Gains and gaps

THE Annual Status of Education Report (ASER) 2024 paints a mixed picture of rural education in the region. While there are encouraging gains in arithmetic and digital literacy, reading proficiency remains a stubborn challenge across Punjab, Haryana, Himachal Pradesh and Jammu & Kashmir. Punjab’s schools, particularly government institutions, have outperformed national averages in most categories. While only 34 per cent of class III students can read basic text, an improvement in arithmetic skills offers hope. The state’s focus on early childhood education is evident, with a remarkable 85 per cent of pre-primary children enrolled. However, the reading gap is concerning, hinting at systemic shortcomings in foundational literacy.

Haryana, on the other hand, has seen a sharp rise in government school learning gains, outpacing private institutions in arithmetic skills. But the state still lags behind Punjab and Himachal in reading proficiency. The drop in government school enrolment suggests a reversal of the pandemic-driven trend, raising questions about quality perception and infrastructure in rural schools. Himachal Pradesh stands out for its consistent excellence. With 84.2 per cent of class VIII students demonstrating strong reading abilities and a remarkable jump in arithmetic ability, it is among India’s top performers. The state’s high teacher engagement and infrastructure improvements, despite geographical challenges, offer a model for others. J&K presents a more nuanced picture. While enrolment rates remain high, learning outcomes trail the national average. The growing digital divide is another concern, with boys outperforming girls in smartphone usage and digital literacy.

The ASER findings reinforce the need for targeted interventions in foundational literacy. The priority must remain on improving reading skills, particularly in Punjab and Haryana. A greater push for teacher training, improved pedagogical methods and sustained policy focus would aid in bridging the learning divide.