GS II: Mechanisms, laws, institutions, and Bodies constituted for the protection and betterment of these vulnerable sections.
Context: A recent NITI Aayog report highlighted that nearly 94,000 government schools have closed over the past decade (about 25 schools per day), contributing to a decline of 2.26 crore students in government school enrolment. The issue has raised concerns regarding equitable access to education, implementation of the Right to Education (RTE) Act, 2009, and educational inclusion.
Key Highlights
- Extent of School Closures: Government schools declined from 11.07 lakh (2014-15) to 10.17 lakh (2023-24), while the share of government school enrolment fell from 71% (2005) to 49.24% (2024-25).
- School Rationalisation: Many States have merged or closed schools under school rationalisation policies aimed at improving resource utilisation, as envisaged under the National Education Policy (NEP), 2020, while retaining the concept of neighbourhood schools.
- Worst-Affected States: Uttar Pradesh, Madhya Pradesh and Jammu & Kashmir have witnessed the highest number of government school closures.
- Growing Private Sector Presence: During the same period, the number of private schools increased, indicating a gradual shift away from public schooling.
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Reasons Behind Government School Closures
- School Rationalisation Policy: States have merged or closed schools with low enrolment to optimise infrastructure, teachers and financial resources.
- Declining Enrolment: Migration, demographic changes and increasing preference for private schools have reduced student strength in several government schools.
- Administrative Decisions: Large-scale closures have primarily resulted from policy decisions rather than demographic changes alone.
Impact of Government School Closures
- Reduced Access to Education: Closure of neighbourhood schools forces children, particularly in rural and remote areas, to travel longer distances, affecting regular attendance.
- Higher Dropout Rates: Increased travel distance, migration and weak outreach have contributed to rising dropout risks, especially among economically weaker children.
- Disproportionate Impact on Vulnerable Groups: Scheduled Castes (SCs), Scheduled Tribes (STs), Other Backward Classes (OBCs), minorities and economically weaker sections are the most affected as they depend largely on government schools.
- Adverse Impact on Girls’ Education: Girls are more likely to discontinue education when schools are located farther away due to safety and social concerns.
- Teacher Shortages and Multi-grade Teaching: Consolidated schools often face teacher shortages, resulting in one teacher handling multiple classes simultaneously, affecting learning outcomes.
Major Concerns
- Neighbourhood School Principle: Large-scale school closures may undermine the Right to Education Act, 2009, which envisages accessible neighbourhood schools for children.
- Educational Equity: Closure of government schools widens educational inequality by disproportionately affecting disadvantaged communities.
- Weak Community Participation: School Management Committees (SMCs), intended to strengthen community oversight under the RTE Act, remain weak in many areas.
- Implementation Deficit: Several enrolment and retention programmes have failed to identify and reintegrate out-of-school children effectively.
Constitutional and Legal Provisions:
- Article 21A: Guarantees the Right to Free and Compulsory Education for children aged 6–14 years.
- Article 45: Directs the State to provide early childhood care and education for children below six years.
- Article 46: Mandates the State to promote the educational interests of SCs, STs and weaker sections.
- Right of Children to Free and Compulsory Education (RTE) Act, 2009: Provides for free and compulsory elementary education, neighbourhood schools, prescribed pupil-teacher ratios and School Management Committees.
- National Education Policy (NEP), 2020: Supports school rationalisation while emphasising equitable access and neighbourhood schooling.
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Way Forward
- Protect Neighbourhood Schools: School rationalisation should not compromise physical accessibility, particularly in rural, tribal and geographically difficult regions.
- Strengthen Government Schools: Improve teacher availability, infrastructure, digital facilities and learning outcomes to restore public confidence.
- Reduce Dropouts: Strengthen enrolment drives, track out-of-school children and provide transport, hostel and scholarship support for vulnerable students.
- Empower School Management Committees: Enhance community participation and local accountability in school governance.
- Centre–State Coordination: The Union and States should jointly ensure that school rationalisation remains consistent with the objectives of the RTE Act and educational equity.
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Conclusion
Government school rationalisation should improve educational efficiency without weakening the constitutional promise of equitable and accessible education. Strengthening neighbourhood schools, improving quality, and protecting vulnerable children must remain central to achieving the goals of inclusive education and human capital development.
4 Aug 2026
