India’s government school count has fallen by nearly 18,727 over five years while private unaided schools rose by 8,475 in one year, government data presented in Parliament shows an accelerating shift in India’s schooling landscape.
Official data presented in the Rajya Sabha on 4 February 2026 reveals that India lost 18,727 government schools between the *2020–21 and 2024–25 academic years. During the same period, private unaided schools increased by *8,475 institutions, though this figure only returns their numbers close to, but not above, pre-2021 levels.
Rajya Sabha MP *John Brittas, who tabled the Unstarred Question (No. 533) seeking comprehensive school data, drew attention to these dramatic shifts. The figures are based on the Unified District Information System for Education Plus (UDISE+) data shared by the Ministry of Education.
Responding on behalf of the government, Minister of State for Education Jayant Chaudhary reiterated that *education is a Concurrent List subject under the Constitution, meaning the *opening, closure, and rationalisation of schools are determined by state governments and Union Territory administrations.
Across India, the total number of government schools dropped from approximately 10,32,049 in 2020–21 to 10,13,322 in 2024–25, signalling an overall net reduction of nearly 18,700 schools over five years. Meanwhile, private unaided schools fell from 3,40,753 in 2020–21 to 3,25,430 in 2022–23, before rising to 3,39,983 in 2024–25.
Deeper Trends: Where Schools Are Closing and Who Is Affected
Closer analysis of the data suggests that the decline in government schools is not uniform. Some states and union territories have experienced sharp reductions due to administrative restructuring, school consolidation or mergers, and targeted rationalisation, rather than a purely demographic contraction.
A broader 10-year view also shows that more than 93,000 schools across India have closed since 2014–15, with the bulk of closures occurring before 2020. Uttar Pradesh and Madhya Pradesh have led the list of states with the highest school closures over the decade.
Meanwhile, recent Ministry data indicates that more than 65,000 government schools now have fewer than 10 students, and over 5,000 reported zero enrolment in the 2024–25 academic year. These empty or near-empty schools are disproportionately concentrated in states such as Telangana and West Bengal.
These low-enrolment figures point to deeper shifts in student patterns, with families increasingly opting for private schooling where available – or, in some regions, withdrawing children from formal education entirely, a trend that dovetails with rising dropout rates documented elsewhere.
Government Response, Policy Responsibility, and Structural Challenges
In Parliament, Minister Jayant Chaudhary made it clear that *state governments and UT administrations hold primary responsibility for school operations, including teacher deployment, school rationalisation and resource allocation. This reflects the Constitutional framework but also raises questions about *national coherence in basic education policy at a time of rapid change.
Education experts stress that merely reducing redundant or non-viable schools without strengthening access and quality risks leaving vulnerable communities behind. Even as the number of private schools rises, concerns persist about affordability, inclusivity and equitable access – especially for marginalised students who rely heavily on free or subsidised public education.
Some analysts suggest that closure figures need careful interpretation: not all school closures signal the end of learning access – some are merged into larger institutions or consolidated to improve resource allocation. However, the scale of closures underscores how India’s vast public schooling network is undergoing substantive transformation.
Beyond Numbers: Enrolment Patterns and Resource Usage
Official education data presents a paradox: while the total number of government schools is declining, government institutions still serve significantly more students than private schools in absolute enrolment.
For instance, recent UDISE+ reporting shows around 121.6 million students enrolled in government schools compared with 95.9 million in private unaided schools in 2024–25.
Yet the rise in schools with very low or no students raises pressing questions about efficiency and equity. State-level deployment of teachers to schools with few students suggests a potential mismatch between resources and actual demand.
Critics argue this reflects broader issues such as inadequate infrastructure, lack of local jobs and migration to urban centres, and perceived quality differences between public and private education.
Political and Social Responses
The issue has also entered public and political discourse. In Uttar Pradesh, opposition leaders have criticised school closures and used the data as a rallying point in political campaigning, arguing for renewed focus on affordable public education as a social priority.
Journalists and civil society figures have remarked that the retreat of public education – if unchecked – could compound social inequalities. They urge policies that preserve local access while improving teaching quality, infrastructure, and community support systems.
Implications for Equity, Inclusion and the Future of Schooling
The shifting landscape of India’s education system holds wide-ranging implications. Government school closures may reflect administrative decisions and demographic shifts, but their consequences are felt most acutely by rural families and economically vulnerable groups. Reduced physical access to schools can exacerbate dropout rates, particularly where transport, gender safety and household responsibilities already act as barriers to attendance.
At the same time, the rise in private schools – many of which charge significant fees – raises questions about equitable access to quality education. Without targeted support for low-income families, the expansion of private schooling can deepen divides and limit social mobility.
The paradox of strong overall enrolment in public schools alongside significant closures and empty classrooms points to the need for nuanced policymaking. Strengthening public education should mean not only retaining infrastructure but ensuring it is thriving, inclusive and responsive to community needs.
The Logical Indian’s Perspective
The latest data on school closures and openings highlights a crucial moment in India’s education trajectory.
While administrative responsibilities rest with states and UTs, the nation’s collective commitment to equitable education calls for robust dialogue, policy coherence and community-centred solutions.
