Sub-problem
Tens of thousands of schools still have no functional electricity, concentrated in particular states
- State
Electricity is reported in over ninety per cent of schools, which still leaves tens of thousands without it, heavily concentrated in a small number of states with Uttar Pradesh the largest contributor. Every digital initiative in schools depends on this being solved first. The reported percentage differs slightly between UDISE+ rounds and between reporting of them, so cite the round rather than a bare number. Evidence confidence: High for the pattern and its state concentration; state-level counts should be read from the primary tables.
This is the most specific entry on this branch of the catalogue. The evidence behind it is below.
Who is responsible
- State Education and Power Departments · State Government
- Ministry of Education — Department of School Education & Literacy · Ministry or DepartmentSamagra Shiksha infrastructure grants
Evidence and sources
- UDISE+ 2024-25 — electricity availability by state · Official data or datasetMinistry of Education.
Alongside this
Around half of schools lack ramps with handrails, limiting access for children with disabilities
UDISE+ 2023-24 recorded ramps with handrails in 52.3% of schools. Accessibility infrastructure is the furthest behind of the facilities the survey tracks, well below toilets, water and electricity. Evidence confidence: High for the figure as reported in UDISE+ 2023-24; the corresponding 2024-25 figure was not separately confirmed and should be read from the current report.
Facilities recorded as present are not always functional, and the reporting distinguishes the two
UDISE+ reports both presence and functionality for several facilities, and the two figures differ — electricity present in a higher share of schools than electricity functional, computers present in more schools than computers usable for teaching. A facility that exists but does not work is not available to the child. Any target or claim built on presence figures alone overstates what schools actually have. Evidence confidence: High — the distinction is drawn in the primary data itself.
Do you support action on this problem?