Annual Status of Education Report (ASER) 2024: A Comprehensive Analysis

The Annual Status of Education Report (ASER) 2024, conducted by the Pratham Education Foundation, serves as a critical assessment of the rural education system in India. With data collected from 649,491 children across 17,997 villages in 605 districts, it remains one of the most comprehensive surveys of educational outcomes in the country. ASER evaluates vital aspects such as enrollment rates, foundational literacy and numeracy (FLN), digital literacy, and school infrastructure, presenting both progress and persisting challenges. This report provides policymakers and educators with valuable insights into the state of education, identifying areas where intervention is needed to drive further improvements.

Key Findings for Pre-primary Education (Age Group 3-5 Years)

Enrollment Trends

Pre-primary education has shown remarkable progress in enrollment rates over the years, reflecting growing awareness of its importance:

• For 3-year-olds, enrollment increased significantly from 68.1% in 2018 to 77.4% in 2024. States such as Gujarat, Maharashtra, Odisha, and Telangana have achieved near-universal enrollment, highlighting their commitment to early childhood education.
• Among 4-year-olds, enrollment rose from 76% in 2018 to 83.3% in 2024, with Karnataka, Tamil Nadu, and Odisha exceeding a 95% enrollment rate.
• For 5-year-olds, the enrollment rate improved from 58.5% in 2018 to 71.4% in 2024. States like Kerala and Nagaland reported over 90% enrollment, setting benchmarks for others to follow.

Type of Pre-primary Institutions

Anganwadi centers, under the Integrated Child Development Services (ICDS) program, continue to dominate as primary providers of early childhood education. However, private institutions have made significant inroads, with one-third of all five-year-olds attending private preschools or schools in 2024. This shift indicates a growing preference for private education among rural families, potentially due to perceptions of better facilities and teaching quality.

Age of Entry to Standard I

A significant decline in “underage” children (aged five or below) entering Standard I has been observed, reflecting improved adherence to age-appropriate enrollment norms:

• The proportion of underage children dropped from 25.6% in 2018 to a historic low of 16.7% in 2024. This trend underscores the effectiveness of awareness campaigns and policy enforcement in ensuring children start formal schooling at the right age.

Key Findings for Elementary Education (Age Group 6-14 Years)

Enrollment Rates

The enrollment rate for children aged 6-14 years has consistently remained above 95% for the past two decades. In 2024, this figure stood at an impressive 98.1%. Government schools have regained a slight share of students, with their enrollment increasing from 65.5% in 2018 to 66.8% in 2024. This shift indicates growing trust in the public education system, supported by targeted initiatives under the National Education Policy (NEP).

Reading Levels

The recovery in reading skills following disruptions caused by the COVID-19 pandemic is noteworthy:

• In Standard III, the proportion of children able to read Standard II-level text increased from 20.9% in 2018 to 23.4% in 2024.
• For Standard V, reading proficiency rebounded, with 44.8% of children in government schools achieving this milestone in 2024, compared to 38.5% in 2022. States such as Himachal Pradesh and Mizoram lead with over 64% proficiency.
• Among Standard VIII students, reading levels improved slightly, rising from 66.2% in 2022 to 67.5% in 2024.

Arithmetic Skills

Arithmetic skills have also shown gradual improvement:

• In Standard III, the proportion of children able to solve subtraction problems rose from 28.2% in 2018 to 33.7% in 2024.
• For Standard V, division problem-solving ability increased from 27.9% in 2018 to 30.7% in 2024.
• Among Standard VIII students, arithmetic proficiency remained stable at around 45%.

These improvements reflect the positive impact of focused interventions like the NIPUN Bharat program, which emphasizes foundational learning in early grades.

Key Findings for Older Children (Age Group 15-16 Years)

Enrollment

The dropout rate among children aged 15-16 years has significantly declined:

• From 13.1% in 2018 to just 7.9% in 2024. This achievement can be attributed to programs aimed at reducing economic barriers to education and increasing awareness about its long-term benefits.

Digital Literacy

Digital literacy among adolescents has become a highlight of ASER 2024:

• Approximately 90% of children aged 14-16 years now have access to smartphones at home.
• Around 82.2% of adolescents know how to use smartphones, and more than half reported using them for educational purposes during the preceding week.
• Despite this progress, gender disparities persist. Boys are more likely than girls to use social media (78.8% vs. 73.4%) but also demonstrate higher awareness of digital safety features. Bridging this gender gap remains a priority for achieving equitable digital access.

School Observations

Foundational Literacy and Numeracy (FLN) Activities

Government initiatives under the NEP and NIPUN Bharat have significantly advanced foundational literacy and numeracy:

• Over 80% of surveyed schools reported implementing FLN programs for early grades.
• More than three-fourths of schools received Teaching Learning Materials (TLM) or funds for FLN activities, indicating robust financial support.
• Around 95% of schools distributed textbooks across all grades, ensuring essential resources are available to students.

Student and Teacher Attendance

Attendance levels have shown consistent improvement

• Student attendance in government primary schools increased from 72.4% in 2018 to 75.9% in 2024.
• Teacher attendance also improved slightly, reaching an average of 87.5%. These figures reflect enhanced accountability mechanisms and better working conditions for educators.

Small Schools and Multigrade Classrooms

The proportion of small government primary schools (with fewer than sixty students) has risen significantly:

• From 44% in earlier years to over 52.1% in 2024. Multigrade classrooms, where a single teacher handles students from multiple grades, remain prevalent, particularly in remote areas. While this setup poses challenges, it also highlights the need for innovative teaching methods and resource allocation.

School Facilities

Basic infrastructure under the Right to Education (RTE) Act has seen gradual improvements:

• Usable girls’ toilets increased from 66.4% in government schools in 2018 to over 72% in 2024.
• The availability of drinking water rose slightly from 74.8% to nearly 78%. 
• However, sports facilities remain stagnant, with only about two-thirds of schools offering adequate provisions for physical activities.

Additional Information: Key Highlights of the National Education Policy (NEP) 2020:

School Education Reforms:

1. Universal Access and Early Childhood Education:

• Ensures universal access to education from pre-primary to Grade 12.
• Provides quality early childhood care for children aged 3-6 years.

2. New Education Structure:

• Introduces a 5+3+3+4 curricular framework emphasizing flexibility, critical thinking, and foundational skills.

3. Multilingualism and Local Languages:

• Encourages the use of home language/mother tongue/local language as the medium of instruction until Grade 5, preferably up to Grade 8 and beyond.

4. Assessment Reforms:

• Board exams will be conducted twice a year (main exam and improvement opportunity).
• A National Assessment Centre, PARAKH, will be established for comprehensive evaluation.

5. Equitable and Inclusive Education:

• Focuses on Socially and Economically Disadvantaged Groups (SEDGs).
• Introduces a Gender Inclusion Fund and Special Education Zones for underprivileged regions.

6. Vocational Education:

• Incorporates vocational training in the school curriculum to provide early skill exposure.

7. Teacher Recruitment and Training:

• Implements a robust, merit-based teacher recruitment process.
• Promotes high-quality professional development for educators.

Higher Education Reforms:

1. Increasing Gross Enrolment Ratio (GER):

• Aims to raise GER in higher education to 50% by 2035.

2. Holistic and Multidisciplinary Learning:

• Offers a flexible curriculum with multiple entry and exit points.
• Establishes Multidisciplinary Education and Research Universities (MERUs).

3. Academic Infrastructure:

• Introduces an Academic Bank of Credit for credit transfer and storage.
• Establishes a National Research Foundation to foster research and innovation.

4. Regulatory Framework:

• Creates a single regulatory body, the Higher Education Commission of India (HECI), excluding medical and legal fields.
• HECI will have independent bodies for standard-setting, accreditation, funding, and regulation.

5. Technology Integration:

• Establishes the National Educational Technology Forum (NETF) to enhance learning and administration through technology.

Other Initiatives

1. Open and Distance Learning:

• Expands open and distance learning to increase GER.

2. Professional Education:

• Professional education institutions will transition to multidisciplinary systems.

3. Teacher Education:

• Introduces a 4-year integrated B.Ed. program for stage-specific teacher training.

4. Adult and Youth Literacy:

• Focuses on strengthening adult and youth literacy to achieve 100%.

5. Increased Investment in Education:

• Increases public investment in education to 6% of GDP.
• Strengthens the Central Advisory Board of Education to improve quality.

6. Preschool to Secondary Education GER Target:

• Aims to achieve 100% GER from preschool to secondary education by 2030.

7. Pandit Madan Mohan Malaviya National Mission on Teachers and Teaching (PMMMNMTT):

• Launched in 2014 to train and upskill educators.
• Established 95 training centers and extended till 2025-26 with a budget of ₹493.68 crores.

Conclusion

The ASER 2024 report highlights significant progress in rural education across various parameters, including preschool enrollment, foundational literacy recovery, and digital literacy. Government initiatives such as NEP and NIPUN Bharat have played a pivotal role in driving these improvements, especially in government schools. However, several challenges persist, such as gender disparities in digital access, the prevalence of multigrade classrooms, and gaps between high-performing states and those lagging behind, like Uttar Pradesh and Madhya Pradesh. To sustain progress, policymakers must adopt a holistic approach that includes equitable resource allocation, continuous teacher training, robust digital infrastructure, and community engagement initiatives. These efforts are essential to bridging gaps between families and schools, fostering inclusive growth, and ensuring that every child receives quality education aligned with global standards. By addressing these challenges effectively, India can transform its rural education system into a model of excellence, contributing to the nation’s broader developmental goals for 2030 and beyond.

MCQ 

Which of the following statements about the National Education Policy 2020 is/are correct?

1. It aims to increase the Gross Enrolment Ratio in higher education to 50% by 2035.

2. The policy proposes a new 5+3+3+4 curricular structure for school education.

3. It recommends English as the medium of instruction for all students up to Grade 8.

4. The policy aims to establish a single regulatory body called HECI for all higher education, including medical and legal education.

Select the correct answer using the code given below:

a) 1 and 2 only

b) 2 and 3 only

c) 1, 2 and 4 only

d) 1, 2, 3 and 4

The correct answer is: a) 1 and 2 only

Explanation:

Statements 1 and 2 are correct. The NEP 2020 indeed aims to increase the GER in higher education to 50% by 2035 and proposes a new 5+3+3+4 curricular structure for school education.

Statement 3 is incorrect. The policy actually promotes the use of home language/mother tongue/local language as the medium of instruction until at least Grade 5, preferably till Grade 8 and beyond, not English.

Statement 4 is partially correct but contains an error. While the policy does propose establishing the Higher Education Commission of India (HECI) as a single regulatory body, it explicitly excludes medical and legal education from HECI’s purview.

Therefore, only statements 1 and 2 are fully correct.

Mains Practice Question 

The National Education Policy 2020 aims to transform India’s education system. In light of the findings from recent ASER reports, discuss the key features of NEP 2020 and evaluate how it addresses the persistent challenges in learning outcomes and educational quality. (250W, 15M)