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School Dropout Crisis in India Worsening, 73% Fail to Complete Higher Secondary, Panel Warns of Gaps for CwSN
The Committee on Estimates (2026-27) expressed its concerns with the school education system in India mentioning drastic drops in schools and students along with an increase in levels of classes. It stated that of the students, about 73% do not complete their higher secondary education, and stressed upon the need for the government to establish more secondary and higher secondary schools.
The findings of the tenth report of the committee, which were presented to the Lok Sabha on August 12, are based on UDISE+ 2024-25 and describe a large gap in the accessibility of Children With Special Needs (CwSN).
Why the 73% Figure Matters
The sharp drop in the number of schools and students at all levels of instruction builds the basis of the panel’s 73% figure. As per the data presented by the committee, the number of government and government-aided schools in India is 10,92,671. Of these, 9,11,032 are primary schools, 4,12,805 are upper primary schools, 1,61,808 are secondary schools and 90,866 are higher secondary schools.
Student enrolment also declines at all levels:
- Primary - 6.18 crore
- Upper primary - 4.09 crore
- Secondary – 2.37 crore
- Higher secondary - 1.64 crore
The committee added that there is a “drastic decline” and that insufficient higher classes lead to students leaving the education system. The 73% figure is an estimate by the panel and should not be thought of as the official dropout rate.
Panel Supports Adding Higher Secondary Schools
The committee suggests that if possible, existing primary and secondary schools be upgraded to higher secondary schools. The suggestion is not complex. Students should not have to traverse long distances to study after the secondary level. As primary and secondary education is the joint responsibility of the Centre and states, most of the schools being run by states and Union Territories, the committee has asked the Ministry of Education to urge states and Union Territories to increase the capacity of secondary and higher secondary schools.
CwSN Infrastructure Remains a Major Gap
The report has two major concerns regarding Children with Special Needs (CwSN). The committee has based part of its analysis on UDISE+ 2024-25 data. According to this data, out of 14,71,437 schools, 5,23,143 schools had CwSN-friendly toilets, and facilities such as ramps with railings were provided in 8,08,466 schools.
In view of the above, the committee concluded that around half the schools in the country lack CwSN friendly facilities. The lack of usable and functional facilities cannot be stressed enough. Safe and accessible toilets, handrails, and ramps are key needs for students to enjoy full participation in classroom activities.
Funds Allocated, but Utilisation Falls Short
The panel also reviewed the problem of the slow use of funds for implementing the infrastructure programs. In 2024-25, Rs 482 lakh were allocated for constructing 186 CwSN toilets. Only Rs 2.60 lakh was spent, and no progress was made on the physical targets against the targets set by the committee. The gap also exists for Special educators. Against an allocation of Rs 962 lakh for financial provision for appointing new special educators at the elementary level, only Rs 80.50 lakh was spent. The committee recommended the need for a time-bound action plan to identify the exact requirement of special educators across the country.
What the Panel Recommended
The recommendations have been made in four broad areas:
- Expanding the number of secondary and higher secondary schools.
- Upgrading of schools to offer higher secondary education.
- Construction of safe and accessible infrastructure to students with disabilities.
- Expediting the process of recruiting and retaining special educators.
The panel also suggested that CwSN-related works should be completed each year, and the funds should be fully utilised. The panel also cited the Rights of Persons with Disabilities Act, 2016 and NEP 2020, which emphasise inclusive education and a Zero Rejection Policy.
The Bigger Education Challenge
There is more to getting children into primary school than what is required to get them enrolled. Keeping children in education to the end of higher secondary education requires some things a primary school does not. These include neighbouring schools, available teachers, functioning school transport, and adequate budget allocation.
For students with disabilities, the equation mentioned above gets dire. The parliamentary committee has thus placed 2 figures in the limelight: 73% and more than half. The first figure quantifies the student loss before higher secondary; the other presents the unmet needs for inclusive schooling. The next phase is implementation. The recommendations are already penned. The answer to the riddle is whether schools, budgets and personnel will comply.
Final Thoughts
The parliamentary committee’s report has identified a problem which is of a structural nature in the school system in India. There is a sharp decline in the number of schools and enrolled students, while adequate school facilities remain unavailable in over half of the schools when students progress to the higher secondary level.
The 73% of the panel’s reference is to the drop in enrollment at varying levels, and not a cohort-specific dropout rate calculation. This logical specificity is crucial, and so is the underlying reality. India requires more schools, and secondary and higher secondary schools in particular, and an expedited, targeted approach to the effective utilisation of educational funds to create the required special needs school facilities for CwSN.
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