Punjab’s Rural Education System Makes Strides in Arithmetic, Struggles in Literacy: ASER 2024

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Punjab’s Rural Education System Makes Strides in Arithmetic, Struggles in Literacy: ASER 2024

Wednesday, 29 January 2025 | Monika Malik | Chandigarh

The Annual Status of Education Report (ASER) 2024 has painted a nuanced picture of Punjab’s rural education system. While the state continues to lead the nation in foundational arithmetic skills and school enrollments, persistent gaps in literacy, digital literacy, and infrastructure demand urgent attention. Released by Pratham Foundation on Tuesday, the report surveyed 20,226 children across 600 villages in Punjab, offering a comprehensive analysis of learning outcomes, pre-primary enrollments, and school facilities. 
 
Arithmetic Outpaces Literacy in Foundational Learning
Punjab’s students have demonstrated notable improvement in arithmetic skills, with 51.2 percent of Class III students now able to solve basic subtraction problems — up from 44.8 percent in 2022. Similarly, 48.8 percent of Class V students could solve division problems in 2024, a seven percent rise from 41.8 percent in the previous survey. These gains far exceed the national averages of 33.7 percent for Class III subtraction and 30.7 percent for Class V division. 
 
In stark contrast, literacy outcomes continue to lag. Only 34.2 percent of Class III students could read a Class II-level text — showing marginal improvement from 33 percent in 2022. Among Class V students, 61.4 percent could read basic text, marking a decline from 66.2 percent in 2022. This literacy gap is particularly concerning, given the state’s otherwise robust educational infrastructure and government efforts. 
 
Govt Schools Drive Learning Gains
Contrary to popular perception, government schools in Punjab outperformed private institutions in learning gains. While private schools continue to attract significant enrollment, particularly in urban areas, the ASER 2024 indicated that government schools have been more effective in enhancing foundational learning. Government schools account for 58 percent of total enrollments among children aged six to 14, with private schools covering 41.3 percent. 
 
Efforts by the Punjab Government, such as targeted teacher training and focused learning initiatives, appear to be yielding results, particularly in improving arithmetic skills among younger students. These findings could play a critical role in reshaping perceptions about public schooling in the State.
 
Robust Pre-Primary Enrollment
One of Punjab’s standout achievements highlighted in the ASER-2024 is its high pre-primary enrollment rate. Over 85 percent of children aged three and four are enrolled in some form of early childhood education, significantly above the national averages of 77.4 percent and 83.4 percent, respectively. Government pre-primary enrollments surged by 13.5 percent in 2024, reflecting the success of state initiatives in this critical area. 
 
Digital Literacy: Gaps Despite Widespread Access
With technology becoming an integral part of modern education, ASER 2024 also assessed digital literacy among adolescents aged 15-16. Punjab stood out with 96.2 percent of surveyed adolescents reporting access to a smartphone at home, compared to the national average of 89.1 percent. Additionally, 46 percent owned their own phone, a figure significantly higher than the national average of 31.4 percent. 
 
Despite this access, meaningful engagement with technology remains limited. While 92.5 percent of adolescents could find and share educational videos via apps like WhatsApp or Telegram, fewer — 87.8 percent — could set an alarm clock or perform other basic digital tasks. Boys consistently outperformed girls in digital literacy skills.
 
Infrastructure: Progress Amid Persistent Shortfalls
Infrastructure plays a critical role in driving enrollment and learning outcomes. The report noted progress in some areas but highlighted significant gaps in others. The report stated that 88.6 percent of schools have drinking water facilities, but 7.2 percent lacked access to potable water; while 77 percent of schools had usable toilets, with only a fraction offering separate facilities for girls — a factor that directly impacts female attendance in higher grades.
 
The report further noted that the libraries were present in 56.6 percent of schools, yet only 40.7 percent reported active engagement with library books. While electricity was available in 97.4 percent of schools, only 56.6 percent had functional computers accessible to students, it added. 
 
Enrollment Trends: Achievements and Concerns
Punjab has achieved near-universal enrollment for children aged six to 14, with 99 percent of surveyed children receiving formal education. However, dropout rates remain a concern among adolescents aged 15-16, with over five percent out of school. Gender disparities are particularly pronounced, with girls more likely to drop out. 
 
The shift toward private schooling in early grades added another layer of complexity. While 41.3 percent of children aged six to 14 attend private schools, government schools continue to dominate overall enrollment, particularly in rural areas. 
 
Gender Disparities in Learning and Participation
The report reveals significant gender disparities in learning outcomes, digital literacy, and dropout rates. Boys outperformed girls in both foundational and digital skills. For instance, while 51.2 percent of Class 3 boys could solve subtraction problems, the corresponding figure for girls was marginally lower. Similarly, boys were more likely to own and effectively use smartphones than girls. 
 
These disparities highlighted the need for gender-sensitive policies, including targeted interventions to retain girls in school and improve their access to technology and learning resources. 
 
Recommendations
The ASER-2024 findings underscored the urgent need for systemic reforms to address Punjab’s educational challenges. Key recommendations include focus on literacy programs, digital education, infrastructure upgrades, retention strategies for adolescents, and promoting equity.
 
Stressing for focusing on literacy programs, the report called for strengthening reading interventions through teacher training, community engagement, and targeted campaigns like book fairs and storytelling sessions.
 
The report suggested leveraging widespread availability of smartphones to integrate digital tools into the curriculum and promote e-learning initiatives. Prioritizing investments in drinking water, sanitation, and libraries, with a focus on gender-sensitive facilities was also suggested.
 
To reduce dropout rates among 15-16-year-olds, the report recommended developing scholarship programs, mentorship initiatives, and skill-based training. In addition, it also suggested to design interventions to bridge gender gaps in learning outcomes, digital literacy, and participation in STEM fields.
 
ASER-2024 Punjab: Key Highlights
•         51.2% of Class III students can solve subtraction problems, up from 44.8% in 2022
•         48.8% of Class V students can solve division problems, a 7% increase from 2022
•         Only 34.2% of Class III students can read a Class II-level text
•         Literacy among Class V students declined to 61.4% from 66.2% in 2022
•         Over 85% of children aged 3-4 are enrolled in early childhood programs
•         Govt pre-primary enrollments rose by 13.5%
•         96.2% of adolescents aged 15-16 have access to smartphones at home
•         92.5% of adolescents could locate and share educational videos; Only 46% owned a smartphone
•         Boys outperform girls in both foundational and digital literacy
•         Higher dropout rates for girls aged 15-16
•         88.6% of schools have drinking water facilities
•         77% have usable toilets
•         Libraries are present in 56.6% of schools, but only 40.7% actively engage students with books
•         99% of children aged 6-14 are enrolled in school, with 58% attending govt schools

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