has dismissed a petition seeking the implementation of the National Education Policy (NEP) in Tamil Nadu, West Bengal, and Kerala citing that it cannot compel any state to adopt NEP 2020. 

While the Centre claims that the NEP promotes multilingualism, Tamil Nadu argues that it puts unfair pressure on non-Hindi-speaking states.

Relevance of the topic:

Prelims: Key facts about National Education Policy 2020.

Mains: Debate surrounding three language formula in NEP. 

Major Highlights: 

  • The SC has stated that the court does not have the power to compel a state to follow a central policy like the National Education Policy 2020. Under Article 32 of Indian Constitution, the court can only intervene when there is a  violation of fundamental rights due to the policy’s implementation.

Key Facts

  • Education is on the Concurrent list of Schedule 7 of Indian Constitution, enabling both the Centre as well as the states to enact laws. The 42nd Constitutional Amendment moved education from the State List to the Concurrent List.
  • The Right of Education Act, under Article 21A, makes education a fundamental right of every child between the ages of 6-14 and specifies minimum norms in elementary schools. 
  • Article 32 of Indian Constitution grants every individual the right to move the Supreme Court for the enforcement of their fundamental rights.
  • The NEP 2020 is the latest education policy in India (after NEP 1986). It is founded on the five guiding pillars of Access, Equity, Quality, Affordability and Accountability. It proposes various reforms in school education as well as higher education including technical education.

Read More- National Education Policy 2020: National Education Policy 2020 

National Scheme for Upgradation of ITIs

Context: The Union Cabinet has approved the scheme for upgradation of 1,000 government Industrial Training Institutes (ITIs), and the setting up of five National Centers of Excellence (NCOE) as a Centrally Sponsored Scheme for transforming vocational education in India.

Relevance of the Topic:Prelims: Key facts about National Scheme for Upgradation of ITIs and setting up of National Centres of Excellence. 

National Scheme for Upgradation of ITIs and setting up of National Centres of Excellence:

  • Initiative of: 
  • Centrally Sponsored Scheme. 
  • Outlay: Rs. 60,000 crore (Central Share: Rs 30,000 crore, State Share: Rs 20,000 crore and Industry Share: Rs 10,000 crore). Additionally, 50% of the central share will be co-financed equally by the Asian Development Bank and the World Bank.
  • The scheme will focus on:
    • Upgradation of 1,000 Government ITIs in hub and spoke arrangement with industry aligned revamped trades (courses)
    • Capacity Augmentation of 5 National Skill Training Institutes (NSTIs) and setting up of 5 National Centres of Excellence for Skilling in these institutes.

Key Focus Areas: 

  • Position existing ITIs as government-owned, industry-managed aspirational institutes of skills, in collaboration with State Governments and industry. 
  • Adopt an industry-led Special Purpose Vehicle (SPV) model for an outcome-driven implementation strategy, making it distinct from previous efforts to improve the ITI ecosystem.
  • Skill 20 lakh youth through industry-aligned training programs over a five-year period. Ensure alignment between local workforce supply and industry demand, thereby facilitating industries, including MSMEs, in accessing employment-ready workers.
  • Strengthen Training of Trainers by upgrading infrastructure in the five NSTIs and offering pre-service and in-service training to 50,000 trainers. This is to enhance the quality and consistency of vocational education.

Background: Need for upgrading Industrial Training Institutes (ITIs): 

  • ITIs have been the backbone of vocational education and training in India, operating under State Governments. ITI network has expanded by nearly 47% since 2014, reaching over 14,600 across India, with over 14 lakh enrolment. However, vocational training via ITIs has suffered from lack of systemic interventions to improve their infrastructure, course contents, and remains less aspirational. 
  • India has only 42% of Indian graduates considered employable. Hence there is an urgent need for aligned government, academia, and industry action. By upgrading ITIs and embedding on-the-job learning, soft skills, and future capabilities like green and digital skills, India can unlock its talent potential. 

The schemes are a significant step towards revamping vocational education and bridging the critical skill-employability gap across sectors. 

SC allows UGC to notify rules on Caste Discrimination

Context: The Supreme Court has allowed the University Grants Commission (UGC) to notify its 2025 Regulations aimed at promoting equity in higher education, while keeping the door open for improvements based on expert recommendations from the Task Force. 

Relevance of the Topic: Prelims: Key facts related to UGC Draft Regulations 2025.

Background:

  • Caste-based discrimination in higher education: Tragic suicides of Rohith Vemula (2016) and Payal Tadvi (2019), both from marginalised communities, highlighted systemic issues of caste-based discrimination in higher education institutions (HEIs). In 2019, a Public Interest Litigation (PIL) sought mechanisms to prevent such discrimination. 
  • Justice S. Ravindra Bhat Task Force (2025): In response, the Supreme Court constituted a National Task Force chaired by former Justice S. Ravindra Bhat to examine student suicides and mental health concerns in higher education institutions.
  • The petitioners requested the Court to hold off notifying the new University Grants Commission Regulations of 2025, until the National Task Force gave its full report on mental health, student suicides, and discrimination in colleges and universities.
  • However, the SC has allowed the regulations to be notified while ensuring that the Task Force’s work would continue and its recommendations could still be incorporated into the regulations later.

Caste-based discrimination in India’s Educational institutions: 

  • Centre for Study of Developing Societies (CSDS) Youth Survey found that 1 in 4 Dalit students in colleges reported being discriminated against by teachers.
  • Indian Institute of Dalit Studies (IIDS) Findings reported that over 65% of Dalit students experience caste-based discrimination in classrooms.

According to India Survey on Higher Education (AISHE) 2021-22:

  • Low enrollment rates: SC and ST students still have lower enrolment rates in higher education: (SC - 14.2% of total enrolment and ST - 5.8%).
  • Higher dropout rates: Dropout rates are higher among SC/ST students, often attributed to hostile campus environments and caste-based microaggressions.

University Grants Commission Regulations of 2025

The draft regulations deal with ragging, sexual harassment and discrimination on the basis of caste, gender, disability, among other biases in institutions of higher learning.

Key Provisions: 

  • Enhanced authority of UGC: The regulations give the UGC the authority to derecognise (disqualify) any institution that does not follow the anti-discrimination rules or is found guilty of mistreatment.
  • Clear responsibility: Institutions must take responsibility for protecting students from any form of discrimination, including on the basis of caste, religion, or mental health issues.
  • Preventive measures: Colleges and universities are expected to set up mechanisms (like anti-discrimination cells or support groups) to handle complaints and provide a safe environment.
  • Equal Opportunity Centres: Mandatory establishment of EOCs in all higher education institutions to oversee equity initiatives and address grievances.
  • Monitoring and Accountability: Institutions will be required to report cases and submit regular updates to the UGC about the actions taken against discrimination.
  • False complaints: The regulations also address false complaints, potentially leading to fines or disciplinary action for those found to have made such complaints.
  • Counseling: Provision of mental health support and counseling services to students to address psychological well-being.

India’s Educational Transformation 

Context: India’s education system in the past had been characterised by outdated policies, corruption, and a disconnect from India's civilisational ethos. The National Education Policy (NEP) 2020 marks a decisive shift towards accessibility, equity, and modernisation. 

Relevance of the Topic:Mains: Education transformation in India: Key Initiatives. 

National Education Policy (NEP) 2020

  • The NEP 2020 outlines the vision of the new education system of India. It replaces the previous National Policy on Education of 1986. 
  • The NEP 2020 is based on five key pillars: Access, Equity, Quality, Affordability, and Accountability.

Read More: National Education Policy 2020 

India’s Educational Landscape: Key Initiatives 

In the recent decade, the government has undertaken significant reforms in the educational landscape. This has resulted in improved educational enrollment and reduction of structural inequities. 

1. Promoting Inclusivity: 

  • Since 2014-15, the enrolment of Scheduled Castes (SC) in higher education has increased by 50%, Scheduled Tribes (ST) by 75%, and Other Backward Classes (OBCs) by 54% since 2014-15.
  • Female enrolment across all categories has grown by an impressive 38.8%, crossing 2.18 crore in 2022-23. Among Muslim minority students, the female enrolment rose by 57.5%.

This is in line with NEP 2020 which aims to decentralise education and promote inclusivity.

2. Women’s Empowerment in Education:

  • In higher education, PhD enrolment among women has increased by 135%. 
  • Women in the field of higher education STEMM (science, technology, engineering, mathematics, and medicine) constitute 43%. 
  • Female teachers constitute 44% of the teaching workforce, up from 38% in 2014.

3. Increased Government Investment in Education:

  • Per-child government expenditure has risen by 130%, from ₹10,780 (2013-14) to ₹25,043 (2021-22).
  • Through NEP 2020, enhanced focus on early childhood education, foundational learning, and numeracy for holistic development.
  • Focus on modernisation of government schools with improved infrastructure and pedagogy. E.g., 
    • Introduction of coding from middle school.
    • Establishment of Atal Tinkering Labs (ATL): Over 10,000 ATLs are operational in 2024.

4. Higher Education Reforms and Global Recognition:

  • In higher education, sustainable revenue models have freed universities from resource dependency. 
  • India now has 11 universities in the QS World Rankings top 500, a remarkable improvement from the past. 
  • Research publications have increased by 88% since 2015, propelling India to 39 in the Global Innovation Index, up from 76 in 2014. 
  • Anusandhan-National Research Foundation has been established to boost research and innovation in collaboration with industry and academia.

5. Restoring Indian Knowledge Traditions and Language Primacy:

  • NEP 2020 has restored primacy to all Indian languages and knowledge traditions, overcoming the decades of ‘English-first’ policies.
  • Through the Indian Knowledge Systems (IKS) initiative, over 8,000 higher education institutions have adopted the IKS curriculum.
  • Through the Bharatiya Bhasha Pustak Yojana, 15,000 original and translated textbooks in 22 Indian languages will be published.

The government envisions an educational renaissance aligning with India’s rich intellectual heritage. The educational initiatives along with NEP 2020 aim to propel India into the ranks of developed nations. 

Is APAAR ID for Students Mandatory?

Context: APAAR is part of the National Education Policy 2020’s record-keeping reforms. While the registration is voluntary; activists and parents are worried about the rapid push by schools to generate an APAAR ID. 

Relevance of the topic:

Prelims: About APAAR ID.

Mains: Government policies and interventions for development in various sectors, Important aspects of governance, transparency, and accountability

What is an APAAR ID ?

  • APAAR (Automated Permanent Academic Account Registry) system introduces a 12-digit unique ID for every student in India, as part of India’s One Nation, One Student ID initiative. 
  • Aim: To store and consolidate students academic records and accomplishments, facilitating seamless transitions between educational institutions. 
  • APAAR ID is linked to Aadhaar and is stored in the DigiLocker. The registry provides students with standardised data on their marksheets and institutional affiliation. 
  • APAAR is generated through the Unified District Information System For Education Plus (UDISE+) portal, which contains regional academic statistics and data on schools, teachers and students. 
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Benefits of APAAR ID ?

  • Unified academic identity: A single platform to consolidate and showcase academic records.
  • Streamlining student records: Simplifying record-keeping for students, parents, and educators.
  • Digital repository: Securely storing academic data and achievements.
  • Seamless academic mobility: Facilitating smooth transitions between educational levels. Educational institutes can rapidly process and verify any given student’s academic transcripts. 

How is an APAAR ID generated?

  • Schools verify a student’s demographic details, i.e., their name and date of birth. 
  • Parents are required to fill a consent form, and after authentication by the school, the APAAR ID is generated. 

Is APAAR mandatory ?

  • APAAR is voluntary. Parents have the option of writing to schools and opting out of generating the APAAR ID for their children. 
  • The Union government re-confirmed the optional nature of APAAR in response to a Parliament query in December 2022. 

However, there are reports of state governments, particularly in Uttar Pradesh and Karnataka, exerting pressure on schools to achieve full enrollment. 

Criticism and Concerns:

  • Privacy and data security: APAAR is linked to Aadhaar, raising concerns regarding potential risk of data leaks and misuse. 
  • No strong legal framework and policy documents for the APAAR ID system governing data collection, use, storage, and disclosure, particularly of children's (minors) data.
  • No transparency over data handling practices, such as how data is collected, used, stored, and shared, and who accesses it. E.g., Internet Freedom Foundation (IFF) filed an RTI but the request was transferred more than 30 times, without a reply. 
  • Discrepancies between Aadhaar and school documents, including typos, may lead to processing delay and administrative burden. 

India witnesses growing Education-Employment Mismatch

Context: India’s labour market is facing a critical imbalance between education levels and employment opportunities. While thousands of graduates and postgraduates enter the workforce each year, a significant portion remains stuck in semi-skilled or even elementary jobs.

Relevance of the Topic:Mains: Key Trends reflecting Education-Employment Gap in Indian Labour Market. 

Present Employment Trends and Challenges

  • Low Education levels of Workforce: PLFS 2023-24 data reveal that 90% of the workforce has an education level equivalent to or below secondary education. This results in 88% of the workforce being engaged in low-competency occupations, primarily in elementary and semiskilled roles. 
  • Income disparity based on Education: Only 4.2% of the workforce (those with advanced education and specialised skills) earn between ₹4 lakh and ₹8 lakh annually. Nearly 46% earn less than ₹1 lakh, predominantly comprising low- to semi-skilled workers such as agricultural labourers, clerical staff, factory workers, and small-scale service providers.
  • Lack of Jobs as per Expertise: Highly educated individuals are not finding employment matching their qualifications. This highlights misalignment between industry demands and the availability of required competencies in the workforce. E.g., 
    • Graduate-degree holders are heavily employed in specialised roles (38%) but also occupy semiskilled (50%) and even elementary jobs (3%). 
    • Post-graduate degree holders are employed in specialised roles (63%) but also occupy semi-skilled jobs (28%). 
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  • Lack of Vocational Education: According to PLFS 2023-24, 65% of the workforce has received no vocational training (specialised, industry-specific skills), highlighting a significant gap in skill development and industry readiness. Prevalence of low-skilled workers is linked to poor educational outcomes. 
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Way Forward

  • Education reforms: Emphasise practical, job-oriented training over theoretical knowledge. Promote lifelong learning and skill upgradation programs.
  • Vocational Education: Integrate technical and vocational education into mainstream academics. Expand skill development programs aligned with industry needs.
  • Enhance Industry-Academia collaboration: Establish partnerships between educational institutions and industries to design relevant curriculum.

A well-aligned labour market will enhance workforce efficiency, boost economic growth, and improve job satisfaction for individuals. 

India’s R&D Investment: Challenges and Opportunities

Context: Despite having a strong scientific manpower base, robust IT and pharmaceutical sectors, and a thriving start-up ecosystem, India lags in research and development (R&D) investment. 

India's Gross Expenditure on R&D (GERD) is only 0.64% of GDP (FY21), much lower than global leaders like the US, China, Japan, and South Korea. The private sector’s role in R&D is limited, with most funding coming from the government. 

Relevance of the topic:

Prelims: Gross Expenditure on R&D (GERD) – Definition and Trends; Government initiatives for R&D promotion

Mains: Role of government in fostering innovation; Low R&D investment and its impact on industrial growth; Private sector participation in research Global Comparisons: India vs China, US, Japan in R&D.  

Challenges in R&D Growth:  

  • India’s Low R&D Spending: 
    • GERD in India: ₹60,196 crore (FY2011) → ₹1,27,381 crore (FY2021).
    • R&D as percentage of GDP: 0.64% (India) vs 2.1% (China), 3%+ (US, Japan, South Korea).
    • Developed nations have 70% private-sector contribution, while India relies mostly on government funding. 
image 45
  • Sector-wise R&D Expenditure: 
    • Pharmaceuticals (50%): Driven by drug innovation, vaccine research. 
    • IT (15%): Investments in AI, cybersecurity, software advancements.
    • Transportation (10%): Focus on EVs, autonomous vehicles, infrastructure.
    • Defence & Chemicals (7-10%): Investment in military technology, chemical innovations.
    • Biotechnology: Growing R&D in medical research, genetic engineering.
    • Electronics, Fuels, Telecommunications, Metallurgy: Relatively lower investments, suggesting mature industries or slow adoption of new technologies. 
  • Private Sector’s Limited Role: 
    • Globally, private firms contribute 50-70% of R&D spending, but in India, it is mostly government-driven. Indian firms hesitate to invest in long-term R&D due to uncertain returns. High costs discourage startups and MSMEs from investing in R&D. 
    • Top R&D spenders globally:
      • US – Google, Amazon lead private R&D (70% contribution).  
      • China – Hybrid model with both state and private sector investments. 
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  • Focus on Basic Research Over Applied Research:
    • Applied research drives commercial innovation and attracts investment. But India’s academic institutions focus more on theoretical research, leading to fewer linkages between research institutions and industries. This causes limited technology transfer from labs to businesses.  
    • Presently, investments are concentrated in pharmaceuticals and IT, but disruptive technologies like quantum computing, semiconductors, and AI need more funding. 
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  • Bureaucratic and Regulatory Barriers: Complex approval processes delay patents and innovation commercialisation. Tax incentives for R&D are not competitive compared to other countries 

Government Initiatives for R&D Growth

  • Increased GERD (2013-14 to 2021-22): The government has doubled R&D spending from ₹60,196 crore to ₹1,27,381 crore. Increased focus on AI, biotechnology, semiconductors and quantum technology sectors.  
  • National Research Foundation (NRF): Aims to bridge the gap between academia and industry. Supports multidisciplinary research collaborations.
  • PLI Scheme for Technology Sectors: Encourages R&D in electronics, semiconductors, and renewable energy.
  • Tax Incentives for R&D Investment: Offers weighted tax deductions for companies investing in research.
  • Atal Innovation Mission (AIM): Promotes startups, incubators, and innovation hubs in schools & colleges. 

India's R&D investment remains low despite its strong IT, pharma, and startup ecosystem. Increasing industry-academia collaboration, private investment, and applied research is essential to strengthen India’s global competitiveness and technological self-reliance.

ASER Report 2024

Context: Pratham NGO has released Annual Status of Education Report (ASER) 2024, the annual report on the status of education in rural areas. According to the report, a total of 6,49,491 children in 17,997 villages across 605 rural districts in India were surveyed. 

Relevance of the Topic: Mains: Question based on ASER report and observations, challenges and suggestions for the education sector. 

Major Observations in ASER 2024: 

Major Observations in ASER 2024

1. Enrollment in pre-primary institutions (Age group 3-5 years):

  • Enhanced enrollment: Enrollment in pre-primary institutions increased from 68.1% in 2018 to 75.8% in 2022 to 77.4% in 2024
    • Gujarat, Maharashtra, Odisha, and Telangana have achieved near-universal enrollment for this age group.
    • Meghalaya and Uttar Pradesh have the highest proportion of 3-year-olds not enrolled anywhere (over 50%).
  • Dominance by Anganwadi: More than 75% children are enrolled in Anganwadi centres in these age groups.
  • Fluctuating Private institution enrollment: Approximately one-third of all 5-year-olds attend a private school or preschool in 2024. This figure was 37.3% in 2018, fell to 30.8% in 2022, and returned to 37.5% in 2024.

2. Elementary (age group 6-14 years): 

  • Near 100% enrollment: Enrollment ratio has stayed almost the same, from 98.4% in 2022 to 98.1% in 2024. Across all states, enrollment in this age group is above 95% in 2024.
  • Reduction in government school enrollment: The pandemic saw large increases in government school enrollments (72.9% in 2022). But by 2024, the all-India figure declined to 66.8% (dropped to the 2018 levels).
  • Improvement in learning outcome: 
    • The proportion of Std V children in government schools who can read a Std II level text fell from 44.2% in 2018 to 38.5% in 2022 and then recovered to 44.8% in 2024. 
    • The All-India figure for children in Std III who are able to at least do a numerical subtraction problem was 28.2% in 2018 and 25.9% in 2022. This figure has increased to 33.7% in 2024.
children 5-14 in school in ASER 2024
children enrolled in class 3 in ASER 2024

3. Digital literacy: 

  • Access to smartphones: Access to smartphones is close to universal among the 14-16 age group. Almost 90% of both girls and boys report having a smartphone at home. More than 80% report knowing how to use a smartphone.
  • Digital safety: Among children who used social media, 62% knew how to block or report a profile, 55.2% knew how to make a profile private, and 57.7% knew how to change a password.
  • School infrastructure:
    • Functional toilets: The fraction of schools with usable girls’ toilets increased from 66.4% in 2018 to 68.4% in 2022 to 72% in 2024.
    • Drinking water facilities: About 77.7% of schools have accessible drinking water facilities.
school facilities in ASER 2024

Factors behind the improved outcomes

  • Improved learning outcomes: The implementation of National Education policy and schemes like NIPUN Bharat has enhanced the learning outcomes. 
  • Higher enrollment: Improvement in the school infrastructure and improved health outcomes with POSHAN 2.0 scheme enhanced enrollment.
  • High smartphone access: Internet connectivity with affordable internet plans and online education guidelines like PRAGYATA has enhanced the penetration of online education.

Issues and challenges:

  • Regional discrepancy: There is a large variation among the states in enrollment and learning outcomes. E.g., Meghalaya and Uttar Pradesh have the highest proportion of 3-year-olds not enrolled anywhere (over 50%).
  • Gender gap: There is a gender gap in the digital skills and also the school infrastructure to address the needs of female students.
  • Balancing academics and responsibilities: Many youth juggle school with household chores or farm work, impacting the learning outcomes. 

Suggestive Measures: 

  • Enhancing budget: There should be an increment in the education budget of India making it 6% of the GDP.
  • Strengthening retention strategies: Implementing programs to encourage continued education among 15-16 year olds by inculcation of vocational training and free of cost career counseling. 
  • Continuous monitoring: Encouraging online mechanisms to monitor the attendance of teachers and students in real time to enhance effectiveness of educational interventions.

The ASER 2024 report underscores the progress made in India's rural education sector, particularly in government schools, while also highlighting areas that require focused attention to ensure equitable and quality education for all students. 

UDISE+ Report: Drop in School Enrollment in 2023-24

Context: Recently, the Ministry of Education has released the Unified District Information System for Education Plus (UDISE+) report that indicates a drop in the school enrollment ratio. The number of enrolled students in 2022-23 were 25.17 crore, while the figures for 2023-24 stood at 24.80 crore.

Relevance of the topic:

Prelims: Key facts about the Unified District Information System for Education Plus (UDISE+) report. 

Mains: Analysis of causes of dropping enrollment and other trends in the Report. 

Major Highlights of the UDISE+ Report

  • Decline in School Enrollment Rate:
    • The number of enrolled students in 2022-23 were 25.17 crore, while the figures for 2023-24 stood at 24.80 crore.
      • In 2018-19 total enrollment was 26.02 crore, which increased in 2019-20 by 1.6%. 
      • Enrollment slightly fell in the 2020-21 due to COVID-19 led lockdown. 
      • In 2021-22, enrollment slightly improved by 0.76% (due government schemes like PRAGYATA scheme of digital education and lockdown upliftment).
    • There is a sharp increase in the enrollment in the private schools as compared to the government schools, suggesting shifting back to private institutions.
  • Drop-out rates rise sharply at higher education levels, from 5.2% in middle school to 10.9% at the secondary stage.
    • Increase in Dropout Rate for Boys: From 2018-19 to 2023-24, boys enrollment percentage dropped by 4.87%, while in similar duration girls dropout reduced by 4.48%.
  • Gross Enrolment Ratio (GER): While the preparatory level boasts a GER of 96.5%, the foundational level is at a mere 41.5%. Middle and secondary levels are at 89.5% and 66.5%, respectively. 
  • State-wise trends: 
    • States like Bihar, Uttar Pradesh and Maharashtra witnessed the highest dropouts as per the report.
    • State-wise discrepancies: West Bengal has 79% foundational and preparatory schools but only 11.6% secondary schools, creating a risk of higher dropout rates. 
image 17
  • State of School Infrastructure:
    • While over 90% of schools have basic amenities like electricity and gender-specific toilets, advanced facilities such as functional desktops, internet access and ramps with handrails remain limited.
    • Only 57.2% of schools have functional computers, 53.9% have internet, and 52.3% are equipped with ramps, underscoring significant gaps in accessibility and tech readiness.

About UIDSE+

  • Unified District Information System for Education (UDISE) Plus is a data aggregation platform maintained by the Ministry of Education ministry to collate school education data from across the country.
    • UDISE+ is an upgraded version of the original UDISE (Unified District Information System for Education).
    • UDISE+ system was developed by the Department of School Education & Literacy in the year 2018-19.
    • Aim:
      • To enhance the efficiency, accuracy, and accessibility of education data.
      • To overcome the issues related to erstwhile practice of manual data filling in paper format. 
  • UDISE+ 2023-24 attempted to collect student-wise data along with their Aadhaar numbers on a voluntary basis to establish a uniqueness. Overall, more than 19.7 crore students provided Aadhaar numbers by 2023-24.
  • Significance: The shift from aggregated school-level data to individual student records, facilitated by Aadhaar-linked unique educational IDs-
    • Gives a more accurate picture of the education system. 
    • Enhances the monitoring of progression and retention. 
    • Streamline beneficiary identification for government schemes, reducing duplication and promoting equitable resource distribution.
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Potential Reasons for the Decline in School Enrollment

  • Change in Data Collection Methodology: In 2022-23, MoE started a revitalised UDISE+ ecosystem which captures data on more than 60 fields for each student and Aadhaar details were also collected on a voluntary basis.
    • More efforts have been put in to accurately establish student and teacher credentials to remove duplicate/ghost entries for specific identification of beneficiaries. 
    • UDISE+ 2022-23 data is not strictly comparable with the previous reports on various educational indicators like Gross Enrolment Ratio, Net Enrolment Ratio, dropout rates etc. 
    • Apart from Aadhaar, a separate unique educational ID (EID) for every student has been created in the UDISE+ portal to cover each and every child under the ecosystem of UDISE+. 
  • Alternate Education Choices: There is increasing preference for homeschooling and the alternate means of education, reducing enrollment in the schools.
  • Post-pandemic school preference: Post pandemic there is high enrollment in the private schools, suggesting changes in parental preferences and perception of quality education. 
  • Demographic change: A slight reduction in the birth rate in India may also be impacting the enrollment numbers of school-age children. 
  • Infrastructure and Resource challenges: Issues like insufficient smart classrooms, low teacher to student ratio may also impact enrollment. E.g., Only 12% of government schools have a functional smart classroom. 

Way Forward

  • Enhancing budget: There should be a 6% of GDP allocation (in line with the recommendation of National Education Policy, 2020) to education to improve physical and digital infrastructure and resources in schools.
  • Proper monitoring: There should be a timely and proper monitoring of the learning outcomes of the students not only in the form of examinations but also in terms of problem solving assessments. 
  • Inviting guest faculty: There should be a provision for regular inclusion of guest faculty for improved learning outcomes of the students. E.g., Vidyanjali scheme of voluntary guest faculty in schools.

Conclusion: The report suggests a reduction in overall enrolment of the students, suggesting a scope of improvement in standards of the education. The focus should be in enhanced fund allocation, improved monitoring, inviting expertise, and quality enhancement by gaining public feedback to promote higher enrollment. Curtailing dropouts and ensuring universal access to education at all levels by 2030 is one of the primary goals of the National Education Policy (NEP) 2020 and Sustainable Development Goals.

End to 'No Detention Policy’ for class 5th and 8th

Context: The Central Government has scrapped the 'No detention policy’ for class 5 and class 8 in Central schools. The No detention policy stated that no student can be held back for not fulfilling the promotion criteria after the exam. Now, the students who do not pass their year-end exams will be marked as failed and will need to retake the tests.

Relevance of the topic:

Prelims: Key aspects of Right to Education Act (RTE), 2009. 

Mains: Education reforms and schooling outcomes. 

Major Highlights:

  • The Ministry of Education has amended the Right of Children Free and Compulsory Education Rules, 2010 to insert a section on detaining students in class 5 and class 8.
    • Previously, Section 16 of the Right to Education Act (RTE), 2009, restricted schools from detaining students up to Class 8. 
    • Parliament amended the RTE Act in March 2019, allowing states to conduct regular exams in Classes 5 and 8 and officially ending the ‘No Detention Policy.’
  • Rules will impact over 3,000 schools run by the central government:
    • Kendriya Vidyalaya, Jawahar Navodaya Vidyalaya under the Ministry of Education. 
    • Sainik Schools under the Ministry of Defence.
    • Eklavya Model Residential Schools under the Ministry of Tribal Affairs. 
  • Additional exam provision: Children who do not meet the promotion criteria will have a chance to retake the exams within two months of the result declaration. If a student still lacks the promotion criteria then they will be retained in Class 5 or Class 8.
  • Targeted support: During this period, the class teacher will work closely with the student, and if required their parents too will provide targeted support to address any learning gaps.
  • Note: 
    • Education is a state subject, so the States and Union Territories can still decide whether to continue or end the policy in their schools.
    • Already 16 states and 2 UTs including Delhi have abandoned the no-detention policy for these two classes.
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About No Detention Policy

  • The No Detention Policy was introduced in 2009 under the Right to Education Act, as part of the Continuous and Comprehensive Evaluation process (CCE) for elementary schools as against the year-end traditional examination process.
  • The primary goal of the policy was to prevent students from being held back due to poor academic performance, as this was seen as a major factor contributing to school dropouts.
    • By allowing automatic promotion, the policy aimed to create equal opportunities for children from diverse backgrounds and enable them to complete elementary education regardless of academic challenges.
    • Experts argued that the policy was crucial for preventing dropouts and improving school retention rates.

Criticism of No Detention Policy:

  • Higher Failure rate in higher classes: Many states opposed the policy arguing that it left students ill-prepared for board exams and contributed to higher failure rates in Class 10. 
  • Reduced accountability of schools: It has been argued that the policy led to erosion of accountability in elementary education, and schools are just centres for the mid-day meal, as education and learning are missing.

Reasons to scrap No Detention Policy:

  • Improve learning outcomes: In 2016, the Central Advisory Board on Education (CABE) recommended scrapping the policy as students were no longer serious about their studies. Through changes in the rules, schools will be able to pay attention to those students who are not good at studies to improve learning outcomes. 
  • Enhance competitive spirit: Detention may help in promoting the competitive spirit among the students. 
  • Sync with NEP 2020: Improving the examination standard is a mandate of National Education Policy 2020, and detention may help in improving the standards of the exams. 

What more can be done?

Education is a balance of learning and testing of learnings. Detention will help the testing part but learning can be improved by working on:

  • Enhancing school infrastructure
  • Teacher training in emerging fields like AI, Data and e-learning
  • Liberalising the subjects by inclusion of real-life skill training. 

Conclusion: Scrapping no detention policy will have a positive impact on the mindset of the students, but to enhance the learning outcomes a holistic policy of infrastructure, curriculum and pedagogy need to be implemented. 

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