PARAKH Rashtriya Sarvekshan 2024: National Education Assessment Briefing
PARAKH Rashtriya Sarvekshan 2024 is a landmark national survey conducted by NCERT’s PARAKH initiative under the Ministry of Education to assess the state of competency-based learning in India (in alignment with the National Education Policy (NEP) 2020) that provides a comprehensive, data-driven analysis of student learning outcomes at the end of the Foundational (Grade 3), Preparatory (Grade 6), and Middle (Grade 9) stages, covering 2,115,022 students across 74,229 schools in 781 districts.
Key findings reveal a consistent pattern across all educational stages: Language is the highest-performing subject, while Mathematics presents a significant and persistent learning challenge. Performance in Science and Social Science at the middle stage is also notably low. The survey identifies significant performance disparities based on gender, geographic location (rural vs. urban), school management type, and social category, with students from Scheduled Tribe (ST) communities consistently demonstrating the lowest scores.
The report highlights critical learning gaps in specific competencies, particularly in foundational numeracy, fractions, logical reasoning in mathematics, and application-based concepts in science. Furthermore, the survey identifies systemic areas requiring immediate and targeted intervention, including a pronounced deficit in skill education, inconsistent implementation of inclusive practices for Children with Special Needs (CWSN), and low participation rates in Continuous Professional Development (CPD) for teachers and school leaders.
In response to these findings, a multi-level strategic framework has been developed to translate data into systemic action. This includes phased workshops at national to district levels to create targeted roadmaps, the development of practical tools like intervention handbooks and digital resources, and the integration of these insights into state Annual Work Plans and Budgets (AWPBs) to ensure sustained improvement and system strengthening.
Survey Overview and Mandate
Purpose and Vision
The PARAKH Rashtriya Sarvekshan 2024 was conducted by the Performance Assessment, Review, and Analysis of Knowledge for Holistic Development (PARAKH) body of NCERT. Its primary objective is to understand the baseline performance in competency development at the conclusion of key educational stages and to provide a system-level reflection on the effectiveness of school education.
This initiative is a direct manifestation of the transformative goals set by the National Education Policy (NEP) 2020, which envisions a holistic, flexible, and multidisciplinary education system. As Shri Sanjay Kumar, Secretary of the Department of School Education & Literacy, notes, the survey is central to the vision of “competency-based learning and assessment, ensuring that our students not only acquire knowledge but also develop critical thinking, problem-solving abilities, and a love for lifelong learning.” The survey’s data-driven insights serve as a catalyst for informed decision-making, curriculum improvements, and targeted interventions to bridge learning gaps and enhance educational quality nationwide.
Scope and Methodology
The survey represents one of the most extensive educational assessments undertaken in India. The scale of participation provides a robust and representative dataset for national and sub-national analysis.
| Metric | Figure | Details |
|---|---|---|
| Students Assessed | 2,115,022 | Grade 3: 599,026 Grade 6: 663,195 Grade 9: 852,801 |
| Schools Participated | 74,229 | Grade 3: 27,741 Grade 6: 26,973 Grade 9: 31,406 |
| Geographic Coverage | 781 Districts | Across all 36 States and Union Territories |
| Teachers & School Leaders | 270,424 | Responded through questionnaires on pedagogy, infrastructure, and school environment. |
| School Types | All management types | State Govt., Govt. Aided, Private recognized, and Central Govt. schools. |
| Educational Stages | 3 (Foundational, Preparatory, Middle) | Assessing Grades 3, 6, and 9 respectively. |
National Performance Analysis by Grade
Grade 3: Foundational Stage Assessment
At the foundational stage, students were assessed in Language and Mathematics. Language recorded a higher average score than Mathematics.
Overall National Average Scores:
• Language: 64%
• Mathematics: 60%
Performance by Demographics:
| Category | Sub-Category | Language Score | Mathematics Score | Key Observation |
|---|---|---|---|---|
| Gender | Boys | 63% | 60% | Girls demonstrated higher performance in Language. |
| Gender | Girls | 65% | 60% | Both genders performed equally in Mathematics. |
| Location | Rural | 64% | 60% | Rural students marginally outperformed urban students in both subjects. |
| Location | Urban | 63% | 59% | |
| School Mgt. | State Govt. | 64% | 61% | State Govt. and Private schools recorded the highest scores. |
| School Mgt. | Govt. Aided | 63% | 58% | Central Govt. schools showed the lowest performance in Mathematics. |
| School Mgt. | Private | 64% | 60% | |
| School Mgt. | Central Govt. | 60% | 57% | |
| Social Category | SC | 64% | 60% | ‘Others’ category recorded the highest performance. |
| Social Category | ST | 61% | 57% | ST students showed the lowest scores across both subjects. |
| Social Category | OBC | 63% | 60% | |
| Social Category | Others | 66% | 61% |
Key Competency Performance (National Average % Correct):
| Subject | Competency Code | Description | Performance |
|---|---|---|---|
| Language | C-9.7 | Vocabulary for day-to-day interactions and guessing new word meanings. | 67% |
| Language | C-10.5 | Comprehending short stories (characters, storyline, author’s intent). | 60% |
| Language | C-10.7 | Comprehending short news items, instructions, recipes, etc. | 61% |
| Mathematics | C-8.2 | Identifying and extending simple patterns. | 69% |
| Mathematics | C-8.1 | Sorting objects into groups based on multiple properties. | 68% |
| Mathematics | C-8.9 | Selecting appropriate tools and units for simple measurements. | 62% |
| Mathematics | C-8.5 | Using numerals up to 99 with understanding of place value. | 61% |
| Mathematics | C-8.10 | Performing simple time measurements (minutes, hours, days, etc.). | 61% |
| Mathematics | C-8.6 | Addition and subtraction of 2-digit numbers. | 58% |
| Mathematics | C-8.4 | Arranging numbers up to 99 in ascending/descending order. | 55% |
| Mathematics | C-8.12 | Vocabulary for concepts of quantities, shapes, space, and measurements. | 55% |
| Mathematics | C-8.13 | Formulating and solving simple mathematical problems. | 55% |
| Mathematics | C-8.7 | Recognizing multiplication as repeated addition and division as equal sharing. | 54% |
| Mathematics | C-8.8 | Recognizing and classifying basic geometric shapes. | 50% |
| Mathematics | C-8.11 | Performing simple transactions using money up to INR 100. | 50% |
Grade 6: Preparatory Stage Assessment
At the preparatory stage, Language remained the strongest subject, while Mathematics recorded the lowest average performance.
Overall National Average Scores:
• Language: 57%
• Mathematics: 46%
• The World Around Us: 49%
Performance by Demographics:
| Category | Sub-Category | Language | Mathematics | The World Around Us | Key Observation |
|---|---|---|---|---|---|
| Gender | Boys | 55% | 47% | 49% | Girls performed better in Language and TWU. Boys had a slight edge in Mathematics. |
| Gender | Girls | 59% | 46% | 50% | The gender gap was most noticeable in Language. |
| Location | Rural | 55% | 45% | 48% | Urban students scored higher than rural counterparts in all three subjects. |
| Location | Urban | 59% | 47% | 51% | The difference was most pronounced in Language. |
| School Mgt. | State Govt. | 52% | 43% | 47% | Central Govt. schools recorded the highest scores. |
| School Mgt. | Govt. Aided | 52% | 40% | 45% | State Govt. and Govt. Aided schools reflected lower performance, particularly in Mathematics. |
| School Mgt. | Private | 60% | 49% | 52% | |
| School Mgt. | Central Govt. | 69% | 61% | 58% | |
| Social Category | SC | 54% | 44% | 47% | ‘Others’ category scored highest. |
| Social Category | ST | 51% | 41% | 45% | ST students had the lowest performance, especially in Mathematics. |
| Social Category | OBC | 56% | 46% | 49% | |
| Social Category | Others | 61% | 50% | 53% |
Key Competency Performance (National Average % Correct) - Areas of Concern:
| Subject | Competency Code | Description | Performance |
|---|---|---|---|
| Mathematics | C-1.2 | Representing and comparing commonly used fractions. | 29% |
| Mathematics | C-3.3 | Carrying out simple unit conversions (e.g., cm to m). | 38% |
| Mathematics | C-4.1 | Solving puzzles and daily-life problems with whole numbers. | 38% |
| The World Around Us | C-1.3 | Asking questions and making predictions about simple patterns. | 38% |
| The World Around Us | C-2.2 | Relationship between natural environment and cultural practices. | 38% |
| Mathematics | C-2.2 | Describing location and movement; understanding maps. | 41% |
| Mathematics | C-3.5 | Devising strategies for estimating distance, length, time, etc. | 42% |
Grade 9: Middle Stage Assessment
At the middle stage, the performance gap between Language and other subjects widened, with Mathematics performance dropping to 37%.
Overall National Average Scores:
• Language: 54%
• Mathematics: 37%
• Science: 40%
• Social Science: 40%
Performance by Demographics:
| Category | Sub-Category | Language | Mathematics | Science | Social Science | Key Observation |
|---|---|---|---|---|---|---|
| Gender | Boys | 52% | 37% | 41% | 39% | Girls outperformed boys in Language and Social Science. Boys scored marginally higher in Science and Mathematics. |
| Gender | Girls | 56% | 36% | 40% | 41% | |
| Location | Rural | 51% | 36% | 39% | 39% | Urban students scored higher across all subjects, with the widest margin in Language. |
| Location | Urban | 58% | 38% | 42% | 41% | |
| School Mgt. | State Govt. | 48% | 33% | 37% | 37% | Central Govt. schools performed best. Mathematics was the weakest subject for all school types. |
| School Mgt. | Govt. Aided | 49% | 33% | 37% | 37% | |
| School Mgt. | Private | 59% | 39% | 44% | 42% | |
| School Mgt. | Central Govt. | 69% | 48% | 51% | 49% | |
| Social Category | SC | 50% | 35% | 39% | 38% | ‘Others’ category recorded the highest performance. |
| Social Category | ST | 47% | 32% | 36% | 36% | ST students had the lowest scores, with the gap most visible in Mathematics. |
| Social Category | OBC | 53% | 37% | 40% | 39% | |
| Social Category | Others | 60% | 40% | 44% | 43% |
Key Competency Performance (National Average % Correct) - Areas of Concern:
| Subject | Competency Code | Description | Performance |
|---|---|---|---|
| Mathematics | C-1.5 | Exploring and applying the idea of percentage to solve problems. | 28% |
| Mathematics | C-6.1 | Applying inductive and deductive logic for proofs and conjectures. | 29% |
| Mathematics | C-1.4 | Understanding sets of numbers (fractions, integers, etc.) on a number line. | 31% |
| Mathematics | C-1.6 | Exploring and applying fractions in daily-life situations. | 31% |
| Social Science | C-1.1 | Collecting and interpreting multiple sources of information. | 32% |
| Science | C-2.2 | Describing how electricity works in simple circuits. | 33% |
| Social Science | C-6.1 | Explaining key natural phenomena (climate, weather, ocean cycles). | 33% |
| Science | C-3.2 | Distinguishing characteristics of living vs. non-living things. | 34% |
| Social Science | C-7.2 | Discovering the topographical diversity of the Indian landmass. | 34% |
State Performance Landscape
The survey provides a detailed view of performance variations across states and districts. Certain states like Punjab and Kerala consistently feature among the high performers across grades.
State Performance Rankings
| Grade | Top 10 High Performing States/UTs | 10 Low Performing States/UTs |
|---|---|---|
| 3 | Punjab, Himachal Pradesh, Kerala, Manipur, Rajasthan, Maharashtra, Uttar Pradesh, Madhya Pradesh, Odisha, A&N Islands | Lakshadweep, Jharkhand, Puducherry, Goa, Tripura, Gujarat, Bihar, Jammu & Kashmir, West Bengal, Meghalaya |
| 6 | Kerala, Punjab, Dadra & Nagar Haveli and Daman & Diu, Chandigarh, Himachal Pradesh, Odisha, Maharashtra, Rajasthan, Goa, Sikkim | Meghalaya, Mizoram, Jammu & Kashmir, Andhra Pradesh, Puducherry, Tamil Nadu, Gujarat, Uttarakhand, Nagaland, Jharkhand |
| 9 | Punjab, Kerala, Chandigarh, Himachal Pradesh, Delhi, Dadra & Nagar Haveli and Daman & Diu, Rajasthan, Odisha, Maharashtra | Meghalaya, Mizoram, Tamil Nadu, Puducherry, Jammu & Kashmir, Uttar Pradesh, Gujarat, Andhra Pradesh, Karnataka, Uttarakhand |
Key Thematic Findings and Recommendations for Intervention
The survey identified several cross-cutting themes that require targeted interventions to improve the quality of school education.
Learning Gaps and Competency Deficits
Instances where less than 50% of students answered questions correctly for a given competency indicate significant learning gaps. These are most pronounced in Mathematics across all grades, particularly in areas like fractions, percentages, and logical reasoning. Science and Social Science also show major deficits in conceptual understanding and application.
Recommendation: Focused interventions are needed to strengthen students’ foundational skills. Digital resources on platforms like PM e-VIDYA and DIKSHA should be leveraged by both students and teachers to address these specific competency gaps.
Pedagogical and Assessment Practices
While innovative pedagogical approaches are widely reported, gaps remain.
• Pedagogy: Experiential learning (96%) and competency-based assessments (95%) are widely used. However, toy-based learning (77%) is less frequent and requires enhancement.
• Assessment: Self-assessment (95%) and peer assessment (91%) are common, but the use of portfolios (81%) is less frequent and should be integrated more consistently.
Recommendation: Provide teacher training and materials, via platforms like NISHTHA, to enhance the use of toy-based learning and portfolio-based assessments aligned with the Holistic Progress Card (HPC).
Skill Education and Career Readiness
There is a significant shortfall in the provision and uptake of skill education.
• Only 47% of schools offer skill-based courses for Grade 9 and above.
• Only 29% of Grade 9 students opt for these courses.
• While 60% of schools offer career guidance, a notable percentage of students exit the system after Grade X to take up jobs (10%) or engage in family work (13%).
Recommendation: Policymakers must expand diverse, industry-aligned skill courses, provide necessary infrastructure, and raise student awareness.
School Environment and Student Well-being
There is a concerning disconnect between school policies and student experiences of safety and inclusion.
• While most schools have discipline (96%) and child protection (93%) policies, only 70% have an anti-bullying policy.
• A significant number of students report being teased (32%), made fun of (32%), excluded (25%), or physically aggressed (24%).
• Social-Emotional Learning (SEL): While teachers report confidence in managing classrooms, student responses are less positive. Less than half of students report feeling happy (46%), not anxious (46%), or finding it easy to talk to someone when stressed (45%).
Recommendation: Strengthen anti-bullying measures and implement awareness programs. Enhance SEL support through counseling and teacher training, utilizing resources like Manodarpan.
Inclusivity for Children with Special Needs (CWSN)
There are major gaps in providing an inclusive environment for CWSN.
• 38% of schools have trained teachers for CWSN.
• 35% offer special accommodations.
• 34% provide access to assistive devices.
Recommendation: Strengthen teacher training on inclusive education, ensure availability of assistive resources and tailored learning materials, and adapt infrastructure to be more accessible.
Teacher and Leadership Professional Development
Participation in continuous professional development (CPD) is alarmingly low, hindering systemic improvement.
• Only 31% of teachers participated in professional development programs in the last 12 months.
• Participation in ICT-related training (38%) and mentoring/peer observation (39%) is also low.
• Only 43% of school principals have undergone school leadership training.
Recommendation: Mandate and facilitate regular, high-quality CPD for all teachers and school leaders, with a focus on ICT integration, modern pedagogy, and leadership skills.
Resource and Infrastructure Gaps
• Community Participation: While engagement from local governance is moderate (55%), support from NGOs (43%) and CSR initiatives (40%) is low and needs to be strengthened.
• Technology Access: While smartphone/internet access at home is common, fewer have laptops/desktops for learning. School-level provision of digital devices and internet can be improved.
• Facilities: While basic facilities are largely available, only 64% of schools have a functional laboratory for Grade 9 students, which is critical for science education.
Strategic Framework for Systemic Action
To ensure the survey’s findings catalyze meaningful change, a comprehensive, multi-level strategy for post-survey intervention has been planned.
• Data Dissemination and Planning: A phased dissemination of data through workshops at the national, regional, state, and district levels will be conducted. These workshops will focus on interpreting results and preparing district-specific, action-oriented roadmaps with clearly defined roles.
• Layered Interventions: A set of short-, mid-, and long-term interventions will be deployed, including targeted teacher training, community engagement programs, and the development of practical tools such as intervention handbooks and digital learning materials.
• Systemic Integration: To ensure sustainability, survey insights will be formally integrated into ongoing planning and administrative cycles, particularly the Annual Work Plans and Budgets (AWPBs) of states.
• Continuous Improvement: A Management Information System (MIS) will be established for the continued use of data, fostering a culture of accountability and ensuring the survey serves as a lever for sustained system strengthening.PARAKH Rashtriya Sarvekshan 2024: National Education Assessment Briefing