When the learning crisis is bigger than the enrolment crisis

Source: The post “When the learning crisis is bigger than the enrolment crisis” has been created, based on “When the learning crisis is bigger than the enrolment crisis” published in “Indian Express” on 20th May 2026.

UPSC Syllabus: GS Paper-2-Governance

Context: India has achieved substantial progress in universalising enrolment at the primary level through the Right to Education (RTE) Act and various welfare schemes. However, recent concerns raised by NITI Aayog show that weak learning outcomes and rising school disengagement, especially among adolescents, have emerged as serious challenges for the education system.

Major Issues in School Education

1. High Number of Out-of-School Children

1. A significant proportion of children between the age group of 6–17 years remain out of school despite improvements in enrolment.
2. The problem is more severe in rural areas and among Scheduled Castes, Scheduled Tribes, Muslims and girls.
3. States such as Uttar Pradesh, Bihar, Madhya Pradesh and Rajasthan account for a large share of out-of-school children.
4. Many boys discontinue education at an early age because they are expected to contribute to family income.

2. Weak Learning Outcomes

1. Universal enrolment has not resulted in meaningful learning outcomes among students.
2. Many children and parents become disillusioned with the education system because schools fail to meet their aspirations.
3. Students often lose interest in studies due to discouraging school experiences and poor quality of teaching.
4. The learning crisis has weakened the benefits achieved through expansion of school access.

3. Greater Crisis at Secondary and Higher Secondary Levels

1. Policy attention has largely focused on children aged 6–14 years because of obligations under the RTE Act.
2. However, the dropout problem is more serious among children aged 15–17 years.
3. The lack of adequate secondary and higher secondary schools discourages continuation of education beyond the upper-primary level.

Reasons Behind the Crisis

1. Socio-Economic Challenges

1. Poverty forces many children to enter the labour force instead of continuing education.
2. Migration and homelessness disrupt continuity in schooling for many children.
3. Girls face gender-based barriers that limit their educational opportunities.
4. Children with disabilities and those living in remote or conflict-affected regions face additional exclusion.

2. School-Side Deficiencies

1. Long distances to secondary schools discourage regular attendance, especially among girls.
2. Safety concerns prevent many girls from continuing education after upper-primary level.
3. Poor infrastructure and dysfunctional WASH facilities negatively affect the school environment.
4. Language barriers create difficulties for many students in understanding classroom instruction.
5. The absence of a supportive and child-friendly learning environment contributes to student disengagement.

3. Administrative and Governance Barriers

1. Migrant and homeless children often face denial of admission in schools.
2. Schools frequently delay or refuse transfer certificates, which interrupts education.
3. Welfare-linked entitlements are not easily portable across states for migrant families.
4. Non-recognition of caste certificates from other states creates additional difficulties for disadvantaged children.

4. Limited Impact of Incentive Schemes

1. Incentives such as uniforms, books and mid-day meals are insufficient to address deeper structural problems.
2. Such schemes do not adequately resolve issues related to poor learning quality and lack of aspiration fulfilment.

5. Weak Implementation of Technology-Based Tracking

1. Initiatives such as the PRABANDH portal and SHARDA portal have improved identification and monitoring of out-of-school children.
2. However, weak implementation and inadequate coordination with communities reduce their effectiveness.

Measures Needed

1. Improve Learning Outcomes

1. The education system must focus on improving conceptual understanding and foundational learning among students.
2. Teachers should receive better training to create engaging and inclusive classrooms.
3. Schools should provide a child-friendly environment that encourages curiosity and participation.

2. Strengthen Secondary Education

1. The government should establish more secondary and higher secondary schools in underserved regions.
2. Safe transportation and hostel facilities should be provided for girls to reduce dropout rates.

3. Address Needs of Vulnerable Groups

1. Special strategies should be developed for migrant, homeless and disabled children.
2. Welfare benefits and educational entitlements should be made portable across states.
3. Flexible schooling models should be introduced for children in difficult circumstances.

4. Reform Governance and Administration

1. Admission procedures should be simplified for vulnerable children.
2. Schools should be given greater autonomy to address local educational challenges.
3. Administrative barriers related to transfer certificates and documentation should be removed.

5. Strengthen Community Participation and Technology Integration

1. Technology-based tracking systems should be integrated with community-level interventions.
2. Local communities should actively participate in identifying and supporting out-of-school children.
3. Successful models such as Nagaland’s Communitisation Act should be replicated in other states.

6. Increase Focus on Adolescents

1. Education policies should give greater importance to children above 14 years of age.
2. Efforts should align with the goals of NEP 2020, SDG-4 and Viksit Bharat 2047.

Conclusion: India’s education challenge is no longer limited to ensuring enrolment but also involves guaranteeing meaningful learning and retention. The coexistence of high educational aspirations with growing dissatisfaction from schooling reflects a deeper structural learning crisis. A holistic and inclusive approach focusing on quality education, better governance and support for vulnerable children is essential for achieving the goals of NEP 2020 and building a developed India by 2047.

Question: The learning crisis in India is deeper than the enrolment crisis.” Discuss the major reasons behind the persistence of out-of-school children and weak learning outcomes in India. Suggest measures to address the issue.

Source: Indian Express