Shutting Down of Government Schools

Source: The post “Shutting Down of Government Schools” has been created based on “Shutting Down of Government Schools” published in “The Hindu” on 3 August 2026. Shutting Down of Government Schools.

UPSC Syllabus: GS 2-Governance

Context:  A NITI Aayog report states that around 94,000 government schools have been closed over the last decade, averaging 25 closures per day. As a result, government school enrolment has declined by 2.26 crore students, and the share of government schools in total enrolment has fallen from 71% in 2005 to 49.24% in 2024–25.

Reason behind shutting down of government schools

1. Government schools are being closed mainly due to school rationalisation undertaken by States, as envisaged under the National Education Policy (NEP) 2020.
2. However, many closures are the result of administrative decisions rather than demographic decline or urban migration.
3. These closures have disproportionately affected poor and rural children, who have limited access to alternative schools.

Most affected States

1. Uttar Pradesh, Madhya Pradesh and Jammu & Kashmir have witnessed the highest number of school closures.
2. In Madhya Pradesh, 7.37 lakh children have no school records, while 11.38 lakh children are at risk of dropping out and 1.23 lakh have already dropped out.
3. More than 3,500 government schools in the State recorded no admissions, while another 6,500 schools admitted fewer than ten students.
4. In Jammu & Kashmir, over 4,300 schools have been closed or merged, forcing children to travel 4–6 km to school, contrary to the Right to Education (RTE) Act.

Impact of school closures and associated challenges

1. Government schools primarily serve children from Scheduled Castes, Scheduled Tribes, Other Backward Classes, Muslims and economically weaker sections. Their closure reduces educational access for these vulnerable groups.
2. The increased distance to schools has raised the risk of dropouts, particularly in rural and remote areas.
3. Girls are more likely to discontinue their education when the nearest school is located far from their homes.
4. School consolidation has also resulted in multi-grade teaching, where a single teacher manages several classes, thereby reducing the quality of learning and violating RTE norms.

Responsibility lies on:

1. Although education is a Concurrent List subject and States are primarily responsible for school administration, the Centre also has a constitutional responsibility.
2. The RTE Act, enacted by the Centre, guarantees access to neighbourhood schools, while Central funding and education policies significantly influence State-level decisions.
3. Therefore, both the Centre and the States share responsibility for protecting access to school education.

Way Forward

1. School rationalisation should be carried out without compromising the availability of neighbourhood schools, particularly in rural and tribal areas.
2. The Centre and States should strengthen the implementation of the RTE Act and ensure that school closures do not violate children’s right to education.
3. Vacant teaching posts should be filled promptly, and adequate infrastructure should be provided to improve learning outcomes.
4. School Management Committees (SMCs) should be made functional to enhance community participation and accountability.
5. Governments should identify and re-enrol out-of-school children through targeted outreach programmes and continuous monitoring.

Conclusion: Government schools remain the primary source of education for India’s most disadvantaged children. Any rationalisation exercise must balance administrative efficiency with the constitutional goal of ensuring equitable, accessible and inclusive education for every child.

Question: Government school closures have serious implications for equity and access to education in India. Examine the reasons behind this trend, its impact on vulnerable sections, and suggest measures to address the issue.

Source: The Hindu