Nearly 94k govt schools shut in a decade, enrolment falls by 2.26 crore: NITI Aayog report

New Delhi: Nearly 94,000 government schools have been closed across India over the past decade, an average of around 25 schools every day, while enrolment in government schools declined by 2.26 crore students during the same period, according to a recent NITI Aayog report.

The share of government schools in total student enrolment also fell sharply, from 71% in 2005 to 49.24% in 2024-25, raising concerns over access to education, social equity and the implementation of the Right to Education (RTE) Act, 2009.

According to UDISE+ data, the number of government schools declined from 11.07 lakh in 2014-15 to 10.17 lakh in 2023-24. In contrast, the number of private schools increased from 2.88 lakh to 3.31 lakh during the same period, indicating a gradual shift towards private schooling.

A major reason cited for the closures is school rationalisation, under which schools with low enrolment are consolidated or merged. While the National Education Policy (NEP) 2020 supports rationalisation, it also states that the principle of neighbourhood schools should not be compromised.

The scale of the closures has therefore raised questions over whether the trend is driven solely by demographic changes and migration or reflects broader administrative decisions.

Jammu and Kashmir among affected regions

Jammu and Kashmir has witnessed a significant reduction in the number of government schools under rationalisation.

More than 4,300 schools have been merged or closed, with the number of schools falling from 23,167 in 2020-21 to 18,785 in 2022-23.

The reduction has increased the distance many children have to travel to reach school, with some reportedly travelling 4–6 km every day. This has raised concerns over the neighbourhood school principle envisaged under the RTE framework.

The situation is further complicated by a shortage of teachers, with around 13,000 teaching posts remaining vacant, according to the report.

Madhya Pradesh, Uttar Pradesh also affected

Madhya Pradesh has reported a large number of children facing difficulties in accessing or continuing education.

The state identified 7.37 lakh children without school records, while 11.38 lakh were placed in the “Drop Box” category, indicating a risk of dropping out. Another 1.23 lakh children were already classified as dropouts, while 1.55 lakh had discontinued their education due to migration or displacement.

More than 3,500 government schools recorded no new admissions, while around 6,500 admitted fewer than 10 students.

State audits also found that government outreach programmes, including School Chalen Hum and the Home Contact Campaign, failed to reach nearly 7.5 lakh children.

In Uttar Pradesh, the number of government schools fell from 1.63 lakh to 1.38 lakh between 2018-19 and 2019-20, marking one of the sharpest reductions during the period.

Concerns over inequality and dropouts

The closure or merger of government schools can disproportionately affect children from economically weaker and disadvantaged communities, who are more dependent on nearby government institutions and may have limited access to private schools or transport.

Longer travel distances can increase the likelihood of children dropping out, particularly in rural and tribal areas where poverty, migration and displacement already affect continuity in education.

Girls may face greater risks when schools are located farther from home, as concerns over safety and mobility can lead families to discontinue their education.

The consolidation of schools can also worsen teacher shortages. In some cases, teachers may be required to handle several classes simultaneously, potentially affecting learning outcomes and raising concerns about compliance with prescribed pupil-teacher ratios.

The report also points to earlier survey findings indicating declining access to free education among some disadvantaged communities, including Muslim, Scheduled Caste and Scheduled Tribe households.

RTE, NEP and government responsibility

The RTE Act, enacted in 2009, guarantees free and compulsory elementary education for children aged six to 14 under Article 21A of the Constitution. It also requires private unaided schools to reserve 25 per cent of seats for children from disadvantaged groups.

The Act prohibits physical punishment, detention and screening procedures during admission.

Meanwhile, NEP 2020 introduced a 5+3+3+4 curricular structure and expanded the focus on early childhood care and education.

Education is a subject on the Concurrent List, meaning both the Centre and states have responsibilities in its administration. While states manage schools and implement rationalisation policies, the Union government influences education through national policies and funding linked to their implementation.

UDISE+, an online education management information system launched by the Ministry of Education in 2018-19, tracks data on school infrastructure, teachers and student enrolment across government and private institutions.

Gaps in implementation

While the RTE framework guarantees access to education, concerns remain over the extent to which it can ensure quality education.

Poor and rural families may also lack the institutional or legal resources required to enforce their children’s educational rights. School Management Committees, which are intended to strengthen community participation and accountability, remain weak or inactive in many places.

The report suggests that school rationalisation should focus on access, equity and learning outcomes rather than administrative efficiency alone.

Strengthening neighbourhood schools, filling vacant teaching posts, improving monitoring of out-of-school children and making School Management Committees more effective are among the measures needed to ensure that school consolidation does not undermine access to education.

The report emphasises that coordinated action by both the GoI and states is essential to ensure universal, inclusive and quality education.