Panel flags 73% student dropout, lack of CwSN infrastructure in over half of schools

A parliamentary panel has flagged drastic decline in the number of schools and students noting that nearly 73% of students drop out before completing higher secondary education. The report was presented in the Lok Sabha on August 12 and is part of the Tenth Report (Eighteenth Lok Sabha) of the Committee on Estimates (2026-27) on “Budget and Policy aspects for providing Affordable and Quality Education in the Country including Review of Central Board of Secondary Education”.

The committee noted that the number of schools at the secondary and higher secondary levels is much lower than the number of schools at the primary and upper primary levels. Unified District Information System for Education (UDISE) 2024-25 data highlights that there are 10,92,671 schools in total, including government and government-aided schools. Of these, 9,11,032 are at the primary level, 4,12,805 at the upper primary level, 1,61,808 at secondary level and only 90,866 at higher secondary level.

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A similar decline can be seen in student enrollment. There are 6,18,45,033 students in primary classes and 4,08,93,978 students in upper primary classes from Classes 6 to 8. It falls to 2,36,68,220 at the secondary level and further drops to 1,64,17,949 at the higher secondary level.

“The committee are concerned to note this drastic decline in number of schools and students as education levels rises,” it said.

“From the above information, the Committee note that out of over 1 million government schools, the vast majority are only primary schools, and nearly 73% of students drop out before finishing higher secondary ,” it added.

Prioritise upgrading schools: Committee to ministry

The committee urged education ministry to prioritise upgrading existing primary and secondary schools into full higher secondary schools. It said this would help ensure that a high school is physically accessible to students from different communities and help reduce student drop-off rate.

“The Committee are of the view that there is an urgent need to increase the number of schools at secondary and higher secondary levels,” it said. It also suggested that all state and UT governments should set up more secondary and higher secondary schools to increase student enrollment.

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CwSN-friendly infrastructure

The committee also flagged a major gap in facilities for Divyang students and noted that more than half of schools across the country do not have CwSN-friendly infrastructure. Under the Samagra Shiksha scheme, the MoE provides financial support to states and UTs to improve infrastructure and human resources for inclusive education of Divyang students.

The scheme includes provisions for barrier-free and differently-abled-friendly infrastructure such as ramps, handrails and accessible toilets. These facilities are intended to help children with disabilities move safely and participate fully in school activities.

The committee appreciated the Ministry’s vision but noted that, according to UDISE+ 2024-25, only 5,23,143 of the 14,71,437 schools across the country have CwSN toilets. Further, 8,08,466 schools have ramps with handrails.

In 2024-25, Rs 482 lakh was allocated for constructing 186 CwSN toilets. However, only Rs 2.60 lakh was utilised, with no progress in the physical targets.

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“The severe gap in the availability of CwSN friendly infrastructure shows that more than half of the schools across the country are devoid of CwSN friendly infrastructure,” the committee said.

The committee noted that the Ministry’s approach to education for Divyang children is rights-based, inclusive and holistic. It said the Rights of Persons with Disabilities (RPnD) Act, 2016 provides children with benchmark disabilities the right to free education up to the age of 18 years.

The National Education Policy (NEP) 2020 also emphasises a Zero Rejection Policy for children with disabilities, ensuring that no child is denied schooling because of disability. The policy also highlights the need to prepare and train teachers to effectively manage inclusive classrooms.

(With PTI inputs)