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UID: SDG-04-20240822-IN-04
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The Sustainable Development Goals (SDGs) are a universal call to action by the United Nations aimed at ending poverty, protecting the planet, and ensuring prosperity for all by 2030. SDG 4, “Quality Education,” is dedicated to ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. SDG 4 is crucial as education is the foundation for improving people’s lives and sustainable development. Quality education enables individuals to break the cycle of poverty, improve health outcomes, and contribute meaningfully to society. It is a cornerstone of social and economic progress. Globally, significant progress has been made in increasing access to education, yet challenges remain, particularly in low-income and conflict-affected regions. Ensuring that all children achieve minimum proficiency levels in key subjects is critical for achieving SDG 4.
The Adjusted Net Enrolment Ratio (ANER) in elementary education for classes 1 to 8 shows significant variations across states. While some states like Delhi, Karnataka, Manipur, and Tripura report 100% enrolment, others like Jammu and Kashmir (67.9%), Nagaland (67.4%), and Odisha (71.6%) lag behind. This highlights the need for targeted interventions in low-performing states to achieve universal elementary education.
Dropout rates at the secondary level (classes 9 to 10) remain a concern in many states. Arunachal Pradesh (36%), Assam (31.5%), and Bihar (28.5%) report high dropout rates, while states like Goa (9.4%), Kerala (9.1%), and Odisha (9.5%) have managed to keep dropout rates low. Addressing the reasons for dropouts, such as economic factors, accessibility, and quality of education, is crucial for improving retention.
The Gross Enrolment Ratio (GER) in higher secondary education (classes 11 to 12) varies widely. Chandigarh (83.4%), Himachal Pradesh (81.8%), and Kerala (80.3%) show high enrolment rates, while Bihar (26.4%), Assam (30.9%), and Daman and Diu (33.2%) lag significantly. This indicates disparities in access to and participation in higher secondary education across the country.
Student proficiency levels show room for improvement. While some states like Rajasthan (88.1%) and Kerala (86.8%) report high percentages of students in grade VIII achieving minimum proficiency levels, others like Jammu and Kashmir (59.8%) and Arunachal Pradesh (60%) show lower levels. This highlights the need for improving the quality of education and learning outcomes.
The GER in higher education for the 18-23 age group reveals significant disparities. States like Sikkim (53.9%), Chandigarh (50.6%), and Tamil Nadu (49%) show relatively high enrolment rates, while Daman and Diu (5.5%), Lakshadweep (7.4%), and Dadra and Nagar Haveli (9.3%) report very low rates. Improving access to and participation in higher education remains a challenge for many regions.
Inclusion of persons with disabilities in education shows varying levels of progress. Delhi (41%) and Chandigarh (37.4%) report higher percentages of persons with disabilities completing at least secondary education, while states like Arunachal Pradesh (10.3%) and Nagaland (11.9%) lag behind. This underscores the need for more inclusive education policies and infrastructure.
The Gender Parity Index (GPI) for higher education shows that many states have achieved or exceeded parity (GPI ≥ 1). However, some states like Andhra Pradesh (0.8), Bihar (0.8), and Gujarat (0.9) still show a gender gap favoring males in higher education enrolment.
Literacy rates among persons aged 15 and above vary significantly. Kerala (94.6%), Mizoram (98.5%), and Lakshadweep (95.7%) report high literacy rates, while Bihar (64.7%), Andhra Pradesh (65.6%), and Telangana (67.4%) show lower rates. This highlights the continued need for adult education programs in many regions.
Access to basic infrastructure in schools, such as electricity and drinking water, has improved in many states, with several reporting 100% coverage. However, states like Meghalaya (28.4%), Arunachal Pradesh (50.9%), and Nagaland (63.3%) still need significant improvements in school infrastructure.
The percentage of trained teachers at the secondary level varies widely. While states like Kerala (94.5%), Maharashtra (93.8%), and Tamil Nadu (93.3%) report high percentages of trained teachers, others like Nagaland (36%), Meghalaya (43.6%), and Tripura (45.8%) lag behind, indicating a need for more teacher training programs.
Pupil-Teacher Ratio (PTR) at the secondary level shows considerable variations. While some states like Lakshadweep (7) and Himachal Pradesh (9) have favorable ratios, others like Bihar (58) and Jharkhand (51) have very high ratios, indicating a shortage of teachers in these regions.
In conclusion, the data reveals significant disparities in education across India’s states and union territories. While some regions have made substantial progress in various aspects of SDG 4, others face considerable challenges. Key areas requiring attention include: Improving enrolment and retention rates, particularly at the secondary and higher education levels, Enhancing learning outcomes and student proficiency levels, Ensuring inclusive education for persons with disabilities, Addressing gender disparities in higher education, Improving adult literacy rates in lagging states, Upgrading school infrastructure, particularly in northeastern states, Increasing the proportion of trained teachers, especially in states with low percentages, Addressing high pupil-teacher ratios in states like Bihar and Jharkhand.
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