Context: The Annual Status of Education Report (ASER) 2024 has been released by the NGO Pratham Foundation. It provides a comprehensive analysis of learning outcomes among school students in rural India. 

• The ASER 2024 report highlights improvements in preschool enrollment, foundational literacy and numeracy (FLN), digital literacy, and the impact of government initiatives such as the National Education Policy (NEP) 2020 and NIPUN Bharat.

Key Findings

• Reversing the Learning Gap: Improvements in basic reading and arithmetic among students of classes 3 and 5 in rural areas reverting back from the post-pandemic damage.

• Improvement in both reading & arithmetic levels for all elementary grades (Std I-VIII) since 2022 with arithmetic levels being highest over the decade.

• Digital Literacy: In 2024, for the first time, it includes a component of ‘Digital Literacy’ among the age group 14-16.

• Access to smartphones is close to universal: Almost 90% of both girls and boys report having a smartphone at home.

• Gender Gap in Smartphone Ownership: 36.2% of boys own a smartphone compared to just 26.9% of girls.

• Smartphone Usage More for Social Media than Education: Only 57% of teenagers use smart devices for educational purposes, while approximately 76% use them for social media.

• School Infrastructure: All Right to Education indicators in ASER show slight improvements, including functional girls' toilets, drinking water facilities etc.

• Improvement in Foundational Skills (Age Group 6-14 Years)

• 1. Reading Levels

• a. Class III: The percentage of children able to read a Class II-level text increased from 20.5% (2022) to 27.1% (2024).

• b. Class V: The proportion of students who can read at least a Class II-level text improved from 42.8% (2022) to 48.8% (2024).

• 2. Arithmetic Proficiency

• a. Class III: Two-thirds of students struggle with basic subtraction.

• b. Class V: 30.7% can perform division, up from 27.9% in 2018.

• c. Class VIII: Marginal improvement in arithmetic proficiency (45.8% in 2024 vs. 44.1% in 2018).

• 3. Despite improvements, significant gaps remain: 76% of Class III students, 55.2% of Class V students, and 32.5% of Class VIII students cannot read a Class II-level text.

• 4. The report also notes recovery from learning losses caused by the Covid-19 pandemic

• State-wise Improvements

• 1. Low-performing states such as Uttar Pradesh, Bihar, Madhya Pradesh, and Tamil Nadu demonstrated notable recovery. For example, Uttar Pradesh’s Class III reading levels rose from 16.4% (2022) to 27.9% (2024).

• 2. High-performing states such as Himachal Pradesh and Maharashtra also recorded appreciable gains.

• School Readiness Programs

• 1. Over 75% of government schools have implemented a three-month readiness program for Grade 1.

• 2. Government-led directives, teacher training, and provision of learning materials have contributed to positive FLN outcomes.

• Government Schools Drive Recovery

• Government schools outperformed private schools in learning recovery, although private schools continue to lag behind pre-pandemic levels.

What is the Annual Status of Education Report (ASER)? What is the methodology used?

• ASER– The ASER report is facilitated by Pratham Education Foundation since 2005. The ASER report examines the schooling status and foundational learning of children across districts and states of rural India. Originally it was an annual publication but after 2016, it has become a biennial report. ASER reports are usually referred to by the government while formulating policies.

• ASER 2024 Methodology– The ASER 2024 survey was conducted in 17,997 villages across 605 rural districts. It reached 649,491 children aged 3 to 16 years and assessed the reading and arithmetic skills of over 500,000 children aged 5 to 16 years. The primary focus areas included:

• 1. Enrollment: ASER monitors school and preschool enrollment patterns, identifying progress and challenges across different states and age groups.

• 2. Learning Outcomes: It evaluates fundamental reading and arithmetic abilities, providing insights into children’s academic progress at the primary and secondary levels.

• 3. Digital Literacy: ASER 2024 examines the smartphone proficiency of older children, assessing skills such as setting alarms, browsing, and messaging.

What are the other unique insights of the report?

• Parental Involvement: The survey underscores the crucial role of parental engagement in early education. Community-based Anganwadis facilitate stronger parent-teacher collaboration compared to formal schools, fostering a supportive learning environment.

• Holistic Development: Early childhood education extends beyond academics, encompassing social, emotional, and physical growth. Programs like Anganwadis, which integrate nutrition and immunization, play a pivotal role in a child’s overall well-being.

• Private Sector’s Growing Role: The increasing enrollment in private LKG/UKG, particularly in states like Rajasthan, highlights the expanding role of private institutions in early education. This trend necessitates robust regulatory frameworks to ensure quality education and affordability.

• Digital Divide: While 90% of rural adolescents have smartphone access, a significant gender gap in digital literacy persists. Targeted interventions are essential to bridge this divide, particularly for girls, to ensure equitable learning opportunities.

• Teacher-Student Ratio in Early Education: The survey indirectly highlights the need for improved teacher-student ratios in pre-primary education to provide personalized attention and enhance learning outcomes.

What are the different government initiatives taken for the improvement of school education?

• Sarva Siksha Abhiyaan (SSA)- Sarva Shiksha Abhiyan (SSA) is a comprehensive and integrated flagship programme of Government of India to attain Universal Elementary Education (UEE), covering the entire country in a mission mode.

• PM-POSHAN Scheme/Mid-Day Meal Scheme– The Mid-Day Meal Scheme is a school meal programme in India designed to better the nutritional standing of school-age children nationwide. The scheme has been renamed as PM-POSHAN Scheme.

• SWAYAM Programme– SWAYAM is a programme initiated by Government of India and designed to achieve the three cardinal principles of Education Policy that is access, equity and quality.

• Beti Bachao Beti Padhao Abhiyan– School Management Committees which achieve 100% transition of girls at different levels of education to be awarded under part of the scheme.

Conclusion

• The ASER 2024 survey highlights significant progress in preschool enrollment and foundational learning levels, reflecting the impact of NEP 2020 and NIPUN Bharat. However, challenges persist in achieving universal foundational skills and strengthening early childhood education. Addressing these issues requires data-driven policies, increased funding, improved teacher training, Anganwadi strengthening, and bridging the digital divide.