Yearly Status of School Education in states and union territories of India - YeSSE 2023

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YeSSE 2023 – Yearly Status of
School Education in states and
union territories of India
December 2023

YeSSE 2023 – Yearly Status of School Education in states and union territories of India
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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

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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
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.
Shubhranshu Patnaik
Partner, Deloitte Touche Tohmatsu India LLP

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Part I - Focus on key themes
and developments

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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.

Part II – India and state profiles
in school education

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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
board/Madarsa board)
19,965 2,674,984 134
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)
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
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).
102.12
94.45
79.72
56.95
104.82
94.9
79.4
58.23
103.39
94.67
79.56
57.56
0
20
40
60
80
100
120
Primary (I-V) Upper primary (VI-VIII) Secondary (IX-X) Higher secondary (XI-XII)
Boys Girls Overall
101.25
87.74
76.9
50.14
102.74
89.67
77.9
51.42
103.28
92.17
79.77
53.78
103.39
94.67
79.56
57.56
0
20
40
60
80
100
120
2018-19 2019-20 2020-2021 2021-2022

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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
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.
28
20
21
30
24
27
19 19
27
23
26
19
18
26
23
26
19
17
27
23
0
5
10
15
20
25
30
35
Primary
(I-V)
Upper primary
(VI-VIII)
Secondary
(IX-X)
Higher secondary
(XI-XII)
Overall
2018-19 2019-20 2020-2021 2021-2022

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Figure 4: Enrolment by education level (2021-22)
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
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
Pre-primary
Primary
(I-V)
Upper primary
(VI-VIII)
Secondary
(IX-X)
Higher secondary
(XI-XII)
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
-
50,000,000
100,000,000
150,000,000
200,000,000
250,000,000
300,000,000
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
-
50,000,000
100,000,000
150,000,000
200,000,000
250,000,000
300,000,000

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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)
Source: Performance Grading Index (PGI) 2020-21 Report for States and Union Territories, MoE
103.6
113.4
63.8
60.2
60.2
69.2
41.2
65.8
78.4
98.8
43
60.8
72.8
61.4
59.4
43.6
47.8
54.2
48.2
72.8
38.8
55.2
56.4
65.2
71
62.6
76.8
57.4
49.4
53
36.6
46.4
64.4
45
44.8
31.6
68.6
62.1
72.4
68.4
55.5
65.3
66.2
64.7
64.1
54.7
62
63.3
58.1
66.3
62.4
63.1
61.3
66.4
53.9
50.2
60.5
52.7
60.7
52.4
55.9
49
51.2
48.1
47.6
56.7
53.7
39.8
41.8
42
48.9
43.4
115.5
102.3
103.3
94.1
83
94.4
93.5
73.4
77.9
66
105
104.4
81.4
76.2
75
104.9
84
74.7
92.4
57.3
72.8
87
60.9
68.5
62.1
65.3
71.2
65.2
61.2
55.9
56.2
62.1
41
55.6
56.6
46.6
210.6
227.2
238.8
218
227.4
213.7
229.3
233.4
225.9
223.9
225
207.3
219.3
220.7
227.6
208.4
223
222.2
216.7
222.2
224.9
206.9
219.3
213.6
219.5
222.4
211.2
209.5
221
212.8
219.5
218.8
218.4
216.3
200.9
205.6
76.1
70.3
73.1
84.8
91.2
74.1
77.6
72.2
63.5
66.6
70
56.3
58.6
56.8
51.6
51.4
67.5
49
66.1
55.2
57.8
61.8
52.5
55.5
50.1
70
43.7
59.1
61
53.9
53.3
59.3
39.1
39
41.6
55.2
84.7
72.2
84.8
84.3
81.8
76.1
82.7
73.6
68.2
67.5
71
75.9
72.6
74.4
73.7
74.2
60.3
72.1
56.3
64.7
66.2
55.2
68.2
62
54.4
43.4
52.4
64.4
61.8
53.4
60.6
45.1
60.3
60.6
60.5
38.2
0 100 200 300 400 500 600 700
Chandigarh
Punjab
NCT of Delhi
Kerala
Gujarat
Puducherry
Tamil Nadu
Maharashtra
Haryana
Rajasthan
Dadra and Nagar Haveli & Daman and Diu
Andaman and Nicobar Islands
West Bengal
Goa
Karnataka
Lakshadweep
Andhra Pradesh
Himachal Pradesh
Sikkim
Madhya Pradesh
Chhattisgarh
Ladakh
Uttarakhand
Odisha
Manipur
Assam
Jammu and Kashmir
Jharkhand
Uttar Pradesh
Tripura
Telangana
Nagaland
Bihar
Arunachal Pradesh
Mizoram
Meghalaya
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)

18
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
Source: Calculation is based on data in UDISE+ Report, MoE
74%
75%
81%
82%
19%
35%
80%
75%
84%
85%
22%
39%
84%
76%
86%
88%
25%
41%
87%
77%
87%
90%
34%
48%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Functional electricity Playground Library or reading
corner or book bank
WASH facility
(drinking water,
toilet, and
handwash)
Internet Computer availablity
2018-19 2019-20 2020-21 2021-22

19
Profiles of states and
union territories

20
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)
66.3
70.78
65.06
61.95
69.4
72.2
72.69
70.23
67.78
71.46
68.62
65.84
56
58
60
62
64
66
68
70
72
74
Primary
(I-V)
Upper primary (VI-VIII) Secondary (IX-X) Higher secondary (XI-XII)
Boys Girls Overall

21
GER during 2018-19 to 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
82.96
78.53
74.31
55.55
80.57
76.46
78.33
45.13
73.07
73.97
78.24
49.88
67.78
71.46
68.62
65.84
0
10
20
30
40
50
60
70
80
90
2018-19 2019-20 2020-21 2021-22
15
11
10
11
12
13
10
9 9
11
12
10
9
10
11
12
9
7
12
10
0
2
4
6
8
10
12
14
16
Primary
(I-V)
Upper primary
(VI-VIII)
Secondary
(IX-X)
Higher secondary
(XI-XII)
Overall
2018-19 2019-20 2020-21 2021-22

22
Pre-primary
Primary
(I-V)
Upper primary
(VI-VIII)
Secondary
(IX-X)
Higher secondary
(XI-XII)
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
-
10,000
20,000
30,000
40,000
50,000
60,000
70,000
80,000
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
-
10,000
20,000
30,000
40,000
50,000
60,000
70,000
80,000
90,000

23
Percentage of schools by availability of infrastructure and facilities during 2018-19
to 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
92%
87%
98%
97%
26%
52%
92%
96%
100%
100%
27%
62%
92%
96%
100%
100%
34%
63%
93%
96%
100%
99%
45%
67%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Functional
electricity
Playground Library or reading
corner or book bank
WASH facility
(drinking water,
toilet, and
handwash)
Internet Computer
availablity
2018-19 2019-20 2020-21 2021-22

24
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
board/Madarsa Board)
9 621 69
Railway School 1 556 556
Unrecognised 45 4,450 99
Total 61,948 8,244,647 133
GER (2021-22)
101.72
99.95
86.25
55.22
101.6
95.19
84.46
58.27
101.66
97.62
85.38
56.7
0
20
40
60
80
100
120
Boys Girls Overall

25
GER during 2018-19 to 2021-22
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
96.32
87.54
79.69
46.85
101.42
91.29
81.42
52.16
102.…
94.68
84.24
53.37
101.66
97.62
85.38
56.7
0
20
40
60
80
100
120
2018-19 2019-20 2020-21 2020-212
26
17 16
34
21
25
17 16
40
21
27
18 17
30
22
25
15
10
31
19
0
5
10
15
20
25
30
35
40
45
Primary
(I-V)
Upper primary
(VI-VIII)
Secondary
(IX-X)
Higher secondary
(XI-XII)
Overall
2018-19 2019-20 2020-21 2021-22

26
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
-
1,000,000
2,000,000
3,000,000
4,000,000
5,000,000
6,000,000
7,000,000
8,000,000
9,000,000
Pre-primary
Primary
(I-V)
Upper primary
(VI-VIII)
Secondary
(IX-X)
Higher secondary
(XI-XII)
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
-
1,000,000
2,000,000
3,000,000
4,000,000
5,000,000
6,000,000
7,000,000
8,000,000
9,000,000

27
to 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
93%
67%
88%
57%
17%
29%
94%
68%
89%
63%
23%
36%
95%
68%
90%
69%
24%
39%
98%
79%
98%
96%
56%
52%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
corner or book bank
WASH facility
(drinking water,
toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22

28
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)
128.38
82.22
64.99
51.38
130.07
88.28
68.07
56.09
129.21
85.22
66.51
53.71
0
20
40
60
80
100
120
140
Boys Girls Overall

29
GER during 2018-19 to 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
111.12
87.26
68.68
38.32
118.52
86.05
62.32
35.82
124.82
85.63
68.18
41.09
129.21
85.22
66.51
53.71
0
20
40
60
80
100
120
140
2018-19 2019-20 2020-21 2021-22
14
10
14
18
13
13
9
12
16
12
13
9
11
16
12
11
8
10
19
12
0
2
4
6
8
10
12
14
16
18
20
Primary
(I-V)
Upper primary
(VI-VIII)
Secondary
(IX-X)
Higher secondary
(XI-XII)
Overall
2018-19 2019-20 2020-21 2021-22

30
Pre-Primary
Primary
(I-V)
Upper primary
(VI-VIII)
Secondary
(IX-X)
Higher secondary
(XI-XII)
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
-
50,000
100,000
150,000
200,000
250,000
300,000
350,000
400,000
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
-
50,000
100,000
150,000
200,000
250,000
300,000
350,000
400,000

31
to 2021-22
D2 - Access 80 42.0
D4 - Equity 260 216.3
D6 - Teacher Education and Training 100 60.6
Total 1,000 458.5
40%
66%
24%
21%
7%
15%
47%
68%
42%
35%
8%
25%
47%
68%
43%
36%
10%
27%
54%
68%
45%
39%
22%
34%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Functional
electricity
corner or book
bank
WASH facility
(drinking water,
toilet, and
handwash)
Internet Computer
availablity
2018-19 2019-20 2020-2021 2021-2022

32
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)
116.28
90.38
67.86
38.02
123.28
99.74
81.33
42.15
119.64
95
74.48
40.04
0
20
40
60
80
100
120
140
Boys Girls Overall

33
GER during 2018-19 to 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
113.09
90.72
72.76
30.94
115.66
94.36
74.04
30.91
119.06
96.83
75.59
32.29
119.64
95.00
74.48
40.04
0
20
40
60
80
100
120
140
2018-19 2019-20 2020-21 2021-22
22
14
11
17 17
22
14
11
17 17
21
14
11
17 17
21
14
11
20
19
0
5
10
15
20
25
Primary
(I-V)
Upper primary
(VI-VIII)
Secondary
(IX-X)
Higher secondary
(XI-XII)
Overall
2018-19 2019-20 2020-21 2021-22

34
Pre-primary
Primary
(I-V)
Upper primary
(VI-VIII)
Secondary
(IX-X)
Higher secondary
(XI-XII)
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
-
1,000,000
2,000,000
3,000,000
4,000,000
5,000,000
6,000,000
7,000,000
8,000,000
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
-
1,000,000
2,000,000
3,000,000
4,000,000
5,000,000
6,000,000
7,000,000
8,000,000

35
to 2021-22
D2 - Access 80 49.0
D4 - Equity 260 222.4
Total 1,000 512.7
30%
72%
76%
64%
6%
14%
39%
74%
79%
67%
6%
15%
58%
76%
84%
73%
6%
16%
75%
78%
87%
77%
12%
19%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
corner or book bank
WASH facility
(drinking water,
toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22

36
5. Bihar
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)
101.21
84.83
63.13
35.58
103.9
87.13
66.84
36.19
102.49
85.96
64.94
35.88
0
20
40
60
80
100
120
Boys Girls Overall

37
GER during 2018-19 to 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
93.13
78.37
57.66
26.39
93.48
79.2
58.49
30.8
98.69
83.19
63.52
34.01
102.49
85.96
64.94
35.88
0
20
40
60
80
100
120
2018-19 2019-20 2020-21 2021-22
64
20
58
62
39
56
20
52
60
37
57
21
52
60
39
53
23
54
62
45
0
10
20
30
40
50
60
70
Primary
(I-V)
Upper primary
(VI-VIII)
Secondary
(IX-X)
Higher secondary
(XI-XII)
Overall
2018-19 2019-20 2020-21 2021-22

38
Pre-primary
Primary
(I-V)
Upper primary
(VI-VIII)
Secondary
(IX-X)
Higher secondary
(XI-XII)
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
-
5,000,000
10,000,000
15,000,000
20,000,000
25,000,000
30,000,000
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
Higher secondary (XI-XII) 1,422,363 1,677,443 1,871,674 1,995,065
Total 24,913,334 25,320,388 26,635,416 27,472,692
-
5,000,000
10,000,000
15,000,000
20,000,000
25,000,000
30,000,000

39
to 2021-22
D2 - Access 80 41.8
D4 - Equity 260 218.4
Total 1,000 465.0
78%
47%
59%
80%
7%
11%
83%
49%
62%
84%
8%
14%
85%
49%
61%
85%
9%
14%
88%
50%
63%
86%
11%
19%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Functional
electricity
corner or book
bank
WASH facility
(drinking water,
toilet, and
handwash)
Internet Computer
availablity
2018-19 2019-20 2020-21 2021-22

40
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)
81.24
88.76
85.81
76.13
90.53
100.12
95.78 89.38
85.35
93.69 90.06
81.71
0
20
40
60
80
100
120
Boys Girls Overall

41
GER during 2018-19 to 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
89.29
102.17
92.71
83.79
86.92
99.33
87.55
78.03
82.84
95.31
89.67
79.2
85.35
93.69
90.06
81.71
0
20
40
60
80
100
120
2018-19 2019-20 2020-21 2021-22
28
15
12
26
19
26
15
11
25
18
26
15
12
27
19
28
15
12
27
17
0
5
10
15
20
25
30
Primary
(I-V)
Upper primary
(VI-VIII)
Secondary
(IX-X)
Higher secondary
(XI-XII)
Overall
2018-19 2019-20 2020-21 2021-22

42
Pre-Primary
Primary
(I-V)
Upper Primary
(VI-VIII)
Secondary
(IX-X)
Higher Secondary
(XI-XII)
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
-
50,000
100,000
150,000
200,000
250,000
300,000
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
-
50,000
100,000
150,000
200,000
250,000
300,000

43
to 2021-22
D2 - Access 80 68.6
D4 - Equity 260 210.6
Total 1,000 659.1
100%
95%
96%
100%
97%
98%
100%
95%
97%
100%
97%
100%
100%
95%
98%
100%
97%
100%
100%
95%
98%
100%
99%
100%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
corner or book bank
WASH facility
(drinking water,
toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22

44
7. Chhattisgarh
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)
96.49 94.29
75.26
62.85
96.74 94.71
81.44 73.55
96.61 94.5
78.3
68.11
0
20
40
60
80
100
120
Boys Girls Overall

45
GER during 2018-19 to 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
97.6
94.01
86.56
52.08
97.12
92.59
86.86
54.3
96.31
92.82
86.24
57.62
96.61
94.5
78.3
68.11
0
20
40
60
80
100
120
2018-19 2019-20 2020-21 2021-22
20
18 18
14
18
20
18 18
15
18
20
18
17
15
19
20
18
14
16
19
0
5
10
15
20
25
Primary
(I-V)
Upper primary
(VI-VIII)
Secondary
(IX-X)
Higher secondary
(XI-XII)
Overall
2018-19 2019-20 2020-21 2021-22

46
Pre-primary
Primary
(I-V)
Upper primary
(VI-VIII)
Secondary
(IX-X)
Higher secondary
(XI-XII)
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
-
1,000,000
2,000,000
3,000,000
4,000,000
5,000,000
6,000,000
7,000,000
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
-
1,000,000
2,000,000
3,000,000
4,000,000
5,000,000
6,000,000
7,000,000

47
to 2021-22
D2 - Access 80 60.5
D4 - Equity 260 224.9
Total 1,000 521.0
81%
73%
87%
92%
5%
93%
85%
74%
92%
91%
9%
85%
88%
77%
97%
96%
14%
85%
91%
79%
98%
97%
37%
89%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
corner or book bank
WASH facility
(drinking water,
toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22

48
8. Dadra and Nagar Haveli and
Daman and Diu
Local body 1 307 307
1 - -
Total 460 133,358 290
GER (2021-22)
86.96 89.33
71.92
44.74
91.68 92.5
78.99
70.75
89.14
90.79
75.01
54.93
0
10
20
30
40
50
60
70
80
90
100
Boys Girls Overall

49
GER during 2018-19 to 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
93.89
84.62
80.98
40.35
97.96
81.26
87.45
50.24
89.17
90.35
76.97
44.98
89.14
90.79
75.01
54.93
0.00
20.00
40.00
60.00
80.00
100.00
120.00
2018-19 2019-20 2020-21 2021-22
29
23 22
24 25
29
22 22
24 25
28
26
20
22
26
30
28
20
25 25
0
5
10
15
20
25
30
35
Primary
(I-V)
Upper primary
(VI-VIII)
Secondary
(IX-X)
Higher secondary
(XI-XII)
Overall
2018-19 2019-20 2020-21 2021-22

50
Pre-primary
Primary
(I-V)
Upper primary
(VI-VIII)
Secondary
(IX-X)
Higher secondary
(XI-XII)
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
-
20,000
40,000
60,000
80,000
100,000
120,000
140,000
160,000
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
-
20,000
40,000
60,000
80,000
100,000
120,000
140,000
160,000

51
to 2021-22
D2 – Access 80 61.6
D4 – Equity 260 225.4
Total 1,000 576.3
100%
59%
99%
98%
36%
79%
100%
67%
99%
100%
39%
89%
100%
71%
99%
100%
37%
90%
100%
100%
99%
100%
57%
89%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
corner or book bank
WASH facility
(drinking water,
toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22

52
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)
112.41
128.25
110.45
91.18
120.05
131.73
112.15
99.46
115.88
129.86
111.24
95.01
0
20
40
60
80
100
120
140
Boys Girls Overall

53
GER during 2018-19 to 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
120.15
120.21
110.39
70.09
120.38
122.74
110.31
72.82
115.88
124.95
116.33
82.19
115.88
129.86
111.24
95.01
0
20
40
60
80
100
120
140
2018-19 2019-20 2020-21 2021-22
33
30 29
18
29
33
30
28
18
29
33
31
29
20
30
33 32
27
21
27
0
5
10
15
20
25
30
35
Primary (I-V) Upper primary (VI-VIII) Secondary (IX-X) Higher secondary (XI-
XII)
Overall
2018-19 2019-20 2020-21 2021-22

54
Pre-primary
Primary
(I-V)
Upper primary
(VI-VIII)
Secondary
(IX-X)
Higher secondary
(XI-XII)
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
-
500,000
1,000,000
1,500,000
2,000,000
2,500,000
3,000,000
3,500,000
4,000,000
4,500,000
5,000,000
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
-
500,000
1,000,000
1,500,000
2,000,000
2,500,000
3,000,000
3,500,000
4,000,000
4,500,000
5,000,000

55
to 2021-22
D2 – Access 80 72.4
D4 – Equity 260 238.8
Total 1,000 636.2
100%
92%
96%
100%
82%
92%
100%
94%
100%
100%
86%
95%
100%
94%
100%
100%
87%
100%
100%
96%
100%
100%
100%
100%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
corner or book bank
WASH facility
(drinking water,
toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22

56
10. Goa
Total 1,510 304,982 202
GER (2021-22)
GER during 2018-19 to 2021-22
90.85 87.14
80.55
71.22
95 89.76
85.71
76.32
92.81 88.38
82.96
73.66
0
20
40
60
80
100
Boys Girls Overall
100.94
93.83
91.86
71.94
99.18
91.83
90.39
68.55
94.3
89.6
91.07
69.86
92.81
88.38
82.96
73.66
0
20
40
60
80
100
120
2018-19 2019-20 2020-21 2021-22

57
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
Pre-primary
Primary
(I-V)
Upper primary
(VI-VIII)
Secondary
(IX-X)
Higher secondary
(XI-XII)
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
-
50,000
100,000
150,000
200,000
250,000
300,000
350,000
28
19
11
18
19
28
18
10
18 18
27
17
10
18 18
26
15
9
18
15
0
5
10
15
20
25
30
Primary (I-V) Upper primary (VI-VIII) Secondary (IX-X) Higher secondary (XI-XII) Overall
2018-19 2019-20 2020-21 2021-22

58
to 2021-22
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
-
50,000
100,000
150,000
200,000
250,000
300,000
350,000
100%
79%
99%
100%
40%
49%
100%
83%
99%
100%
39%
51%
100%
84%
99%
100%
39%
52%
100%
89%
100%
100%
58%
55%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Functional
electricity
corner or book
bank
WASH facility
(drinking water,
toilet, and
handwash)
Internet Computer
availablity
2018-19 2019-20 2020-21 2021-22

59
D2 – Access 80 66.3
D4 – Equity 260 220.7
Total 1,000 555.8

60
11. Gujarat
Local body 32,101 5,161,174 161
Government Aided 5,590 1,814,425 325
Madarsa recognised (by Wakf board/Madarsa
Board)
3 1,208 403
Other Govt. managed schools 2 35 18
Total 53,851 11,542,276 214
GER (2021-22)
90.61 90.93
77.19
48.56
96.05 91.34
72.84
47.76
93.09 91.13
75.16
48.19
0
20
40
60
80
100
120
Boys Girls Overall

61
GER during 2018-19 to 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
94.85
93.76
76.1
41.2
96.37
89.52
77.43
43.15
93.4
90.15
78.56
41.78
93.09
91.13
75.16
48.19
0
20
40
60
80
100
120
2018-19 2019-20 2020-21 2021-22
30
26
33
27
29
30
24
33
28 28
30
24
32
26
28
30
24
29 28 28
0
5
10
15
20
25
30
35
Primary
(I-V)
Upper primary
(VI-VIII)
Secondary
(IX-X)
Higher secondary
(XI-XII)
Overall
2018-19 2019-20 2020-21 2021-22

62
Enrolment by education level
Pre-primary
Primary
(I-V)
Upper primary
(VI-VIII)
Secondary
(IX-X)
Higher secondary
(XI-XII)
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
-
2,000,000
4,000,000
6,000,000
8,000,000
10,000,000
12,000,000
14,000,000
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
-
2,000,000
4,000,000
6,000,000
8,000,000
10,000,000
12,000,000
14,000,000

63
to 2021-22
D2 – Access 80 55.5
D4 – Equity 260 227.4
Total 1,000 599.1
100%
86%
92%
93%
67%
70%
100%
87%
96%
94%
71%
75%
100%
88%
96%
94%
75%
93%
100%
88%
96%
95%
92%
98%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
corner or book bank
WASH facility
(drinking water,
toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22

64
12. Haryana
2 201 101
Other Central Govt. Schools 1 455 455
Total 23,726 6,035,679 254
GER (2021-22)
103.25 102.54
95.99
75.14
104.73
101.24
93.24
76.01
103.92 101.95
94.74
75.54
0
20
40
60
80
100
120
Boys Girls Overall

65
GER during 2018-19 to 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
104.1
97.61
93.92
56.03
105.24
98.69
93.88
61.76
101.15
98.49
95.15
66.79
103.92
101.95
94.74
75.54
0
20
40
60
80
100
120
2018-19 2019-20 2020-21 2021-22
25
19
15
13
19
24
17
13 13
18
24
18
13 13
18
25
19
12
14
18
0
5
10
15
20
25
30
2018-19 2019-20 2020-21 2021-22

66
Pre-primary
Primary
(I-V)
Upper primary
(VI-VIII)
Secondary
(IX-X)
Higher secondary
(XI-XII)
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
-
1,000,000
2,000,000
3,000,000
4,000,000
5,000,000
6,000,000
7,000,000
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
-
1,000,000
2,000,000
3,000,000
4,000,000
5,000,000
6,000,000
7,000,000

67
to 2021-22
D2 - Access 80 64.1
D4 - Equity 260 225.9
Total 1,000 578.0
98%
89%
94%
97%
41%
48%
98%
90%
96%
98%
43%
54%
98%
90%
96%
98%
44%
55%
98%
90%
97%
98%
51%
93%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
corner or book bank
WASH facility
(drinking water,
toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22

68
13. Himachal Pradesh
Private Unaided (Recognised) 2,646 536,204 203
Local body 12 1,424 119
2 69 35
Total 18,028 1,437,022 80
GER (2021-22)
Source: UDISE+ 2021-22Report, MoE
108.1
100.99
93.46 92.97
109.31
103.76
94.83 95.33
108.68
102.3
94.1 94.08
80
85
90
95
100
105
110
115
Boys Girls Overall

69
GER during 2018-19 to 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
107.02
98.37
105.76
81.79
108.49
98.64
103.27
83.43
107.02
100.26
100.41
85.55
108.68
102.3
94.1
94.08
0
20
40
60
80
100
120
2018-19 2019-20 2020-21 2021-22
16
10
9
10
12
16
9
8
10
11
15
9
7
10
11
15
8
6
10
11
0
2
4
6
8
10
12
14
16
18
2018-19 2019-20 2020-21 2021-22

70
Pre-primary
Primary
(I-V)
Upper primary
(VI-VIII)
Secondary
(IX-X)
Higher
secondary
(XI-XII)
Total
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
-
200,000
400,000
600,000
800,000
1,000,000
1,200,000
1,400,000
1,600,000
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
-
200,000
400,000
600,000
800,000
1,000,000
1,200,000
1,400,000
1,600,000

71
to 2021-22
D2 - Access 80 66.4
D4 - Equity 260 222.2
Total 1,000 538.6
95%
80%
92%
97%
22%
32%
96%
83%
94%
98%
23%
34%
97%
85%
95%
98%
23%
35%
98%
87%
96%
99%
34%
41%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
corner or book bank
WASH facility
(drinking water,
toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22

72
14. Jammu and Kashmir
70 7,997 114
Government Aided 1 209 209
Total 28,805 2,718,644 94
GER (2021-22)
111.47
63.48
59.87
53.39
112.42
68.14
61.32
52.89
111.92
65.63
60.54
53.15
0
20
40
60
80
100
120
Boys Girls Overall

73
GER during 2018-19 to 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
87.21
68.14
59.34
43.23
93.16
66.53
58.66
38.4
100.81
66.25
59.83
50.07
111.92
65.63
60.54
53.15
0
20
40
60
80
100
120
2018-19 2019-20 2020-21 2021-22
17
8
12
24
13
16
9
13
21
13
15
9
12
26
13
14
9
12
27
14
0
5
10
15
20
25
30
2018-19 2019-20 2020-21 2021-22

74
Pre-primary
Primary
(I-V)
Upper primary
(VI-VIII)
Secondary
(IX-X)
Higher secondary
(XI-XII)
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
-
500,000
1,000,000
1,500,000
2,000,000
2,500,000
3,000,000
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
-
500,000
1,000,000
1,500,000
2,000,000
2,500,000
3,000,000

75
to 2021-22
D2 – Access 80 51.2
D4 – Equity 260 211.2
Total 1,000 506.5
64%
57%
63%
84%
12%
22%
68%
58%
66%
86%
12%
24%
70%
60%
68%
87%
13%
28%
73%
62%
72%
87%
30%
33%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
corner or book bank
WASH facility
(drinking water,
toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22

76
15. Jharkhand
Ministry of Labour 80 2,588 32
Other Govt. managed schools 67 117,349 1,751
Madarsa recognised (by Wakf Board/Madarsa
Board)
21 3,467 165
Unrecognised 6,134 1,084,551 177
Total 44,855 7,970,750 178
GER (2021-22)
101.66
88.02
66.35
44.93
103.10
89.75
70.53
48.00
102.35
88.87
68.41
46.44
0
20
40
60
80
100
120
Boys Girls Overall

77
GER during 2018-19 to 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
104.5
83.22
60.92
38.89
102.57
83.15
60.74
40.79
102.20
86.18
62.97
43.95
102.35
88.87
68.41
46.44
0
20
40
60
80
100
120
2018-19 2019-20 2020-21 2021-22
35
23
51
70
33
31
23
34
55
30
30
23
33
55
30
29
25
34
57
46
0
10
20
30
40
50
60
70
80
2018-19 2019-20 2020-21 2021-22

78
Pre-primary
Primary
(I-V)
Upper primary
(VI-VIII)
Secondary
(IX-X)
Higher secondary
(XI-XII)
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
-
1,000,000
2,000,000
3,000,000
4,000,000
5,000,000
6,000,000
7,000,000
8,000,000
9,000,000
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
-
1,000,000
2,000,000
3,000,000
4,000,000
5,000,000
6,000,000
7,000,000
8,000,000
9,000,000

79
to 2021-22
D2 – Access 80 48.1
D4 – Equity 260 209.5
Total 1,000 503.7
73%
68%
92%
79%
30%
56%
90%
69%
92%
84%
33%
74%
91%
70%
93%
87%
32%
79%
92%
71%
94%
89%
37%
85%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
corner or book bank
WASH facility
(drinking water,
toilet, and handwash)
2018-19 2019-20 2019-202 2021-22

80
16. Karnataka
Social welfare Department 404 85,955 213
Local body 72 17,971 250
Board)
8 779 97
Unrecognised 2 60 30
Total 76,450 12,092,381 158
GER (2021-22)
107.84
106.19
94.55
54.57
108.26
104.80
94.91
58.76
108.04
105.51
94.73
56.6
0
20
40
60
80
100
120
Boys Girls Overall

81
GER during 2018-19 to 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
108.37
98.22
83.70
44.39
107.43
101.05
86.35
52.12
105.08
103.13
90.62
55.64
108.04
105.51
94.73
56.60
0
20
40
60
80
100
120
2018-19 2019-20 2020-21 2021-22
33
21
15
25 24
21
17 17
33
20
21
16 16
28
20
22
17 17
28
20
0
5
10
15
20
25
30
35
2018-19 2019-20 2020-21 2021-22

82
Pre-primary
Primary
(I-V)
Upper primary
(VI-VIII)
Secondary
(IX-X)
Higher secondary
(XI-XII)
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
-
2,000,000
4,000,000
6,000,000
8,000,000
10,000,000
12,000,000
14,000,000
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
-
2,000,000
4,000,000
6,000,000
8,000,000
10,000,000
12,000,000
14,000,000

83
to 2021-22
D2 – Access 80 62.4
D4 – Equity 260 227.6
Total 1,000 549.7
89%
85%
90%
88%
12%
92%
98%
78%
93%
82%
25%
48%
99%
80%
95%
86%
25%
49%
99%
81%
96%
88%
30%
56%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
corner or book bank
WASH facility
(drinking water,
toilet, and
handwash)
2018-19 2019-20 2020-21 2021-22

84
17. Kerala
Local body 32 1,493 47
Board)
3 320 107
Total 16,240 6,423,120 396
GER (2021-22)
102.4 99.6 98.27
81.82
101.71 99.07 97.41
88.4
102.06 99.34 97.85
85.04
0
20
40
60
80
100
120
Boys Girls Overall

85
GER during 2018-19 to 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
98.64
96.52
98.01
80.27
100.24
97.24
97.21
82.99
100.17
98.09
97.55
84.15
102.06
99.34
97.85
85.04
0
20
40
60
80
100
120
2018-19 2019-20 2020-21 2021-22
28
22
16
23 23
26
21
15
22 22
27
20
15
21
22
0
5
10
15
20
25
30
2018-19 2019-20 2020-21 2021-22

86
Pre-primary
Primary
(I-V)
Upper primary
(VI-VIII)
Secondary
(IX-X)
Higher secondary
(XI-XII)
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
-
1,000,000
2,000,000
3,000,000
4,000,000
5,000,000
6,000,000
7,000,000
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
-
1,000,000
2,000,000
3,000,000
4,000,000
5,000,000
6,000,000
7,000,000

87
to 2021-22
D2 – Access 80 68.4
D4 – Equity 260 218.0
Total 1,000 609.8
99%
83%
95%
97%
88%
88%
99%
84%
96%
97%
88%
93%
99%
86%
98%
98%
89%
96%
100%
88%
98%
99%
95%
98%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
corner or book bank
WASH facility
(drinking water,
toilet, and handwash)
2018-19 2019-20 2020-21 2021-22

88
18. Ladakh
Government Aided 28 718 26
Other Central Govt. Schools 1 363 363
Total 978 59,788 61
GER (2021-22)
GER during 2019-20 to 2021-22
82.97
67.94
58.23
39.2
81.54
67.04
58.67
48.46
0
20
40
60
80
100
2019-20 2020-21 2021-22
76.74
60.32
54.57
44.43
82.62
72.7
63.23
54.75
79.53
66.11
58.76
49.44
0
10
20
30
40
50
60
70
80
90
Boys Girls Overall

89
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
Pre-primary
Primary
(I-V)
Upper primary
(VI-VIII)
Secondary
(IX-X)
Higher secondary
(XI-XII)
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
-
10,000
20,000
30,000
40,000
50,000
60,000
70,000
11
5
8
13
8
10
4
7
13
8
8
4
6
12
7
0
2
4
6
8
10
12
14
2019-20 2020-21 2021-22

Yearly Status of School Education in states and union territories of India - YeSSE 2023

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