In Ps CII Deloitte YESSE Report Dec Noexp

YeSSE 2023 – Yearly Status of
School Education in states and

union territories of India
December 2023
00
YeSSE 2023 – Yearly Status of School Education in states and union territories of India
Table of contents
Foreword 3
Foreword 4
Part I - Focus on key themes and developments 5
Introduction 6
1. Curriculum and pedagogy 7
2. Learning poverty 8
3. Putting teachers at the centre of quality education 9
4. Focused schools 11
Part II – India and state profiles in school education 12
India: Key statistics and trends in school education 13
Profiles of states and union territories 19
1. Andaman and Nicobar Islands 20
2. Andhra Pradesh 24
3. Arunachal Pradesh 28
4. Assam 32
5. Bihar 36
6. Chandigarh 40
7. Chhattisgarh 44
8. Dadra and Nagar Haveli and Daman and Diu 48
9. Delhi 52
10. Goa 56
11. Gujarat 60
12. Haryana 64
13. Himachal Pradesh 68
14. Jammu and Kashmir 72
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15. Jharkhand 76
16. Karnataka 80
17. Kerala 84
18. Ladakh 88
19. Lakshadweep 92
20. Madhya Pradesh 96
21. Maharashtra 100
22. Manipur 104
23. Meghalaya 108
24. Mizoram 112
25. Nagaland 116
26. Odisha 120
27. Puducherry 124
28. Punjab 128
29. Rajasthan 132
30. Sikkim 136
31. Tamil Nadu 140
32. Telangana 144
33. Tripura 148
34. Uttar Pradesh 152
35. Uttarakhand 156
36. West Bengal 160
About Deloitte 164
About CII 165
2
Foreword
Chandrajit Banerjee
Director General, CII
The importance of school education in the nation’s development cannot be over emphasized.
UDISE+ reports provide information on availability of infrastructure and facilities in schools in terms of functional
electricity, the WASH facility (drinking water, toilet and handwash), library, reading corner or book bank, the internet
facility, and computer availability. These facilities in schools have improved gradually over the past few years.
Despite better infrastructure facilities, one of India’s largest challenges in school education is a high drop-out rate at
different stages and the resulting low Gross Enrolment Ratio (GER) at the upper primary and higher levels. In 2021-22, GER
at the primary, upper primary, secondary, and higher secondary levels was 103 percent, 95 percent, 80 percent, and 58
percent, respectively. The ratio continues to be a point of concern at the upper primary, secondary, and higher secondary
levels.
Low Foundational Literacy and Numeracy (FLN) at the primary and upper-primary levels and lack of Grade Appropriate
Learning (GAL) across levels are possible reasons for low GER.
The CII–Deloitte Report on School Education titled Yearly Status of School Education (YeSSE) is conceptualised to present
school sector information in a simplified way providing a snapshot of the status of school education in each state and
union territory. It also provides insights on focused school education themes.
This report will become a useful repository of information on school education and help policymakers and educators in
formulating their strategies on the above-mentioned key areas, such as GER, drop-out rate, and infrastructure.
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Foreword
Dr. Kamlesh Vyas Shubhranshu Patnaik

Partner, Deloitte Touche Tohmatsu India LLP Partner, Deloitte Touche Tohmatsu India LLP
The Indian education system is amongst the largest in the world with about 14.89 lakh schools and more than 26.52 crore
students and 1.13 crore teachers. Stakeholders include the government, private players, philanthropic individuals and
organisations, and non-governmental organisations. For such a large and complex system, getting access to a simplified set
of overall information at the national and State/Union Territory level, is important.
This report, Yearly Status of School Education (YeSSE), is brought out jointly by Deloitte and CII. Now, it is in its second year
and targeted to achieve this objective.
This report draws from UDISE+ reports brought out by the Ministry of Education, which continues to provide useful data
on key sectoral parameters. The report also refers to the Performance Grading Index (PGI) reports by the Ministry of
Education. This too have emerged as a reliable source of information on several key education and related parameters
including, learning outcomes and quality, access, infrastructure and facilities, equity, governance processes, teacher
education and training.
Similar to the inaugural version of the report, this version also has two parts – the first part focuses on key themes and
developments.
For this year, the themes undertaken are curriculum and pedagogy, learning poverty, teacher quality, and focused schools.
The second part has the data section that carries country-level trends for key parameters, such as Gross Enrolment Ratio
(GER), enrolment levels at different stages of school education, Pupil Teacher Ratio (PTR), and infrastructure availability in
schools. This is followed by profiles of individual states and union territories. It also captures the Performance Grading
Index (PGI) score of states and union territories for 2021-22 across different parameters.
We hope that this 2023 edition of YeSSE will be useful to readers.
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Part I - Focus on key themes
and developments
05
Introduction
This part of the report takes up a few contemporary themes in school education. In the past edition, we had taken up
school education after the pandemic, early childhood education, and NEP implementation in the initial years.
For this year, the themes are curriculum and pedagogy; learning poverty; teachers; and focused schools.
The first chapter, focusing on curriculum and pedagogy, addresses a key aspect – what our students are taught and how
they are taught. This lies at the core of education.
The second chapter (Learning poverty) analyses one of the most important parameters in education – learning poverty
that combines the result of out-of-school children with those in school who do not acquire grade-appropriate learning or
even Foundational Literacy and Numeracy (FLN) skills. This single factor represents a lot that is not right about school
education. At an overall level, it brings out shortcoming of parameters such as enrolment that focuses on putting children
in schools. Unless we are able to reduce learning poverty, education would fail to achieve its potential in changing lives
and nation-building.
It’s important to put teachers at the centre of education for delivering quality. This is covered in chapter 3.
In the last chapter, we discuss focused schools of two types – large viable schools and schools for meritorious students.
These chapters in part one of this report would complement to the numbers, figures, and trends at the States and Union
Territory levels in part two of the report.
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1. Curriculum and pedagogy

How much and what should our students be taught in what order and how should they be taught? This has remained a key
focus for discussion for educationists.
Whenever these questions have been asked, they have resulted in additional workload for students and teachers without
creating real value for either. Curriculum reviews often end in more concepts and chapters being added and on common
minimum agreement on pedagogy without any significant change on most areas.
Curriculum and pedagogical reforms are crucial to improving the quality of education and ensuring that students have the
knowledge, skills, and attitudes they need to succeed in a rapidly changing world. These reforms are complex and
challenging requiring careful planning, collaboration, and involvement of key stakeholders. They have a profound impact
on the quality of education and student outcomes when implemented effectively. By focusing on student-centred
approaches and incorporating technology and innovative teaching methods that promote critical thinking and problem-
solving skills, countries can create curricula and teaching approaches that support student success and prepare them for
future challenges. As the world continues to evolve and the demand for new skills and competencies advance, countries
must invest in these reforms and ensure that their education systems are equipped to meet the changing needs of their
students. By modernising the curriculum and teaching methods, countries can ensure that their education systems are
effective, equitable, and responsive to the needs of students and society.
New curriculum frameworks are required that address contemporary challenges and future needs, need for change in the
medium of instruction, and a shift from knowledge alone to competencies that combine knowledge, skills, and attitudes.
This could be enabled through interventions such as “Learning by Doing” projects which have the potential to prepare
students for a lifetime.
There is often a need to teach fewer things at a greater depth. Therefore, to question what is not questioned in the
curriculum, such as over emphasis on memorisation of historical dates, complex trigonometry, calculation of cube roots,
quadratic equation, and irrational numbers in early grades without communicating why these concepts matter, make
many students disinterested in the subject.
Concepts need to be aligned across grades in a manner that the natural pursuit of further knowledge leads to the next
concept and the next chapter. Content must be such that it builds a strong basic foundation for most students. However, it
should provide remedial learning for those who need it while also providing opportunities to those who would like to go
deeper and further. Content across subjects must be aligned. For example, while students learn prism in mathematics,
they could learn refraction in physics and pyramids in history. There could also be cross-subject projects that integrate
competencies from across subjects in a practical setting.
Learning should be fun and engaging while developing love for subjects. The pedagogy must include learners with
different learning styles. Further, best practices anywhere must be evaluated and shared with all so that everyone can use
them.
The future will also require -twenty first century skills, vocational skills, learning to learn, and skills of adapting to disruptive
technology. There will also be a need for social and emotional learning.
Tinkering in curriculum or teaching methods will not be sufficient. These methods need to be reimagined to ensure our
students learn a few useful things but understand them well in a real-life context.
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2. Learning poverty
Learning poverty measures the share of children who cannot read a simple text with comprehension by a certain age.
(The State of Global Learning Poverty, 2022, USAID, UNESCO & others.)
In 2019, the learning poverty rate was estimated at 57 percent in low and middle-income countries. In Sub-Saharan Africa,
it was 86 percent.
By 2022, mainly due to the pandemic, the learning poverty in low and middle-income countries surged to 70 percent.
Over 250 million children across the world are out of school and many who attend school do not acquire basic skills. Many
more are far behind age or grade-appropriate learning expectations.
“The State of Global Learning Poverty: 2022 Update” by The World Bank, UNESCO, and others conclude, “One of the most
intuitive indicators of the learning crisis is the learning poverty rate.”
Why is learning poverty important as a school education sector indicator? It is a consolidating parameter. It exposes the
insufficiency of out-of-school children as an education parameter. Therefore, many countries and agencies focus on this
parameter. It establishes that schooling is not same as learning. Without learning proficiency, children in school going age
being in school are just meeting the role of schools as children holding centres or creches. It encourages governments to
think about outcomes rather than inputs (number of schools, teachers, or money spent) and outputs (enrolments).
It also brings an element of difference between enrolment and regular attendance by excluding hidden drop-outs
(students who enroll but do not attend regularly or do not attend at all) and duplicate enrolments in more than one
school.
As education systems graduate to measuring learning poverty, they would soon be able to identify state- or country-level
GDP impact of reducing learning poverty. In addition, there are several implications for other Sustainable Development
Goals (SDGs).
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3. Putting teachers at the centre

of quality education
Teachers have always been at the heart of education. Almost all traditional civilisations have built their education
ecosystems around teachers. Teachers have always been respected and celebrated in the Indian culture.
Over the past few years, there has been a line of thought that attempts to address quality school education challenges by
identifying alternatives to quality teachers. This is then targeted to achieve quality teaching. Some edtech solutions also
target outside school hours teaching. This may amount to creating a digital avatar of coaching/tuition culture. Then there
are those who take this approach to an extreme level and discuss teaching solutions in spite of teachers.
This approach is probably the result of the negative perception amongst some stakeholders about low quality of teaching
and by implication the quality of teachers.
Although it may be true that teaching quality is low in many cases, and many of the teachers especially in government
systems have an entitlement mentality, and are unionised and strong as a collective, there are several teachers who put
their heart and soul into teaching and achieve or would like to achieve excellent results. Then, there is also a category of
teachers who are fence-sitters - those who would teach well when they receive more support, enablement, and nudges.
When reforms exclude teachers, these fence-sitters cross over to the disengaged side.
A more balanced approach to address the issue of quality of teachers could be based on making efforts in four areas:
1. Improve teacher recruitment processes and teacher training (and development through co-teaching, projects,
exposure visits, handholding supporting, etc.) systems, including for both pre-service and in-service training. In
particular, the attitudinal and motivational aspects must be taken up in training because contrary to the belief (and
the reason for several teacher development and capacity building programmes), some teachers do not deliver results
because they are not motivated enough.
2. Create a performance-oriented but more enabling working environment where teachers are held accountable,
performers are identified, and compensation levels are decent and fair. It is important to ensure that teachers are
rewarded for excellence and efforts are made to reduce their non-academic workload.
3. Involve teachers in design and implementation of educational reforms.
4. Support teachers through technology by providing them tools to enable better teaching, helping them with sourcing
or developing content, lesson plans, assessments, effective practices, etc. They must also be supported for creation of
online/e-content, reducing workload, capacity building, opportunities for showcasing their efforts, outputs, and
contributions, providing recognition opportunities among their peer group, knowledge exchanges, etc. Further, they
must be provided mentoring opportunities and opportunities to become mentors..
Thus, we could create education reforms, along with teachers rather than without or in spite of teachers.
For the fourth initiative mentioned above, several organisations have created teacher-exchange platforms and teacher
networks. In this fast-changing world with technology at the hands of students, teachers need support, exposure, and high-
quality content, these applications provide a welcoming space for teachers to learn, engage, and explore new skills, ideas,
and content.
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Bharti Foundation’s teacher platform, TheTeacherApp (TAPP), empowers teachers with engaging content and aims to help
teachers uplift their schools. It allows teachers to personalise their experiences, thereby ensuring that the time on the app
is well-spent. It is targeted to assist them by building their capacity through training, seminars/webinars, and self-learning
modules, and provides the teachers content support for classrooms.
Similarly, there are other applications such as the Ministry of Education’s DIKSHA and Centre for Teacher accreditation
(CENTA) application. “CENTA for Teachers” is targeted towards certification learning, career, and community.
Competent, motivated, and engaged teachers are more likely to create energised schools, and a better learning environment
for students.
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4. Focused schools
A variant of pareto principle applies well to government schools in most systems in developing and underdeveloped
countries where the number of schools is high. A few schools have a large share of student enrolment. This could be as
extreme as 40–50 percent of the largest schools with 75–80 percent of the students.
This situation is the result of the jostling by influencers and decision-makers to have schools set up in their own areas or
communities for political gains.
The emphasis on enrollment stems from how education has been perceived in the past few decades. It was often viewed as
an access issue, with the solution seen as "providing nearby schools for children to receive education."
Back then, schooling was often seen as learning.
Too many tiny schools have several problems. Fewer than 60 or even 30 students in grades across 1 to 5 or 1 to 8 with 1-2
classrooms and 1-2 teachers in a school lead to multi-grade teaching, disengaged students, and little learning outcomes or
student development. They put the pressure on the already constrained government resources, making it difficult to bring
in almost any change.
Difficulty and inability to consolidate schools comes from the fear of potential backlash.
Potential solutions to overcome this challenge come from identifying larger schools and making them better. This helps in
the use of resources targeted at benefitting larger percentage of students. It also creates a critical mass of teachers and
other staff who work as a team and achieve better outcomes if provided with necessary resources and monitored effectively.
Such an intervention may need to be complemented with transport support for voluntary migration of students from smaller
schools to large schools.
These focused schools are more likely to deliver better educational opportunities for students and better learning and
development opportunities for teachers.
Another type of focused schools are the schools meant exclusively for meritorious students.
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Part II – India and state profiles
in school education
India: Key statistics and trends in

school education
Number of schools by management, total enrolment, and average enrolment (2021-22)
The breakdown of the number of schools in the country based on the type of management is tabulated below. There are a
total of 14,89,115 schools across the country; the schools run by the Department of Education account for the largest
share (52.3 percent) and the highest share of student enrolment (44.1 percent).
The five states with the highest number of schools are Uttar Pradesh (258,054, 17.3 percent of the total number of schools
in India), Madhya Pradesh (125,582, 8.4 percent), Maharashtra (1,09,605, 7.4 percent), Rajasthan (106,373, 7.1 percent),
and West Bengal (94,744, 6.4 percent).
The top five states with the highest number of enrolments are Uttar Pradesh (47,181,438, 17.8 percent), Bihar
(27,472,692, 10.4 percent), Maharashtra (2,25,86,695, 8.5 percent), West Bengal (18,733,367, 7.1 percent), and Rajasthan
(17,667,510, 6.7 percent).
Table 1: Number of schools by management, total enrolment, and average enrolment (2021-22)
Type of management Number of schools Total enrolment Average enrolment per school
Department of Education 779,065 116,838,999 150
Private unaided (recognised) 335,844 88,271,316 263
Local body 197,751 19,422,732 98
Government-aided School 82,480 27,039,457 328
Tribal Welfare Department 39,964 3,880,303 97
Madarsa recognised (by Wakf
19,965 2,674,984 134
board/Madarsa board)
Madarsa unrecognised 3,648 460,182 126
Social Welfare Department 1,796 445,977 248
Other government managed schools 1,474 811,055 550
Kendriya Vidyalaya/Central School 1,252 1,375,257 1,098
Jawahar Navodaya Vidyalaya 643 287,021 446
Ministry of Labour 169 5,034 30
Other central government schools 112 84,423 754
Railway School 79 42,343 536
Sainik School 61 43,416 712
Central Tibetan School 20 3,920 196
Unrecognised school 24,792 3,549,411 143
Total 1,489,115 265,235,830 178
Source: Unified District Information System for Education (UDISE+) 2021-22 Report, Ministry of Education (MoE)
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Gross Enrolment Ratio (GER) (2021-22)

In 2021-22, Gross Enrolment Ratio (GER) for boys was lower than that for girls at the primary, upper primary, and higher
secondary levels. The ratio was marginally higher for boys at the secondary level. In terms of the overall GER, at the
primary (I-V) level, Meghalaya ranks first (187.71) amongst states and UTs with the highest boys (184.12) and girls (191.5)
GER. At the upper primary (VI-VIII) level, Delhi ranks first (129.86) amongst states and UTs with the highest boys (128.25)
and girls (131.73) GER. At the secondary (IX-X) level as well, Delhi ranks at the top (111.24) with the highest boys (110.45)
and girls (112.15) GER. At the higher secondary (XI-XII) level also, the highest-ranking state/UT is Delhi with overall GER
(95.01) and the highest boys (91.18) and girls (99.46) GER.
Figure 1: GER at different levels (2021-22)

102.12
104.82
103.39
94.67
94.45
120
94.9
79.72
79.56
79.4
100
58.23
57.56
56.95
80
60
40
20
0
Primary (I-V) Upper primary (VI-VIII) Secondary (IX-X) Higher secondary (XI-XII)
Boys Girls Overall
Source: UDISE+ 2021-22 Report, MoE
GER during 2018-19 to 2021-22

At each level of school education, GER improved from 2018-19 to 2021-22. At the primary level, the ratio increased from
101.25 in 2018-19 to 103.39 in 2021-22. At the upper primary level, it increased from 87.74 in 2018-19 to 94.67 in 2021-
22. At the secondary level, it improved from 76.9 in 2018-19 to 79.56 in 2021-22, while at the higher secondary level, it
rose from 50.14 in 2018-19 to 57.56 in 2021-22.
Figure 2: GER during 2018-19 to 2021-22

101.25
102.74
103.28
103.39
94.67
92.17
120
89.67
87.74
79.77
79.56
77.9
100
76.9
57.56
53.78
80
51.42
50.14
60
40
20
0
2018-19 2019-20 2020-2021 2021-2022
Source: UDISE+ Report, MoE
Number of teachers, total enrolment (without pre-primary), and Pupil Teacher Ratio (PTR)
by education level (2021-22)
The total number of teachers is 11,323,929 in India. Uttar Pradesh has the highest number of teachers (1,629,781),
followed by Rajasthan (913,050), Maharashtra (836,261), Tamil Nadu (817,142), and Madhya Pradesh (686,599).
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The PTR for schools in India is 23. Bihar, Jharkhand, Uttar Pradesh, Gujarat, and Delhi have a PTR of 45, 33, 29, 28, and 27
respectively. Amongst states and UTs in India, Ladakh recorded the lowest PTR of 7.
Table 2: Number of teachers, total enrolment, and PTR by education level (2021-22)
Level of education Number of teachers Total enrolment PTR*
Primary (I-V) 4,656,045 121,842,250 26
Upper primary (VI-VIII) 3,423,480 66,790,692 19
Secondary (IX-X) 2,189,121 38,528,631 17
Higher secondary (XI-XII) 1,055,283 28,579,050 27
Overall 11,323,929 255,740,623 23

* PTR is without including pre-primary enrolment number
PTR during 2018-19 to 2021-22

The Pupil Teacher Ratio (PTR) improved at each level of school education from 2018-19 to 2021-22. The ratio for the
primary level came down from 28 in 2018-19 to 26 in 2021-22. PTR for the upper primary and secondary levels reduced to
19 and 17, respectively, while that for higher secondary went down from 30 in 2018-19 to 27. The overall PTR moved from
24 in 2018-19 to 23 in 2021-22.
Figure 3: PTR during 2018-19 to 2021-22

35
30
30 28
27 27 27
26 26 26
24
25 23 23 23
21
20
19 19 19 19
20 18
17
15
10
0
Primary Upper primary Secondary Higher secondary Overall
(I-V) (VI-VIII) (IX-X) (XI-XII)
2018-19 2019-20 2020-2021 2021-2022
Enrolment by education level (2021-22)

The total enrolment of students in schools, including pre-primary in India, was about 26.52 crore with 52 percent boys and
48 percent girls.
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Figure 4: Enrolment by education level (2021-22)
300,000,000
250,000,000
200,000,000
150,000,000
100,000,000
50,000,000
-
Primary Upper primary Secondary Higher secondary
Pre-primary Total
Girls 4,443,684 58,324,595 32,278,942 18,456,713 13,831,318 127,335,252
Boys 5,051,523 63,517,655 34,511,750 20,071,918 14,747,732 137,900,578
Enrolment by education level during 2018-19 to 2021-22

The total enrolment increased in 2021-22 to about 26.52 crore from 26.02 crore in 2018-19. However, it marginally
decreased in 2020-21 to 26.44 crore from 26.45 in 2019-20.
Figure 5: Enrolment by education level during 2018-19 to 2021-22
300,000,000
250,000,000
200,000,000
150,000,000
100,000,000
50,000,000
-
2018-19 2019-20 2020-2021 2021-2022
Pre-primary 11,955,632 13,555,892 10,645,526 9,495,207
Primary (I-V) 120,230,170 121,686,703 122,021,291 121,842,250
Upper primary (VI-VIII) 64,267,026 64,873,387 65,854,199 66,790,692
Secondary (IX-X) 38,334,571 38,464,433 39,006,375 38,528,631
Higher secondary (XI-XII) 25,506,817 25,947,160 26,922,596 28,579,050
Total 260,294,216 264,527,575 264,449,987 265,235,830
Performance Grading Index (PGI) scores of states and UTs of India (2021-22)
Punjab scored the highest score (113.4 of 240) in learning outcomes and quality. Delhi was assessed as the best
performing state in terms of access with a score of 72.4 of 80. Chandigarh was the top performing state/UT with a score of
115.5 of 190 in terms of infrastructure and facilities. In terms of equity, Delhi was the top scorer (238.8 of 260), in terms of
16
governance processes, Gujarat was the top scorer (91.2 of 130) and in terms of teacher education and training, Delhi was
the top scorer (84.8 of 100).
Figure 6: Performance Grading Index (PGI) scores of states and UTs of India (2021-22)
0 100 200 300 400 500 600 700
Chandigarh 103.6 68.6 115.5 210.6 76.1 84.7

Punjab 113.4 62.1 102.3 227.2 70.3 72.2
NCT of Delhi 63.8 72.4 103.3 238.8 73.1 84.8
Kerala 60.2 68.4 94.1 218 84.8 84.3
Gujarat 60.2 55.5 83 227.4 91.2 81.8
Puducherry 69.2 65.3 94.4 213.7 74.1 76.1
Tamil Nadu 41.2 66.2 93.5 229.3 77.6 82.7
Maharashtra 65.8 64.7 73.4 233.4 72.2 73.6
Haryana 78.4 64.1 77.9 225.9 63.5 68.2
Rajasthan 98.8 54.7 66 223.9 66.6 67.5
Dadra and Nagar Haveli & Daman and Diu 43 62 105 225 70 71
Andaman and Nicobar Islands 60.8 63.3 104.4 207.3 56.3 75.9
West Bengal 72.8 58.1 81.4 219.3 58.6 72.6
Goa 61.4 66.3 76.2 220.7 56.8 74.4
Karnataka 59.4 62.4 75 227.6 51.6 73.7
Lakshadweep 43.6 63.1 104.9 208.4 51.4 74.2
Andhra Pradesh 47.8 61.3 84 223 67.5 60.3
Himachal Pradesh 54.2 66.4 74.7 222.2 49 72.1
Sikkim 48.2 53.9 92.4 216.7 66.1 56.3
Madhya Pradesh 72.8 50.2 57.3 222.2 55.2 64.7
Chhattisgarh 38.8 60.5 72.8 224.9 57.8 66.2
Ladakh 55.2 52.7 87 206.9 61.8 55.2
Uttarakhand 56.4 60.7 60.9 219.3 52.5 68.2
Odisha 65.2 52.4 68.5 213.6 55.5 62
Manipur 71 55.9 62.1 219.5 50.1 54.4
Assam 62.6 49 65.3 222.4 70 43.4
Jammu and Kashmir 76.8 51.2 71.2 211.2 43.7 52.4
Jharkhand 57.4 48.1 65.2 209.5 59.1 64.4
Uttar Pradesh 49.4 47.6 61.2 221 61 61.8
Tripura 53 56.7 55.9 212.8 53.9 53.4
Telangana 36.6 53.7 56.2 219.5 53.3 60.6
Nagaland 46.4 39.8 62.1 218.8 59.3 45.1
Bihar 64.4 41.8 41 218.4 39.1 60.3
Arunachal Pradesh 45 42 55.6 216.3 39 60.6
Mizoram 44.8 48.9 56.6 200.9 41.6 60.5
Meghalaya 31.6 43.4 46.6 205.6 55.2 38.2
Learning outcomes and quality (Max domain score 240) Access (Max domain score 80)
Infrastructure and Facilities (Max domain score 190) Equity (Max domain score 260)
Governance Processes (Max domain score 130) Teacher Education & Training (Max domain score 100)
Source: Performance Grading Index (PGI) 2020-21 Report for States and Union Territories, MoE
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Availability of infrastructure and facilities in schools during 2018-19 to 2021-22

Availability of infrastructure and facilities in schools has improved during the past four years. In terms of availability of
functional electricity, the percentage increased significantly from 74 percent in 2018-19 to 87 percent in 2021-22. The
WASH facility also improved from 82 percent in 2018-19 to 90 percent in 2021-22. Internet facility and computer
availability rose by 15 and 13 percent, respectively, during the past four years.
Figure 7: Availability of infrastructure and facilities in schools during 2018-19 to 2021-22
90%
100%
88%
87%
87%
86%
85%
84%
84%
82%
81%
80%
90%
77%
76%
75%
75%
74%
80%
70%
60%
48%
41%
50%
39%
35%
34%
40%
25%
22%
30%
19%
20%
10%
0%
Functional electricity Playground Library or reading WASH facility Internet Computer availablity
corner or book bank (drinking water,
toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22

Source: Calculation is based on data in UDISE+ Report, MoE
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Profiles of states and

union territories
19
1. Andaman and Nicobar Islands

Department of Education 329 43,745 133
Private Unaided (Recognised) 72 20,802 289

Local body 8 3,395 424
Jawahar Navodaya Vidyalaya 3 789 263
Government Aided 2 1,891 946
Kendriya Vidyalaya/Central School 2 3,239 1,620
Total 416 73,861 178
Source: UDISE+ 2021-22 Report, Ministry of Education (MoE)
GER (2021-22)
72.69
74
72.2
71.46
70.78
70.23
72
69.4
68.62
70
67.78
68
66.3
65.84
65.06
66
64
61.95
62
60
58
56
Primary Upper primary (VI-VIII) Secondary (IX-X) Higher secondary (XI-XII)
(I-V)
Boys Girls Overall
20
GER during 2018-19 to 2021-22

82.96
80.57
78.53
78.33
78.24
76.46
90
74.31
73.97
73.07
71.46
68.62
67.78
80
65.84
70
55.55
49.88
60
45.13
50
40
30
20
10
0
2018-19 2019-20 2020-21 2021-22
Number of teachers, total enrolment, and PTR by education level (2021-22)

Level of education Number of teachers Total enrolment PTR
Primary (I-V) 2,127 25,964 12
Upper primary (VI-VIII) 2,322 17,719 9
Secondary (IX-X) 1,658 11,810 7
Higher secondary (XI-XII) 917 11,483 12
Overall 7,024 66,976 10
PTR during 2018-19 to 2021-22
16 15
14 13
12 12 12 12
12 11 11 11 11
10 10 10 10 10
10 9 9 9 9
8 7
0
2018-19 2019-20 2020-21 2021-22
21

80,000
70,000
60,000
50,000
40,000
30,000
20,000
10,000
-
Pre-primary Total
Girls 3,436 12,671 8,631 5,834 5,753 36,325
Boys 3,449 13,293 9,088 5,976 5,730 37,536

90,000
80,000
70,000
60,000
50,000
40,000
30,000
20,000
10,000
-
2018-19 2019-20 2020-21 2021-22
Pre-primary 8,505 8,756 6,878 6,885
Primary (I-V) 29,835 29,606 27,420 25,964
Upper primary (VI-VIII) 18,257 18,169 17,959 17,719
Secondary (IX-X) 11,872 12,837 13,144 11,810
Higher secondary (XI-XII) 9,031 7,515 8,503 11,483
Total 77,500 76,883 73,904 73,861
22
Percentage of schools by availability of infrastructure and facilities during 2018-19

to 2021-22
100%
100%
100%
100%
100%
99%
98%
97%
96%
96%
96%
93%
92%
92%
92%
100%
87%
90%
80%
67%
63%
62%
70%
52%
60%
45%
50%
34%
40%
27%
26%
30%
20%
10%
0%
Functional Playground Library or reading WASH facility Internet Computer
electricity corner or book bank (drinking water, availablity
toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22
PGI score of the State/UT (in 2021-22)
Domain Max Score State/UT Score

D1 - Learning Outcomes and Quality 240 60.8
D2 - Access 80 63.3
D3 - Infrastructure and Facilities 190 104.4
D4 - Equity 260 207.3
D5 - Governance Processes 130 56.3
D6 - Teacher Education & Training 100 75.9
Total 1,000 568.0
Source: PGI 2021-22 Report for States and Union Territories, MoE
23
2. Andhra Pradesh
Local body 40,733 3,823,214 94
Private Unaided (Recognised) 15,058 3,321,792 221
Tribal Welfare Department 2,325 172,058 74

Department of Education 1,751 551,839 315
Government Aided 1,542 211,692 137
Social welfare Department 237 108,579 458
Madarsa unrecognised 157 9,885 63
Kendriya Vidyalaya/Central School 41 31,778 775
Other govt. managed schools 32 1,261 39

Madarsa recognised (by Wakf 9 621 69
board/Madarsa Board)
Railway School 1 556 556
Unrecognised 45 4,450 99
Total 61,948 8,244,647 133
GER (2021-22)
101.72
101.6
101.66
99.95
97.62
95.19
120
86.25
85.38
84.46
100
58.27
55.22
80
56.7
60
40
20
0
Boys Girls Overall
24
GER during 2018-19 to 2021-22
101.66
101.42
102.…
120
97.62
96.32
94.68
91.29
87.54
85.38
84.24
81.42
100
79.69
80
53.37
56.7
52.16
46.85
60
40
20
0
2018-19 2019-20 2020-21 2020-212
Primary (I-V) 148,306 3,724,793 25
Upper primary (VI-VIII) 134,900 2,169,034 15
Secondary (IX-X) 125,128 1,341,250 10
Higher secondary (XI-XII) 29,571 932,179 31
Overall 437,905 8,167,256 19
PTR during 2018-19 to 2021-22

45
40
40
34
35
30 31
30 26 25 27
25
25 21 21 22
19
20 17 17 18 16 16 17
15
15
10
10
5
0
2018-19 2019-20 2020-21 2021-22
25

9,000,000
8,000,000
7,000,000
6,000,000
5,000,000
4,000,000
3,000,000
2,000,000
1,000,000
-
Pre-primary Total
Girls 35,443 1,782,027 1,036,628 646,958 465,576 3,966,632
Boys 41,948 1,942,766 1,132,406 694,292 466,603 4,278,015

9,000,000
8,000,000
7,000,000
6,000,000
5,000,000
4,000,000
3,000,000
2,000,000
1,000,000
-
2018-19 2019-20 2020-21 2021-22
Pre-primary - 186,170 202,338 77,391
Primary (I-V) 3,612,123 3,774,467 3,802,343 3,724,793
Secondary (IX-X) 1,336,626 1,336,699 1,353,221 1,341,250
Total 7,861,899 8,323,103 8,410,924 8,244,647
26

to 2021-22 95%
98%
98%
96%
94%
93%
100%
90%
89%
88%
90%
79%
80%
69%
68%
68%
67%
63%
70%
57%
56%
52%
60%
50%
39%
36%
40%
29%
24%
23%
30%
17%
20%
10%
0%
toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22
PGI score of the state/UT (in 2021-22)

Domain Max score State/UT score
D2 - Access 80 61.3
D4 - Equity 260 223.0
Total 1,000 543.9
27
3. Arunachal Pradesh

Central Tibetan School 2 102 51
Tribal Welfare Department 2 220 110
Local body 1 90 90
Sainik School 1 245 245
Total 3,603 354,382 98
GER (2021-22)
130.07
129.21
128.38
140
120
88.28
85.22
82.22
100
68.07
66.51
64.99
80
56.09
53.71
51.38
60
40
20
0
Boys Girls Overall
28
GER during 2018-19 to 2021-22
124.82
129.21
118.52
140
111.12
120
87.26
86.05
85.63
85.22
100
68.68
68.18
66.51
62.32
80
53.71
41.09
38.32
60
35.82
40
20
0
2018-19 2019-20 2020-21 2021-22

Primary (I-V) 13,701 164,061 11
Secondary (IX-X) 4,304 45,455 10

Overall 28,927 328,306 12
PTR during 2018-19 to 2021-22

20 19
18
18
16 16
16
14 14
14 13 13 13
12 12 12 12
12 11 11
10 10
10 9 9
8
8
6
4
2
0
2018-19 2019-20 2020-21 2021-22
29

400,000
350,000
300,000
250,000
200,000
150,000
100,000
50,000
-
Pre-Primary Total
Girls 12,559 80,399 43,621 22,984 17,483 177,046
Boys 13,517 83,662 41,309 22,471 16,377 177,336

400,000
350,000
300,000
250,000
200,000
150,000
100,000
50,000
-
2018-19 2019-20 2020-21 2021-22
Pre-primary 17,440 28,255 20,028 26,076
Primary (I-V) 169,434 170,639 169,096 164,061
Secondary (IX-X) 47,657 43,028 46,831 45,455
Total 346,878 351,050 347,614 354,382
30

to 2021-22
100%
90%
68%
68%
80%
68%
66%
70%
54%
60%
47%
47%
45%
43%
42%
40%
50%
39%
36%
35%
34%
40%
27%
25%
24%
22%
21%
30%
15%
10%
20%
8%
7%
10%
0%
electricity corner or book (drinking water, availablity
bank toilet, and
handwash)
2018-19 2019-20 2020-2021 2021-2022


D2 - Access 80 42.0
D4 - Equity 260 216.3
D6 - Teacher Education and Training 100 60.6
Total 1,000 458.5
31
4. Assam

Local body 475 56,357 119
Sainik School 4 4,509 1,127
Social Welfare Department 3 631 210

Other govt. managed schools 2 491 246
Unrecognised 5,563 283,851 51
Total 60,859 7,544,960 124
GER (2021-22)
119.64
116.28
123.28
140
99.74
120
90.38
95
81.33
100
74.48
67.86
80
42.15
40.04
38.02
60
40
20
0
Boys Girls Overall
32
GER during 2018-19 to 2021-22
119.64
119.06
140 115.66
113.09
120
96.83
95.00
94.36
90.72
100
75.59
74.48
74.04
72.76
80
40.04
60
32.29
30.94
30.91
40
20
0
2018-19 2019-20 2020-21 2021-22

Primary (I-V) 171,375 3,645,363 21

Secondary (IX-X) 87,821 1,004,682 11
Overall 388,459 7,101,572 19
PTR during 2018-19 to 2021-22

25
22 22
21 21
20
20 19
17 17 17 17 17 17
15 14 14 14 14
11 11 11 11
10
0
2018-19 2019-20 2020-21 2021-22
33

8,000,000
7,000,000
6,000,000
5,000,000
4,000,000
3,000,000
2,000,000
1,000,000
-
Pre-primary Total
Girls 214,591 1,801,193 988,402 539,190 281,536 3,824,912
Boys 228,797 1,844,170 917,373 465,492 264,216 3,720,048

8,000,000
7,000,000
6,000,000
5,000,000
4,000,000
3,000,000
2,000,000
1,000,000
-
2018-19 2019-20 2020-21 2021-22
Pre-primary 523,563 504,202 460,270 443,388
Primary (I-V) 3,669,733 3,676,705 3,706,238 3,645,363
Secondary (IX-X) 988,137 1,003,285 1,022,018 1,004,682
Total 7,454,002 7,520,100 7,582,019 7,544,960
34

to 2021-22
100%
87%
84%
90%
79%
78%
77%
76%
76%
75%
74%
73%
72%
80%
67%
64%
70%
58%
60%
50%
39%
40%
30%
30%
19%
16%
15%
14%
12%
20%
6%
6%
6%
10%
0%
toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22

D2 - Access 80 49.0
D4 - Equity 260 222.4
Total 1,000 512.7
35
5. Bihar

Madarsa recognised (by Wakf 1,735 459,016 265
Social Welfare Department 71 19,384 273
Tribal Welfare Department 7 2,115 302
Unrecognised 6,843 1,471,643 215
Total 93,165 27,472,692 295
GER (2021-22)
103.9
101.21
102.49
120
87.13
85.96
84.83
100
66.84
64.94
63.13
80
60
36.19
35.88
35.58
40
20
0
Boys Girls Overall
36
GER during 2018-19 to 2021-22
102.49
120
98.69
93.48
93.13
85.96
83.19
100
78.37
79.2
64.94
63.52
80
58.49
57.66
60
35.88
34.01
30.8
26.39
40
20
0
2018-19 2019-20 2020-21 2021-22

Primary (I-V) 262,657 14,179,532 53

Secondary (IX-X) 66,236 3,618,298 54
Higher secondary (XI-XII) 31,875 1,995,065 62
Overall 607,008 27,046,438 45
PTR during 2018-19 to 2021-22

70 64 62 60 60 62
56 57 58
60
53 52 52 54
50 45
39 37 39
40
30
23
20 20 21
20
10
0
2018-19 2019-20 2020-21 2021-22
37

30,000,000
25,000,000
20,000,000
15,000,000
10,000,000
5,000,000
-
Pre-primary Total
Girls 174,754 6,840,063 3,617,710 1,814,058 972,054 13,418,639
Boys 251,500 7,339,469 3,635,833 1,804,240 1,023,011 14,054,053

30,000,000
25,000,000
20,000,000
15,000,000
10,000,000
5,000,000
-
2018-19 2019-20 2020-21 2021-22
Pre-primary 597,225 644,898 487,472 426,254
Primary (I-V) 13,095,697 13,075,193 13,728,283 14,179,532
Secondary (IX-X) 3,161,078 3,224,336 3,519,971 3,618,298
Total 24,913,334 25,320,388 26,635,416 27,472,692
38

to 2021-22
100%
88%
86%
85%
85%
84%
83%
80%
90%
78%
80%
63%
62%
61%
59%
70%
50%
49%
49%
60%
47%
50%
40%
19%
30%
14%
14%
11%
11%
20%
9%
8%
7%
10%
0%
bank toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22


D2 - Access 80 41.8
D4 - Equity 260 218.4
Total 1,000 465.0
39
6. Chandigarh
Department of Education 116 155,727 1,342
Private Unaided (Recognised) 76 88,519 1,165
Government Aided 7 8,800 1,257

Madarsa unrecognised 3 534 178
Other Central Govt. Schools 2 1,606 803
Total 233 268,627 1,153
GER (2021-22)
120
100.12
100 93.69 95.78 89.38
90.53 88.76 90.06
85.35 85.81 81.71
81.24
80 76.13
60
40
20
0
Boys Girls Overall
40
GER during 2018-19 to 2021-22
102.17
120
99.33
95.31
93.69
92.71
90.06
89.67
89.29
87.55
86.92
85.35
83.79
82.84
81.71
100
78.03
79.2
80
60
40
20
0
2018-19 2019-20 2020-21 2021-22

Primary (I-V) 3,391 95,948 28
Secondary (IX-X) 3,600 43,795 12
Overall 14,904 246,568 17
PTR during 2018-19 to 2021-22

30 28 28
27 27
26 26 26
25
25
20 19 19
18
17
15 15 15 15
15
12 12 12
11
10
0
2018-19 2019-20 2020-21 2021-22
41

300,000
250,000
200,000
150,000
100,000
50,000
-
Primary Upper Primary Secondary Higher Secondary
Pre-Primary Total
Girls 10,552 45,107 29,759 19,828 19,670 124,916
Boys 11,507 50,841 34,343 23,967 23,053 143,711

300,000
250,000
200,000
150,000
100,000
50,000
-
2018-19 2019-20 2020-21 2021-22
Pre-primary 26,520 26,662 22,455 22,059
Primary (I-V) 94,201 93,707 91,212 95,948
Secondary (IX-X) 41,833 40,530 42,560 43,795
Total 268,890 264,951 260,538 268,627
42

to 2021-22
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
99%
98%
98%
98%
97%
97%
97%
97%
96%
95%
95%
95%
95%
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22


D2 - Access 80 68.6
D4 - Equity 260 210.6
Total 1,000 659.1
43
7. Chhattisgarh

Madarsa recognised (by Wakf 259 10,782 42
Other Govt. managed schools 5 2,487 497
Railway School 4 4,063 1,016
Total 56,512 5,992,197 106
GER (2021-22)
120
96.49 96.74 96.61 94.29 94.71 94.5
100
81.44 78.3 73.55
80 75.26
68.11
62.85
60
40
20
0
Boys Girls Overall
44
GER during 2018-19 to 2021-22
120 97.12
96.61
96.31
94.01
97.6
92.82
92.59
94.5
86.86
86.56
86.24
100
78.3
68.11
80
57.62
52.08
54.3
60
40
20
0
2018-19 2019-20 2020-21 2021-22

Primary (I-V) 129,050 2,692,513 20
Secondary (IX-X) 56,215 840,172 14
Overall 306,732 5,764,230 19
PTR during 2018-19 to 2021-22

25
20 20 20 20
20 19 19
18 18 18 18 18 18 18 18
17
16
15 15
15 14 14
10
0
2018-19 2019-20 2020-21 2021-22
45

7,000,000
6,000,000
5,000,000
4,000,000
3,000,000
2,000,000
1,000,000
-
Pre-primary Total
Girls 107,431 1,312,721 733,078 430,023 395,698 2,978,951
Boys 120,536 1,379,792 753,340 410,149 349,429 3,013,246

7,000,000
6,000,000
5,000,000
4,000,000
3,000,000
2,000,000
1,000,000
-
2018-19 2019-20 2020-21 2021-22
Pre-primary 274,173 354,006 264,319 227,967
Primary (I-V) 2,636,281 2,651,484 2,656,716 2,692,513
Secondary (IX-X) 946,427 943,808 931,272 840,172
Total 5,953,354 6,031,209 5,959,031 5,992,197
46

to 2021-22
97%
98%
96%
97%
93%
92%
92%
91%
91%
89%
88%
87%
100%
85%
85%
85%
81%
79%
77%
90%
74%
80% 73%
70%
60%
37%
50%
40%
30%
14%
20%
9%
5%
10%
0%
toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22

D2 - Access 80 60.5
D4 - Equity 260 224.9
Total 1,000 521.0
47
8. Dadra and Nagar Haveli and

Daman and Diu

Local body 1 307 307

Madarsa recognised (by Wakf 1 - -
Total 460 133,358 290
GER (2021-22)
100 91.68 92.5
89.33 90.79
86.96 89.14
90
78.99
80 75.01
71.92 70.75
70
60 54.93
50 44.74
40
30
20
10
0
Boys Girls Overall
48
GER during 2018-19 to 2021-22

120.00 97.96
93.89
90.79
90.35
89.17
89.14
87.45
84.62
81.26
80.98
100.00
76.97
75.01
80.00
54.93
50.24
44.98
60.00
40.35
40.00
20.00
0.00
2018-19 2019-20 2020-21 2021-22

Primary (I-V) 1,985 59,586 30
Secondary (IX-X) 926 18,671 20
Overall 5,134 128,247 25
PTR during 2018-19 to 2021-22

35
29 29 28 30 28
30
26 25 25 25 26 25
23 22 24 24
25 22 22 22
20 20
20
15
10
0
2018-19 2019-20 2020-21 2021-22
49

160,000
140,000
120,000
100,000
80,000
60,000
40,000
20,000
-
Pre-primary Total
Girls 2,373 28,290 16,653 8,584 7,390 63,290
Boys 2,738 31,296 18,697 10,087 7,250 70,068

160,000
140,000
120,000
100,000
80,000
60,000
40,000
20,000
-
2018-19 2019-20 2020-21 2021-22
Pre-primary 5,739 6,315 5,372 5,111
Primary (I-V) 60,567 62,665 58,379 59,586
Secondary (IX-X) 19,881 20,527 18,701 18,671
Total 127,484 132,001 128,613 133,358
50

to 2021-22
100%
100%
100%
100%
100%
100%
100%
100%
99%
99%
99%
99%
98%
90%
89%
100%
89%
90%
79%
80% 71%
67%
59%
70%
57%
60%
39%
50%
37%
36%
40%
30%
20%
10%
0%
toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22

D2 – Access 80 61.6
D4 – Equity 260 225.4
Total 1,000 576.3
51
9. Delhi
Local body 1,661 905,405 545
Department of Education 1,047 1,762,480 1,683

Total 5,619 4,572,107 814
GER (2021-22)
140 131.73 129.86
128.25
120.05
120 112.41 115.88 110.45 112.15 111.24
99.46
100 91.18 95.01
80
60
40
20
0
Boys Girls Overall
52
GER during 2018-19 to 2021-22
129.86
124.95
122.74
120.38
120.21
120.15
116.33
115.88
115.88
140
111.24
110.39
110.31
120
95.01
82.19
100
72.82
70.09
80
60
40
20
0
2018-19 2019-20 2020-21 2021-22

Primary (I-V) 51,824 1,754,430 33
Secondary (IX-X) 26,363 725,275 27

Overall 160,224 4,318,482 27
PTR during 2018-19 to 2021-22

35 33 33 33 33 32
30 30 31 29 28 29 29 29 30
30 27 27
25
20 21
20 18 18
15
10
0
Primary (I-V) Upper primary (VI-VIII) Secondary (IX-X) Higher secondary (XI- Overall
XII)
2018-19 2019-20 2020-21 2021-22
53

5,000,000
4,500,000
4,000,000
3,500,000
3,000,000
2,500,000
2,000,000
1,500,000
1,000,000
500,000
-
Pre-primary Total
Girls 124,658 825,932 557,216 338,694 314,284 2,160,784
Boys 128,967 928,498 633,559 386,581 333,718 2,411,323

5,000,000
4,500,000
4,000,000
3,500,000
3,000,000
2,500,000
2,000,000
1,500,000
1,000,000
500,000
-
2018-19 2019-20 2020-21 2021-22
Pre-primary 272,528 293,026 248,340 253,625
Primary (I-V) 1,803,500 1,811,723 1,749,132 1,754,430
Secondary (IX-X) 731,032 726,754 762,436 725,275
Total 4,416,771 4,473,643 4,476,633 4,572,107
54

to 2021-22
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
96%
96%
95%
94%
94%
92%
92%
100%
87%
86%
82%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22

D2 – Access 80 72.4
D4 – Equity 260 238.8
Total 1,000 636.2
55
10. Goa

Total 1,510 304,982 202
GER (2021-22)
100 95
90.85 92.81 87.14 89.76 88.38 85.71 82.96
80.55 76.32 73.66
80 71.22
60
40
20
0
Boys Girls Overall
GER during 2018-19 to 2021-22

100.94
99.18
120
93.83
92.81
91.86
91.83
91.07
90.39
94.3
88.38
89.6
82.96
100
73.66
71.94
69.86
68.55
80
60
40
20
0
2018-19 2019-20 2020-21 2021-22
56

Primary (I-V) 4,615 121,356 26
Secondary (IX-X) 5,157 46,866 9

Overall 19,142 282,426 15
PTR during 2018-19 to 2021-22

30 28 28
27
26
25
20 19 19
18 18 18 18 18 18 18
17
15 15
15
11
10 10
10 9
0
Primary (I-V) Upper primary (VI-VIII) Secondary (IX-X) Higher secondary (XI-XII) Overall
2018-19 2019-20 2020-21 2021-22

350,000
300,000
250,000
200,000
150,000
100,000
50,000
-
Pre-primary Total
Girls 11,099 58,771 34,785 22,587 20,713 147,955
Boys 11,457 62,585 37,525 24,279 21,181 157,027
57

350,000
300,000
250,000
200,000
150,000
100,000
50,000
-
2018-19 2019-20 2020-21 2021-22
Pre-primary 29,379 25,267 20,516 22,556
Primary (I-V) 123,882 124,383 120,779 121,356
Secondary (IX-X) 48,172 48,621 50,217 46,866
Total 311,524 307,485 302,123 304,982

to 2021-22
100%
100%
100%
100%
100%
100%
100%
100%
100%
99%
99%
99%
89%
100%
84%
83%
79%
90%
80%
70%
58%
55%
52%
51%
60%
49%
40%
50%
39%
39%
40%
30%
20%
10%
0%
bank toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22
58

D2 – Access 80 66.3
D4 – Equity 260 220.7
Total 1,000 555.8
59
11. Gujarat
Local body 32,101 5,161,174 161
Government Aided 5,590 1,814,425 325

Madarsa recognised (by Wakf board/Madarsa 3 1,208 403

Board)
Other Govt. managed schools 2 35 18
Total 53,851 11,542,276 214
GER (2021-22)
120
96.05
100 90.61 93.09 90.93 91.34 91.13
80 77.19 72.84 75.16
60 48.56 47.76 48.19
40
20
0
Boys Girls Overall
60
GER during 2018-19 to 2021-22

120
96.37
94.85
93.76
93.09
91.13
90.15
93.4
89.52
100
78.56
77.43
75.16
76.1
80
48.19
43.15
60
41.78
41.2
40
20
0
2018-19 2019-20 2020-21 2021-22
Primary (I-V) 179,139 5,387,190 30
Secondary (IX-X) 59,730 1,750,516 29
Overall 419,440 11,377,585 28
PTR during 2018-19 to 2021-22

35 33 33 32
30 30 30 30 29 29 28 28 28
30
26 27 28 26 28
24 24 24
25
20
15
10
0
2018-19 2019-20 2020-21 2021-22
61
Enrolment by education level

14,000,000
12,000,000
10,000,000
8,000,000
6,000,000
4,000,000
2,000,000
-
Pre-primary Total
Girls 73,830 2,538,546 1,452,353 791,062 527,749 5,383,540
Boys 90,861 2,848,644 1,638,632 959,454 621,145 6,158,736

14,000,000
12,000,000
10,000,000
8,000,000
6,000,000
4,000,000
2,000,000
-
2018-19 2019-20 2020-21 2021-22
Pre-primary 274,260 335,607 187,847 164,691
Primary (I-V) 5,418,484 5,529,122 5,382,429 5,387,190
Secondary (IX-X) 1,806,596 1,826,565 1,841,443 1,750,516
Higher secondary (XI-XII) 999,464 1,040,863 1,001,795 1,148,894
Total 11,755,612 11,817,214 11,495,841 11,542,276
62

to 2021-22
100%
100%
100%
100%
98%
96%
96%
96%
95%
94%
94%
93%
93%
92%
92%
88%
100%
88%
87%
90% 86%
75%
75%
71%
70%
80%
67%
70%
60%
50%
40%
30%
20%
10%
0%
toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22

D2 – Access 80 55.5
D4 – Equity 260 227.4
Total 1,000 599.1
63
12. Haryana


Other Central Govt. Schools 1 455 455
Total 23,726 6,035,679 254
GER (2021-22)
120
103.25 104.73 103.92 102.54 101.24 101.95
100 95.99 93.24 94.74
80 75.14 76.01 75.54
60
40
20
0
Boys Girls Overall
64
GER during 2018-19 to 2021-22

104.1
105.24
101.15
103.92
101.95
98.69
98.49
97.61
120
95.15
94.74
93.92
93.88
100
75.54
66.79
61.76
80
56.03
60
40
20
0
2018-19 2019-20 2020-21 2021-22

Primary (I-V) 101,133 2,579,262 25
Secondary (IX-X) 78,847 952,143 12
Overall 328,935 5,792,034 18
PTR during 2018-19 to 2021-22

30
25 25
25 24 24
20 19 19 19
18 18 18 18
17
15
15 14
13 13 13 13 13
12
10
0
2018-19 2019-20 2020-21 2021-22
65

7,000,000
6,000,000
5,000,000
4,000,000
3,000,000
2,000,000
1,000,000
-
Pre-primary Total
Girls 107,702 1,172,952 667,167 425,168 356,503 2,729,492
Boys 135,943 1,406,310 813,172 526,975 423,787 3,306,187

7,000,000
6,000,000
5,000,000
4,000,000
3,000,000
2,000,000
1,000,000
-
2018-19 2019-20 2020-21 2021-22
Pre-primary 330,308 353,704 206,487 243,645
Primary (I-V) 2,546,529 2,586,473 2,498,572 2,579,262
Secondary (IX-X) 967,567 959,243 964,279 952,143
Total 5,894,485 6,007,696 5,808,640 6,035,679
66

to 2021-22
98%
98%
98%
98%
96%
96%
97%
97%
98%
98%
98%
94%
93%
90%
90%
90%
89%
100%
90%
80%
70%
55%
54%
51%
60%
48%
44%
43%
41%
50%
40%
30%
20%
10%
0%
toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22

D2 - Access 80 64.1
D4 - Equity 260 225.9
Total 1,000 578.0
67
13. Himachal Pradesh

Private Unaided (Recognised) 2,646 536,204 203

Local body 12 1,424 119

Total 18,028 1,437,022 80
GER (2021-22)
115
109.31
110 108.1 108.68
105 103.76
102.3
100.99
100
94.83 95.33
93.46 94.1 94.08
95 92.97
90
85
80
Boys Girls Overall
Source: UDISE+ 2021-22Report, MoE
68
GER during 2018-19 to 2021-22

107.02
108.49
107.02
108.68
105.76
103.27
100.41
100.26
120
102.3
98.64
98.37
94.08
94.1
85.55
83.43
100
81.79
80
60
40
20
0
2018-19 2019-20 2020-21 2021-22

Primary (I-V) 34,905 550,993 15
Secondary (IX-X) 34,608 216,429 6
Overall 132,625 1,332,148 11
PTR during 2018-19 to 2021-22

18
16 16
16 15 15
14
12
12 11 11 11
10 10 10 10 10
10 9 9 9
8 8
8 7
6
6
4
2
0
2018-19 2019-20 2020-21 2021-22

69

1,600,000
1,400,000
1,200,000
1,000,000
800,000
600,000
400,000
200,000
-
Higher
Primary Upper primary Secondary
Pre-primary secondary Total
(I-V) (VI-VIII) (IX-X)
(XI-XII)
Girls 49,796 262,353 163,945 102,413 105,818 684,325
Boys 55,078 288,640 178,750 114,016 116,213 752,697

1,600,000
1,400,000
1,200,000
1,000,000
800,000
600,000
400,000
200,000
-
2018-19 2019-20 2020-21 2021-22
Pre-primary 101,616 123,171 93,774 104,874
Primary (I-V) 580,679 576,528 555,200 550,993
Secondary (IX-X) 252,131 243,299 233,750 216,429
Total 1,475,751 1,482,640 1,427,089 1,437,022
70

to 2021-22
95%
96%
97%
98%
95%
96%
97%
98%
98%
99%
94%
92%
100%
87%
85%
83%
80%
90%
80%
70%
60%
41%
50%
35%
34%
34%
32%
40%
23%
23%
22%
30%
20%
10%
0%
toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22

D2 - Access 80 66.4
D4 - Equity 260 222.2
Total 1,000 538.6
71
14. Jammu and Kashmir


Madarsa recognised (by Wakf 70 7,997 114
Government Aided 1 209 209
Total 28,805 2,718,644 94
GER (2021-22)
111.47
112.42
111.92
120
100
68.14
65.63
63.48
80
61.32
60.54
59.87
53.39
53.15
52.89
60
40
20
0
Boys Girls Overall
72
GER during 2018-19 to 2021-22
111.92
100.81
120 93.16
87.21
100
68.14
66.53
66.25
65.63
60.54
59.83
59.34
58.66
80
53.15
50.07
43.23
60
38.4
40
20
0
2018-19 2019-20 2020-21 2021-22

Primary (I-V) 76,284 1,106,932 14
Secondary (IX-X) 26,992 344,485 12
Overall 169,240 2,323,395 14
PTR during 2018-19 to 2021-22

30
27
26
25 24
21
20
17
16
15
15 14 14
13 13 13 13
12 12 12
10 9 9 9
8
0
2018-19 2019-20 2020-21 2021-22
73

3,000,000
2,500,000
2,000,000
1,500,000
1,000,000
500,000
-
Pre-primary Total
Girls 189,259 530,614 275,979 161,893 136,985 1,294,730
Boys 205,990 576,318 301,526 182,592 157,488 1,423,914

3,000,000
2,500,000
2,000,000
1,500,000
1,000,000
500,000
-
2018-19 2019-20 2020-21 2021-22
Pre-primary 342,483 334,751 294,589 395,249
Primary (I-V) 1,106,473 1,094,851 1,091,015 1,106,932
Secondary (IX-X) 329,830 328,628 337,787 344,485
Total 2,595,183 2,542,047 2,576,358 2,718,644
74

to 2021-22
100%
87%
87%
86%
84%
90%
73%
72%
70%
68%
68%
80%
66%
64%
63%
62%
60%
70% 58%
57%
60%
50%
33%
30%
28%
40%
24%
22%
30%
13%
12%
12%
20%
10%
0%
toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22

D2 – Access 80 51.2
D4 – Equity 260 211.2
Total 1,000 506.5
75
15. Jharkhand

Other Govt. managed schools 67 117,349 1,751
Madarsa recognised (by Wakf Board/Madarsa 21 3,467 165

Board)
Unrecognised 6,134 1,084,551 177
Total 44,855 7,970,750 178
GER (2021-22)
101.66
103.10
102.35
120
89.75
88.87
88.02
100
70.53
68.41
66.35
80
48.00
46.44
44.93
60
40
20
0
Boys Girls Overall

76
GER during 2018-19 to 2021-22

104.5
102.57
102.20
102.35
120
88.87
86.18
83.22
83.15
100
68.41
62.97
80
60.92
60.74
46.44
43.95
60
40.79
38.89
40
20
0
2018-19 2019-20 2020-21 2021-22

Primary (I-V) 128,077 3,740,909 29
Secondary (IX-X) 31,315 1,089,069 34
Overall 233,445 7,688,207 33
PTR during 2018-19 to 2021-22

80
70
70
60 55 55 57
51
50 46
40 35 34 33 34 33
31 30 29 30 30
30 23 23 23 25
20
10
0
2018-19 2019-20 2020-21 2021-22
77

9,000,000
8,000,000
7,000,000
6,000,000
5,000,000
4,000,000
3,000,000
2,000,000
1,000,000
-
Pre-primary Total
Girls 124,891 1,802,253 1,053,691 552,270 376,807 3,909,912
Boys 157,652 1,938,656 1,060,618 536,799 367,113 4,060,838

9,000,000
8,000,000
7,000,000
6,000,000
5,000,000
4,000,000
3,000,000
2,000,000
1,000,000
-
2018-19 2019-20 202021 2021-22
Pre-primary 554,629 552,730 351,984 282,543
Primary (I-V) 4,028,871 3,886,161 3,803,579 3,740,909
Secondary (IX-X) 967,609 965,531 1,001,965 1,089,069
Total 8,163,423 8,041,867 7,915,190 7,970,750
78

to 2021-22
94%
93%
92%
92%
92%
91%
100%
90%
89%
87%
85%
84%
90%
79%
79%
74%
73%
71%
70%
80%
69%
68%
70%
56%
60%
50%
37%
33%
32%
40%
30%
30%
20%
10%
0%
toilet, and handwash)
2018-19 2019-20 2019-202 2021-22

D2 – Access 80 48.1
D4 – Equity 260 209.5
Total 1,000 503.7
79
16. Karnataka
Social welfare Department 404 85,955 213
Local body 72 17,971 250
Madarsa recognised (by Wakf Board/Madarsa 8 779 97
Board)
Unrecognised 2 60 30
Total 76,450 12,092,381 158
GER (2021-22)
107.84
108.26
108.04
106.19
104.80
105.51
94.91
94.73
94.55
120
100
58.76
54.57
80
56.6
60
40
20
0
Boys Girls Overall
80
GER during 2018-19 to 2021-22

108.37
108.04
107.43
105.51
105.08
103.13
101.05
120
98.22
94.73
90.62
86.35
83.70
100
80
56.60
55.64
52.12
44.39
60
40
20
0
2018-19 2019-20 2020-21 2021-22

Primary (I-V) 238,112 5,456,226 22
Secondary (IX-X) 112,616 1,970,316 17
Overall 615,449 11,827,353 20
PTR during 2018-19 to 2021-22

35 33 33
30 28 28
25 24
25
21 21 22 21 20 20 20
20 17 16 17 17 16 17
15
15
10
0
2018-19 2019-20 2020-21 2021-22
81

14,000,000
12,000,000
10,000,000
8,000,000
6,000,000
4,000,000
2,000,000
-
Pre-primary Total
Girls 123,551 2,618,873 1,551,012 959,584 605,247 5,858,267
Boys 141,477 2,837,353 1,645,934 1,010,732 598,618 6,234,114

14,000,000
12,000,000
10,000,000
8,000,000
6,000,000
4,000,000
2,000,000
-
2018-19 2019-20 2020-21 2021-22
Pre-primary 596,547 594,220 278,311 265,028
Primary (I-V) 5,502,503 5,444,277 5,316,103 5,456,226
Secondary (IX-X) 1,800,265 1,836,892 1,906,216 1,970,316
Higher secondary (XI-XII) 978,990 1,135,919 1,197,916 1,203,865
Total 11,950,522 12,139,105 11,856,736 12,092,381
82

to 2021-22
96%
98%
99%
99%
95%
93%
92%
90%
100%
89%
88%
88%
86%
85%
82%
81%
80%
90%
78%
80%
70%
56%
60%
49%
48%
50%
30%
40%
25%
25%
30%
12%
20%
10%
0%
toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22

D2 – Access 80 62.4
D4 – Equity 260 227.6
Total 1,000 549.7
83
17. Kerala

Local body 32 1,493 47
Madarsa recognised (by Wakf Board/Madarsa 3 320 107

Board)
Total 16,240 6,423,120 396
GER (2021-22)
120
102.4 101.71 102.06 99.6 99.07 99.34 98.27 97.41 97.85
100 88.4 85.04
81.82
80
60
40
20
0
Boys Girls Overall
84
GER during 2018-19 to 2021-22
100.24
100.17
102.06
120
99.34
98.64
98.09
98.01
97.85
97.55
97.24
97.21
96.52
85.04
84.15
82.99
100
80.27
80
60
40
20
0
2018-19 2019-20 2020-21 2021-22

Primary (I-V) 90,437 2,486,240 27
Secondary (IX-X) 66,461 996,090 14
Overall 309,496 5,854,948 19
PTR during 2018-19 to 2021-22

30 28
27
26
25 23 23
22 22 22 22
21 21
20
20
16
15 15
15
10
0
2018-19 2019-20 2020-21 2021-22
85

7,000,000
6,000,000
5,000,000
4,000,000
3,000,000
2,000,000
1,000,000
-
Pre-primary Total
Girls 278,460 1,211,401 733,107 485,085 442,875 3,150,928
Boys 289,712 1,274,839 767,896 511,005 428,740 3,272,192

7,000,000
6,000,000
5,000,000
4,000,000
3,000,000
2,000,000
1,000,000
-
2018-19 2019-20 2020-21 2021-22
Pre-primary 545,065 621,460 555,992 568,172
Primary (I-V) 2,464,299 2,483,556 2,460,558 2,486,240
Secondary (IX-X) 1,020,276 1,004,203 1,000,618 996,090
Total 6,361,611 6,464,071 6,379,071 6,423,120
86

to 2021-22
100%
99%
99%
99%
99%
98%
98%
98%
98%
97%
97%
96%
96%
95%
95%
93%
100%
89%
88%
88%
88%
88%
86%
84%
90% 83%
80%
70%
60%
50%
40%
30%
20%
10%
0%
2018-19 2019-20 2020-21 2021-22

D2 – Access 80 68.4
D4 – Equity 260 218.0
Total 1,000 609.8
87
18. Ladakh
Government Aided 28 718 26

Total 978 59,788 61
GER (2021-22)
90 82.62
76.74 79.53
80 72.7
66.11 63.23
70 60.32 58.76
60 54.57 54.75
49.44
50 44.43
40
30
20
10
0
Boys Girls Overall

GER during 2019-20 to 2021-22

100
82.97 81.54
80 67.94 67.04
58.23 58.67
60 48.46
39.2
40
20
0
2019-20 2020-21 2021-22
88

Primary (I-V) 2,782 22,892 8
Secondary (IX-X) 1,221 7,582 6
Overall 7,072 49,070 7
PTR during 2019-20 to 2021-22

14 13 13
12
12 11
10
10
8 8 8 8
8 7 7
6
6 5
4 4
4
0
2019-20 2020-21 2021-22

70,000
60,000
50,000
40,000
30,000
20,000
10,000
-
Pre-primary Total
Girls 5,185 11,283 6,259 3,943 3,455 30,125
Boys 5,533 11,609 5,907 3,639 2,975 29,663
89
70,000
60,000
50,000
40,000
30,000
20,000
10,000
-
2019-20 2020-21 2021-22
Pre-primary 10,138 10,644 10,718
Primary (I-V) 22,893 22,982 22,892
Upper primary (VI-VIII) 11,980 12,078 12,166
Secondary (IX-X) 7,156 7,390 7,582
Higher secondary (XI-XII) 4,866 6,159 6,430
Total 57,033 59,253 59,788

to 2021-22
98%
100% 92% 93%
89%
90%
80% 76%
73%
70% 63%
59%
60% 53% 56%
48% 46%
50% 42% 43%
39%
40% 35%
32%
30%
20%
10% 5%
0%
toilet, and
handwash)
2019-20 2020-21 2021-22
90

D2 – Access 80 52.7
D4 – Equity 260 206.9
Total 1,000 518.8
91
19. Lakshadweep
Kendriya Vidyalaya/Central School 1 339 339

Total 38 13,586 881
GER (2021-22)
90
78.6 80.66 79.6
80
70.11
70 63.5 64.7 61.85 63.32 64.9
57.54 59.99 62.35
60
50
40
30
20
10
0
Primary Upper primary Secondary (IX-X) Higher secondary
(I-V) (VI-VIII) (XI-XII)
Boys Girls Overall
GER during 2018-19 to 2021-22

78.82
79.74
77.73
77.28
76.75
75.97
79.6
90
67.58
67.57
63.32
62.35
80
60.52
63.5
63.1
59.33
56.64
70
60
50
40
30
20
10
0
2018-19 2019-20 2020-21 2021-22
92

Primary (I-V) 340 5,395 15
Upper primary (VI-VIII) 218 2,813 13
Secondary (IX-X) 251 1,873 7
Overall 967 12,004 13
PTR during 2018-19 to 2021-22

16
14
12 12
12 11 11 11
10
10 9 9 9
8 8 8
8 7
6 6
6
4
2
0
2018-19 2019-20 2020-21 2021-22

14,000
12,000
10,000
8,000
6,000
4,000
2,000
-
Higher
(XI-XII)
Girls 768 2,636 1,340 887 958 6,589
Boys 814 2,759 1,473 986 965 6,997
93
16,000
14,000
12,000
10,000
8,000
6,000
4,000
2,000
-
2018-19 2019-20 2020-21 2021-22
Pre-primary 1,128 1,197 1,083 1,582
Primary (I-V) 4,834 5,124 5,294 5,395
Secondary (IX-X) 2,122 1,777 2,244 1,873
Total 12,803 12,606 13,114 13,586

to 2021-22
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
98%
98%
98%
97%
97%
93%
93%
91%
91%
100%
84%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22
94
D2 – Access 80 63.1
D4 – Equity 260 208.4
Total 1,000 545.6
95
20. Madhya Pradesh

Tribal Welfare Department 25,690 2,233,157 87

Madarsa recognised (by Wakf Board/Madarsa 1,755 102,358 58
Board)
Local body 70 14,876 213
Total 125,582 16,169,265 129
GER (2021-22)
100 93.05 92.01

86.73 90.92
86.97 86.84
90
80 71.37 69.95
68.44
70
60 51.93 50.68 51.33
50
40
30
20
10
0
Boys Girls Overall
96
GER during 2018-19 to 2021-22

93.92
92.94
91.34
92.01
89.49
88.92
86.84
100
92
77.42
90
75.5
69.95
71.3
80
70
51.33
45.43
45.01
60
43.72
50
40
30
20
10
0
2018-19 2019-20 2020-21 2021-22

Primary (I-V) 294,670 7,357,389 24
Secondary (IX-X) 96,635 2,196,508 22
Overall 686,599 15,427,286 23
PTR during 2018-19 to 2021-22

45
41
40
36 35
35 32 32
30
30 28 27
26 26 25 24
25
20 18 18 17
15
10
5
0
2018-19 2019-20 2020-21 2021-22
97

18,000,000
16,000,000
14,000,000
12,000,000
10,000,000
8,000,000
6,000,000
4,000,000
2,000,000
-
Pre-primary Total
Girls 338,950 3,524,107 2,028,350 1,037,499 781,974 7,710,880
Boys 403,029 3,833,282 2,195,869 1,159,009 867,196 8,458,385

18,000,000
16,000,000
14,000,000
12,000,000
10,000,000
8,000,000
6,000,000
4,000,000
2,000,000
-
2018-19 2019-20 2020-21 2020-212
Pre-primary 573,753 911,549 786,123 741,979
Primary (I-V) 7,564,100 7,614,725 7,457,339 7,357,389
Secondary (IX-X) 2,488,687 2,408,055 2,256,402 2,196,508
Total 16,284,778 16,691,646 16,242,368 16,169,265
98

to 2021-22
93%
93%
94%
95%
90%
89%
100%
86%
81%
81%
80%
79%
78%
90%
75%
72%
80%
62%
70%
55%
60%
50%
40%
28%
26%
30%
17%
15%
14%
14%
11%
20%
7%
10%
0%
toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22

D2 – Access 80 50.2
D4 – Equity 260 222.2
Total 1,000 522.4
99
21. Maharashtra
Local body 64,845 5,521,184 85


Board)
Total 109,605 22,586,695 422
GER (2021-22)
120 109.52
104.56 106.86 101.19 99.49 100.39
100 94.68 92.5 93.65
80 72.00 70.89 71.48
60
40
20
0
Boys Girls Overall
100
GER during 2018-19 to 2021-22

105.38
106.32
106.86
104.82
100.39
120
99.02
98.04
99.6
93.65
92.64
91.41
91.14
100
71.48
68.93
68.19
66.99
80
60
40
20
0
2018-19 2019-20 2020-21 2021-22

Primary (I-V) 376,463 9,565,321 25
Secondary (IX-X) 180,335 3,735,647 20
Overall 836,261 22,060,834 27
PTR during 2018-19 to 2021-22

45 41
40 37 37 38
35
30 28 28 27 27 26 26 27
26 25 25 26 26
25 22 21 21
20
20
15
10
5
0
2018-19 2019-20 2020-21 2021-22
101

25,000,000
20,000,000
15,000,000
10,000,000
5,000,000
-
Pre-primary Total
Girls 249,489 4,549,586 2,740,049 1,738,906 1,354,029 10,632,059
Boys 276,372 5,015,735 3,115,548 1,996,741 1,550,240 11,954,636

25,000,000
20,000,000
15,000,000
10,000,000
5,000,000
-
2018-19 2019-20 2020-21 2021-22
Pre-primary 875,660 879,732 596,932 525,861
Primary (I-V) 9,921,352 9,845,508 9,544,410 9,565,321
Secondary (IX-X) 3,723,213 3,705,006 3,725,214 3,735,647
Total 23,231,693 23,054,357 22,511,839 22,586,695
102

to 2021-22
98%
97%
97%
95%
94%
94%
93%
93%
93%
92%
92%
91%
87%
86%
100%
86%
86%
81%
76%
90%
74%
70%
80%
70%
48%
60%
37%
50%
35%
34%
40%
30%
20%
10%
0%
toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22

D2 – Access 80 64.7
D4 – Equity 260 233.4
Total 1,000 583.1
103
22. Manipur


Board)
Total 4,617 693,194 270
GER (2021-22)
160 146.33 143.42

140.76
140
120
100
83.91 87.84 85.81
80 74.67 77.36 75.99
70.00 69.7 69.85
60
40
20
0
Boys Girls Overall
104
GER during 2018-19 to 2021-22
143.46
143.42
136.24
160
128.84
140
120
88.35
88.13
87.73
85.81
75.99
75.66
100
69.88
69.85
73.3
61.18
80
54.77
57.1
60
40
20
0
2018-19 2019-20 2020-21 2021-22

Primary (I-V) 23,638 310,023 13
Secondary (IX-X) 9,633 91,005 9
Overall 52,678 631,471 12
PTR during 2018-19 to 2021-22

18
16 16
16 15 15
14 14
14 13 13 13
12 12 12
12 11 11
10 10 10 10
10 9 9
8
6
4
2
0
2018-19 2019-20 2020-21 2021-22
105

800,000
700,000
600,000
500,000
400,000
300,000
200,000
100,000
-
Pre-primary Total
Girls 29,964 151,405 74,875 45,356 39,395 340,995
Boys 31,759 158,618 75,988 45,649 40,185 352,199

800,000
700,000
600,000
500,000
400,000
300,000
200,000
100,000
-
2018-19 2019-20 2020-21 2021-22
Pre-primary 68,448 74,251 66,290 61,723
Primary (I-V) 334,342 333,855 330,829 310,023
Secondary (IX-X) 84,981 88,683 91,071 91,005
Total 706,939 718,514 714,126 693,194
106

to 2021-22
100%
87%
87%
86%
84%
90%
71%
69%
80%
63%
60%
70%
54%
53%
52%
60%
48%
50%
37%
33%
31%
40%
27%
26%
25%
25%
23%
30% 22%
16%
15%
13%
20%
10%
0%
2018-19 2019-20 2020-21 2021-22

D2 – Access 80 55.9
D4 – Equity 260 219.5
Total 1,000 513.0
107
23. Meghalaya

Total 14,600 1,169,720 273
GER (2021-22)
250
200 184.12 191.5

187.71
150
121.81
105.45 113.51
94.41
100 76.06 85.12
52.72 45.96
50 39.42
0
Boys Girls Overall
108
GER during 2018-19 to 2021-22
187.71
179.54
200 166.00
153.13
180
160
113.51
112.42
110.10
106.78
140
85.12
84.90
120
83.23
79.46
100
80
43.36
41.13
41.13
41.7
60
40
20
0
2018-19 2019-20 2020-21 2021-22

Primary (I-V) 26,518 530,390 20
Secondary (IX-X) 10,165 117,496 11
Overall 58,806 954,938 17
PTR during 2018-19 to 2021-22

25
21 21
20 20 20
20 18
17 17 17
15 14 14 14
12 12 12
10
0
2018-19 2019-20 2020-21 2021-22
109

1,400,000
1,200,000
1,000,000
800,000
600,000
400,000
200,000
-
Pre-primary Total
Girls 105,273 263,049 129,002 64,332 35,542 597,198
Boys 109,509 267,341 115,006 53,164 27,502 572,522

1,400,000
1,200,000
1,000,000
800,000
600,000
400,000
200,000
-
2018-19 2019-20 2020-21 2021-22
Pre-primary 223,370 226,168 220,230 214,782
Primary (I-V) 520,149 532,267 541,509 530,390
Secondary (IX-X) 111,350 116,051 117,787 117,496
Total 1,144,831 1,172,871 1,178,726 1,169,720
110

to 2021-22
100%
90%
80%
70%
60%
44%
50%
38%
35%
31%
40%
26%
25%
24%
23%
22%
22%
30%
20%
19%
18%
17%
16%
15%
14%
14%
12%
12%
20%
9%
4%
4%
4%
10%
0%
toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22


D2 – Access 80 43.4
D4 – Equity 260 205.6
Total 1,000 420.6
111
24. Mizoram
Local body 374 26,629 71

Total 3,911 3,09,904 79
GER (2021-22)
159.22
158.89
158.58
180
160
110.81
140
109.54
108.33
97.86
120
93.36
89.05
100
65.69
57.09
61.3
80
60
40
20
0
Boys Girls Overall
112
GER during 2018-19 to 2021-22
158.89
146.03
180
138.87
132.67
160
109.54
140
105.52
102.95
100.26
94.68
93.36
91.58
120
93.3
100
61.3
54.06
52.13
80
53.7
60
40
20
0
2018-19 2019-20 2020-21 2021-22

Primary (I-V) 8,634 136,649 15
Secondary (IX-X) 4,340 40,605 9
Overall 22,996 277,337 13
PTR during 2018-19 to 2021-22

18 17 17
16 15 15
14 14 14
14 13 13
12 12 12
12
10 10
10 9 9
8 8 8
8 7
6
4
2
0
2018-19 2019-20 2020-21 2021-22
113

350,000
300,000
250,000
200,000
150,000
100,000
50,000
-
Higher
(XI-XII)
Girls 16,165 66,450 35,485 20,814 14,774 153,688
Boys 16,402 70,199 36,464 19,791 13,360 156,216
350,000
300,000
250,000
200,000
150,000
100,000
50,000
-
2018-19 2019-20 2020-21 2021-22
Pre-primary 37,634 38,196 34,268 32,567
Primary (I-V) 137,152 135,512 134,048 136,649
Secondary (IX-X) 41,198 41,599 40,037 40,605
Total 306,818 308,294 302,839 309,904
114

to 2021-22
100%
83%
82%
80%
80%
90%
80%
80%
80%
79%
78%
78%
77%
74%
80%
65%
64%
64%
70%
58%
53%
51%
60%
49%
47%
50%
40%
30%
20%
9%
8%
7%
7%
10%
0%
2018-19 2019-20 2020-21 2021-22

D2 – Access 80 48.9
D4 – Equity 260 200.9
Total 1,000 453.3
115
25. Nagaland

Total 2,718 443,796 163
GER (2021-22)
120
105.02
99.45 102.1
100
80 72.5
65.66 68.93 67.1
62.22
57.76
60
38.79 35.83
40 33.01
20
0
Boys Girls Overall
116
GER during 2018-19 to 2021-22

120
102.1
97.46
94.33
89.58
100
70.92
70.44
70.17
68.93
62.22
80
59.71
58.38
58.14
60
35.83
34.02
33.96
33.67
40
20
0
2018-19 2019-20 2020-21 2021-22

Primary (I-V) 15,721 177,955 11
Secondary (IX-X) 5,790 58,721 10
Overall 36,354 367,175 11
PTR during 2018-19 to 2021-22

25
20
20 19
17
15 13 13 12 12
11 11 11 11
10
10 8 8 8
0
2018-19 2019-20 2020-21 2021-22
117

500,000
450,000
400,000
350,000
300,000
250,000
200,000
150,000
100,000
50,000
-
Pre-primary Total
Girls 37,299 87,221 48,494 30,280 17,993 221,287
Boys 39,322 90,734 47,945 28,441 16,067 222,509

500,000
450,000
400,000
350,000
300,000
250,000
200,000
150,000
100,000
50,000
-
2018-19 2019-20 2020-21 2021-22
Pre-primary 87,395 87,398 81,610 76,621
Primary (I-V) 187,341 186,324 181,172 177,955
Secondary (IX-X) 55,946 55,437 56,636 58,721
Total 463,696 461,065 450,098 443,796
118

to 2021-22
100%
90%
73%
72%
71%
80% 70%
68%
68%
67%
67%
63%
70%
57%
56%
51%
60%
47%
45%
43%
41%
40%
39%
50%
39%
39%
36%
40%
30%
17%
16%
15%
20%
10%
0%
corner or book bank (drinking water, toilet,
and handwash)
2018-19 2019-20 2020-21 2021-22

D2 – Access 80 39.8
D4 – Equity 260 218.8
Total 1,000 471.5
119
26. Odisha


Board)
Total 62,291 7,576,893 122
GER (2021-22)
120
98.12 97.76 97.94
100 91.26 91.28 91.27
80.14 80.6 80.36
80
60
41.8 45.43 43.58
40
20
0
Boys Girls Overall

120
GER during 2018-19 to 2021-22

120
97.94
97.39
96.17
93.21
96.8
91.27
90.29
89.64
84.52
100
80.66
80.36
78.97
65.86
80
47.55
46.39
43.58
60
40
20
0
2018-19 2019-20 2020-21 2021-22

Primary (I-V) 204,362 3,519,153 17
Secondary (IX-X) 68,882 1,246,381 18
Overall 422,783 7,527,517 18
PTR during 2018-19 to 2021-22

120
96
100
80
67
62
60
40 35
22 20 18 17 18
17 17 16 17 17 15 15 15 18 18 18
20
0
2018-19 2019-20 2020-21 2021-22
121

8,000,000
7,000,000
6,000,000
5,000,000
4,000,000
3,000,000
2,000,000
1,000,000
-
Pre-primary Total
Girls 22,253 1,703,985 1,007,699 610,106 352,087 3,696,130
Boys 27,123 1,815,168 1,064,056 636,275 338,141 3,880,763

9,000,000
8,000,000
7,000,000
6,000,000
5,000,000
4,000,000
3,000,000
2,000,000
1,000,000
-
2018-19 2019-20 2020-21 2021-22
Pre-primary 156,499 346,921 152,090 49,376
Primary (I-V) 3,605,539 3,578,819 3,549,793 3,519,153
Secondary (IX-X) 1,293,007 1,252,514 1,325,463 1,246,381
Higher secondary (XI-XII) 1,076,742 769,497 742,681 690,228
Total 8,258,830 8,033,815 7,912,588 7,576,893
122

to 2021-22
100%
96%
95%
95%
95%
92%
92%
92%
87%
100%
77%
90%
71%
66%
80%
64%
64%
70% 63%
60%
38%
50%
26%
26%
40%
20%
30%
15%
10%
20%
7%
6%
6%
10%
0%
crner or book bank (drinking water,
toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22

D2 – Access 80 52.4
D4 – Equity 260 213.6
Total 1,000 517.2
123
27. Puducherry

Total 736 2,55,546 347
GER (2021-22)
100
76.00 77.28 76.61 77.11 78.35 77.71 79.09 76.06
80 73.36 73.1
64.62 68.7
60
40
20
0
Primary Upper primary Secondary (IX-X) Higher secondary
(I-V) (VI-VIII) (XI-XII)
Boys Girls Overall
GER during 2018-19 to 2021-22

87.40
85.30
83.24
83.78
83.61
83.12
82.21
80.30
78.88
100
77.71
76.61
76.06
69.68
69.30
67.77
68.7
80
60
40
20
0
2018-19 2019-20 2020-21 2021-22
124

Primary (I-V) 5,280 95,088 18
Secondary (IX-X) 3,961 41,002 10
Overall 17,760 233,028 14
PTR during 2018-19 to 2021-22

20
18 18 18
18
16 16
16 15 15 15 15
14 14 14
14
12 11
10 10
10
8
6
4
2
0
2018-19 2019-20 2020-21 2021-22

300,000
250,000
200,000
150,000
100,000
50,000
-
Pre-primary Total
Girls 10,923 45,798 29,477 20,074 18,502 124,774
Boys 11,595 49,290 31,290 20,928 17,669 130,772
125
300,000
250,000
200,000
150,000
100,000
50,000
-
2018-19 2019-20 2020-21 2021-22
Pre-primary 32,051 31,970 23,095 22,518
Primary (I-V) 101,839 101,557 101,208 95,088
Secondary (IX-X) 41,591 41,219 41,507 41,002
Total 271,093 272,238 263,633 255,546

to 2021-22
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
99%
99%
98%
98%
97%
97%
92%
92%
90%
90%
89%
100%
87%
90%
80%
67%
65%
70%
60%
50%
40%
30%
20%
10%
0%
toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22
126

D2 – Access 80 65.3
D4 – Equity 260 213.7
Total 1,000 592.8
127
28. Punjab

Other Govt. managed schools 35 37,879 1,082

Sainik School 21 22,588 1,076

Board)
Local body 12 4,044 337
Total 27,701 6,147,500 222
GER (2021-22)
111.83
110.83
111.37
108.12
106.75
105.61
120
95.06
94.78
95.4
83.08
82.02
81.15
100
80
60
40
20
0
Boys Girls Overall

128
GER during 2018-19 to 2021-22
111.23
111.57
111.37
110.67
109.17
107.57
106.75
106.25
103.05
120
99.89
95.06
93.15
82.02
100
77.76
68.15
71.3
80
60
40
20
0
2018-19 2019-20 2020-21 2021-22
Primary (I-V) 90,929 2,324,297 25
Secondary (IX-X) 80,175 867,890 10
Overall 323,650 5,352,046 17
PTR during 2018-19 to 2021-22

30
25 25
24 24
25 23 23
21 21 21
20
19 19
20 18
17 17 17
14 14
15 13
10
10
0
2018-19 2019-20 2020-21 2021-22
129

7,000,000
6,000,000
5,000,000
4,000,000
3,000,000
2,000,000
1,000,000
-
Pre-primary Total
Girls 370,689 1,071,757 633,572 394,014 358,064 2,828,096
Boys 424,765 1,252,540 741,390 473,876 426,833 3,319,404

7,000,000
6,000,000
5,000,000
4,000,000
3,000,000
2,000,000
1,000,000
-
2018-19 2019-20 2020-21 2021-22
Pre-primary 755,393 851,841 739,227 795,454
Primary (I-V) 2,307,018 2,364,090 2,350,017 2,324,297
Secondary (IX-X) 900,190 977,557 1,016,123 867,890
Total 6,020,083 6,327,706 6,319,048 6,147,500
130

to 2021-22
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
99%
99%
99%
98%
94%
94%
93%
100%
90%
80%
67%
63%
59%
70%
49%
60%
46%
50%
40%
30%
20%
10%
0%
toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22
PGI score of the state/UT (2021-22)

D2 – Access 80 62.1
D4 – Equity 260 227.2
Total 1,000 647.5
131
29. Rajasthan
Local body 30,084 1,297,277 43

Madarsa recognised (by Wakf Board/Madarsa 2,571 168,928 66

Board)
Other Govt. managed schools 10 - -
Other Central Govt. Schools 5 6,055 1,211
Total 106,373 17,667,510 166
GER (2021-22)
120
103.75 106.63
105.09 97.89
93.92 95.99
100
82.37
79.23
80 75.8 74.02 70.33
66.29
60
40
20
0
Boys Girls Overall

132
GER during 2018-19 to 2021-22

104.75
106.12
106.52
105.09
120
95.99
93.13
88.86
86.95
84.82
84.21
100
79.23
81.6
70.33
62.06
80
58.45
56.52
60
40
20
0
2018-19 2019-20 2020-21 2021-22

Primary (I-V) 317,568 8,256,720 25
Secondary (IX-X) 222,098 2,420,574 10
Overall 913,050 17,175,003 19
PTR during 2018-19 to 2021-22

30
27
26
25 25
25
20 19
18 18
17 17
16 16
15
15 13 13 13
12 12 12
11
10
10
0
2018-19 2019-20 2020-21 2021-22
133

20,000,000
18,000,000
16,000,000
14,000,000
12,000,000
10,000,000
8,000,000
6,000,000
4,000,000
2,000,000
-
Pre-primary Total
Girls 216,782 3,896,222 2,013,665 1,105,136 983,714 8,215,519
Boys 275,725 4,360,498 2,294,584 1,315,438 1,205,746 9,451,991

20,000,000
18,000,000
16,000,000
14,000,000
12,000,000
10,000,000
8,000,000
6,000,000
4,000,000
2,000,000
-
2018-19 2019-20 2020-21 2021-22
Pre-primary 1,052,465 1,161,699 752,811 492,507
Primary (I-V) 8,083,448 8,238,624 8,319,838 8,256,720
Secondary (IX-X) 2,555,115 2,615,448 2,612,747 2,420,574
Total 17,520,027 17,937,367 17,857,457 17,667,510
134
Percentage of schools by availability of infrastructure and facilities 2018-19 to 2021-22
90%
100%
89%
87%
87%
84%
80%
90%
79%
78%
77%
77%
77%
76%
74%
72%
71%
71%
80%
60%
70%
52%
60%
48%
47%
44%
50%
39%
36%
30%
40%
30%
20%
10%
0%
2018-19 2019-20 2020-21 2021-22

D2 – Access 80 54.7
D4 – Equity 260 223.9
Total 1,000 577.5
135
30. Sikkim

Kendriya Vidyalaya/Central School 2 932 466

Total 1,259 135,963 108
GER (2021-22)
120 109.45
102.79 106.2
100 91.96 89.07
86.25
77.43 78.01 77.72
80 72.02
64.2
56.59
60
40
20
0
Boys Girls Overall

136
GER during 2018-19 to 2021-22
102.70
106.20
120
99.73
99.46
99.40
95.81
91.07
89.96
89.07
85.99
82.21
100
77.72
64.20
80
59.49
57.64
53.74
60
40
20
0
2018-19 2019-20 2020-21 2021-22

Primary (I-V) 6,703 45,890 6
Secondary (IX-X) 2,598 23,151 8
Overall 14,905 116,329 8
PTR during 2018-19 to 2021-22

14 13 13
12 11 11 11
10 10
10 9 9 9 9 9
8 7 7 7
0
2018-19 2019-20 2020-21 2021-22

137

160,000
140,000
120,000
100,000
80,000
60,000
40,000
20,000
-
Pre-primary Total
Girls 9,421 21,653 14,499 11,820 9,862 67,255
Boys 10,213 24,237 14,970 11,331 7,957 68,708
160,000
140,000
120,000
100,000
80,000
60,000
40,000
20,000
-
2018-19 2019-20 2020-21 2021-22
Pre-primary 19,417 19,882 18,955 19,634
Primary (I-V) 49,594 48,649 47,305 45,890
Secondary (IX-X) 26,316 26,097 23,499 23,151
Total 146,469 142,532 137,644 135,963
138

to 2021-22
98%
98%
98%
98%
97%
96%
96%
94%
90%
90%
90%
89%
100%
89%
86%
86%
83%
80%
79%
90%
80%
62%
70%
57%
60%
50%
34%
40%
21%
19%
30%
19%
20%
10%
0%
toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22

D2 – Access 80 53.9
D4 – Equity 260 216.7
Total 1,000 533.6
139
31. Tamil Nadu


Local body 1,385 361,841 261
Kendriya Vidyalaya / Central School 45 62,684 1,393

Total 58,801 12,830,951 218
GER (2021-22)
120
98.12 100.01 98.75 97.84 98.31 95.72
100 99.02 95.47 95.59
85.85
81.45
77.28
80
60
40
20
0
Boys Girls Overall

140
GER during 2018-19 to 2021-22

120
100.1
99.02
98.92
98.51
98.31
96.91
96.52
95.59
95.28
92.59
90.54
90.46
100
81.45
76.51
73.22
72.32
80
60
40
20
0
2018-19 2019-20 2020-21 2021-22

Primary (I-V) 262,490 5,158,880 19
Secondary (IX-X) 163,419 2,080,142 12
Overall 817,142 12,167,300 15
PTR during 2018-19 to 2021-22

35 33
30
25
21 21 21 21
20 20
19 19
20 18
17 17
16
15 15 15
14
15 13 13
12
10
0
2018-19 2019-20 2020-21 2021-22
141

14,000,000
12,000,000
10,000,000
8,000,000
6,000,000
4,000,000
2,000,000
-
Higher
(XI-XII)
Girls 319,267 2,484,126 1,509,597 1,010,024 928,942 6,251,956
Boys 344,384 2,674,754 1,605,701 1,070,118 884,038 6,578,995
16,000,000
14,000,000
12,000,000
10,000,000
8,000,000
6,000,000
4,000,000
2,000,000
-
2018-19 2019-20 2020-21 2021-22
Pre-primary 1,237,334 1,260,060 899,008 663,651
Primary (I-V) 5,304,545 5,212,880 5,161,557 5,158,880
Secondary (IX-X) 2,052,424 2,026,285 2,043,392 2,080,142
Total 13,416,691 13,317,883 12,944,501 12,830,951
142

to 2021-22
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
95%
90%
100%
88%
87%
87%
87%
90%
78%
78%
78%
80%
70%
51%
60%
50%
38%
32%
32%
40%
24%
30%
20%
10%
0%
toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22

D2 – Access 80 66.2
D4 – Equity 260 229.3
Total 1,000 590.5
143
32. Telangana
Local body 24,323 2,062,406 85


Total 43,083 6,915,241 161

GER (2021-22)
112.05
113.04
112.52
107.51
106.52
105.47
120
94.53
94.06
93.62
100
66.68
64.84
63.11
80
60
40
20
0
Boys Girls Overall

144
GER during 2018-19 to 2021-22

108.38
111.92
110.62
112.52
106.52
103.73
120
97.40
94.06
93.09
92.32
88.00
84.79
100
64.84
80
61.88
57.15
56.51
60
40
20
0
2018-19 2019-20 2020-21 2021-22

Primary (I-V) 148,277 3,041,318 20
Secondary (IX-X) 114,097 1,118,377 9
Overall 453,167 6,763,649 15
PTR during 2018-19 to 2021-22

60
48
50
40
28 28
30 25 23
20 20 22
19 17
20 15 14 13 13 16 15
11 10 10 9
10
0
2018-19 2019-20 2020-21 2021-22

145

8,000,000
7,000,000
6,000,000
5,000,000
4,000,000
3,000,000
2,000,000
1,000,000
-
Pre-primary Total
Girls 70,210 1,446,848 866,949 545,440 400,103 3,329,550
Boys 81,382 1,594,470 934,269 572,937 402,633 3,585,691

8,000,000
7,000,000
6,000,000
5,000,000
4,000,000
3,000,000
2,000,000
1,000,000
-
2018-19 2019-20 2020-21 2021-22
Pre-primary 144,516 272,165 233,449 151,592
Primary (I-V) 3,052,115 3,110,154 3,031,347 3,041,318
Secondary (IX-X) 1,074,334 1,092,039 1,121,917 1,118,377
Total 6,701,217 6,937,640 6,964,553 6,915,241
146

to 2021-22
93%
93%
92%
92%
92%
91%
90%
100%
89%
83%
90%
79%
76%
75%
74%
74%
73%
71%
80%
70%
60%
43%
50%
38%
36%
33%
40%
23%
23%
21%
30%
18%
20%
10%
0%
toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22

D2 – Access 80 53.7
D4 – Equity 260 219.5
Total 1,000 479.9
147
33. Tripura

Board)
Total 4,929 713,862 145
GER (2021-22)
140 128.36
123.92 126.06
120
100 86.58 90.36 88.42

78.38 84.28 81.25
80
60.44 56.28
60 52.47
40
20
0
Boys Girls Overall

148
GER during 2018-19 to 2021-22
120.46
126.06
116.97
140
111.4
120
96.49
90.47
90.16
93.9
89.47
88.42
81.25
78.95
100
80
56.28
45.77
40.66
38.65
60
40
20
0
2018-19 2019-20 2020-21 2021-22

Primary (I-V) 17,216 312,398 18
Secondary (IX-X) 8,060 110,536 13
Overall 36,669 684,179 19
PTR during 2018-19 to 2021-22

25
20 18 18 18
16 16
15 15 15
15
10 10
10
0
2018-19 2019-20 2020-21 2021-22
149

800,000
700,000
600,000
500,000
400,000
300,000
200,000
100,000
-
Pre-primary Total
Girls 13,975 153,430 89,405 55,821 41,916 354,547
Boys 15,708 158,968 90,154 54,715 39,770 359,315
800,000
700,000
600,000
500,000
400,000
300,000
200,000
100,000
-
2018-19 2019-20 2020-21 2021-22
Pre-primary 30,617 33,806 28,474 29,683
Primary (I-V) 331,381 328,590 318,457 312,398
Secondary (IX-X) 124,535 122,955 107,950 110,536
Total 741,376 736,938 706,003 713,862
150

to 2021-22
100%
90%
78%
78%
77%
76%
71%
80%
66%
66%
65%
62%
61%
70%
59%
55%
54%
60%
42%
50%
38%
34%
33%
40%
22%
30%
18%
16%
14%
20%
6%
4%
3%
10%
0%
toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22

D2 – Access 80 56.7
D4 – Equity 260 212.8
Total 1,000 485.7
151
34. Uttar Pradesh

Madarsa recognised (by Wakf Board/Madarsa 12,791 1,834,514 143
Board)
Madarsa unrecognised 2,313 307,061 133
Local body 218 66,738 306
Ministry of Labour 6 738 123
Unrecognied 5 923 185
Total 258,054 47,181,438 183
GER (2021-22)
120
99.82 104.22 101.87
100 90.05 91.98 90.97
72.04
80 66.20 69.26
60 52.75 48.32 50.65
40
20
0
Boys Girls Overall

152
GER during 2018-19 to 2021-22
102.93
103.16
101.87
100.44
120
90.97
85.00
100
81.71
77.01
69.26
66.41
65.80
65.39
80
50.65
48.78
46.88
46.12
60
40
20
0
2018-19 2019-20 2020-21 2021-22
Primary (I-V) 860,663 24,182,635 28
Secondary (IX-X) 233,994 6,223,321 26
Overall 1,629,781 46,774,404 29
PTR during 2018-19 to 2021-22

60
48
50
41 40
38
40
33 34
31 32
29 28 29 30 29 29
30 27 27 26
25 24 25
20
10
0
2018-19 2019-20 2020-21 2021-22
153

50,000,000
45,000,000
40,000,000
35,000,000
30,000,000
25,000,000
20,000,000
15,000,000
10,000,000
5,000,000
-
Pre-primary Total
Girls 179,012 11,536,854 5,603,350 2,828,266 2,158,275 22,305,757
Boys 228,022 12,645,781 5,986,744 3,395,055 2,620,079 24,875,681
50,000,000
45,000,000
40,000,000
35,000,000
30,000,000
25,000,000
20,000,000
15,000,000
10,000,000
5,000,000
-
2018-19 2019-20 2020-21 2021-22
Pre-primary 359,144 472,496 411,139 407,034
Primary (I-V) 22,786,858 23,710,939 24,126,217 24,182,635
Secondary (IX-X) 6,205,449 6,133,192 6,079,224 6,223,321
Total 44,489,558 45,834,555 46,404,506 47,181,438
154

to 2021-22
90%
100%
88%
84%
81%
79%
90%
78%
77%
77%
76%
76%
75%
74%
73%
73%
80%
66%
63%
70%
60%
50%
40%
27%
21%
21%
18%
30%
15%
14%
12%
11%
20%
10%
0%
toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22

D2 - Access 80 47.6
D4 - Equity 260 221.0
Total 1,000 502.0
155
35. Uttarakhand
Board)
Local body 21 3,819 182
Total 22,815 2,449,926 107
GER (2021-22)
123.62
120.40
117.70
140
103.18
102.19
101.33
120
90.75
89.85
89.06
80.60
78.77
100
77.15
80
60
40
20
0
Boys Girls Overall

156
GER during 2018-19 to 2021-22
115.16
116.29
120.40
140
112.53
102.19
100.24
98.21
120
96.76
91.64
91.41
89.85
88.93
78.77
100
72.73
69.33
66.23
80
60
40
20
0
2018-19 2019-20 2020-21 2021-22

Primary (I-V) 56,496 1,061,894 18

Secondary (IX-X) 31,929 365,696 11
Overall 149,978 2,355,768 16
PTR during 2018-19 to 2021-22

25
20
20 19 19 19 19
18 18 18 18 18
17 17 17
16 16 16
15
15 14
13
11
10
0
2018-19 2019-20 2020-21 2021-22
157

3,000,000
2,500,000
2,000,000
1,500,000
1,000,000
500,000
-
Higher
(XI-XII)
Girls 42,174 496,956 281,668 173,332 159,590 1,153,720
Boys 51,984 564,938 314,114 192,364 172,806 1,296,206
3,000,000
2,500,000
2,000,000
1,500,000
1,000,000
500,000
-
2018-19 2019-20 2020-21 2021-22
Pre-primary 127,529 127,400 91,989 94,158
Primary (I-V) 1,061,590 1,062,431 1,049,611 1,061,894
Secondary (IX-X) 378,842 383,937 378,668 365,696
Total 2,453,141 2,467,270 2,426,054 2,449,926
158

to 2021-22
90%
92%
90%
89%
88%
87%
87%
100%
86%
85%
84%
82%
82%
78%
77%
90%
76%
80% 75%
58%
70%
60%
42%
37%
50%
33%
27%
40%
18%
30%
17%
16%
20%
10%
0%
toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22

D2 – Access 80 60.7
D4 – Equity 260 219.3
Total 1,000 518.0
159
36. West Bengal

Local body 1,323 93,088 70
Ministry of Labour 1 50 50
Total 94,744 18,733,367 198
GER (2021-22)
115.86
114.69
115.26
140
98.99
98.02
97.08
93.15
120
83.43
88.2
100
70.62
62.00
53.74
80
60
40
20
0
Boys Girls Overall

160
GER during 2018-19 to 2021-22
120.73
140
115.26
113.32
107.58
120
98.02
92.23
91.18
88.63
88.20
86.44
86.25
81.54
100
62.00
80
55.21
58.5
51.73
60
40
20
0
2018-19 2019-20 2020-21 2021-22

Primary (I-V) 300,177 7,966,665 26
Secondary (IX-X) 163,561 2,766,802 16
Overall 659,222 17,165,114 27
PTR during 2018-19 to 2021-22

60
49
50
40 36
30 30
28 28 28 28 27 27 27 27 27 27
30 26 26
23
19 18
20 16
10
0
2018-19 2019-20 2020-21 2021-22
Source: UDISE+ Report,MoE
161
20,000,000
18,000,000
16,000,000
14,000,000
12,000,000
10,000,000
8,000,000
6,000,000
4,000,000
2,000,000
-
Higher
(XI-XII)
Girls 761,500 3,887,063 2,201,470 1,434,448 1,120,002 9,404,483
Boys 806,753 4,079,602 2,220,277 1,332,354 889,898 9,328,884
25,000,000
20,000,000
15,000,000
10,000,000
5,000,000
-
2018-19 2019-20 2020-21 2021-22
Pre-primary 1,673,299 1,755,823 1,791,137 1,568,253
Primary (I-V) 7,933,882 8,182,222 8,531,304 7,966,665
Secondary (IX-X) 2,698,282 2,804,640 2,912,675 2,766,802
Total 18,195,950 18,747,792 19,405,897 18,733,367
162

to 2021-22
96%
95%
96%
96%
97%
97%
89%
87%
100%
87%
87%
85%
82%
90%
80%
66%
65%
64%
70%
50%
60%
50%
40%
18%
30%
17%
16%
14%
12%
11%
10%
20%
7%
10%
0%
toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22

D2 – Access 80 58.1
D4 – Equity 260 219.3
Total 1,000 562.8
163
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YeSSE 2023 – Yearly Status of

School Education in states and

Dr. Kamlesh Vyas Shubhranshu Patnaik

We hope that this 2023 edition of YeSSE will be useful to readers.

1. Curriculum and pedagogy

3. Putting teachers at the centre

3. Involve teachers in design and implementation of educational reforms.

Back then, schooling was often seen as learning.

India: Key statistics and trends in

Gross Enrolment Ratio (GER) (2021-22)

Figure 1: GER at different levels (2021-22)

Boys Girls Overall

Source: UDISE+ 2021-22 Report, MoE

GER during 2018-19 to 2021-22

Figure 2: GER during 2018-19 to 2021-22

Level of education Number of teachers Total enrolment PTR*

Primary (I-V) 4,656,045 121,842,250 26

Upper primary (VI-VIII) 3,423,480 66,790,692 19

Secondary (IX-X) 2,189,121 38,528,631 17

Higher secondary (XI-XII) 1,055,283 28,579,050 27

Overall 11,323,929 255,740,623 23

Source: UDISE+ 2021-22 Report, MoE

PTR during 2018-19 to 2021-22

Figure 3: PTR during 2018-19 to 2021-22

Source: UDISE+ Report, MoE

Enrolment by education level (2021-22)

Figure 4: Enrolment by education level (2021-22)

Source: UDISE+ 2021-22 Report, MoE

Enrolment by education level during 2018-19 to 2021-22

Figure 5: Enrolment by education level during 2018-19 to 2021-22

0 100 200 300 400 500 600 700

Chandigarh 103.6 68.6 115.5 210.6 76.1 84.7

Availability of infrastructure and facilities in schools during 2018-19 to 2021-22

Figure 7: Availability of infrastructure and facilities in schools during 2018-19 to 2021-22

2018-19 2019-20 2020-21 2021-22

Profiles of states and

1. Andaman and Nicobar Islands

Department of Education 329 43,745 133

Private Unaided (Recognised) 72 20,802 289

Jawahar Navodaya Vidyalaya 3 789 263

Government Aided 2 1,891 946

Kendriya Vidyalaya/Central School 2 3,239 1,620

Total 416 73,861 178

Source: UDISE+ 2021-22 Report, Ministry of Education (MoE)

Boys Girls Overall

Source: UDISE+ 2021-22 Report, MoE

GER during 2018-19 to 2021-22

2018-19 2019-20 2020-21 2021-22

Source: UDISE+ Report, MoE

Number of teachers, total enrolment, and PTR by education level (2021-22)

Source: UDISE+ 2021-22 Report, MoE

PTR during 2018-19 to 2021-22

Enrolment by education level (2021-22)

Source: UDISE+ 2021-22 Report, MoE

Enrolment by education level during 2018-19 to 2021-22

Source: UDISE+ Report, MoE

Percentage of schools by availability of infrastructure and facilities during 2018-19

2018-19 2019-20 2020-21 2021-22

Source: Calculation is based on data in UDISE+ Report, MoE

PGI score of the State/UT (in 2021-22)

Domain Max Score State/UT Score

Local body 40,733 3,823,214 94

Private Unaided (Recognised) 15,058 3,321,792 221

Tribal Welfare Department 2,325 172,058 74